Akhtar, N., Carpenter, M., and Tomasello, M.. 1996. “The Role of Discourse Novelty in Early Word Learning.” Child Development 67: 635–45.
Baldwin, D. A. 1991. “Infants' Contribution to the Achievement of Joint Reference.” Child Development 62: 875–90.
Baldwin, D. A. 1993. “Early Referential Understanding: Infants' Ability to Recognize Referential Acts for What They Are.” Developmental Psychology 29: 832–43.
Baldwin, D. A., Markman, E., Bill, B., Desjardins, N., Irwin, J., and Tidball, G.. 1996. “Infants' Reliance on a Social Criterion for Establishing Word-Object Relations.” Child Development 67: 3135–53.
Baldwin, D. A. and Moses, L.. 2001. “Links Between Social Understanding and Early Word Learning: Challenges to Current Accounts.” Social Development 10: 309–29.
Bartsch, K. and Wellman, H. M.. 1995. Children Talk about the Mind. New York: Oxford University Press.
Birch, S., Luca, S., Frampton, K., Vauthier, S., and Bloom, P.. 2005. “Children's Assessments of What Others Know: the Effects on Learning.” Poster presented at the Biannual Society for Research in Child Development, Atlanta, GA.
Bloom, P. 2000. How Children Learn the Meanings of Words. Cambridge, MA: MIT Press.
Bretherton, I. and Beeghly, M.. 1982. “Talking about Internal States: The Acquisition of an Explicit Theory of Mind.” Developmental Psychology 18: 906–21.
Ceci, S. J., Ross, D. F., and Toglia, M. P.. 1987. “Suggestibility of Children's Memory: Psycholegal Implications.” Journal of Experimental Psychology: General 116(1): 38–49.
Clark, E. V. 1993. The Lexicon in Acquisition. Cambridge: Cambridge University Press.
Clark, E. V. and Grossman, J. B.. 1988. “Pragmatic Directions and Children's Word Learning.” Journal of Child Language 25: 1–18.
Clément, F., Koenig, M., and Harris, P. L.. 2004. “The Ontogenesis of Trust.” Mind and Language 19: 360–79.
Corriveau, K. H. and Harris, P. L.. In press. “Preschoolers Continue to Trust a More Accurate Informant I Week After Exposure to Accuracy Information.” Developmental Science.
Danovitch, J. H. and Keil, F. C.. 2004. “Should You Ask a Fisherman or a Biologist?: Developmental Shifts in Ways of Clustering Knowledge.” Child Development 75: 918–31.
Dawkins, R. and Krebs, J. R.. 1978. “Animal Signals: Information or Manipulation?” In Krebs, J. R. and Davies, N. B. (eds.), Behavioural Ecology: An Evolutionary Approach, pp. 282–309. Oxford: Blackwell Scientific Publications.
Fenson, L., Pethick, S., Renda, C., Cox, J., Dale, P., and Reznick, S.. 2000. “Short-form Versions of the MacArthur Communicative Development Inventories.” Applied Psycholinguistics 21: 95–116.
Gelman, S. A. and Coley, J. D.. 1990. “The Importance of Knowing a Dodo Is a Bird: Categories and Inferences in 2-year-old Children.” Developmental Psychology 26: 796–804.
Gelman, S. A., Collman, P., and Maccoby, E. E.. 1986. “Inferring Properties from Categories versus Inferring Categories from Properties: The Case of Gender.” Child Development 57: 396–404.
Gelman, S. A. and Markman, E. M.. 1986. “Categories and Induction in Young Children.” Cognition 23: 183–208.
Gelman, S. A. and Markman, E. M.. 1987. “Young Children's Inductions from Natural Kinds: The Role of Categories and Appearances.” Child Development 58: 1532–41.
Golinkoff, R. M., Mervis, C. B., and Hirsh-Pasek, K.. 1995. “Early Object Labels: The Case for a Developmental Lexical Principles Framework.” Journal of Child Language 21: 125–55.
Gopnik, A. and Graf, P.. 1988. “Knowing How You Know: Young Children's Ability to Identify and Remember the Sources of Their Beliefs.” Child Development 59: 1366–71.
Graham, S. A., Stock, H., and Henderson, A. M. E.. 2006. “Nineteen-month-olds' Understanding of the Conventionality of Object Labels versus Desires.” Infancy 9: 341–50.
