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.
All electronic documents are provided for personal use only. Downloading a document should be considered a request by you for a single copy. Do not circulate or disseminate.
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., 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).
Muentener, P., Bonawitz, E., Horowitz, A., & Schulz, L. (2012). Mind the gap: Investigating toddlers' sensitivity to contact relations in predictive events. PLoS ONE, 7(4).
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.