{"id":25,"date":"2012-05-11T12:22:20","date_gmt":"2012-05-11T16:22:20","guid":{"rendered":"https:\/\/www.bu.edu\/learninglab\/?page_id=25"},"modified":"2017-07-10T13:56:52","modified_gmt":"2017-07-10T17:56:52","slug":"publications","status":"publish","type":"page","link":"https:\/\/www.bu.edu\/learninglab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Please note: Electronic versions of these papers are provided for academic purposes only. \u00a0Please do not repost without appropriate permission.<\/em><\/p>\n

Harris, P.L., Koenig, M.A. Corriveau, K.H. & Jaswal, V.K. (in press). Cognitive foundations of learning from testimony. Annual Review of Psychology.<\/em><\/p>\n

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. <\/em>[email for copy]<\/p>\n

Corriveau, K.H., Ronfard, S. & Cui, Y.K. (2017, in press). Cognitive mechanisms associated with children’s selective teaching. Review of Philosophy and Psychology<\/em>. PDF<\/a><\/p>\n

Kurkul, K. & Corriveau, K.H. (2017, in press). Question, explanation, follow-up: A mechanism for learning from others? Child Development. <\/em>PDF<\/a><\/p>\n

Chen, E.E., Corriveau, K.H. & Harris, P.L. (2016). Person perception across development in two\u00a0cultures. Journal of Cognition and Development, 17,<\/em> 447-467. PDF<\/a><\/p>\n

Corriveau, K.H. & Chen, EE. (2016). Developmental precursors to the cultural transmission of religious information. Behavioral and Brain Sciences, 39,<\/em> e8.[email for copy]<\/span><\/p>\n

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<\/em> (pp. 65-83). Psychology Press: UK. [email for copy]<\/p>\n

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

Corriveau, K.H., Min, G., Chin, J. & Doan, S. (2016). \u00a0Do as I do, not as I say: Children’s learning of self-regulatory strategies. \u00a0Journal of Experimental Child Psychology, 153<\/em>, 179-187. <\/em>PDF<\/a><\/p>\n

Davoodi, T., Corriveau, K.H. & Harris, P.L. (2016). \u00a0Distinguishing between realistic and fantastical stories in Iran. \u00a0Developmental Psychology. <\/em>PDF<\/a>
\n<\/em><\/p>\n

Ronfard, S. & Corriveau, K.H. (2016). Teaching and preschoolers’ ability to infer knowledge from mistakes. Journal of Experimental Child Psychology, 150<\/em>, 87-96. PDF<\/a><\/p>\n

Corriveau, K.H., Chen, E.E. & Harris, P.L. (2015).\u00a0 Judgment about fact and fiction by children from religious and non-religious backgrounds.\u00a0 Cognitive Science, 39, <\/i>353-382.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H. & Harris, P.L. (2015).\u00a0 <\/b>Children\u2019s developing realization that some stories are true: Links to the understanding of belief and signs.\u00a0 Cognitive Development, 34,<\/i> 76-87.\u00a0PDF<\/a><\/p>\n

DiYanni, C., Corriveau, K.H., Kurkul, K., Nasrini, J. & Nini, N. (2015). \u00a0The role of consensus\u00a0and culture in the imitation of questionable actions. \u00a0Journal of Experimental Child Psychology, 137,<\/em> 99-110. PDF<\/a><\/p>\n

Corriveau, K.H., Einav, S., Robinson, E. & Harris, P.L. (2014).\u00a0 To the letter: Early readers trust print-based over oral instructions to guide their actions.\u00a0 British Journal of Developmental Psychology, 32, <\/i>345-358.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H. & Kurkul, K. (2014).\u00a0 \u201cWhy does rain fall?\u201d: Children prefer to learn from an informant who uses non-circular explanations.\u00a0 Child Development, 85,<\/i> 1827-1835.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H., Min, G., & Kurkul, K. (2014). \u00a0Cultural differences in children’s learning from others. \u00a0In S. Einav & E. Robinson (eds.) Trust and Skepticism: Children’s Selective Learning from Testimony.<\/em> \u00a0Psychology Press: UK.\u00a0[email for copy]<\/p>\n

