Alison Gopnik Selected Papers
Alison Gopnik Selected Papers
(latest first)
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Children's Imitation of Causal Action Sequences
D. Buchsbaum, A. Gopnik, T.L. Griffiths, and P. Shafto (2011). Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition (in press).
A. Gopnik (2011). Causality. In P. Zelazo (ed.) The Oxford Handbook of Developmental Psychology. New York: Oxford University Press. (In press).
A. Gopnik (2010). How babies think. Scientific American July 2010, 76-81.
Review of Melvin Konner's "The Evolution of Childhood"
A. Gopnik (2010). Review of Melvin Konner`s "The Evolution of Childhood: Relationships, Emotion, Mind" (Harvard University Press, 2010). Science 15 Oct. 2010, 321-322.
Commentary on Susan Carey "The Origin of Concepts"
A. Gopnik (in press). A unified account of abstract structure and conceptual change: Probabilistic models and early learning mechanisms. Commentary on Susan Carey "The Origin of Concepts." Behavioral and Brain Sciences.
Commentary on Nora Newcombe Neoconstructivism
A. Gopnik (in press). The theory theory 2.0: Probabilistic models and cognitive development. Commentary on Nora Newcombe Neoconstructivism. Child Development Perspectives.
Comments on Griffiths et al. and McLelland et al.
A. Gopnik, H. M. Wellman, Susan A. Gelman & A. N. Meltzoff (2010). A computational foundation for cognitive development: comment on Griff[i]ths et al. and McLelland et al. Trends in Cognitive Sciences 14:342-343.
Just do it? Investigating the gap between prediction and action ...
E. B. Bonawitz, D. Ferranti, R. Saxe, A. Gopnik, A. N. Meltzoff, J. Woodward, & L. E. Schulz (2010). Just do it? Investigating the gap between prediction and action in toddlers' causal inferences. Cognition 115:104-117.
Could David Hume have known about Buddhism? ...
A. Gopnik (2009). Could David Hume have known about Buddhism? Charles Francois Dolu, The Royal College of La Fleche, and the global Jesuit intellectual network. Hume Studies 35:5-28.
Reading Minds: How Infants Come to Understand Others
A. Gopnik & E. Seiver (2009). Reading minds: How infants come to understand others. Zero to Three 30(2):28-32.
Data-mining probabilists or experimental determinists? ...
T. Richardson, L. Schulz, & A. Gopnik (2007). Data-mining probabilists or experimental determinists? A dialogue on the principles underlying causal leanring in children. In A. Gopnik & L. Schulz (Eds.). Causal learning: Psychology, philosophy, computation. New York: Oxford University Press. pp. 208-230.
Learning from doing: Intervention and causal inference in children
L. Schulz, T. Kushnir, & A. Gopnik (2007). Learning from doing: Intervention and causal inference in children. A. Gopnik & L. Schulz (Eds.). Causal learning: Psychology, philosophy, computation. New York: Oxford University Press.
Causal Bayes Nets for Dummies, The Psychology of Causal Inference for Nerds - A Correspondence
A. Gopnik & L. Schulz (2007). Introduction. To A. Gopnik & L. Schulz (eds.). Causal learning: Psychology, philosophy, and computation. New York: Oxford University Press, 2007, 358 pp.
The blicket within: Preschoolers' inferences about insides and causes
D. Sobel, C. Yoachim, A. Gopnik, A. Meltzoff, & E.Blumenthal (2007). The blicket within: Preschoolers’ inferences about insides and causes. Journal of Cognition and Development, 8(2):159-182.
Preschool children learn about causal structure from conditional interventions
L. Schulz, A. Gopnik, & C. Glymour (2007). Preschool children learn about causal structure from conditional interventions. Developmental Science (special section on Bayesian and Bayes-Net approaches to development), 10(3): 322-332.
Conditional probability versus spatial contiguity in causal learning: ...
T. Kushnir, &
A. Gopnik (2007). Conditional probability versus spatial contiguity in causal
learning: Preschoolers use new contingency evidence to overcome prior spatial
assumptions. Developmental Psychology, 43, 1, : 186-196
Bayesian networks, Bayesian learning and cognitive development
A. Gopnik, & J. Tenenbaum (2007). Bayesian networks, Bayesian learning and cognitive development. Developmental Science (special section on Bayesian and Bayes-Net approaches to development), 10(3): 281-287.
Reversing how to think about ambiguous figure reversals: ...
S. Mitroff, D. Sobel & A. Gopnik (2006). Reversing how to think about ambiguous figure reversals: Spontaneous alternating by uninformed observers. Perception. 35, 5, 709-715.
