Please note: Electronic versions of these papers are provided for academic purposes only.  Please do not repost without appropriate permission.

Harris, P.L., Koenig, M.A. Corriveau, K.H. & Jaswal, V.K. (in press). Cognitive foundations of learning from testimony. Annual Review of Psychology.

Clegg, J.M & Corriveau, K.H. (in press). Children begin with the same start-up software, but their developmental software updates are cultural. Behavioral and Brain Sciences. [email for copy]

Corriveau, K.H., Ronfard, S. & Cui, Y.K. (2017, in press). Cognitive mechanisms associated with children’s selective teaching. Review of Philosophy and Psychology. PDF

Kurkul, K. & Corriveau, K.H. (2017, in press). Question, explanation, follow-up: A mechanism for learning from others? Child Development. PDF

Chen, E.E., Corriveau, K.H. & Harris, P.L. (2016). Person perception across development in two cultures. Journal of Cognition and Development, 17, 447-467. PDF

Corriveau, K.H. & Chen, EE. (2016). Developmental precursors to the cultural transmission of religious information. Behavioral and Brain Sciences, 39, e8.[email for copy]

Corriveau, K.H., Kipling, R., Biarnes, M., Ronfard, S. & Harris, P.L. (2016). The Living Laboratory Model: Bridging child development research and informal science education. In D. Sobel & J.Jipson (eds.) Cognitive Development in Museum Settings: Relating Research and Practice (pp. 65-83). Psychology Press: UK. [email for copy]

Corriveau, K.H., Kurkul, K. & Arunachalam, S. (2016). Preschoolers’ preference for syntactic complexity varies by socioeconomic status. Child Development, 87, 1529-1537. PDF

Corriveau, K.H., Min, G., Chin, J. & Doan, S. (2016).  Do as I do, not as I say: Children’s learning of self-regulatory strategies.  Journal of Experimental Child Psychology, 153, 179-187. PDF

Davoodi, T., Corriveau, K.H. & Harris, P.L. (2016).  Distinguishing between realistic and fantastical stories in Iran.  Developmental Psychology. PDF

Ronfard, S. & Corriveau, K.H. (2016). Teaching and preschoolers’ ability to infer knowledge from mistakes. Journal of Experimental Child Psychology, 150, 87-96. PDF

Corriveau, K.H., Chen, E.E. & Harris, P.L. (2015).  Judgment about fact and fiction by children from religious and non-religious backgrounds.  Cognitive Science, 39, 353-382. PDF

Corriveau, K.H. & Harris, P.L. (2015).  Children’s developing realization that some stories are true: Links to the understanding of belief and signs.  Cognitive Development, 34, 76-87. PDF

DiYanni, C., Corriveau, K.H., Kurkul, K., Nasrini, J. & Nini, N. (2015).  The role of consensus and culture in the imitation of questionable actions.  Journal of Experimental Child Psychology, 137, 99-110. PDF

Corriveau, K.H., Einav, S., Robinson, E. & Harris, P.L. (2014).  To the letter: Early readers trust print-based over oral instructions to guide their actions.  British Journal of Developmental Psychology, 32, 345-358. PDF

Corriveau, K.H. & Kurkul, K. (2014).  “Why does rain fall?”: Children prefer to learn from an informant who uses non-circular explanations.  Child Development, 85, 1827-1835. PDF

Corriveau, K.H., Min, G., & Kurkul, K. (2014).  Cultural differences in children’s learning from others.  In S. Einav & E. Robinson (eds.) Trust and Skepticism: Children’s Selective Learning from Testimony.  Psychology Press: UK. [email for copy]

Corriveau, K.H. & Dwyer, J. (2014).  Learning from adults: Lessons for research methods in Early Childhood Education.  In Olivia Saracho (ed.) Handbook of Research Methods in Early Childhood Education: Volume 1. (pp. 599-641). Information Age Publishing, NC. [email for copy]

Gaither, S.E., Chen, E.E., Corriveau, K.H., Harris, P.L., Ambady, N., Sommers, S.R. (2014).  Monoracial and biracial children: effects of racial identity saliency on learning and social preferences.  Child Development, 85, 2299-2316PDF

Harris, P.L. & Corriveau, K.H. (2014).  Learning from testimony about religion and science.  In S. Einav & E. Robinson (eds.) Trust and Skepticism: Children’s Selective Learning from Testimony.  Psychology Press: UK. [email for copy]

Corriveau, K.H., Kim, E., Song, G. & Harris, P.L.  (2013).  Young children’s deference to a majority varies by culture.  Journal of Cognition and Culture, 13, 367-381. PDF

Corriveau, K.H., Kinzler, K.D. & Harris (2013). Accuracy trumps accent in children’s endorsement of object labels.  Developmental Psychology, 49, 470-479PDF

Harris, P.L. & Corriveau, K.H. (2013).  Judging for yourself versus listening to others: Conformity revisited. In M.Banaji and S.Gelman (eds.) Navigating the Social World: What infants, children, and other species can teach us. (pp. 230-234). Oxford University Press, NY. [email for copy]

