Felsche, E., Völter, C. J., Herrmann, E., Seed, A. M., & Buchsbaum, D. (2024). How can I find what I want? CAN children, chimpanzees and capuchin monkeys form abstract representations to guide their behavior in a sampling task? Cognition, 245, 105721. https://doi.org/10.1016/j.cognition.2024.105721
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Leon Villagra, P., Ehrlich, I., Lucas, C., & Buchsbaum, D. (2023). Charting children’s fruit categories with Markov-Chain Monte Carlo with People. In M. Goldwater, F. Anggoro, B. Hayes & D. Ong (Eds.), Proceedings of the 45th Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/3f76j5mm
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Buchsbaum, D., Gelpi, R., Whalen, A., Griffiths, T. L., & Xu, F. (2023). Can Children Balance Majority Size with Information Quality in Learning about Preferences? PsyArXiv. https://doi.org/10.31234/osf.io/pa3g4
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Gelpi, R., & Buchsbaum, D. (2023). Children as cultural explorers: How imitation, pedagogy, and selective trust prepare children for learning in the cultural niche. PsyArXiv. https://doi.org/10.31234/osf.io/f4cwu
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Tecwyn, E. C., Mazumder, P., & Buchsbaum, D. (2023). One- and two-year-olds grasp that causes must precede their effects. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001551
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Felsche, E., Stevens, P., Völter, C. J., Buchsbaum, D., & Seed, A. M. (2023). Evidence for abstract representations in children but not capuchin monkeys. Cognitive Psychology, 140, 101530. https://doi.org/10.1016/j.cogpsych.2022.101530
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Wente A, Gopnik A, Fernández Flecha M, Garcia T, Buchsbaum D. (2022) 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 B.
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Leon Villagra, P., Ehrlich, I., Lucas, C., & Buchsbaum, D. (2022). Uncovering children’s concepts and conceptual change. In Proceedings of the 44th Annual Meeting of the Cognitive Science Society
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Tecwyn, E.C., Mahbub, N., Kazi, N., & Buchsbaum, D. (2021). Can 1- and 2-year-old toddlers learn causal action sequences? Proceedings of the 43rd Annual Conference of the Cognitive Science Society.
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Gelpi, R., Prystawski, B., Lucas, C. G., & Buchsbaum, D. (2020). Incremental hypothesis revision in causal reasoning across development. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.
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Tecwyn, E. C., Seed, A. M., & Buchsbaum, D. (2020). Sensitivity to Ostension is Not Sufficient for Pedagogical Reasoning by Toddlers. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.
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Pham, T., & Buchsbaum, D. (2020). Children’s use of majority information is influenced by pragmatic inferences and task domain. Developmental Psychology, 56(2), 312–323.
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Gualtieri, S., Buchsbaum, D., & Denison, S. (2020). Exploring information use in children’s decision-making: Base-rate neglect and trust in testimony. Journal of Experimental Psychology: General, 149(8), 1527–1536. https://doi.org/10.1037/xge0000726
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Bridgers, S., Wang, Y., & Buchsbaum, D. (2019). Children’s exploration as a window into their causal learning. Proceedings of the 41st Annual Conference of the Cognitive Science Society.
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Felsche, E., Stevens, P., Völter, C., Buchsbaum, D., & Seed, A. (2019). Exploring the use of overhypotheses by children and capuchin monkeys. Proceedings of the 41st Annual Conference of the Cognitive Science Society.
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Levine, D., Buchsbaum, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Finding events in a continuous world: A developmental account. Developmental Psychobiology. doi:10.1002/dev.21804
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Yuk, V., Urbain, C., Pang, E. W., Anagnostou, E., Buchsbaum, D., & Taylor, M. J. (2018). Do you know what I’m thinking? Temporal and spatial brain activity during a theory of mind task in children with autism. Developmental Cognitive Neuroscience, 34, 139-147. doi:10.1016/j.dcn.2018.08.001
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Otsubo, K., Whalen, A., & Buchsbaum, D. (2017). Investigating Sensitivity to Shared Information and Personal Experience in Children’s Use of Majority Information. Proceedings of the 39th Annual Conference of the Cognitive Science Society.
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Whalen, A., Griffiths, T. L., & Buchsbaum, D. (2017). Sensitivity to Shared Information in Social Learning. Cognitive Science. doi:10.1111.cogs.12485.
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Bridgers, S., Buchsbaum D., Seiver, E., Gopnik, A., & Griffiths, T. L. (2016). Children’s causal inferences from conflicting testimony and observations. Developmental Psychology, 54, 9-18.
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Burdett, E. R. R., Lucas, AJ., Buchsbaum, D., McGuigan, N., Wood, LA., et al. (2016). Do Children Copy an Expert or a Majority? Examining Selective Learning in Instrumental and Normative Contexts. PLoS ONE 11(10): e0164698.
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Hu, J. C., Whalen, A., Buchsbaum, D., Griffiths, T. L., & Xu, F. (2015). Can children balance the size of a majority with the quality of their information? In CogSci.
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Gopnik, A., Seiver, E., & Buchsbaum, D. (2013). How causal learning helps us to understand other people, and how other people help us to learn about causes: Probabilistic models and the development of social cognition. (M. R. Banaji, S. A. Gelman, Ed.). Navigating the social world: What infants, children, and other species can teach us: Oxford University Press
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Hu, J. C., Buchsbaum, D., Griffiths, T. L., & Xu, F. (2013). When does the majority rule? preschoolers trust in majority informants varies by domain. In Proceedings of the 35th annual meeting of the Cognitive Science Society, Berlin, Germany: Cognitive Science Society (Vol. 35, No. 35).
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Buchsbaum, D., Seiver, E., Bridgers, S., & Gopnik, A. (2012). Learning about Causes from People and about People as Causes: Probabilistic Models and Social Causal Reasoning (Xu, Fei, Tamar Kushnir, Ed.). Rational Constructivism, Waltham, MA: Academic Press
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Buchsbaum, D., Bridgers, S., Weisberg, D. S., & Gopnik, A. (2012). The power of possibility: Causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society B: Biological Sciences, 367, 2202-2212.
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Buchsbaum, D., Gopnik, A., Griffiths, T. L., & Shafto, P. (2011). Children’s Imitation of Causal Action Sequences is Influenced by Statistical and Pedagogical Evidence. Cognition, 120(3), 331-340.
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Buchsbaum, D., Gopnik, A., & Griffiths, T. L. (2010). Children’s Imitation of Action Sequences is Influenced by Statistical Evidence and Inferred Causal Structure. In Proceedings of the 32nd Annual Conference of the Cognitive Science Society (Vol. 32, No. 32).
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[FIX] Tecwyn, E. C., Mazumder, P., & Buchsbaum, D. (2023). One- and two-year-olds grasp that causes must precede their effects. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001551
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Location
We are located in the Metcalf Research Building on the Brown University campus.
Address: 190 Thayer Street, Providence, Rhode Island 02912
Contact Us
Email: cocodev@brown.edu
Phone: 401-863-2070