Corriveau, K.H.\u00a0& Dwyer, J. (2014). \u00a0Learning from adults: Lessons for research methods in Early Childhood Education.\u00a0 In Olivia Saracho (ed.)\u00a0Handbook of Research Methods in Early Childhood Education: Volume 1.<\/em>\u00a0(pp. 599-641). Information Age Publishing, NC. [email for copy]<\/p>\n

Gaither, S.E., Chen, E.E., Corriveau, K.H., Harris, P.L., Ambady, N., Sommers, S.R. (2014).\u00a0 Monoracial and biracial children: effects of racial identity saliency on learning and social preferences.\u00a0 Child Development, 85,<\/i> 2299-2316.\u00a0<\/i>PDF<\/a><\/p>\n

Harris, P.L. & Corriveau, K.H. (2014). \u00a0Learning from testimony about religion and science. \u00a0In\u00a0S. Einav & E. Robinson (eds.)\u00a0Trust and Skepticism: Children’s Selective Learning from Testimony.<\/em>\u00a0\u00a0Psychology Press: UK.\u00a0[email for copy]<\/p>\n

Corriveau, K.H.,\u00a0Kim, E., Song, G. & Harris, P.L.\u00a0 (2013).\u00a0 Young children\u2019s deference to a majority varies by culture.\u00a0 Journal of Cognition and Culture, 13, <\/i>367-381. PDF<\/a><\/p>\n

Corriveau, K.H., Kinzler, K.D. & Harris (2013). Accuracy trumps accent in children’s endorsement of object labels. \u00a0Developmental Psychology,\u00a049<\/i>, 470-479.\u00a0<\/i><\/em>PDF<\/a><\/p>\n

<\/i><\/em>Harris, P.L. &\u00a0Corriveau, K.H.\u00a0(2013).\u00a0 Judging for yourself versus listening to others: Conformity revisited. In M.Banaji and S.Gelman (eds.)\u00a0Navigating the Social World: What infants, children, and other species can teach us. <\/em>(pp. 230-234).\u00a0<\/em>Oxford University Press, NY.\u00a0[email for copy]<\/p>\n

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.\u00a0 In M. Beran, J. Brandl, J. Perner & J. Proust (eds.)\u00a0\u00a0Foundations of Metacognition.<\/em>\u00a0(pp. 193-210). Oxford University Press, NY. [email for copy]<\/p>\n

Chen, E.E., Corriveau, K.H. & Harris, P.L. (2013). Children lose trust in a consensus composed of outgroup members \u2013 but do not retain that trust. Child Development, 84<\/em>, 269-282.\u00a0PDF<\/a><\/p>\n

Chen, E.E, Corriveau, K.H. & Harris, P.L.\u00a0 (2011).\u00a0 Children are sociologists.\u00a0 Invited paper for the special issue \u201cSocial and Developmental Aspects in Prejudice in Childhood\u201d, \u00a0Anales de Psycologia, 27<\/em>, 625-630.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H., Pickard, K. & Harris, P.L.\u00a0 (2011). Preschoolers trust particular informants when learning new names and new morphological forms.\u00a0 British Journal of Developmental Psychology, 29<\/em>, 46-63.\u00a0PDF<\/a><\/p>\n

Fusaro, M, Corriveau, K.H., & Harris, P.L.\u00a0 (2011).\u00a0 The good, the strong, and the accurate. Preschoolers\u2019 evaluations of accurate and strong informants.\u00a0 Journal of Experimental Child Psychology, 110, <\/em>561-574. <\/em>PDF<\/a><\/p>\n

Harris, P.L. & Corriveau, K.H. (2011).\u00a0 Young children\u2019s selective trust in informants.\u00a0 Philosophical Transactions of the Royal Society B, 366,<\/em> 1179-1187. <\/em>PDF<\/a><\/p>\n

Kinzler, K.D., Corriveau, K.H., & Harris, P.L.\u00a0 (2011).\u00a0 Preschoolers\u2019 use of accent when deciding which informant to trust.\u00a0 Developmental Science, 14,<\/em> 106-111. \u00a0PDF<\/a><\/p>\n

Corriveau, K.H., Goswami, U. & Thomson, J.\u00a0 (2010) Auditory processing and early literacy skills in a preschool and kindergarten population.\u00a0 Journal of Learning Disabilities, 43, <\/em>369-382.\u00a0PDF<\/a><\/em><\/p>\n

