Kushnir, T. & Gelman, S. A. (2016). Translating testimonial claims into evidence for category-based induction. Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.) (2016). Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [pdf]
Wellman, H. M., Kushnir, T., Xu, F. & Brink, K. (2016). Infants Use Statistical Sampling to Understand the Psychological World. Infancy. 21(5), 668-676. doi:10.1111/infa.12131
Yu, Y & Kushnir, T. (2016). When what’s inside counts: Sequence of demonstrated actions affects preschooler’s categorization by non-obvious properties. Developmental Psychology, 52(3). 400-410. doi:10.1037/dev0000088
Deisendruck, G. Salzer, S., Kushnir, T, & Xu, F. (2015) When choices aren't personal: The effect of statistical and social cues on children's inferences about the scope of preferences. Journal of Cognition and Development. 16(2),370-380. doi: 10.1080/15248372.2013.84887
Vredenburgh, C., Kushnir, T., & Cassasola, M. (2014). Pedagogical Cues Encourage Toddlers’ Transmission of Recently Demonstrated Functions to Unfamiliar Adults.Developmental Science. doi: 10.1111/desc.1223
Lucas, C. G., Griffiths, T. L., Xu, F., Fawcett, C., Gopnik, A., Kushnir, T. Markson, L. (2014). The child as econometrician: A rational model of preference understanding in children.PLOS ONE, 9(3). doi: 10.1371/journal.pone.0092160
Sobel, D. M. & Kushnir, T. (2013). Knowledge matters: How children evaluate the reliability of testimony as a process of rational inference. Psychological Review, 120 (4), 779-797. doi: 10.1037/a0034191
Yu, Y. & Kushnir, T. (2013). Social Context Effects in 2- and 4-year-olds' Selective Versus Faithful Imitation.Developmental Psychology. doi: 10.1037/a0034242 [pdf]
Kushnir, T. (2013). How children learn from and about people: The fundamental link between social cognition and statistical evidence. In M. Banaji and S. Gelman (eds). The development of social cognition. Oxford University Press. [email for copy]
Kushnir, T., Vredenburgh, C., & Schneider, L. A. (2013). “Who can help me fix this toy?:” The distinction between causal expertise and conventional knowledge guides preschoolers’ causal learning from informants. Developmental Psychology. 49(3), 446-453. doi:10.1037/a0031649
Xu, F. & Kushnir, T. (2013). Infants are rational constructivist learners. Current directions in psychological science. 22(1) 28–32.
Xu, F. & Kushnir, T. Eds (2012). Advances in Child Development and Behavior Volume 43: Rational Constructivism in Cognitive Development. Waltham, MA: Academic Press.
Kushnir, T., Xu, F. & Wellman, H. M. (2010). Young children use statistical sampling to infer the preferences of other people. Psychological Science, 21, 1134-1140.
Kushnir, T., Gopnik, A., Lucas, C., & Schulz, L. E. (2010). Inferring hidden causal structure. Cognitive Science, 34, 148-160.
Kushnir, T., Wellman, H. M. & Gelman, S. A. (2009). A self-agency bias in children’s causal inferences. Developmental Psychology, 45 (2), 597-603.
Kushnir, T., Wellman, H. M. & Gelman, S. A.(2008). The role of preschoolers’ social understanding in evaluating the informativeness of causal interventions. Cognition. 107 (3), 1084-1092.
Kushnir, T. & Gopnik, A. (2007). Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptions. Developmental Psychology, 44, 186-196.
Schulz, L. E., Kushnir, T., & Gopnik, A. (2007). Learning from doing: Interventions and causal inference. In A. Gopnik & L. E. Schulz (Eds.), Causal Learning; Psychology, Philosophy and Computation, 67-86. New York: Oxford University Press.
Sobel, D. M. & Kushnir, T. (2006). The importance of decision-making in causal learning from interventions. Memory & Cognition, 34. 411-419.
Kushnir T. & Gopnik, A., (2005). Children infer causal strength from probabilities and interventions. Psychological Science, 16, 678-683.
Gopnik, A., Glymour, C., Sobel, D., Schulz, L.E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111 (1), 3-32.