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Laura E. Schulz, Ph.D.

Affiliations: 
Psychology Massachusetts Institute of Technology, Cambridge, MA, United States 
Area:
Cognitive Development, Causal Inference
Website:
http://web.mit.edu/eccl/schulz.htm
Google:
"Laura Schulz"
Cross-listing: Neurotree

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Parents

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Alison Gopnik grad student 2004 UC Berkeley
 (Interventions and children's causal inferences.)

Children

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Adrianna C. Jenkins research assistant MIT (Neurotree)
Hyowon Gweon grad student MIT (Neurotree)
Julia A Leonard grad student (Neurotree)
Julian Jara-Ettinger grad student 2011- MIT (Neurotree)
Nicole Hope Coates grad student 2021- MIT (Neurotree)

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Publications

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Bridgers S, Parece K, Iwasaki I, et al. (2025) Learning Loopholes: The Development of Intentional Misunderstandings in Children. Child Development
Chu J, Tenenbaum JB, Schulz LE. (2024) In praise of folly: flexible goals and human cognition. Trends in Cognitive Sciences
Chu J, Schulz LE. (2023) Not Playing by the Rules: Exploratory Play, Rational Action, and Efficient Search. Open Mind : Discoveries in Cognitive Science. 7: 294-317
Pelz MC, Allen KR, Tenenbaum JB, et al. (2022) Foundations of intuitive power analyses in children and adults. Nature Human Behaviour
Chu J, Schulz LE. (2021) Children selectively endorse speculative conjectures. Child Development
Siegel MH, Magid RW, Pelz M, et al. (2021) Children's exploratory play tracks the discriminability of hypotheses. Nature Communications. 12: 3598
Leonard JA, Duckworth AL, Schulz LE, et al. (2021) Leveraging cognitive science to foster children's persistence. Trends in Cognitive Sciences
Kominsky JF, Gerstenberg T, Pelz M, et al. (2021) The trajectory of counterfactual simulation in development. Developmental Psychology. 57: 253-268
Levine S, Kleiman-Weiner M, Schulz L, et al. (2020) The logic of universalization guides moral judgment. Proceedings of the National Academy of Sciences of the United States of America
Jara-Ettinger J, Schulz LE, Tenenbaum JB. (2020) The Naïve Utility Calculus as a unified, quantitative framework for action understanding. Cognitive Psychology. 123: 101334
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