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Alison Gopnik - Publications

Affiliations: 
University of California, Berkeley, Berkeley, CA, United States 
Area:
Development
Website:
http://ihd.berkeley.edu/gopnik.htm

129 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2024 Vasil N, Srinivasan M, Ellwood-Lowe ME, Delaney S, Gopnik A, Lombrozo T. Structural explanations lead young children and adults to rectify resource inequalities. Journal of Experimental Child Psychology. 242: 105896. PMID 38520769 DOI: 10.1016/j.jecp.2024.105896  0.676
2023 Zhu R, Gopnik A. Preschoolers and adults metonymically extend proper names to owned objects. Child Development. PMID 37593928 DOI: 10.1111/cdev.13999  0.772
2023 Ruggeri A, Stanciu O, Pelz M, Gopnik A, Schulz E. Preschoolers search longer when there is more information to be gained. Developmental Science. e13411. PMID 37211720 DOI: 10.1111/desc.13411  0.347
2023 Zhu R, Gopnik A. Preschoolers and Adults Learn From Novel Metaphors. Psychological Science. 9567976231165267. PMID 37068125 DOI: 10.1177/09567976231165267  0.777
2022 Wente A, Gopnik A, Fernández Flecha M, Garcia T, Buchsbaum D. Causal learning, counterfactual reasoning and pretend play: a cross-cultural comparison of Peruvian, mixed- and low-socioeconomic status U.S. children. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 377: 20210345. PMID 36314148 DOI: 10.1098/rstb.2021.0345  0.415
2022 Brockbank E, Lombrozo T, Gopnik A, Walker CM. Ask me why, don't tell me why: Asking children for explanations facilitates relational thinking. Developmental Science. e13274. PMID 35500137 DOI: 10.1111/desc.13274  0.783
2022 Hart Y, Kosoy E, Liquin EG, Leonard JA, Mackey AP, Gopnik A. The development of creative search strategies. Cognition. 225: 105102. PMID 35354097 DOI: 10.1016/j.cognition.2022.105102  0.725
2022 Liquin EG, Gopnik A. Children are more exploratory and learn more than adults in an approach-avoid task. Cognition. 218: 104940. PMID 34715584 DOI: 10.1016/j.cognition.2021.104940  0.391
2021 Jones A, Markant DB, Pachur T, Gopnik A, Ruggeri A. How is the hypothesis space represented? Evidence from young children's active search and predictions in a multiple-cue inference task. Developmental Psychology. 57: 1080-1093. PMID 34435824 DOI: 10.1037/dev0001201  0.347
2021 Zhao X, Wente A, Flecha MF, Galvan DS, Gopnik A, Kushnir T. Culture moderates the relationship between self-control ability and free will beliefs in childhood. Cognition. 210: 104609. PMID 33535141 DOI: 10.1016/j.cognition.2021.104609  0.591
2020 Ruggeri A, Walker CM, Lombrozo T, Gopnik A. How to Help Young Children Ask Better Questions? Frontiers in Psychology. 11: 586819. PMID 33584420 DOI: 10.3389/fpsyg.2020.586819  0.785
2020 Gruber J, Mendle J, Lindquist KA, Schmader T, Clark LA, Bliss-Moreau E, Akinola M, Atlas L, Barch DM, Barrett LF, Borelli JL, Brannon TN, Bunge SA, Campos B, Cantlon J, ... ... Gopnik A, et al. The Future of Women in Psychological Science. Perspectives On Psychological Science : a Journal of the Association For Psychological Science. 1745691620952789. PMID 32901575 DOI: 10.1177/1745691620952789  0.6
2020 Goddu MK, Lombrozo T, Gopnik A. Transformations and Transfer: Preschool Children Understand Abstract Relations and Reason Analogically in a Causal Task. Child Development. PMID 32880903 DOI: 10.1111/Cdev.13412  0.68
