| StoryCoder: Teaching Computational Thinking Concepts Through Storytelling in a Voice-Guided App for Children | 0 | 0.34 | 2021 |
| BEHAVIOR - Benchmark for Everyday Household Activities in Virtual, Interactive, and Ecological Environments. | 0 | 0.34 | 2021 |
| iGibson 2.0 - Object-Centric Simulation for Robot Learning of Everyday Household Tasks. | 0 | 0.34 | 2021 |
| The Division Of Labor In Communication: Speakers Help Listeners Account For Asymmetries In Visual Perspective | 0 | 0.34 | 2021 |
| Preschoolers use minimal statistical information about social groups to infer the preferences and group membership of individuals. | 0 | 0.34 | 2020 |
| You're surprised at her success? Inferring competence from others' emotional responses to performance outcomes. | 0 | 0.34 | 2020 |
| Whom will Granny thank? Thinking about what could have been informs children's inferences about relative helpfulness. | 0 | 0.34 | 2020 |
| Who is better? Preschoolers infer relative competence based on efficiency of process and quality of outcome. | 0 | 0.34 | 2019 |
| Building blocks of computational thinking - Young children's developing capacities for problem decomposition. | 0 | 0.34 | 2019 |
| Explaining intuitive difficulty judgments by modeling physical effort and risk. | 0 | 0.34 | 2019 |
| Integrating Incomplete Information With Imperfect Advice. | 0 | 0.34 | 2019 |
| A friend, or a toy? Four-year-olds strategically demonstrate their competence to a puppet but only when others treat it as an agent. | 0 | 0.34 | 2019 |
| Preschoolers jointly consider others' expressions of surprise and common ground to decide when to explore. | 0 | 0.34 | 2019 |
| Surprisingly unsurprising! Infants' looks to probable vs. improbable events is modulated by others' expressions of surprise. | 0 | 0.34 | 2019 |
| How you learned matters - The process by which others learn informs young children's decisions about whom to ask for help. | 0 | 0.34 | 2018 |
| Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence. | 0 | 0.34 | 2018 |
| Young children use statistical evidence to infer the informativeness of praise. | 0 | 0.34 | 2018 |
| Balancing informational and social goals in active learning. | 0 | 0.34 | 2018 |
| Consistent but not diagnostic - Preschoolers' intuitions about shared preferences within social groups. | 0 | 0.34 | 2018 |
| Preschoolers consider expected task difficulty to decide what to do and whom to help. | 0 | 0.34 | 2018 |
| Speakers account for asymmetries in visual perspective so listeners don't have to. | 0 | 0.34 | 2018 |
| Didn't know, or didn't show? Preschoolers consider epistemic state and degree of omission when evaluating teachers. | 0 | 0.34 | 2017 |
| Reverse-engineering the process: Adults' and preschoolers' ability to infer the difficulty of novel tasks. | 0 | 0.34 | 2017 |
| How can I help? 24-48-month-olds provide help specific to the cause of others' failed actions. | 0 | 0.34 | 2017 |
| Minimal covariation data support future one-shot inferences about unobservable properties of novel agents. | 0 | 0.34 | 2017 |
| Learning and making novel predictions about others' preferences. | 0 | 0.34 | 2016 |
| Young children's estimation of difficulty and time. | 0 | 0.34 | 2016 |
| Young children and adults integrate past expectations and current outcomes to reason about others' emotions. | 0 | 0.34 | 2016 |
| Not all overlaps are equal: Social affiliation and rare overlaps of preferences. | 0 | 0.34 | 2016 |
| Who should I tell? Young children correct and maintain others' beliefs about the self. | 0 | 0.34 | 2016 |
| Children consider others' expected costs and rewards when deciding what to teach. | 0 | 0.34 | 2016 |
| Is it a nine, or a six? Prosocial and selective perspective taking in four-year-olds. | 0 | 0.34 | 2016 |
| Not by number alone: The effect of teachers' knowledge and its value in evaluating "sins of omission". | 1 | 0.48 | 2015 |
| Knowing what he could have shown: The role of alternatives in children's evaluation of under-informative teachers. | 1 | 0.44 | 2015 |
| Children consider prior knowledge and the cost of information both in learning from and teaching others. | 3 | 0.73 | 2014 |
| To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit. | 0 | 0.34 | 2014 |
| I'd do anything for a cookie (but I won't do that): Children's understanding of the costs and rewards underlying rational action. | 1 | 0.43 | 2014 |
| Exploration and Discovery in Children with Autism. | 0 | 0.34 | 2013 |
| Children's sensitivity to informant's inductive efficiency and learner's epistemic states in pedagogical contexts. | 0 | 0.34 | 2012 |
| Enough is enough: Inductive sufficiency guides learners' ratings of informant helpfulness. | 2 | 0.58 | 2012 |
| Adults and school-aged children accurately evaluate sins of omission in pedagogical contexts. | 2 | 0.93 | 2011 |
| Theory of Mind for you, and for me: behavioral and neural similarities and differences in thinking about beliefs of the self and other. | 0 | 0.34 | 2011 |
