All Stories

  1. Children (and many adults) use perceptual similarity to assess relative impossibility.
  2. Children use proximity and ability to infer distinct kinds of counterfactual closeness.
  3. When children choose fantastical events in fiction.
  4. An Adversarial Collaboration on Dirty Money
  5. Probability and intentional action
  6. Two kinds of counterfactual closeness
  7. Probability and intentional action
  8. The Odds Tell Children What People Favor
  9. Two kinds of counterfactual closeness.
  10. The second-order problem of other minds
  11. The Social Network: How People Infer Relationships From Mutual Connections
  12. Anchored in the present: Preschoolers more accurately infer their futures when confronted with their pasts
  13. Novelty preferences depend on goals
  14. Anchored in the present: preschoolers more accurately infer their futures when confronted with their pasts
  15. Blind to Bias? Young Children Do Not Anticipate that Sunk Costs Lead to Irrational Choices
  16. Children’s Accent-based Inferences Depend on Geographic Background
  17. Preschoolers are sensitive to accent distance
  18. Prominence, Property, and Inductive Inference
  19. Attributing ownership to hold others accountable
  20. The odds tell children what people favor.
  21. Novelty preferences depend on goals
  22. Young Children Infer Psychological Ownership from Stewardship
  23. Easy or difficult? Children’s understanding of how supply and demand affect goal completion
  24. Easy or difficult? Children's understanding of how supply and demand affect goal completion
  25. Expectations of how machines use individuating information and base-rates
  26. Causal knowledge and children’s possibility judgments
  27. Young children infer psychological ownership from stewardship.
  28. Attributing Ownership to Hold Others Accountable
  29. Causal knowledge and children’s possibility judgments
  30. Blind to Bias? Young Children Do Not Anticipate that Sunk Costs Lead to Irrational Choices
  31. Butt-dialing the devil: Evil agents are expected to disregard intentions behind requests
  32. Butt-dialing the devil: Evil agents are expected to disregard intentions behind requests
  33. Varieties of value: Children differentiate caring from liking
  34. Varieties of value: Children differentiate caring from liking
  35. Toddlers and preschoolers understand that some preferences are more subjective than others
  36. Oh … so close! Children’s close counterfactual reasoning and emotion inferences.
  37. Toddlers and Preschoolers Understand That Some Preferences Are More Subjective Than Others
  38. Oh…So close! Children’s close counterfactual reasoning and emotion inferences
  39. Young children infer feelings of ownership from habitual use.
  40. A similarity heuristic in children’s possibility judgments
  41. Children’s Beliefs about Possibility Differ Across Dreams, Stories, and Reality
  42. A Similarity Heuristic in Children’s Possibility Judgments
  43. Unsolicited but acceptable: Non-owners can access property if the owner benefits.
  44. Actual knowledge
  45. Knowledge before belief
  46. Is Probabilistic Evidence a Source of Knowledge
  47. Unsolicited but acceptable: Non-owners can access property if the owner benefits
  48. Children’s Beliefs About Possibility Differ Across Dreams, Stories, and Reality
  49. Expert or Esoteric? Philosophers Attribute Knowledge Differently Than All Other Academics
  50. Disgust and Moral Judgment: Distinguishing Between Elicitors and Feelings Matters
  51. Working memory develops at a similar rate across diverse stimuli
  52. Young children use probability to infer happiness and the quality of outcomes
  53. Young Children Infer Feelings of Ownership from Habitual Use
  54. Children’s working memory develops at similar rates for sequences differing in compressibility
  55. Young Children Use Probability to Infer Happiness and the Quality of Outcomes
  56. Beyond Belief: The Probability-Based Notion of Surprise in Children
  57. Young Children use Supply and Demand to Infer Desirability
  58. Young children use supply and demand to infer desirability.
  59. Give and take: Ownership affects how 2- and 3-year-olds allocate resources
  60. Questions and potential answers about ways ownership and art matter for one another
  61. Preschoolers are sensitive to accent distance
  62. Questions and Potential Answers About Ways Ownership and Art Matter for One Another
  63. An advantage for ownership over preferences in children’s future thinking
  64. An advantage for ownership over preferences in children’s future thinking.
  65. Give and take: Ownership affects how 2- and 3-year-olds allocate resources
  66. Children Value Objects With Distinctive Histories
  67. Children value objects with distinctive histories.
  68. Children show reduced trust in confident advisors who are partially informed
  69. I owe you an explanation: Children’s beliefs about when people are obligated to explain their actions
  70. Children show reduced trust in confident advisors who are partially informed
  71. Distant lands make for distant possibilities
  72. Sunk Cost Bias and Withdrawal Aversion
  73. Ownership Matters: People Possess a Naïve Theory of Ownership
  74. Future-oriented objects
  75. Distant lands make for distant possibilities: Children view improbable events as more possible in far-away locations.