Harris, P. L. and Koenig, M. A.. 2006. “Trust in Testimony: How Children Learn about Science and Religion.” Child Development 77: 505–24.
Henderson, A. M. E. and Graham, S. A.. 2005. “Two-year-olds' Appreciation of the Shared Nature of Novel Object Labels.” Journal of Cognition and Development 6: 381–402.
Heyman, G. D. and Dweck, C. S.. 1998. “Children's Thinking about Traits: Implications for Judgments of the Self and Others.” Child Development 69: 392–403.
Heyman, G. D. and Gelman, S. A.. 2000. “Preschool Children's Use of Trait Labels to Make Inductive Inferences.” Journal of Experimental Child Psychology 77: 1–19.
Hirsh-Pasek, K. and Golinkoff, R. M.. 1996. The Origins of Grammar: Evidence from Early Language Comprehension. Cambridge, MA: MIT Press.
Hume, D. 1748/1977. “On Miracles” in An Enquiry Concerning Human Understanding. Indianapolis: Hackett Publishing Company.
Jaswal, V. K. 2004. “Don't Believe Everything You Hear: Preschoolers' Sensitivity to Speaker Intent in Category Induction.” Child Development 75: 1871–85.
Jaswal, V. K. and Malone, L. S.. 2007. “Turning Believers into Skeptics: 3-year-olds' Sensitivity to Cues to Speaker Credibility.” Journal of Cognition and Development 8: 263–83.
Jaswal, V. K. and Markman, E. M.. 2007. “Looks Aren't Everything: 24-month-olds' Willingness to Accept Unexpected Labels.” Journal of Cognition and Development 8: 93–111.
Jaswal, V. K. and Neely, L. A.. 2006. “Adults Don't Always Know Best: Preschoolers Use Past Reliability over Age When Learning New Words.” Psychological Science 17: 757–8.
Kalish, C. W. and Sabbagh, M. A.. (eds.) 2007. Conventionality in Cognitive Development: How Children Acquire Shared Representations in Language, Thought and Action. San Francisco: Jossey-Bass.
Koenig, M. A., Clément, F., and Harris, P. L.. 2004. “Trust in Testimony: Children's Use of True and False Statements.” Psychological Science 15: 694–8.
Koenig, M. A. and Echols, C. H.. 2003. “Infants' Understanding of False Labeling Events: The Referential Roles of Words and the Speakers Who Use Them.” Cognition 87: 179–203.
Koenig, M. A. and Harris, P. L.. 2005. “Preschoolers Mistrust Ignorant and Inaccurate Speakers.” Child Development 76: 1261–77.
Koenig, M. A. and Woodward, A. L.. 2007. “The Beginnings of Mistrust: 24-month-olds' Sensitivity to the Prior Accuracy of the Source.” (Manuscript under review).
Lampinen, J. M. and Smith, V. L.. 1995. “The Incredible (and Sometimes Incredulous) Child Witness: Child Eyewitnesses' Sensitivity to Source Credibility Cues.” Journal of Applied Psychology 80: 621–7.
Lutz, D. and Keil, F. C.. 2002. “Early Understanding of the Division of Cognitive Labor.” Child Development 73: 1073–84.
Markman, E. M. 1989. Categorization and Naming in Children. Cambridge, MA: MIT Press.
Markman, E. M. and Hutchinson, J.. 1984. “Children's Sensitivity to Constraints on Word Meaning: Taxonomic versus Thematic Relations.” Cognitive Psychology 16: 1–27.
Mervis, C. B., Pani, J. R., and Pani, A. M.. 2003. “Transaction of Child Cognitivelinguistic Abilities and Adult Input in the Acquisition of Lexical Categories At the Basic and Subordinate Levels.” In Rakison, D. H. and Oakes, L. M. (eds.), Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion, pp. 242–74. Oxford: Oxford University Press.
Miller, S. A. 2000. “Children's Understanding of Preexisting Differences in Knowledge and Belief.” Developmental Review 20: 227–82.
Moore, C., Bryant, D., and Furrow, D.. 1989. “Mental Terms and the Development of Certainty.” Child Development 60: 167–71.
Moore, C. and Davidge, J.. 1989. “The Development of Mental Terms: Pragmatics or Semantics?” Journal of Child Language 16: 633–41.
Neisser, U. 1987. Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization. New York: Cambridge University Press.
O'Neill, D. K., Astington, J. W., and Flavell, J. H.. 1992. “Young Children's Understanding of the Role That Sensory Experiences Play in Knowledge Acquisition.” Child Development 63: 474–90.