2020 Walker CM, Gopnik A. Can a perceptual task be used to infer conceptual representations?: A reply to Glorioso, Kuznar, Pavlic, & Povinelli. Cognition. 104414. PMID 32773152 DOI: 10.1016/J.Cognition.2020.104414  0.55
2020 Gopnik A. Childhood as a solution to explore-exploit tensions. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 375: 20190502. PMID 32475327 DOI: 10.1098/rstb.2019.0502  0.379
2020 Gopnik A, Frankenhuis WE, Tomasello M. Introduction to special issue: 'Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 375: 20190489. PMID 32475324 DOI: 10.1098/Rstb.2019.0489  0.357
2019 Goddu MK, Gopnik A. Learning what to change: Young children use "difference-making" to identify causally relevant variables. Developmental Psychology. PMID 31868377 DOI: 10.1037/dev0000872  0.47
2019 Bonawitz E, Ullman TD, Bridgers S, Gopnik A, Tenenbaum JB. Sticking to the Evidence? A Behavioral and Computational Case Study of Micro-Theory Change in the Domain of Magnetism. Cognitive Science. 43: e12765. PMID 31446650 DOI: 10.1111/cogs.12765  0.471
2019 Wente AO, Goddu MK, Garcia T, Posner E, Fernández Flecha M, Gopnik A. Young Children Are Wishful Thinkers: The Development of Wishful Thinking in 3- to 10-Year-Old Children. Child Development. PMID 31400006 DOI: 10.1111/cdev.13299  0.535
2019 Gopnik A. Life history, love and learning. Nature Human Behaviour. PMID 31332301 DOI: 10.1038/s41562-019-0673-8  0.398
2019 Ruggeri A, Swaboda N, Sim ZL, Gopnik A. Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task. Cognition. 193: 104013. PMID 31280062 DOI: 10.1016/j.cognition.2019.104013  0.52
2018 Bass I, Gopnik A, Hanson M, Ramarajan D, Shafto P, Wellman H, Bonawitz E. Children's developing theory of mind and pedagogical evidence selection. Developmental Psychology. PMID 30570296 DOI: 10.1037/dev0000642  0.401
2018 Kimura K, Gopnik A. Rational Higher-Order Belief Revision in Young Children. Child Development. PMID 30176052 DOI: 10.1111/cdev.13143  0.458
2018 Vasilyeva N, Gopnik A, Lombrozo T. The development of structural thinking about social categories. Developmental Psychology. 54: 1735-1744. PMID 30148401 DOI: 10.1037/Dev0000555  0.672
2017 Wente AO, Kimura K, Walker CM, Banerjee N, Fernández Flecha M, MacDonald B, Lucas C, Gopnik A. Causal Learning Across Culture and Socioeconomic Status. Child Development. PMID 28834544 DOI: 10.1111/Cdev.12943  0.757
2017 Gopnik A, O'Grady S, Lucas CG, Griffiths TL, Wente A, Bridgers S, Aboody R, Fung H, Dahl RE. Changes in cognitive flexibility and hypothesis search across human life history from childhood to adolescence to adulthood. Proceedings of the National Academy of Sciences of the United States of America. PMID 28739917 DOI: 10.1073/Pnas.1700811114  0.658
2017 Walker CM, Gopnik A. Discriminating relational and perceptual judgments: Evidence from human toddlers. Cognition. 166: 23-27. PMID 28554082 DOI: 10.1016/J.Cognition.2017.05.013  0.597
2017 Gopnik A. Making AI More Human. Scientific American. 316: 60-65. PMID 28510556 DOI: 10.1038/scientificamerican0617-60  0.467
2017 Gopnik A. An AI That Knows the World Like Children Do Scientific American Mind. 28: 21-28. DOI: 10.1038/scientificamericanmind0917-21  0.384
