Susan Carey

Harvard University, Cambridge, MA, United States 
Conceptual Development
"Susan Carey"
Cross-listing: Neurotree


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Roger Brown grad student Harvard
Jerome Seymour Bruner grad student Harvard (Neurotree)


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Long Ouyang research assistant 2007-2007 Harvard (Neurotree)
Paul Bloom grad student MIT
Susan C. Johnson grad student Brain and Cognitive Science, MIT (Neurotree)
Sandeep Prasada grad student MIT (Neurotree)
Karen Wynn grad student MIT
Amy C. Geojo grad student 2007- Harvard (Neurotree)
Susan  Cohen Levine grad student 1972-1976 MIT (Neurotree)
Fei Xu grad student 1995 MIT
Lisa Feigenson grad student 2003 NYU (Neurotree)
Justin P. Halberda grad student 2003 NYU (Neurotree)
Melissa L. Preissler grad student 2003 NYU (Neurotree)
Mathieu Le Corre grad student 2005 NYU (Neurotree)
Andrew E. Shtulman grad student 2006 Harvard (Neurotree)
Tania Lombrozo grad student 2002-2006 Harvard (PsychTree)
Yarrow Dunham grad student 2002-2007 (PsychTree)
Fiery A. Cushman grad student 2008 Harvard (Neurotree)
Rebecca D. Rosenberg grad student 2002-2008 Harvard (Neurotree)
Jonathan Sage Beier grad student 2003-2008 Harvard (Neurotree)
Paul J. Muentener grad student 2009 Harvard (Neurotree)
Andrew S. Baron grad student 2010 Harvard (Neurotree)
Mahesh Srinivasan grad student 2005-2011 Harvard (Neurotree)
Adena M. Schachner grad student 2009-2012 Harvard (Neurotree)
Arin S. Tuerk grad student 2014 Harvard (Neurotree)
Stephen Ferrigno post-doc Harvard (Neurotree)
Sid Kouider post-doc CNRS, Paris (Neurotree)
Anna Shusterman post-doc Harvard University - Psychology Department (Neurotree)
Gretchen Van de Walle post-doc NYU (Neurotree)
Jean-Remy Hochmann post-doc 2011- Harvard
Laura Wagner post-doc 2000-2003 Harvard
Pierre Pica research scientist Harvard University - Psychology Department
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Hochmann JR, Carey S, Mehler J. (2018) Infants learn a rule predicated on the relation same but fail to simultaneously learn a rule predicated on the relation different. Cognition. 177: 49-57
Haward P, Wagner L, Carey S, et al. (2018) The development of principled connections and kind representations. Cognition. 176: 255-268
Bascandziev I, Tardiff N, Zaitchik D, et al. (2018) The role of domain-general cognitive resources in children's construction of a vitalist theory of biology. Cognitive Psychology. 104: 1-28
Ucakturk SA, Alışık M, Ugur Ç, et al. (2018) EVALUATION OF DYNAMIC THIOL-DISULPHIDE HOMEOSTASIS IN CHILDREN AND ADOLESCENTS WITH NON-AUTOIMMUNE SUBCLINICAL HYPOTHYROIDISM. Medical Principles and Practice : International Journal of the Kuwait University, Health Science Centre
Hochmann JR, Tuerk AS, Sanborn S, et al. (2017) Children's representation of abstract relations in relational/array match-to-sample tasks. Cognitive Psychology. 99: 17-43
Rong X, Wang B, Palladino EN, et al. (2017) ER phospholipid composition modulates lipogenesis during feeding and in obesity. The Journal of Clinical Investigation
Carey S, Shusterman A, Haward P, et al. (2017) Do analog number representations underlie the meanings of young children's verbal numerals? Cognition. 168: 243-255
Tardiff N, Bascandziev I, Sandor K, et al. (2017) Some consequences of normal aging for generating conceptual explanations: A case study of vitalist biology. Cognitive Psychology. 95: 145-163
Le Corre M, Li P, Huang BH, et al. (2016) Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners. Cognitive Psychology. 88: 162-186
Mody S, Carey S. (2016) The emergence of reasoning by the disjunctive syllogism in early childhood. Cognition. 154: 40-48
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