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Jonathan D. Lane, Ph.D.

2006-2011 Psychology University of Michigan, Ann Arbor, Ann Arbor, MI 
 2012-2014 Graduate School of Education Harvard University, Cambridge, MA, United States 
 2015- Psychology & Human Development Vanderbilt University, Nashville, TN 
cognitive development, theory of mind
"Jonathan Lane"


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Henry Wellman grad student 2006-2011 University of Michigan
 (Children's developing concepts of ordinary and extraordinary minds: The roles of intuitive theories and cultural input.)
Paul Harris post-doc 2012-2014 Harvard (Neurotree)
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Heiphetz L, Lane JD, Waytz A, et al. (2018) My mind, your mind, and God's mind: How children and adults conceive of different agents' moral beliefs. The British Journal of Developmental Psychology
Ronfard S, Lane JD, Wang M, et al. (2017) The impact of counter-perceptual testimony on children's categorization after a delay. Journal of Experimental Child Psychology
Lane JD, Ronfard S, El-Sherif D. (2017) The Influence of First-Hand Testimony and Hearsay on Children's Belief in the Improbable. Child Development
Ronfard S, Lane JD. (2017) Preschoolers Continually Adjust Their Epistemic Trust Based on an Informant's Ongoing Accuracy. Child Development
Song JH, Volling BL, Lane JD, et al. (2016) Aggression, Sibling Antagonism, and Theory of Mind During the First Year of Siblinghood: A Developmental Cascade Model. Child Development
Lane JD, Ronfard S, Francioli SP, et al. (2016) Children's imagination and belief: Prone to flights of fancy or grounded in reality? Cognition. 152: 127-140
Lane JD, Evans EM, Brink KA, et al. (2015) Developing Concepts of Ordinary and Extraordinary Communication. Developmental Psychology
Brink KA, Lane JD, Wellman HM. (2015) Developmental pathways for social understanding: linking social cognition to social contexts. Frontiers in Psychology. 6: 719
Heiphetz L, Lane JD, Waytz A, et al. (2015) How Children and Adults Represent God's Mind. Cognitive Science
Lane JD, Harris PL. (2015) The Roles of Intuition and Informants' Expertise in Children's Epistemic Trust. Child Development. 86: 919-26
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