Harris, P.L., Corriveau, K.H., Pasquini, E.S., Koenig, M.A. & Clement, F. (2012) Credulity and the development of selective trust in early childhood.  In M. Beran, J. Brandl, J. Perner & J. Proust (eds.)  Foundations of Metacognition. (pp. 193-210). Oxford University Press, NY. [email for copy]

Chen, E.E., Corriveau, K.H. & Harris, P.L. (2013). Children lose trust in a consensus composed of outgroup members – but do not retain that trust. Child Development, 84, 269-282. PDF

Chen, E.E, Corriveau, K.H. & Harris, P.L.  (2011).  Children are sociologists.  Invited paper for the special issue “Social and Developmental Aspects in Prejudice in Childhood”,  Anales de Psycologia, 27, 625-630. PDF

Corriveau, K.H., Pickard, K. & Harris, P.L.  (2011). Preschoolers trust particular informants when learning new names and new morphological forms.  British Journal of Developmental Psychology, 29, 46-63. PDF

Fusaro, M, Corriveau, K.H., & Harris, P.L.  (2011).  The good, the strong, and the accurate. Preschoolers’ evaluations of accurate and strong informants.  Journal of Experimental Child Psychology, 110, 561-574. PDF

Harris, P.L. & Corriveau, K.H. (2011).  Young children’s selective trust in informants.  Philosophical Transactions of the Royal Society B, 366, 1179-1187. PDF

Kinzler, K.D., Corriveau, K.H., & Harris, P.L.  (2011).  Preschoolers’ use of accent when deciding which informant to trust.  Developmental Science, 14, 106-111.  PDF

Corriveau, K.H., Goswami, U. & Thomson, J.  (2010) Auditory processing and early literacy skills in a preschool and kindergarten population.  Journal of Learning Disabilities, 43, 369-382. PDF

Corriveau, K.H. & Harris, P.L. (2010).  Preschoolers (sometimes) defer to the majority when making simple perceptual judgments.  Developmental Psychology, 26, 437-445. PDF

Corriveau, K.H. & Harris, P.L. (2010) Young children’s trust in what other people say.  In Ken Rotenberg (ed.) Interpersonal trust during childhood and adolescence.(pp. 87-109) Cambridge University Press: Cambridge, UK. [email for copy]

Sobel, D.M & Corriveau, K.H. (2010). Children monitor individuals’ expertise for word learning.  Child Development, 81, 669-679. PDF

Corriveau, K.H., Fusaro, M. & Harris, P.L. (2009).  Going with the flow: Preschoolers prefer non-dissenters as informants.  Psychological Science, 20, 372-377. PDF

Corriveau, K.H., Kim, A.L., Schwalen, C.E. & Harris, P.L. (2009).  Abraham Lincoln and Harry Potter:  Children’s differentiation between historical and fantasy characters.  Cognition, 113, 213-225. PDF

Corriveau, K.H., Harris, P.L., Meins, E., Ferneyhough, C., Arnott, B., Elliott, L., Liddle, B., Hearn, A., Vittorini, L. & de Rosnay, M. (2009). Young children’s trust in their mother’s claims: Longitudinal links with attachment security in infancy.  Child Development, 80, 750-761. PDF

Corriveau, K.H. & Goswami, U.  (2009) Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat.  Cortex, 45, 119-130. PDF

Corriveau, K.H. & Harris, P.L.  (2009a).  Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information.  Developmental Science, 12, 188-193. PDF

Corriveau, K.H. & Harris, P.L.  (2009b) Choosing your informant: Weighing familiarity and past accuracy.  Developmental Science, 12, 426-437. PDF

Corriveau, K.H., Meints, K., & Harris, P.L.  (2009). Early tracking of informant accuracy and inaccuracy by young children.  British Journal of Developmental Psychology, 27, 331-342. PDF

Chang, B.S., Katzir, T., Liu, T., Corriveau, K., Barzillai, M., Apse, K.A., Bodell, A., Hackney, D., Alsop, D., Wong, S., Walsh, C.A.  (2007). A structural basis for reading fluency: White matter defects in a genetic brain malformation.  Neurology, 69, 2146-2159. PDF

Corriveau, K, Pasquini, E., & Goswami,U. (2007) Basic auditory processing skills and Specific Language Impairment: A new look at an old hypothesis. Journal of Speech Language and Hearing Research, 50, 647-666. PDF

Pasquini, E., Corriveau, K.H., & Goswami, U. (2007).  Auditory processing of amplitude envelope rise time in adults diagnosed with dyslexia. Scientific Studies of Reading, 11, 259-286. PDF

Pasquini, E., Corriveau, K.H., Koenig, M. & Harris, P.L. (2007).  Preschoolers monitor the relative accuracy of informants.  Developmental Psychology, 49, 1216, 1226. PDF

Sobel, D., Li, J. & Corriveau, K.H. (2007).  It danced around my head and I learned it.  Children’s developing understanding of learning.  Journal of Cognition and Development. 8, 345-369. PDF

Corriveau, K.H., Pasquini, E., & Harris, P.L.  (2005)  If it’s in your brain, it’s in your mind.  Children’s developing anatomy of identity.  Cognitive Development, 20, 321-340. PDF