- Early word-learning entails reference, not merely associations.Sandra R. Waxman & Susan A. Gelman - 2009 - Trends in Cognitive Sciences 13 (6):258-263.details
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Memory Errors Reveal a Bias to Spontaneously Generalize to Categories.Shelbie L. Sutherland, Andrei Cimpian, Sarah-Jane Leslie & Susan A. Gelman - 2015 - Cognitive Science 39 (5):1021-1046.details
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The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts.Gabrielle A. Strouse, Angela Nyhout & Patricia A. Ganea - 2018 - Frontiers in Psychology 9.details
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Shifting senses in lexical semantic development.Hugh Rabagliati, Gary F. Marcus & Liina Pylkkänen - 2010 - Cognition 117 (1):17-37.details
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Representation of Principled Connections: A Window Onto the Formal Aspect of Common Sense Conception.Sandeep Prasada & Elaine M. Dillingham - 2009 - Cognitive Science 33 (3):401-448.details
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The Transformative Cultural Intelligence Hypothesis: Evidence from Young Children’s Problem-Solving.Henrike Moll - 2018 - Review of Philosophy and Psychology 9 (1):161-175.details
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The acquisition of generics.James Ravi Kirkpatrick - forthcoming - Mind and Language:1–26.details
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Language Signaling High Proportions and Generics Lead to Generalizing, but Not Essentializing, for Novel Social Kinds.Elena Hoicka, Jennifer Saul, Eloise Prouten, Laura Whitehead & Rachel Sterken - 2021 - Cognitive Science 45 (11):e13051.details
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Becoming episodic: The Development of Objectivity.Frauke Hildebrandt & Ramiro Glauer - forthcoming - Philosophical Psychology.details
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The Formal Structure of Kind Representations.Paul Haward, Susan Carey & Sandeep Prasada - 2021 - Cognitive Science 45 (10):e13040.details
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Why are dunkels sticky? Preschoolers infer functionality and intentional creation for artifact properties learned from generic language.Andrei Cimpian & Cristina Cadena - 2010 - Cognition 117 (1):62-68.details
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Generic Statements Require Little Evidence for Acceptance but Have Powerful Implications.Andrei Cimpian, Amanda C. Brandone & Susan A. Gelman - 2010 - Cognitive Science 34 (8):1452-1482.details
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Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations.Andrei Cimpian & Ellen M. Markman - 2009 - Cognition 113 (1):14-25.details
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Building theory-based concepts: Four-year-olds preferentially seek explanations for features of kinds.Andrei Cimpian & Gina Petro - 2014 - Cognition 131 (2):300-310.details
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Generic Language for Social and Animal Kinds: An Examination of the Asymmetry Between Acceptance and Inferences.Federico Cella, Kristan A. Marchak, Claudia Bianchi & Susan A. Gelman - 2022 - Cognitive Science 46 (12):e13209.details
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Preschoolers use pedagogical cues to guide radical reorganization of category knowledge.Lucas P. Butler & Ellen M. Markman - 2014 - Cognition 130 (1):116-127.details
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Differences in preschoolers’ and adults’ use of generics about novel animals and artifacts: A window onto a conceptual divide.Amanda C. Brandone & Susan A. Gelman - 2009 - Cognition 110 (1):1-22.details
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Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements.Amanda C. Brandone, Susan A. Gelman & Jenna Hedglen - 2015 - Cognitive Science 39 (4):711-738.details
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Pedagogical cues influence children's inductive inference and exploratory play.Lucas P. Butler & Ellen M. Markman - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.details
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