2016 Walker CM, Bridgers S, Gopnik A. The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Cognition. 156: 30-40. PMID 27472036 DOI: 10.1016/J.Cognition.2016.07.008  0.73
2016 Walker CM, Lombrozo T, Williams JJ, Rafferty AN, Gopnik A. Explaining Constrains Causal Learning in Childhood. Child Development. PMID 27387269 DOI: 10.1111/Cdev.12590  0.803
2016 Wente AO, Bridgers S, Zhao X, Seiver E, Zhu L, Gopnik A. How Universal Are Free Will Beliefs? Cultural Differences in Chinese and U.S. 4- and 6-Year-Olds. Child Development. 87: 666-76. PMID 27189395 DOI: 10.1111/Cdev.12528  0.807
2015 Bridgers S, Buchsbaum D, Seiver E, Griffiths TL, Gopnik A. Children's Causal Inferences From Conflicting Testimony and Observations. Developmental Psychology. PMID 26569562 DOI: 10.1037/A0039830  0.809
2015 Gopnik A, Bonawitz E. Bayesian models of child development. Wiley Interdisciplinary Reviews. Cognitive Science. 6: 75-86. PMID 26263064 DOI: 10.1002/wcs.1330  0.364
2015 Taylor AH, Cheke LG, Waismeyer A, Meltzoff A, Miller R, Gopnik A, Clayton NS, Gray RD. No conclusive evidence that corvids can create novel causal interventions. Proceedings. Biological Sciences / the Royal Society. 282: 20150796. PMID 26246543 DOI: 10.1098/Rspb.2015.0796  0.762
2015 Weisberg DS, Gopnik A. Which Counterfactuals Matter? A Response to Beck. Cognitive Science. PMID 25850445 DOI: 10.1111/Cogs.12241  0.397
2015 Kushnir T, Gopnik A, Chernyak N, Seiver E, Wellman HM. Developing intuitions about free will between ages four and six. Cognition. 138: 79-101. PMID 25721020 DOI: 10.1016/J.Cognition.2015.01.003  0.789
2015 Buchsbaum D, Griffiths TL, Plunkett D, Gopnik A, Baldwin D. Inferring action structure and causal relationships in continuous sequences of human action. Cognitive Psychology. 76: 30-77. PMID 25527974 DOI: 10.1016/J.Cogpsych.2014.10.001  0.552
2015 Sweeny TD, Wurnitsch N, Gopnik A, Whitney D. Ensemble perception of size in 4-5-year-old children. Developmental Science. 18: 556-68. PMID 25442844 DOI: 10.1111/desc.12239  0.48
2015 Walker CM, Gopnik A, Ganea PA. Learning to learn from stories: children's developing sensitivity to the causal structure of fictional worlds. Child Development. 86: 310-8. PMID 25156667 DOI: 10.1111/Cdev.12287  0.719
2015 Waismeyer A, Meltzoff AN, Gopnik A. Causal learning from probabilistic events in 24-month-olds: an action measure. Developmental Science. 18: 175-82. PMID 25041264 DOI: 10.1111/Desc.12208  0.819
2015 Gopnik A, Griffiths TL, Lucas CG. When Younger Learners Can Be Better (or at Least More Open-Minded) Than Older Ones Current Directions in Psychological Science. 24: 87-92. DOI: 10.1177/0963721414556653  0.654
2015 Taylor AH, Cheke LG, Waismeyer A, Meltzoff A, Miller R, Gopnik A, Clayton NS, Gray RD. No conclusive evidence that corvids can create novel causal interventions Proceedings of the Royal Society B: Biological Sciences. 282. DOI: 10.1098/rspb.2015.0796  0.759
2014 Walker CM, Lombrozo T, Legare CH, Gopnik A. Explaining prompts children to privilege inductively rich properties. Cognition. 133: 343-57. PMID 25128793 DOI: 10.1016/J.Cognition.2014.07.008  0.785