  76. The development of territory-based inferences of ownership
  77. Children hold owners responsible when property causes harm.
  78. Theory of mind ability in high socially anxious individuals
  79. Children hold owners responsible when property causes harm
  80. Children’s accent-based inferences depend on geographic background
  81. Using versus liking: Young children use ownership to predict actions but not to infer preferences
  82. The Development of Territory-Based Inferences of Ownership
  83. Beyond belief: The probability-based notion of surprise in children.
  84. Using versus liking: Young children use ownership to predict actions, but not to infer preferences
  85. Legal Ownership Is Psychological: Evidence from Young Children
  86. Spoiled for choice: Identifying the building blocks of folk-economic beliefs
  87. Young children protest and correct pretense that contradicts their general knowledge
  88. Accent, Language, and Race: 4-6-Year-Old Children's Inferences Differ by Speaker Cue
  89. Children’s judgments about ownership rights and body rights: Evidence for a common basis
  90. Fitting the Message to the Listener: Children Selectively Mention General and Specific Facts
  91. She Bought the Unicorn From the Pet Store: Six- to Seven-Year-Olds Are Strongly Inclined to Generate Natural Explanations.
  92. Young children’s understanding of the limits and benefits of group ownership.
  93. Preschoolers use emotional reactions to infer relations
  94. Young children infer preferences from a single action, but not if it is constrained
  95. Children’s generic interpretation of pretense
  96. Ownership Rights
  97. Knowledge central: A central role for knowledge attributions in social evaluations
  98. “Because It's Hers”: When Preschoolers Use Ownership in Their Explanations
  99. Where are you from? Preschoolers infer background from accent
  100. If I am free, you can’t own me: Autonomy makes entities less ownable
  101. Identical but not interchangeable: Preschoolers view owned objects as non-fungible
  102. Creation in Judgments about the Establishment of Ownership
  103. Children have difficulty using object location to recognize when natural objects are owned
  104. Rule-based category use in preschool children
  105. Preschoolers and Toddlers Use Ownership to Predict Basic Emotions
  106. Toddlers Assert and Acknowledge Ownership Rights
  107. Is Probabilistic Evidence a Source of Knowledge?
  108. For the greater goods? Ownership rights and utilitarian moral judgment
  109. Parallels in Preschoolers' and Adults' Judgments About Ownership Rights and Bodily Rights
  110. Preschoolers can infer general rules governing fantastical events in fiction
  111. Mine, yours, no one’s: Children’s understanding of how ownership affects object use
  112. Taking ‘know’ for an answer: A reply to Nagel, San Juan, and Mar
  113. Children and Adults Use Gender and Age Stereotypes in Ownership Judgments
  114. Young Children's Understanding of Ownership
  115. Preschoolers Selectively Infer History When Explaining Outcomes: Evidence From Explanations of Ownership, Liking, and Use
  116. Young Children Give Priority to Ownership When Judging Who Should Use an Object
  117. How Do Children Represent Pretend Play?
  118. The Origin of Children’s Appreciation of Ownership Rights
  119. First Possession, History, and Young Children's Ownership Judgments
  120. The Folk Epistemology of Lotteries
  121. Just pretending can be really learning: Children use pretend play as a source for acquiring generic knowledge.
  122. The folk conception of knowledge
  123. Acquiring ownership and the attribution of responsibility
  124. Preschoolers Acquire General Knowledge by Sharing in Pretense
  125. Artifacts and natural kinds: Children's judgments about whether objects are owned
  126. Twenty-one reasons to care about the psychological basis of ownership
  127. Ownership and object history
  128. The signature of inhibition in theory of mind: children’s predictions of behavior based on avoidance desire
  129. Necessary for Possession: How People Reason About the Acquisition of Ownership
  130. Is young children’s recognition of pretense metarepresentational or merely behavioral? Evidence from 2- and 3-year-olds’ understanding of pretend sounds and speech
  131. The Opposites Task: Using General Rules to Test Cognitive Flexibility in Preschoolers
  132. Non-interpretative metacognition for true beliefs
  133. Children do not follow the rule “ignorance means getting it wrong”
  134. Preschoolers infer ownership from “control of permission”
  135. Determining who owns what: Do children infer ownership from first possession?
  136. First possession: An assumption guiding inferences about who owns what
  137. The conceptual underpinnings of pretense: Pretending is not ‘behaving-as-if’
  138. Theory of mind and the right cerebral hemisphere: Refining the scope of impairment
  139. Recognition of pretend and real actions in play by 1- and 2-year-olds: Early success and why they fail
  140. Processing demands in belief-desire reasoning: inhibition or general difficulty?
  141. Core mechanisms in ‘theory of mind’
  142. A developmental shift in processes underlying successful belief-desire reasoning
  143. A developmental shift in processes underlying successful belief-desire reasoning
  144. Mechanisms of Belief-Desire Reasoning
  145. Problems with the Seeing = Knowing Rule