A Gopnik (2024). Causal learning. Open Encyclopedia of Cognitive Science, doi.oecs 1032.

A. Ruggeri,O. Stancio,M. Pelz, A. Gopnik, E. Schulz, (2024). Preschoolers search longer when there is more information to be gained. Developmental Science, 27, 1. https://doi.org/10.1111/desc.13411

Goddu, M.K., Gopnik, A. The development of human causal learning and reasoning. Nature Reviews Psychology 3, 319–339 (2024). https://doi.org/10.1038/s44159-024-00300-5

N. Vasil, M. Srinivasan, M. E. Ellwood-Lowe, S. Delaney, A. Gopnik, T. Lombrozo. (2024). Structural explanations lead young children and adults to rectify resource inequalities, Journal of Experimental Child Psychology.

R. Zhu, & A. Gopnik (2024). Preschoolers and adults metonymically extend proper names to owned objects. Child Development, 95(1), 177-190.

R. Zhu, H. Pitchick, T. Nduku, J. Engelmann, L. Fernald, A. Gopnik. (2024). The development of picture comprehension across early environments: Evidence from urban and rural toddlers in Western Kenya. In press at Developmental Science

A. Gopnik. (2023) Caregiving: Psychology, biology and politics. Daedalus vol. 152, no 1.

E. Yiu, E. Kosoy, & A. Gopnik (2023). Transmission Versus Truth, Imitation Versus Innovation: What Children Can Do That Large Language and Language-and-Vision Models Cannot (Yet). Perspectives on Psychological Science,  https://doi.org/10.1177/17456916231201401E. 

R., Zhu  & A. Gopnik, A. (2023). Preschoolers and adults learn from novel metaphors. Psychological Science, 0(0). https://doi.org/10.1177/09567976231165267R.

W. Frankenhuis & A. Gopnik.  (2023). Early adversity and the development of explore-exploit tradeoffs. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2023.04.001.

A. Gopnik (2022). The future of human behaviour research: Developmental Psychology. Nature Human Behaviour, 6(1), 15-24.

Brockbank, E., Lombrozo, T., Gopnik, A., & Walker, C. M. (2022). Ask me why, don't tell me why: Asking children for explanations facilitates relational thinking. Developmental Science, e13274.

E. Kosoy, A. Liu, J.L. Collins, D. Chan, J. Hamrick, N. Ke, S. Huang, B. Kaufmann, J. Canny, A. Gopnik (2022) Learning Causal Overhypotheses through Exploration in Children and Computational Models. In Conference on Causal Learning and Reasoning (pp. 390-406). Proceedings of Machine Learning Research.

E. Liquin and A. Gopnik (2022). Children are more exploratory and learn more than adults in an approach-avoid task. Cognition, Volume 218, https://doi.org/10.1016/j.cognition.2021.104940.

E Y. Hart, E. Kosoy, E. G Liquin, J. Leonard, A. Mackey, A. Gopnik, (2022) The development of creative search strategies.   Cognition, Volume 225, 105102, doi.org/10.1016/j.cognition.2022.105102.

K. Stocking, A. Gopnik & C. Tomlin, (2022). From Robot Learning To Robot Understanding: Leveraging Causal Graphical Models For Robotics. In Conference on Robot Learning (pp. 1776-1781). Proceedings of Machine Learning Research.

A. Jones. D. Markant. T. Pachur, A. Gopnik, A. Ruggeri. (2021). How the hypothesis space is represented. Evidence from young children’s active search and predictions in a multiple-cue inference task. Developmental Psychology 57 (7), 1080 January 2022, 104940.

A. Zhao, A. Wente, M. Fernández-Flecha, D. Segovia Galvan, A. Gopnik, T. Kushnir  (2021) Culture Moderates the Relationship Between Self-Control Ability and Free Will Beliefs in Childhood. Cognition, 210, 104609

 J. Kam, Z. Irving, C. Mills, S. Patel, A. Gopnik, R. Knight. (2021). Distinct electrophysiological signatures of task-unrelated and dynamic thoughts. PNAS January 26, 2021 118 (4) e2011796118; https://doi.org/10.1073/pnas.2011796118

A. Gopnik, W. Frankenhuis & M. Tomasello (eds.) (accepted) Life history and learning Special Issue of the Philosophical Transactions of the Royal Society B.

M. Goddu, T. Lombrozo, & A. Gopnik. (In press). Transformations and transfer: Preschool children understand abstract relations and reason analogically in a causal task. Child Development.

M. Goddu, & A. Gopnik. Learning what to change: Young children use ‘difference-making’ to identify causally relevant variables. (in press.), Developmental Psychology

E. Liquin & A. Gopnik. Learning from approach-avoid decisions: Children explore and learn more than adults. Under review.