2014 Bonawitz E, Denison S, Gopnik A, Griffiths TL. Win-Stay, Lose-Sample: a simple sequential algorithm for approximating Bayesian inference. Cognitive Psychology. 74: 35-65. PMID 25086501 DOI: 10.1016/J.Cogpsych.2014.06.003  0.74
2014 Bonawitz E, Denison S, Griffiths TL, Gopnik A. Probabilistic models, learning algorithms, and response variability: sampling in cognitive development. Trends in Cognitive Sciences. 18: 497-500. PMID 25001609 DOI: 10.1016/J.Tics.2014.06.006  0.774
2014 Taylor AH, Cheke LG, Waismeyer A, Meltzoff AN, Miller R, Gopnik A, Clayton NS, Gray RD. Of babies and birds: complex tool behaviours are not sufficient for the evolution of the ability to create a novel causal intervention. Proceedings. Biological Sciences / the Royal Society. 281. PMID 24920476 DOI: 10.1098/Rspb.2014.0837  0.791
2014 Lucas CG, Griffiths TL, Xu F, Fawcett C, Gopnik A, Kushnir T, Markson L, Hu J. The child as econometrician: a rational model of preference understanding in children. Plos One. 9: e92160. PMID 24667309 DOI: 10.1371/Journal.Pone.0092160  0.796
2014 Lucas CG, Bridgers S, Griffiths TL, Gopnik A. When children are better (or at least more open-minded) learners than adults: developmental differences in learning the forms of causal relationships. Cognition. 131: 284-99. PMID 24566007 DOI: 10.1016/J.Cognition.2013.12.010  0.743
2014 Walker CM, Gopnik A. Toddlers infer higher-order relational principles in causal learning. Psychological Science. 25: 161-9. PMID 24270464 DOI: 10.1177/0956797613502983  0.698
2014 Sweeny T, Wurnitsch N, Bridgers S, Gopnik A, Whitney D. Ensemble perception of size in 4-5 year-old children Journal of Vision. 14: 700-700. DOI: 10.1167/14.10.700  0.451
2013 Weisberg DS, Gopnik A. Pretense, counterfactuals, and Bayesian causal models: why what is not real really matters. Cognitive Science. 37: 1368-81. PMID 23915198 DOI: 10.1111/Cogs.12069  0.513
2013 Sweeny TD, Wurnitsch N, Gopnik A, Whitney D. Sensitive perception of a person's direction of walking by 4-year-old children. Developmental Psychology. 49: 2120-4. PMID 23356524 DOI: 10.1037/a0031714  0.443
2013 Walker CM, Gopnik A. Pretense and possibility--a theoretical proposal about the effects of pretend play on development: comment on Lillard et al. (2013). Psychological Bulletin. 139: 40-4. PMID 23294089 DOI: 10.1037/A0030151  0.595
2013 Denison S, Bonawitz E, Gopnik A, Griffiths TL. Rational variability in children's causal inferences: the Sampling Hypothesis. Cognition. 126: 285-300. PMID 23200511 DOI: 10.1016/J.Cognition.2012.10.010  0.781
2013 Seiver E, Gopnik A, Goodman ND. Did she jump because she was the big sister or because the trampoline was safe? Causal inference and the development of social attribution. Child Development. 84: 443-54. PMID 23002946 DOI: 10.1111/J.1467-8624.2012.01865.X  0.793
2012 Bonawitz E, Gopnik A, Denison S, Griffiths TL. Rational randomness: the role of sampling in an algorithmic account of preschooler's causal learning. Advances in Child Development and Behavior. 43: 161-91. PMID 23205411 DOI: 10.1016/B978-0-12-397919-3.00006-X  0.78
2012 Buchsbaum D, Seiver E, Bridgers S, Gopnik A. Learning about causes from people and about people as causes: probabilistic models and social causal reasoning. Advances in Child Development and Behavior. 43: 125-60. PMID 23205410 DOI: 10.1016/B978-0-12-397919-3.00005-8  0.827