A brand new ball game: Bayes net and neural net learning mechanisms in children
A. Gopnik &
C. Glymour (2006). A brand new ball game: Bayes net and neural net learning
mechanisms in children. Processes of change in brain and cognitive development:
Attention and performance xxi. Attention and Performance. 349-372.
Young children infer causal strength from probabilities and interventions
T. Kushnir & A. Gopnik (2005 ). Young children infer causal strength from probabilities and interventions. Psychological Science, 16 (9): 678-683.
Ambiguous figures perception and theory of mind ... in children with autistic spectrum disorders
Sobel D.M.,
Capps L.M., & Gopnik A. (2005). Ambiguous figure perception and theory of mind
understanding in children with autistic spectrum disorders British Journal Of
Developmental Psychology, 23(2): 159-174
Asynchrony in the cognitive and lexical development of young children with Williams syndrome
Nazzi, T.,
Gopnik, A., & Karmiloff-Smith, A. (2005). Asynchrony in the cognitive and
lexical development of young children with Williams syndrome. Journal of
Child Language, 32, 427-438.
A mid-century modern education
A. Gopnik
(2004). A mid-century modern education. In J. Brockman (ed.) Curious minds:
How a child becomes a scientist. New York: Pantheon
Mechanisms of theory formation in young children
A. Gopnik &
L. Schulz (2004). Mechanisms of theory-formation in young children. Trends in
Cognitive Science, 8. 8.
Children's causal inferences from indirect evidence
D. Sobel, J.
Tenenbaum & A. Gopnik (2004). Children’s causal inferences from indirect
evidence: Backwards blocking and Bayesian reasoning in preschoolers.
Cognitive Science, 28, 3. 303-333.
Causal learning across domains
L. Schulz &
A. Gopnik (2004). Causal learning across domains. Developmental Psychology,
40, 2, 162-176.
A. Gopnik
(2004). Finding our inner scientist. Daedalus, 133, 1, 21-28.
A theory of causal learning in children: Causal maps and Bayes nets
A. Gopnik, C.
Glymour, D. Sobel, L. Schulz, T. Kushnir, & D. Danks (2004). A theory of causal
learning in children: Causal maps and Bayes nets. Psychological Review,
111, 1, 1-31.
T. Kushnir,
A. Gopnik, L Schulz, & D. Danks (2003). Inferring hidden causes. In R. Alterman
& D. Kirsch (eds). Proceedings of the Twenty-Fourth Annual Meeting of the
Cognitive Science Society, Cognitive Science Society: Boston MA.
Sorting and acting with objects in early childhood: ...
T. Nazzi & A.
Gopnik (2003). Sorting and acting with objects in early childhood: an
exploration of the use of causal cues. Cognitive Development, 18, 219-237.
The theory theory as an alternative to the innateness hypothesis
A. Gopnik
(2003). The theory theory as an alternative to the innateness hypothesis. In L.
Antony and N. Hornstein (eds.) Chomsky and his critics. Blackwells,
Oxford.
Words, kinds and causal powers: A theory theory perspective ...
A. Gopnik &
T. Nazzi (2003). Words, kinds and causal powers: A theory theory perspective on
early naming and categorization. In D. Rakison, & L. Oakes (Eds.) Early
category and concept development: Making sense of the blooming, buzzing
confusion. New York: Oxford University Press.
Source monitoring reduces the suggestibility of preschool children
J. Giles, A.
Gopnik, & G. Heyman (2002). Source monitoring reduces the
suggestibility of preschool children. Psychological Science, 13, 3,
288-291.
What children will teach scientists
A. Gopnik
(2002). What children will teach scientists. In J. Brockman (Ed.) The next
fifty years: Science in the first half of the twenty-first century. New
York: Vintage
Causal maps and Bayes nets: A cognitive and computational account of theory-formation
A. Gopnik, &
C. Glymour (2002). Causal maps and Bayes nets: A cognitive and computational
account of theory-formation. In P. Carruthers, S. Stich, M. Siegal (Eds.)
The cognitive basis of science. Cambridge: Cambridge University Press.
Linguistic and cognitive abilities in infancy: ...
T. Nazzi & A. Gopnik (2001). Linguistic and cognitive abilities in infancy: when does language become a tool for categorization? Cognition, 80, B11-B20.
Causal learning mechanisms in very young children: ...
A. Gopnik, D. Sobel, L. Schulz, & C. Glymour (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.
Explanation as orgasm and the drive for causal understanding: ...
A. Gopnik (2000). Explanation as
orgasm and the drive for causal understanding: The evolution, function and
phenomenology of the theory-formation system. In F. Keil & R. Wilson (Eds.)
Cognition and explanation. Cambridge, Mass: MIT Press.
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