Note on authorship: I recently changed authorship conventions to match those predominant in my department. Starting with papers published in 2010, I am last author on all papers coming out of my lab.
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Gweon, H., Tenenbaum, J., & Schulz, L. E. (2010). Infants consider both the sample and the sampling process in inductive generalization. Proceedings of the National Academy of Sciences, 107(20), 9066-9071.
Wu, Y., Baker, L.C., Tenenbaum, J., & Schulz, L.E. (2017). Rational inference of beliefs and desires from emotional expressions. Cognitive Science.
Leonard, J.A., Lee, Y., & Schulz, L.E. (2017). Infants make more attempts to achieve a goal when they see adults persist. Science, 357(6357), 1290-1294.
Magid, R. & Schulz, L.E. (in press). Moral alchemy: How love changes norms. Cognition.
Magid, R., Yan, P., Siegel, M., Tenenbaum, J., & Schulz, L.E. (2017). Changing minds: Children's inferences about third party belief revision. Developmental Science.
Wu, Y. & Schulz, L.E. (2017). Inferring beliefs and desires from emotional reactions to anticipated and observed events. Child Development.
Scott, K., Chu, J., & Schulz, L.E. (2017). Assessing the viability of online developmental research: Results from three case studies. Open Mind, 1(1), 15-29.
Scott, K. & Schulz, L.E. (2017). Lookit: A new online platform for developmental research. Open Mind, 1.(1), 4-14
Jara-Ettinger, J., Gweon, H., Schulz, L.E., & Tenenbaum, J. (2016). The naďve utility calculus: Computational principles underlying commonsense psychology. Trends in Cognitive Science, 20(8), 589-604.
Kline, M., Snedeker, J., & Schulz, L. (2016). Linking language and events: Spatiotemporal cues drive children's expectations about the meanings of novel transitive verbs. Language Learning and Development, 1-23.
Shnediman, L., Gweon, H., Schulz, L.E., & Woodward, A. (2016). Learning from others and spontaneous exploration: A cross-cultural investigation. Child Development, 87(3), 723-735.
Wu, Y., Muentener, P. & Schulz, L.E. (2015). The invisible hand: Toddlers connect probabilistic events with agentive causes. Cognitive Science, 1(23).
Schulz, L. (2015). Infants explore the unexpected. Comment on Observing the unexpected enhances infants' learning and exploration. Science, 3(6230), 42-43.
Jara-Ettinger, J., Gweon, H., Tenenbaum, J. B., & Schulz, L. E. (2015). Children's understanding of the costs and rewards underlying rational action. Cognition.
Jara-Ettinger, J., Tenenbaum, J. B., & Schulz, L. E. (2015). Not so innocent: Toddlers' inferences about costs and culpability. Psychological Science.
Magid, R., Sheskin, M. & Schulz, L.E. (2015). Imagination and the generation of new ideas. Cognitive Development.
Muentener, P., & Schulz, L.E. (2014). Toddlers infer unobserved causes for spontaneous events. Frontiers in Psychology. 5:1496. doi: 10.3389/fpsyg.2014.01496
Gweon, H., Pelton, H., Konopka, J.A. & Schulz, L.E. (2014). Sins of omission: Children selectively explore when agents fail to tell the whole truth. Cognition.
Muentener, P., Friel, D., & Schulz, L.E. (2012). Giving the giggles: Prediction, intervention, and young children's representation of psychological Events. PLoS ONE, 7(8).
Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N., Spelke, E. & Schulz, L. E. (2011). The double-edged sword of pedagogy: Teaching limits children’s spontaneous exploration and discovery. Cognition, 120(3), 322-330.
Bonawitz, E.B., Ferranti, D., Gopnik, A., Meltzoff, A. Woodward, J., & Schulz, L.E. (2010). Just do it? Toddlers’ ability to integrate prediction and action in causal inference. Cognition, 115, 104-117.
Schulz, L.E., Standing, H., & Bonawitz, E.B. (2008). Word, thought and deed: The role of object labels in children's inductive inferences and exploratory play. Developmental Psychology, 44(5), 1266-1276.
Schulz, L.E., Bonawitz, E. B., & Griffiths, T. (2007). Can being scared make your tummyache? Naive theories, ambiguous evidence and preschoolers' causal inferences. Developmental Psychology, 43(5), 1124-1139.
Gopnik, A., Sobel, D. M., Schulz, L. E., & Glymour, C. (2001). Causal learning mechanisms in very young children: Two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37(5), 620-629.