2012 Gopnik A. Scientific thinking in young children: theoretical advances, empirical research, and policy implications. Science (New York, N.Y.). 337: 1623-7. PMID 23019643 DOI: 10.1126/science.1223416  0.462
2012 Buchsbaum D, Bridgers S, Skolnick Weisberg D, Gopnik A. The power of possibility: causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 367: 2202-12. PMID 22734063 DOI: 10.1098/Rstb.2012.0122  0.438
2012 Gopnik A, Wellman HM. Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin. 138: 1085-108. PMID 22582739 DOI: 10.1037/a0028044  0.444
2012 Meltzoff AN, Waismeyer A, Gopnik A. Learning about causes from people: observational causal learning in 24-month-old infants. Developmental Psychology. 48: 1215-28. PMID 22369335 DOI: 10.1037/A0027440  0.827
2011 Griffiths TL, Sobel DM, Tenenbaum JB, Gopnik A. Bayes and blickets: effects of knowledge on causal induction in children and adults. Cognitive Science. 35: 1407-55. PMID 21972897 DOI: 10.1111/J.1551-6709.2011.01203.X  0.722
2011 Wu R, Gopnik A, Richardson DC, Kirkham NZ. Infants learn about objects from statistics and people. Developmental Psychology. 47: 1220-9. PMID 21668098 DOI: 10.1037/A0024023  0.346
2011 Buchsbaum D, Gopnik A, Griffiths TL, Shafto P. Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition. 120: 331-40. PMID 21338983 DOI: 10.1016/J.Cognition.2010.12.001  0.661
2011 Gopnik A. The theory theory 2.0: Probabilistic models and cognitive development Child Development Perspectives. 5: 161-163. DOI: 10.1111/j.1750-8606.2011.00179.x  0.353
2011 Gopnik A. Probabilistic models as theories of children's minds Behavioral and Brain Sciences. 34: 200-201. DOI: 10.1017/S0140525X11000288  0.502
2011 Gopnik A. A unified account of abstract structure and conceptual change: Probabilistic models and early learning mechanisms Behavioral and Brain Sciences. 34: 129-130. DOI: 10.1017/S0140525X10002438  0.335
2010 Kushnir T, Gopnik A, Lucas C, Schulz L. Inferring hidden causal structure. Cognitive Science. 34: 148-60. PMID 21564209 DOI: 10.1111/J.1551-6709.2009.01072.X  0.707
2010 Gopnik A, Wellman HM, Gelman SA, Meltzoff AN. A computational foundation for cognitive development: comment on Griffths et al. and McLelland et al. Trends in Cognitive Sciences. 14: 342-3. PMID 20591723 DOI: 10.1016/J.Tics.2010.05.012  0.637
2010 Gopnik A. How babies think. Scientific American. 303: 76-81. PMID 20583671 DOI: 10.1038/scientificamerican0710-76  0.426
2010 Bonawitz EB, Ferranti D, Saxe R, Gopnik A, Meltzoff AN, Woodward J, Schulz LE. Just do it? Investigating the gap between prediction and action in toddlers' causal inferences. Cognition. 115: 104-17. PMID 20097329 DOI: 10.1016/J.Cognition.2009.12.001  0.71
2010 Richardson T, Schulz L, Gopnik A. Data-Mining Probabilists or Experimental Determinists? Causal Learning: Psychology, Philosophy, and Computation. DOI: 10.1093/acprof:oso/9780195176803.003.0014  0.396
2010 Schulz L, Kushnir T, Gopnik A. Learning From Doing: Intervention and Causal Inference Causal Learning: Psychology, Philosophy, and Computation. DOI: 10.1093/acprof:oso/9780195176803.003.0006  0.625
2010 Gopnik A, Schulz L. Introduction Causal Learning: Psychology, Philosophy, and Computation. DOI: 10.1093/acprof:oso/9780195176803.003.0001  0.402
