Kushnir, T., & Koenig, M. A. (2017). What I Don’t Know Won’t Hurt You: The Relation Between Professed Ignorance and Later Knowledge Claims. Developmental Psychology. http://dx.doi.org/10.1037/dev0000294

Vredenburgh, C., Yu, Y., & Kushnir, T. (2017). 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.

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

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 

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]

Vredenburgh, C. & Kushnir, T. (2016). Young Children’s Help-Seeking As Information Gathering. Cognitive Science. 40(3), 697-722 doi:10.1111/cogs.12245 

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. [pdf]

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

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

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 

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. 

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.  

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.

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.