Citations (25)
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Nathalie Carrick & Rebecca Richmond. (2021) What storytelling tells us about fantasy: parent-child stories about emotionally-charged real and fantastic events. Early Child Development and Care 191:14, pages 2293-2309.
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Niamh McLoughlin, Ciara Jacob, Petal Samrow & Kathleen H. Corriveau. (2021) Beliefs about Unobservable Scientific and Religious Entities are Transmitted via Subtle Linguistic Cues in Parental Testimony. Journal of Cognition and Development 22:3, pages 379-397.
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Ramazan Sak & İkbal Tuba Şahin-Sak. (2020) Preschoolers’ difficult questions: variations by informant and gender. European Early Childhood Education Research Journal 28:4, pages 534-547.
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Rebecca A. Dore, Jacqueline D. Woolley & John G. Hixon. (2019) “I Believe in Cusk”: The Effect of Explicit Belief Statements on Children’s Reality Status Judgments and Beliefs about Consensus. Journal of Cognition and Development 20:1, pages 35-55.
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Lisa Chalik & Marjorie Rhodes. (2015) The Communication of Naïve Theories of the Social World in Parent–Child Conversation. Journal of Cognition and Development 16:5, pages 719-741.
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Articles from other publishers (20)
Niamh McLoughlin, Yixin Kelly Cui, Telli Davoodi, Ayse Payir, Jennifer M. Clegg, Paul L. Harris & Kathleen H. Corriveau. (2023) Expressions of uncertainty in invisible scientific and religious phenomena during naturalistic conversation. Cognition 237, pages 105474.
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Rebecca A. Dore, Jacqueline Woolley, Jenny Nissel & John G. Hixon. (2022) Never trust a stranger: Effects of explicit belief statements from strangers on children's reality status beliefs and beliefs about consensus. British Journal of Developmental Psychology 41:2, pages 117-127.
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Kathryn Leech, Ian L. Chandler-Campbell, Jenna Alton & Kathleen H. Corriveau. (2023) What would happen if?: A comparison of fathers’ and mothers’ questions to children during a science activity. Frontiers in Psychology 14.
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Rebekah A. RichertKathleen H. Corriveau. (2022) Development of Religious Cognition. Annual Review of Developmental Psychology 4:1, pages 185-206.
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Telli Davoodi & Jennifer M. Clegg. (2021) When is cultural input central? The development of ontological beliefs about religious and scientific unobservables. Child Development Perspectives 16:1, pages 34-40.
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Amanda S. Haber, Sona C. Kumar, Hannah Puttre, Nermeen Dashoush & Kathleen H. Corriveau. (2021) “Why Can't I See My Friends and Family?”: Children's Questions and Parental Explanations About Coronavirus. Mind, Brain, and Education 16:1, pages 54-61.
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Rebekah A. Richert, Kara Weisman, Kirsten A. Lesage, Maliki E. Ghossainy, Bolivar Reyes-Jaquez & Kathleen H. Corriveau. 2022. New Methods and Approaches for Studying Child Development. New Methods and Approaches for Studying Child Development
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Paul L Harris & Kathleen H Corriveau. (2021) Beliefs of children and adults in religious and scientific phenomena. Current Opinion in Psychology 40, pages 20-23.
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Telli Davoodi, Yixin Kelly Cui, Jennifer M. Clegg, Fang E. Yan, Ayse Payir, Paul L. Harris & Kathleen H. Corriveau. (2020) Epistemic justifications for belief in the unobservable: The impact of minority status. Cognition 200, pages 104273.
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Rohan Kapitány, Nicole Nelson, Emily R. R. Burdett & Thalia R. Goldstein. (2020) The child’s pantheon: Children’s hierarchical belief structure in real and non-real figures. PLOS ONE 15:6, pages e0234142.
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Juliane Keiser. 2020. Zwischen Märchen, Tatsachenbericht und Glaubenszeugnis. Zwischen Märchen, Tatsachenbericht und Glaubenszeugnis
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Telli Davoodi, Maryam Jamshidi-Sianaki, Faezeh Abedi, Ayse Payir, Yixin Kelly Cui, Paul L. Harris & Kathleen H. Corriveau. (2018) Beliefs About Religious and Scientific Entities Among Parents and Children in Iran. Social Psychological and Personality Science 10:7, pages 847-855.
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Kelsey K. Will, Andalusia Masad, Haley A. Vlach & Panayiota Kendeou. (2019) The effects of refutation texts on generating explanations. Learning and Individual Differences 69, pages 108-115.
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Nathalie Carrick, Stephanie Sawaya & Jennifer Palisoc. (2018) Witches, fire, and fairies: Parent-child conversations during fantastic and real emotionally charged stories. Infant and Child Development 27:6, pages e2111.
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Karl S. Rosengren, Matthew J. Jiang, Charles W. Kalish, David Menendez & Iseli G. Hernandez. (2018) COMMENTARY: WHAT HEALS AND WHY? CHILDREN'S UNDERSTANDING OF MEDICAL TREATMENTS. Monographs of the Society for Research in Child Development 83:2, pages 175-183.
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Ian L. Campbell & Kathleen H. Corriveau. 2018. Active Learning from Infancy to Childhood. Active Learning from Infancy to Childhood
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Haley A. Vlach & Nigel Noll. (2016) Talking to children about science is harder than we think: characteristics and metacognitive judgments of explanations provided to children and adults. Metacognition and Learning 11:3, pages 317-338.
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Thalia R. Goldstein & Jacqueline Woolley. (2016) Ho! Ho! Who? Parent promotion of belief in and live encounters with Santa Claus. Cognitive Development 39, pages 113-127.
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Larisa Heiphetz, Jonathan D. Lane, Adam Waytz & Liane L. Young. (2015) How Children and Adults Represent God's Mind. Cognitive Science 40:1, pages 121-144.
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Kathleen H. Corriveau & Katelyn E. Kurkul. (2014) “Why Does Rain Fall?”: Children Prefer to Learn From an Informant Who Uses Noncircular Explanations. Child Development, pages n/a-n/a.
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