2010 Gopnik A, Schulz L. Causal Learning: Psychology, Philosophy, and Computation Causal Learning: Psychology, Philosophy, and Computation. 1-358. DOI: 10.1093/acprof:oso/9780195176803.001.0001  0.486
2007 Sobel DM, Yoachim CM, Gopnik A, Meltzoff AN, Blumenthal EJ. The Blicket Within: Preschoolers' Inferences About Insides and Causes. Journal of Cognition and Development : Official Journal of the Cognitive Development Society. 8: 159-182. PMID 18458796 DOI: 10.1080/15248370701202356  0.686
2007 Schulz LE, Gopnik A, Glymour C. Preschool children learn about causal structure from conditional interventions. Developmental Science. 10: 322-32. PMID 17444973 DOI: 10.1111/J.1467-7687.2007.00587.X  0.65
2007 Gopnik A, Tenenbaum JB. Bayesian networks, Bayesian learning and cognitive development. Developmental Science. 10: 281-7. PMID 17444969 DOI: 10.1111/j.1467-7687.2007.00584.x  0.307
2007 Kushnir T, Gopnik A. Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptions. Developmental Psychology. 43: 186-96. PMID 17201518 DOI: 10.1037/0012-1649.43.1.186  0.624
2007 Sobel DM, Yoachim CM, Gopnik A, Metltzoff AN, Blumenthal EJ. The blicket within: Preschooler's inferences about insides and causes Journal of Cognition and Development. 8: 159-182.  0.433
2006 Mitroff SR, Sobel DM, Gopnik A. Reversing how to think about ambiguous figure reversals: spontaneous alternating by uninformed observers. Perception. 35: 709-15. PMID 16836059 DOI: 10.1068/P5520  0.579
2005 Kushnir T, Gopnik A. Young children infer causal strength from probabilities and interventions. Psychological Science. 16: 678-83. PMID 16137252 DOI: 10.1111/J.1467-9280.2005.01595.X  0.634
2005 Nazzi T, Gopnik A, Karmiloff-Smith A. Asynchrony in the cognitive and lexical development of young children with Williams syndrome. Journal of Child Language. 32: 427-38. PMID 16045258 DOI: 10.1017/S0305000904006737  0.496
2005 Sobel DM, Capps LM, Gopnik A. Ambiguous figure perception and theory of mind understanding in children with autistic spectrum disorders British Journal of Developmental Psychology. 23: 159-174. DOI: 10.1348/026151004X20694  0.62
2004 Gopnik A, Schulz L. Mechanisms of theory formation in young children. Trends in Cognitive Sciences. 8: 371-7. PMID 15335464 DOI: 10.1016/J.Tics.2004.06.005  0.686
2004 Schulz LE, Gopnik A. Causal learning across domains. Developmental Psychology. 40: 162-76. PMID 14979758 DOI: 10.1037/0012-1649.40.2.162  0.616
2004 Gopnik A, Glymour C, Sobel DM, Schulz LE, Kushnir T, Danks D. A theory of causal learning in children: causal maps and Bayes nets. Psychological Review. 111: 3-32. PMID 14756583 DOI: 10.1037/0033-295X.111.1.3  0.775
2004 Gopnik A. Finding our inner scientist Daedalus. 133: 21-27. DOI: 10.1162/001152604772746666  0.481
2004 Sobel DM, Tenenbaum JB, Gopnik A. Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers Cognitive Science. 28: 303-333. DOI: 10.1016/J.Cogsci.2003.11.001  0.673
2003 Nazzi T, Gopnik A. Sorting and acting with objects in early childhood: An exploration of the use of causal cues Cognitive Development. 18: 299-317. DOI: 10.1016/S0885-2014(03)00025-X  0.405
2002 Giles JW, Gopnik A, Heyman GD. Source monitoring reduces the suggestibility of preschool children. Psychological Science. 13: 288-91. PMID 12009053 DOI: 10.1111/1467-9280.00453  0.48
