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, Brenner J, et al. (2024) Maladaptive but malleable: Gender-science stereotypes emerge early but are modifiable by language. Child Development |
Rhodes M, Gelman SA, Leslie SJ. (2024) How generic language shapes the development of social thought. Trends in Cognitive Sciences |
Foster-Hanson E, Leslie SJ, Rhodes M. (2022) Speaking of Kinds: How Correcting Generic Statements can Shape Children's Concepts. Cognitive Science. 46: e13223 |
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 |
Gelman SA, Leslie S, Gelman R, et al. (2019) Do Children Recall Numbers as Generic? A Strong Test of the Generics-As-Default Hypothesis Language Learning and Development. 15: 217-231 |
Bian L, Leslie SJ, Cimpian A. (2018) Evidence of bias against girls and women in contexts that emphasize intellectual ability. The American Psychologist. 73: 1139-1153 |