A. Gopnik. Childhood as a solution to explore-exploit tensions. (Under revision). Philosophical Transactions of the Royal Society (B)

E. Bonawitz, C. Walker, J. Abbot, & A. Gopnik. Preschoolers search semantic networks in a broader and more variable way than adults: Implications for hypothesis generation. Under revision, Cognition.

D. Buchsbaum,; E. C. Tecwyn; A. Whalen, E.M. Messer; E.L.F. Bryant, T. L. Griffiths, Griffiths, A. Gopnik, A.M. Seed, Children, but not capuchins, rationally integrate social and physical information when deciding which actions to copy. Under revision, Psychological Science

N. Vasilyeva, M. Srinivasan, M. E Ellwood-Lowe, S. Delaney, A. Gopnik, & T. Lombrozo Structural explanations lead young children and adults to rectify resource inequalities. Under revision, Child Development.

Z. C. Irving, V. Pinter, A. Gopnik, and C. Sripada. What Does “Mind-Wandering” Mean To the Folk? An Empirical Investigation. Under revision. Cognitive Science

A. Ruggeri, C. Walker, T. Lombrozo and A. Gopnik. Effects of scaffolding on the type and informativeness of preschoolers’ questions. Submitted.

E. Schulz , M. Pelz, A. Gopnik. A. Ruggeri Preschoolers search longer when there is more information to be gained. Submitted.

C. Walker, J. Walker , & A. Gopnik. Toddlers Generalize Abstract Representations of Same and Different. Submitted.

L. Bass, A. Gopnik, M. Hanson, D. Ramarajan, P. Shafto, H. Wellman, & E. Bonawitz (2019) Pedagogy and Theory of Mind: The relationship between children’s teaching and their reasoning about others. Developmental Psychology, 55. 2, 286-302. doi: 10.1037/dev0000642.

A. Ruggeri, N. Swaboda, Z. Lin, & A. Gopnik. (2019). Preschoolers adapt their exploratory strategies to the statistical structure of the task Cognition, 193,104013. doi.org/10.1016/j.cognition.2019.104013.

A. Gopnik. (2019). Life history, love and learning. Nature Human Behaviour, News and Views. doi: 10.1038/s41562-019-0673-8

E. Bonawitz, T. Ullman, S. Bridgers, A. Gopnik, & J. Tenenbaum. (2019). Sticking to the evidence? A behavioral and computational case study of micro-theory change in the domain of magnetism. Cognitive Science. DOI: 10.1111/cogs.12765

A. Wente, M. Goddu, T. Garcia, E. Posner, M. Flecha, A. Gopnik. (2019). Young children are wishful thinkers: The development of wishful thinking in 3-to 10- year-old children. Child Development. DOI:10.1111/cdev.13299

K. Kimura and A. Gopnik (2018). Rational higher-order belief revision in young children. Child Development. DOI: 10.1111/cdev.13143

N. Vasilyeva, A. Gopnik & T. Lombrozo. (2018) The development of structural thinking about social categories. Developmental Psychology. 64, 9 pp 1735-1744. DOI: 10.1037/dev0000555

A. Nematzadeh, K. Burns, E. Grant, A. Gopnik, T. L. Griffiths (2018). Evaluating Theory of Mind in Question Answering. Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing, pages 2392–2400 Brussels, Belgium, October 31 - November 4, 2018. c 2018 Association for Computational Linguistics

K. Burns, A. Nematzadeh, E. Grant, A. Gopnik, T. L. Griffiths (2018). Exploiting attention to reveal shortcomings in memory models. Proceedings of the 2018 EMNLP Workshop BlackboxNLP: Analyzing and Interpreting Neural Networks for NLP, pages 378–380 Brussels, Belgium, November 1, 2018. c 2018 Association for Computational Linguistics

For the most up-to-date list of publications, please click here to visit Dr. Gopnik's website

A. O. Wente, K. Kimura, C. M. Walker, N. Banerjee, M. F. Flecha, B. MacDonald, C. Lucas, & A. Gopnik (2017). Causal learning across culture and socioeconomic status. Child Development, DOI: 10.1111/cdev.12943

A. Gopnik, S. O’Grady, C. G. Lucas, T. L. Griffiths, A. Wente, S. Bridgers, R. Aboody, H. Fung, & R. E. Dahl (2017). Changes in cognitive flexibility and hypothesis search across human life history from childhood to adolescence to adulthood. Proceedings of the National Academy of Sciences, 114(30):7892-7899.

C. M. Walker, S. Bridgers, & A. Gopnik (2016). Emergence and decline of relational reasoning. Cognition.

C. Walker, S. Bridgers, & A. Gopnik (2016). The early emergence and puzzling decline of relational reasoning: Effects of prior knowledge and search on inferring "same" and "different". Cognitive Science.