2001 Gopnik A, Sobel DM, Schulz LE, Glymour C. Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology. 37: 620-9. PMID 11552758 DOI: 10.1037//0012-1649.37.5.620  0.738
2001 Nazzi T, Gopnik A. Linguistic and cognitive abilities in infancy: when does language become a tool for categorization? Cognition. 80: B11-20. PMID 11274987 DOI: 10.1016/S0010-0277(01)00112-3  0.333
2001 Gopnik A. PSYCHOLOGY: The Meaning of Make-Believe Science. 292: 57a-57. DOI: 10.1126/science.1060034  0.383
2001 Gopnik A, Rosati A. Duck or rabbit? Reversing ambiguous figures and understanding ambiguous representations Developmental Science. 4: 175-183. DOI: 10.1111/1467-7687.00163  0.74
2000 Gopnik A, Sobel DM. Detecting blickets: how young children use information about novel causal powers in categorization and induction. Child Development. 71: 1205-22. PMID 11108092 DOI: 10.1111/1467-8624.00224  0.599
2000 Nazzi T, Gopnik A. A shift in children's use of perceptual and causal cues to categorization Developmental Science. 3: 389-396. DOI: 10.1111/1467-7687.00133  0.531
1998 Gopnik A. Wanting to get it right: Commentary on lillard and joseph Child Development. 69: 994-995. DOI: 10.1111/j.1467-8624.1998.tb06156.x  0.438
1998 Gopnik A, Meltzoff AN. Theories vs. Modules: To the Max and Beyond A Reply to Poulin-Dubois and to Stich and Nichols Mind and Language. 13: 450-456. DOI: 10.1111/1468-0017.00086  0.472
1998 Gopnik A. Explanation as Orgasm Minds and Machines. 8: 101-118. DOI: 10.1023/A:1008290415597  0.385
1998 Gopnik A. What can externalism do for psychologists? Behavioral and Brain Sciences. 21: 73-74. DOI: 10.1017/S0140525X98310407  0.358
1997 Repacholi BM, Gopnik A. Early reasoning about desires: evidence from 14- and 18-month-olds. Developmental Psychology. 33: 12-21. PMID 9050386 DOI: 10.1037/0012-1649.33.1.12  0.757
1996 Slaughter V, Gopnik A. Conceptual coherence in the child's theory of mind: training children to understand belief. Child Development. 67: 2967-88. PMID 9071768 DOI: 10.1111/J.1467-8624.1996.Tb01898.X  0.644
1996 Gopnik A. The scientist as child Philosophy of Science. 63: 485-514. DOI: 10.1086/289970  0.44
1996 Gopnik A, Choi S, Baumberger T. Cross-linguistic differences in early semantic and cognitive development Cognitive Development. 11: 197-227. DOI: 10.1016/S0885-2014(96)90003-9  0.369
1995 Choi S, Gopnik A. Early acquisition of verbs in Korean: a cross-linguistic study. Journal of Child Language. 22: 497-529. PMID 8789512 DOI: 10.1017/S0305000900009934  0.463
1994 Rock I, Gopnik A, Hall S. Do young children reverse ambiguous figures? Perception. 23: 635-44. PMID 7845757 DOI: 10.1068/P230635  0.471
1993 Gopnik A, Meltzoff A. Imitation, cultural learning and the origins of “theory of mind” Behavioral and Brain Sciences. 16: 521-523. DOI: 10.1017/S0140525X00031368  0.547
1993 Gopnik A. How we know our minds: The illusion of first-person knowledge of intentionality Behavioral and Brain Sciences. 16: 1-14. DOI: 10.1017/S0140525X00028636  0.46
1992 GOPNIK A, WELLMAN HM. Why the Child's Theory of Mind Really Is a Theory Mind & Language. 7: 145-171. DOI: 10.1111/J.1468-0017.1992.TB00202.X  0.359
