Kathleen H. Corriveau

School of Education Boston University, Boston, MA, United States 
"Kathleen Corriveau"
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McLoughlin N, Finiasz Z, Sobel DM, et al. (2021) Children's developing capacity to calibrate the verbal testimony of others with observed evidence when inferring causal relations. Journal of Experimental Child Psychology. 210: 105183
Harris PL, Corriveau KH. (2020) Beliefs of children and adults in religious and scientific phenomena. Current Opinion in Psychology. 40: 20-23
Chandler-Campbell IL, Leech KA, Corriveau KH. (2020) Investigating Science Together: Inquiry-Based Training Promotes Scientific Conversations in Parent-Child Interactions. Frontiers in Psychology. 11: 1934
Haber AS, Corriveau KH. (2020) Putting social cognitive mechanisms back into cumulative technological culture: Social interactions serve as a mechanism for children's early knowledge acquisition. The Behavioral and Brain Sciences. 43: e166
Leech KA, Haber AS, Jalkh Y, et al. (2020) Embedding Scientific Explanations Into Storybooks Impacts Children's Scientific Discourse and Learning. Frontiers in Psychology. 11: 1016
Payir A, Davoodi T, Cui KY, et al. (2020) Are high levels of religiosity inconsistent with a high valuation of science? Evidence from the United States, China and Iran. International Journal of Psychology : Journal International De Psychologie
Davoodi T, Cui YK, Clegg JM, et al. (2020) Epistemic justifications for belief in the unobservable: The impact of minority status. Cognition. 200: 104273
McLoughlin N, Leech KA, Chernyak N, et al. (2019) Conflicting perspectives mediate the relation between parents' and preschoolers' self-referent mental state talk during collaboration. The British Journal of Developmental Psychology
Cui YK, Clegg JM, Yan EF, et al. (2019) Religious testimony in a secular society: Belief in unobservable entities among Chinese parents and their children. Developmental Psychology
Luchkina E, Corriveau KH, Sobel DM. (2019) I don't believe what you said before: Preschoolers retrospectively discount information from inaccurate speakers. Journal of Experimental Child Psychology. 104701
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