Asheley R. Landrum, Ph.D.

Affiliations: 
Psychological and Brain Sciences University of Louisville, Louisville, KY, United States 
Area:
Social Cognitive Development
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"Asheley Landrum"

Parents

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Candice M. Mills grad student 2009-2013 UT Dallas
 (Developing expectations regarding the boundaries of expertise.)
Patrick Shafto post-doc 2013- University of Louisville
Kathleen Hall Jamieson post-doc 2015- Penn

Collaborators

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Angie M. Johnston collaborator 2007-2012 UT Dallas
Amelia D Pflaum collaborator 2010-2013 UT Dallas
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Publications

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Yu Y, Landrum AR, Bonawitz E, et al. (2018) Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children. Developmental Science. e12696
Landrum AR, Lull RB, Akin H, et al. (2017) Processing the papal encyclical through perceptual filters: Pope Francis, identity-protective cognition, and climate change concern. Cognition. 166: 1-12
Mills CM, Landrum AR. (2016) Learning Who Knows What: Children Adjust Their Inquiry to Gather Information from Others. Frontiers in Psychology. 7: 951
Johnston AM, Mills CM, Landrum AR. (2015) How do children weigh competence and benevolence when deciding whom to trust? Cognition. 144: 76-90
Landrum AR, Eaves BS, Shafto P. (2015) Learning to trust and trusting to learn: a theoretical framework. Trends in Cognitive Sciences. 19: 109-11
Landrum AR, Mills CM. (2015) Developing expectations regarding the boundaries of expertise. Cognition. 134: 215-31
Johnston AM, Mills CM, Landrum AR. (2015) How do children weigh competence and benevolence when deciding whom to trust? Cognition. 144: 76-90
Landrum AR, Mills CM, Johnston AM. (2013) When do children trust the expert? Benevolence information influences children's trust more than expertise. Developmental Science. 16: 622-38
Mills CM, Landrum AR. (2012) Judging judges: How do children weigh the importance of capability and objectivity for being a good decision maker? The British Journal of Developmental Psychology. 30: 393-414
Mills CM, Legare CH, Grant MG, et al. (2011) Determining who to question, what to ask, and how much information to ask for: the development of inquiry in young children. Journal of Experimental Child Psychology. 110: 539-60
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