1992 Gopnik A, Meltzoff AN. Categorization and Naming: Basic-Level Sorting in Eighteen-Month-Olds and Its Relation to Language Child Development. 63: 1091-1103. DOI: 10.1111/J.1467-8624.1992.Tb01682.X  0.647
1991 Gopnik A. Children's Theories. Science (New York, N.Y.). 254: 737-8. PMID 17774801 DOI: 10.1126/science.254.5032.737-a  0.438
1991 Astington JW, Gopnik A. Theoretical explanations of children's understanding of the mind British Journal of Developmental Psychology. 9: 7-31. DOI: 10.1111/J.2044-835X.1991.TB00859.X  0.499
1991 Gopnik A, Slaughter V. Young Children's Understanding of Changes in Their Mental States Child Development. 62: 98-110. DOI: 10.1111/J.1467-8624.1991.Tb01517.X  0.657
1991 O'Neill DK, Gopnik A. Young Children's Ability to Identify the Sources of Their Beliefs Developmental Psychology. 27: 390-397. DOI: 10.1037/0012-1649.27.3.390  0.54
1990 Gopnik A, Choi S. Do linguistic differences lead to cognitive differences? A cross-linguistic study of semantic and cognitive development First Language. 10: 199-215. DOI: 10.1177/014272379001003002  0.391
1990 Gopnik A, Greenfield P, Olson DR, Bruner J, Halford GS, Beilin H. Contents, Vol. 33, 1990 Human Development. 33. DOI: 10.1159/000276530  0.621
1990 Gopnik A. Developing the Idea of Intentionality: Children's Theories of Mind Canadian Journal of Philosophy. 20: 89-113. DOI: 10.1080/00455091.1990.10717210  0.518
1988 Gopnik A, Astington JW. Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development. 59: 26-37. PMID 3342716 DOI: 10.1111/J.1467-8624.1988.Tb03192.X  0.505
1988 Gopnik A, Graf P. Knowing How You Know: Young Children's Ability to Identify and Remember the Sources of Their Beliefs Child Development. 59: 1366. DOI: 10.2307/1130499  0.509
1988 Gopnik A. Three types of early word: the emergence of social words, names and cognitive-relational words in the one-word stage and their relation to cognitive development First Language. 8: 49-69. DOI: 10.1177/014272378800802204  0.358
1987 Gopnik A, Meltzoff A. The Development of Categorization in the Second Year and Its Relation to Other Cognitive and Linguistic Developments Child Development. 58: 1523. DOI: 10.2307/1130692  0.63
1986 Gopnik A, Meltzoff AN. Relations between Semantic and Cognitive Development in the One-Word Stage: The Specificity Hypothesis Child Development. 57: 1040. DOI: 10.2307/1130378  0.564
1985 Gopnik A, Meltzoff AN. From people, to plans, to objects. Changes in the meaning of early words and their relation to cognitive development Journal of Pragmatics. 9: 495-512. DOI: 10.1016/0378-2166(85)90018-9  0.601
1984 Gopnik A, Meltzoff AN. Semantic and cognitive development in 15- to 21-month-old children. Journal of Child Language. 11: 495-513. PMID 6501461 DOI: 10.1017/S0305000900005912  0.576
1984 Gopnik A. In search of a theory of learning Behavioral and Brain Sciences. 7: 627-628. DOI: 10.1017/S0140525X00027680  0.314
1983 Gopnik A. Conceptual and semantic change in scientists and children: why there are no semantic universals Linguistics. 21: 163-180. DOI: 10.1515/ling.1983.21.1.163  0.431
1982 Gopnik A. Words and plans: early language and the development of intelligent action. Journal of Child Language. 9: 303-18. PMID 7119037 DOI: 10.1017/S0305000900004736  0.305
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