Corriveau, K.H. & Harris, P.L. (2010).\u00a0 Preschoolers (sometimes) defer to the majority when making simple perceptual judgments.\u00a0 Developmental Psychology, 26, <\/em>437-445.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H.\u00a0& Harris, P.L. (2010) Young children\u2019s trust in what other people say.\u00a0 In Ken Rotenberg (ed.)\u00a0Interpersonal trust during childhood and adolescence.<\/em>(pp. 87-109) <\/em>Cambridge University Press: Cambridge, UK. [email for copy]<\/p>\n

Sobel, D.M & Corriveau, K.H. (2010). Children monitor individuals\u2019 expertise for word learning.\u00a0 Child Development, 81<\/em>, 669-679. <\/em>PDF<\/a><\/p>\n

Corriveau, K.H., Fusaro, M. & Harris, P.L. (2009).\u00a0 Going with the flow: Preschoolers prefer non-dissenters as informants.\u00a0 Psychological Science, 20, <\/em>372-377. <\/em>PDF<\/a><\/p>\n

Corriveau, K.H., Kim, A.L., Schwalen, C.E. & Harris, P.L. (2009).\u00a0 Abraham Lincoln and Harry Potter:\u00a0 Children\u2019s differentiation between historical and fantasy characters.\u00a0 Cognition, 113<\/em>, 213-225.\u00a0PDF<\/a><\/p>\n

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\u2019s trust in their mother\u2019s claims: Longitudinal links with attachment security in infancy.\u00a0 Child Development, 80,<\/em> 750-761.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H. & Goswami, U.\u00a0 (2009) Rhythmic motor entrainment in children with speech and\u00a0language impairments: Tapping to the beat.\u00a0 Cortex, 45,<\/em> 119-130.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H. & Harris, P.L.\u00a0 (2009a).\u00a0 Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information.\u00a0 Developmental Science, 12, <\/em>188-193. <\/em>PDF<\/a><\/p>\n

Corriveau, K.H. & Harris, P.L.\u00a0 (2009b) Choosing your informant: Weighing familiarity and past accuracy.\u00a0 Developmental Science, 12, <\/em>426-437.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H., Meints, K., & Harris, P.L.\u00a0 (2009). Early tracking of informant accuracy and inaccuracy\u00a0by young children.\u00a0 British Journal of Developmental Psychology, 27, <\/em>331-342. <\/em>PDF<\/a><\/p>\n

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.\u00a0 (2007). A structural basis for reading fluency: White matter defects in a genetic brain malformation.\u00a0 Neurology, 69<\/em>, 2146-2159.\u00a0PDF<\/a><\/p>\n

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, <\/em>647-666. <\/em>PDF<\/a><\/p>\n

Pasquini, E., Corriveau, K.H., & Goswami, U. (2007).\u00a0 Auditory processing of amplitude envelope rise time in adults diagnosed with dyslexia. Scientific Studies of Reading, 11<\/em>, 259-286. <\/em>PDF<\/a><\/p>\n

Pasquini, E., Corriveau, K.H., Koenig, M. & Harris, P.L. (2007). \u00a0Preschoolers monitor the relative accuracy of informants. \u00a0Developmental Psychology, 49, 1216, 1226.\u00a0PDF<\/a><\/p>\n

Sobel, D., Li, J. & Corriveau, K.H. (2007). \u00a0It danced around my head and I learned it. \u00a0Children’s developing understanding of learning. \u00a0Journal of Cognition and Development. 8, 345-369.\u00a0PDF<\/a><\/p>\n

Corriveau, K.H., Pasquini, E., & Harris, P.L.\u00a0 (2005)\u00a0 If it\u2019s in your brain, it\u2019s in your mind.\u00a0 Children\u2019s developing anatomy of identity.\u00a0 Cognitive Development, 20, <\/em>321-340.\u00a0PDF<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Please note: Electronic versions of these papers are provided for academic purposes only. \u00a0Please 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, […]<\/p>\n","protected":false},"author":5810,"featured_media":0,"parent":0,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"page-templates\/no-sidebars.php","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/pages\/25"}],"collection":[{"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/users\/5810"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/comments?post=25"}],"version-history":[{"count":50,"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/pages\/25\/revisions"}],"predecessor-version":[{"id":1114,"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/pages\/25\/revisions\/1114"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/learninglab\/wp-json\/wp\/v2\/media?parent=25"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}