Walker, C., Bridgers, S., & Gopnik, A. (2016) The early emergence and puzzling decline of relational reasoning: Effects of prior knowledge and search on inferring “same” and “different”. Cognition, 156, 30-40.

T. Kushnir, A. Gopnik, N. Chernyak, E. Seiver, & H. M. Wellman (2015). Developing intuitions about free will between ages four and six. Cognition, 138, 79-101.

Buchsbaum, D., Griffiths, T. L., Plunkett, D., Gopnik, A., & Baldwin, D. (2015). Inferring action structure and causal relationships in continuous sequences of human action. Cognitive psychology, 76, 30-77.

Gopnik, A., Griffiths, T. L., & Lucas, C. G. (2015). When Younger Learners Can Be Better (or at Least More Open-Minded) Than Older Ones. Current Directions in Psychological Science, 24(2), 87-92.

Kushnir, T., Gopnik, A., Chernyak, N., Seiver, E., & Wellman, H. M. (2015). Developing intuitions about free will between ages four and six. Cognition, 138, 79-101.

Waismeyer, A., Meltzoff, A. N., & Gopnik, A. (2015). Causal learning from probabilistic events in 24‐month‐olds: an action measure. Developmental science, 18(1), 175-182.

Sweeny, T., Wurnitsch, N., Bridgers, S., Gopnik, A., & Whitney, D. (2014). Ensemble perception of size in 4-5 year-old children. Journal of Vision, 14(10), 700-700.

Bonawitz, E., Denison, S., Gopnik, A., & Griffiths, T. L. (2014). Win-Stay, Lose-Sample: A simple sequential algorithm for approximating Bayesian inference. Cognitive psychology, 74, 35-65.

Bonawitz, E., Denison, S., Griffiths, T. L., & Gopnik, A. (2014). Probabilistic models, learning algorithms, and response variability: sampling in cognitive development. Trends in Cognitive Sciences, 18(10), 297-500.

Gopnik, A., & Kushnir, T. (2014). The Origins and Development of Our Conception of Free Will. In A. Mele (Ed) Surrounding Free Will. Oxford University Press

Lucas, C. G., Bridgers, S., Griffiths, T. L., & Gopnik, A. (2014). When children are better (or at least more open-minded) learners than adults: Developmental differences in learning the forms of causal relationships. Cognition, 131(2), 284-299.

Lucas, C. G., Griffiths, T. L., Xu, F., Fawcett, C., Gopnik, A., Kushnir, T., ... & Hu, J. (2014). The child as econometrician: A rational model of preference understanding in children. Cognition.

Taylor, A. H., Cheke, L. G., Waismeyer, A., Meltzoff, A. N., Miller, R., Gopnik, A., Clayton, N., & Gray, R. D. (2014). Of babies and birds: complex tool behaviours are not sufficient for the evolution of the ability to create a novel causal intervention. Proceedings of the Royal Society B: Biological Sciences, 281(1787), 20140837.

Walker, C. M., Ganea, P. A., & Gopnik, A. (2014). Learning to Learn from Stories: Children’s Developing Sensitivity to the Causal Structure of Fictional Worlds. Child Development.

Walker, C. M., & Gopnik, A. (2014). Toddlers infer higher-order relational principles in causal learning. Psychological science, 25(1), 161-169.

Walker, C. M., Lombrozo, T., Legare, C. H., & Gopnik, A. (2014). Explaining prompts children to privilege inductively rich properties. Cognition, 133(2), 343-357.

Denison, S., Bonawitz, E., Gopnik, A., & Griffiths, T. L. (2013). Rational variability in children’s causal inferences: The Sampling Hypothesis. Cognition,126(2), 285-300.

Meltzoff, A. N., & Gopnik, A. (2013). Learning about the mind from evidence: Children’s development of intuitive theories of perception and personality. In S. Baron-Cohen, H. Tager-Flausberg, & M. Lombardo (Eds.), Understanding other minds (3rd ed., pp. 19–34). Oxford, UK: Oxford University Press.

Seiver, E., Gopnik, A., & Goodman, N. D. (2013). 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(2), 443-454.

Sweeny, T. D., Wurnitsch, N., Gopnik, A., & Whitney, D. (2013). Sensitive perception of a person’s direction of walking by 4-year-old children.Developmental psychology, 49(11), 2120.

Walker, C. M., & Gopnik, A. (2013). Causality and imagination. The Oxford handbook of the development of the imagination, 342-358.

Walker, C. M., & Gopnik, A. (2013). Pretense and possibility—A theoretical proposal about the effects of pretend play on development: Comment on Lillard et al. (2013).

Walker, C. M., Wartenberg, T. E., & Winner, E. (2013). Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity. Developmental psychology, 49(7), 1338.

Weisberg, D. S., & Gopnik, A. (2013). Pretense, counterfactuals, and Bayesian causal models: Why what is not real really matters. Cognitive science, 37(7), 1368-1381.