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Schulz, L. (2012). The origins of inquiry: inductive inference and exploration in early childhood. Trends in Cognitive Sciences, 16(7).
Muentener, P., Friel, D., & Schulz, L. (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., Fischer, A., & Schulz, L.E. (in press). Teaching the Bayesian child: Three-and-a-half-year-olds’ reasoning about ambiguous evidence. Journal of Cognition and
Bonawitz, E. B., van Schijndel, T. J. P., Friel, D., & Schulz, L. E. (2012). Children Balance Theories and Evidence in Exploration, Explanation, and Learning. Cognitive Psychology, 64(4), 215-234.
Muentener, P. & Schulz, L. (2012). What doesn’t go without saying: Communication, induction,
and exploration. Language, Learning, and Development, 8, 61-85.
Gweon, H., & Schulz, L. E. (2011). 16-month-olds rationally infer causes of failed actions. Science, 332(6037), 1524.
Cook, C., Goodman, N., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers' exploratory play. Cognition, 120(3), 341-349.
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.
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.
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.
Kushnir, T., Gopnik, A., Lucas C., & Schulz, L. E. (2009). Inferring hidden causal structure. Cognitive Science 34(2010), 148-160.
Schulz, L.E., Goodman, N.D., Tenenbaum, J.B., & Jenkins, C.A. (2008). Going beyond the evidence: Abstract laws and preschoolers' responses to anomalous data. Cognition, 109(2), 211-223.
Schulz, L.E., Hooppell, K., & Jenkins, A. (2008). Judicious
Imitation: Young children imitate deterministic actions exactly,
stochastic actions more variably. Child Development, 79(20), 395-410.
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.
Shtulman, A. & Schulz, L.E. (2008). The relationship between essentialist beliefs and evolutionary reasoning. Cognitive Science, 32(6), 1049-1062. [PDF]
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.
Schulz, L.E. & Bonawitz, E. B. (2007) Serious Fun:
Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045-1050.
Saxe, R., Schulz, L., & Jiang, Y. (2007).
Reading minds versus following rules: Dissociating theory of mind and executive control in
the brain. Social Neuroscience.
Schulz, L. E., Gopnik, A., & Glymour, C.
(2007). Preschool children learn about causal structure from conditional interventions.
Developmental Science 10(3), 322-332.
E. & Sommerville, J. (2006). God does not play dice: Causal determinism
and children's inferences about unobserved causes. Child Development, 77
Gopnik, A. & Schulz,
L. E. (2004). Mechanisms of theory-formation in young children. Trends
in Cognitive Science, 8(8), 371-377.
E. & Gopnik, A. (2004). Causal learning across domains, Developmental
Psychology, 40(2), 162-176.
Glymour, C., Sobel, D., Schulz, L. E., Kushnir, T., & Danks, D. (2004).
A theory of causal learning in children: Causal maps and Bayes nets. Psychological
Review, 111, 1-31.
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.