Sarah-jane Leslie
Affiliations: | Philosophy | Princeton University, Princeton, NJ |
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"Sarah-jane Leslie"Children
Sign in to add traineeAdam Lerner | grad student | ||
Corey J. Maley | grad student | Princeton | |
Carla Merino Rajme | grad student | UNC Chapel Hill | |
Helen Y. Chappell | grad student | 2012 | Princeton |
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Publications
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Wang MM, Cardarelli A, Leslie SJ, et al. (2022) How children's media and teachers communicate exclusive and essentialist views of science and scientists. Developmental Psychology |
Leshin RA, Leslie SJ, Rhodes M. (2021) Does It Matter How We Speak About Social Kinds? A Large, Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs. Child Development |
Rhodes M, Cardarelli A, Leslie SJ. (2020) Asking young children to "do science" instead of "be scientists" increases science engagement in a randomized field experiment. Proceedings of the National Academy of Sciences of the United States of America |
Lei RF, Green ER, Leslie SJ, et al. (2019) Children lose confidence in their potential to "be scientists", but not in their capacity to "do science". Developmental Science. e12837 |
Rhodes M, Leslie SJ, Yee KM, et al. (2019) Subtle Linguistic Cues Increase Girls' Engagement in Science. Psychological Science. 956797618823670 |
Chalik L, Leslie SJ, Rhodes M. (2017) Cultural Context Shapes Essentialist Beliefs About Religion. Developmental Psychology |
Rhodes M, Leslie SJ, Saunders K, et al. (2017) How does social essentialism affect the development of inter-group relations? Developmental Science |
Rhodes M, Leslie SJ, Bianchi L, et al. (2017) The Role of Generic Language in the Early Development of Social Categorization. Child Development |
Bian L, Leslie SJ, Cimpian A. (2017) Gender stereotypes about intellectual ability emerge early and influence children's interests. Science (New York, N.Y.). 355: 389-391 |
Gelman SA, Sánchez Tapia I, Leslie SJ. (2015) Memory for generic and quantified sentences in Spanish-speaking children and adults. Journal of Child Language. 1-14 |