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  1. Developing intuitions about free will between ages four and six.Tamar Kushnir, Alison Gopnik, Nadia Chernyak, Elizabeth Seiver & Henry M. Wellman - 2015 - Cognition 138 (C):79-101.
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  • Understanding the adult moralist requires first understanding the child scientist.Tamar Kushnir & Nadia Chernyak - 2010 - Behavioral and Brain Sciences 33 (4):343-344.
    Children learn from people and about people simultaneously; that is, children consider evidentiary qualities of human actions which cross traditional domain boundaries. We propose that Knobe's moral asymmetries are a natural consequence of this learning process: the way gather evidence for causation, intention, and morality through early social experiences.
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  • Children Use Temporal Cues to Learn Causal Directionality.Benjamin M. Rottman, Jonathan F. Kominsky & Frank C. Keil - 2014 - Cognitive Science 38 (3):489-513.
    The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y (...)
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  • Person as scientist, person as moralist.Joshua Knobe - 2010 - Behavioral and Brain Sciences 33 (4):315.
    It has often been suggested that people’s ordinary capacities for understanding the world make use of much the same methods one might find in a formal scientific investigation. A series of recent experimental results offer a challenge to this widely-held view, suggesting that people’s moral judgments can actually influence the intuitions they hold both in folk psychology and in causal cognition. The present target article distinguishes two basic approaches to explaining such effects. One approach would be to say that the (...)
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  • Young children contribute to nature stewardship.Elena Dominguez Contreras & Marianne E. Krasny - 2022 - Frontiers in Psychology 13:945797.
    Research on young children in environmental education (EE) has focused on unstructured play in, or experiencing, nature. Little attention has been paid to young children’s stewardship efforts, or to the relation of such efforts to young children’s learning and capacity to contribute to their communities and local nature. This perspectives paper draws on the first author’s experience guiding pre-k and kindergarten children (4–6 years old) in outdoor educational projects in Santo Domingo (SD), Dominican Republic, in which the children produced a (...)
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  • Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons.Frauke Hildebrandt & Kristina Musholt - 2020 - Journal of Philosophy of Education 54 (3):582-599.
    Journal of Philosophy of Education, EarlyView.
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  • Means-Inference as a Source of Variability in Early Helping.Sophie Bridgers & Hyowon Gweon - 2018 - Frontiers in Psychology 9.
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  • The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery.Elizabeth Bonawitz, Patrick Shafto, Hyowon Gweon, Noah D. Goodman, Elizabeth Spelke & Laura Schulz - 2011 - Cognition 120 (3):322-330.
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  • The origins of inquiry: inductive inference and exploration in early childhood.Laura Schulz - 2012 - Trends in Cognitive Sciences 16 (7):382-389.
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  • Rational variability in children’s causal inferences: The Sampling Hypothesis.Stephanie Denison, Elizabeth Bonawitz, Alison Gopnik & Thomas L. Griffiths - 2013 - Cognition 126 (2):285-300.
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  • The Social Origin and Moral Nature of Human Thinking.Jeremy I. M. Carpendale, Stuart I. Hammond & Charlie Lewis - 2010 - Behavioral and Brain Sciences 33 (4):334.
    Knobe's laudable conclusion that we make sense of our social world based on moral considerations requires a development account of human thought and a theoretical framework. We outline a view that such a moral framework must be rooted in social interaction.
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