Onishi, K. H. and Baillargeon, R.. 2005. “Do 15-month-old Infants Understand False Belief?” Science 308 (5719): 255–8.
Pasquini, E. S., Corriveau, K. H., Koenig, M. A., and Harris, P. L.. 2007. “Preschoolers Monitor the Relative Accuracy of Informants.” Developmental Psychology (In press).
Pea, R. D. 1982. “Origins of Verbal Logic: Spontaneous Denials by Two-and Three-year Olds.” Journal of Child Language 9: 597–626.
Reid, T. 1997. An Inquiry into the Human Mind on the Principles of Common Sense. Brookes, Derek R. (ed.). University Park, PA: Pennsylvania State University Press.
Rholes, W. S. and Ruble, D. N.. 1984. “Children's Understanding of Dispositional Characteristics of Others.” Child Development 55: 550–60.
Robinson, E. J., Mitchell, P., and Nye, R.. 1995. “Young Children's Treating of Utterances as Unreliable Sources of Knowledge.” Journal of Child Language 22: 663–85.
Robinson, E. J. and Whitcombe, E. C.. 2003. “Children's Suggestibility in Relation to Their Understanding about Sources of Knowledge.” Child Development 74: 48–62.
Sabbagh, M. A. and Baldwin, D. A.. 2001. “Learning Words from Knowledgeable versus Ignorant Speakers: Link between Preschoolers' Theory of Mind and Semantic Development.” Child Development 72(4): 1054–70.
Sabbagh, M. A. 2007. “Judgments about Knowledge Enable Young Children to Parse Signal from Noise in Social-information Gathering.” In Fitneva, S., Birch, S. (chairs), Children's Sensitivity to Other's Knowledge. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.
Sabbagh, M. A., Wdowiak, S. D., and Ottaway, J.M.. 2003. “Do Word Learners Ignore Ignorant Speakers?” Journal of Child Language 30: 905–24.
Schafer, G. and Plunkett, K.. 1998. “Rapid Word Learning by Fifteen-month-olds under Tightly Controlled Conditions.” Child Development 69: 309–20.
Sloutsky, V. M. and Fisher, A. V.. 2004. “Induction and Categorization in Children: A Similarity-based Model.” Journal of Experimental Psychology: General 133: 166–88.
Taylor, M., Cartwright, B. S., and Bowden, T.. 1991. “Perspective Taking and Theory of Mind: Do Children Predict Interpretive Diversity as a Function of Differences in Observers' Knowledge?” Child Development 62: 1334–51.
Taylor, M., Esbensen, B. M., and Bennett, R. T.. 1994. “Children's Understanding of Knowledge Acquisition: the Tendency for Children to Report That They Have Always Known What They Have Just Learned.” Child Development 65: 1581–604.
Tomasello, M. and Barton, M.. 1994. “Learning Words in Nonostensive Contexts.” Developmental Psychology 30: 639–50.
Waxman, S. R. and Markow, D. B.. 1995. “Words as Invitations to Form Categories: Evidence from 12- to 13-month-old Infants.” Cognitive Psychology 29: 257–302.
Welch-Ross, M. 1999. “Interviewer Knowledge and Preschoolers' Reasoning about Knowledge States Moderates Suggestibility.” Cognitive Development 14: 423–42.
Welder, A. N. and Graham, S. A.. 2001. “The Influence of Shape Similarity and Shared Labels on Infants' Inductive Inferences about Nonobvious Object Properties.” Child Development 72: 1653–73.
Wellman, H., Cross, D., and Watson, J.. 2001. “Meta-analysis of Theory of Mind Development: The Truth about False Belief.” Child Development 72: 655–84.
Wimmer, H., Hogrefe, G., and Sodian, B.. 1988. “A Second Stage in Children's Conception of Mental Life: Understanding Informational Accesses as Origins of Knowledge and Belief.” In Astington, J. W., Harris, P. L. and Olson, D. R. (eds.), Developing Theories of Mind, pp. 93–108. New York: Cambridge University Press.
Woodward, A. L., Markman, E. M., and Fitzsimmons, C. M.. 1994. “Rapid Word Learning in 13- and 18-month-olds.” Developmental Psychology 30(4): 553–66.
Yuill, N. 1992. “Children's Conception of Personality Traits.” Human Development 35: 265–79.