Kushnir, T. & Gelman, S. A. (in press). Translating testimonial claims into evidence for category-based induction. Proceedings of the 38th annual meeting of the Cognitive Science Society.

Zhao, A. & Kushnir, T. (in press). Children’s Awareness of Authority to Change Rules in Various Social Contexts. Proceedings of the 38th annual meeting of the Cognitive Science Society.

Wente, A., Ting, T., Aboody, R., Kushnir, T., & Gopnik A. (in press). The Relationship Between Inhibitory Control and Free Will Beliefs in 4-to 6-Year-Old-Children. Proceedings of the 38th annual meeting of the Cognitive Science Society.

Wellman, H. M., Kushnir, T., Xu, F. & Brink, K. (in press).  Infants Use Statistical Sampling to Understand the Psychological World. Infancy.

Vredenburgh, C., Yu, Y., & Kushnir, T. (in press). Young Children’s Flexible Social Cognition and Sensitivity to Context Facilitates Their Learning. In Sommerville J. & Decety J. (Eds.). Frontiers in Developmental Science: Social Cognition.

Josephs, M, Kushnir, T., Gräfenhain, M., & Rakoczy, H. (2016) Children protest moral and conventional violations more when they believe actions are freely chosen. Journal of Experimental Child Psychology. doi:10.1016/j.jecp.2015.08.002

Yu, Y & Kushnir, T. (2015). When what’s inside counts: Sequence of demonstrated actions affects preschooler’s categorization by non-obvious properties. Developmental Psychology. doi: http://dx.doi.org/10.1037/dev0000088

Yu, Y. & Kushnir, T. (2015). Understanding young children’s imitative behavior from an individual differences perspective. Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.) (2015). Proceedings of the 37th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Koenig, M., Cole, C., Meyer, M., Ridge, K., Kushnir, T. & Gelman, S. (2015). Reasoning about knowledge: Children's evaluations of generality and verifiability. Cognitive Psychology, 83, 22-39. doi:10.1016/j.cogpsych.2015.08.007

Kortenaar, M., Sribarra, A. & Kushnir, T. (2015). Engaging parents in early childhood learning: An issue of civic importance. Science Education and Civic Engagement, Summer Issue, 28-30.

Kushnir, T., Gopnik, A., Chernyak, N., Seiver, E., & Wellman, H. M. (2015). Developing intuitions about free will between ages 4 and 6. Cognition.138, 79-101. doi:10.1016/j.cognition.2015.01.003

Vredenburgh, C. & Kushnir, T. (2015). Young Children’s Help-Seeking As Information Gathering. Cognitive Science. doi: 10.1111/cogs.1224

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

Gopnik, A. & Kushnir, T. (2014). The Origins and Development of Our Conception of Free Will. In A. Mele (ed) Surrounding Free Will. Oxford University Press.

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

Fedyk, M. & Kushnir, T. (2014). Development links psychological causes to evolutionary explanations. Behavioral and Brain Sciences, 37(2), 142-14,

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

Chernyak, N., Kushnir, T. (2014). The self as a moral agent: Preschoolers behave morally but believe in the freedom to do otherwise. Journal of cognition and development, 15(3), 453-464. doi:10.1080/15248372.2013.77784

Chernyak, N. & Kushnir, T. (2013). Giving preschoolers choice increases sharing behavior. Psychological Science, 24 (10), 1971-1979[pdf]

Chernyak, N., Kushnir, T., Sullivan, K., & Wang, Q. (2013). A comparison of American and Nepalese children's concepts of freedom of choice and social constraint. Cognitive Science, 37 (7), 1343-55. doi: 10.1111/cogs.12046.[pdf]

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 [pdf]

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 knowledgeguides preschoolers’ causal learning from informants. Developmental Psychology.  [pdf]

Xu, F. & Kushnir, T. (2013). Infants are rational constructivist learners. Current directions in psychological science. 22(1) 28–32[pdf]

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. (2012). Developing a concept of choice.  In Xu, F. & Kushnir, T (eds), Advances in Child Development and Behavior: Rational Constructivism in Cognitive Development. Waltham, MA: Academic Press. [pdf]

Kortenaar, M., Kushnir, T. and Trautmann. C. (2012) The Curiosity Corner: A Place for Young Scientists to Explore and Learn. Informal Learning Review. [pdf]

Yu, Y. & Kushnir T. (2011). It’s all about the game: Infants’ action strategies during imitation are influenced by their prior expectations.  Proceedings of the 33rd annual meeting of the Cognitive Science Society.[pdf]

Chernyak, N., Kushnir, T., Wang, Q. & Sullivan, K. (2011). A Comparison of Nepalese and American Children’s Concepts of Free Will.  Proceedings of the 33rd annual meeting of the Cognitive Science Society[pdf]

Kushnir, T. & Chernyak, N. (2010). Understanding the adult moralist requires first understanding the child scientist.Behavioral and Brain Sciences, 33 (4), 343-344. [pdf]

Chernyak, N., Kushnir, T., Wellman, H. M. (2010).  Developing notions of free will: Preschoolers understanding of how intangible constraints bind their freedom of choice. In Camtrabone, R. and Ohlsson, S. (Eds), Proceedings of the 32nd annual meeting of the Cognitive Science Society, 2601-2606. [pdf]

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. [pdf]

Kushnir, T., Gopnik, A., Lucas, C., & Schulz, L. E. (2010).  Inferring hidden causal structure. Cognitive Science, 34, 148-160.[pdf]

Kushnir, T., Wellman, H. M. & Chernyak, N. (2009).  Preschoolers' Understanding of Freedom of Choice. InTaatgen, N. and van Rijn, H. (Eds), Proceedings of the 31st annual meeting of the Cognitive Science Society. 87-92. [pdf]

Kushnir, T., Wellman, H. M. & Gelman, S. A. (2009).  A self-agency bias in children’s causal inferences. Developmental Psychology, 45 (2), 597-603. [pdf]

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. [pdf]

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. [pdf]

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. [pdf]

Sobel, D. M. & Kushnir, T. (2006). The importance of decision-making in causal learning from interventions. Memory & Cognition, 34. 411-419. [pdf]

Kushnir T. & Gopnik, A., (2005). Children infer causal strength from probabilities and interventions. Psychological Science, 16, 678-683. [pdf]

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. [pdf]