Olive, daughter of Dr. Rachel Fine (CDL lab alumna), reading Dr. Susan Gelman’s book The Essential Child.
Recent Journal Articles and Book Chapters
This material is posted to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author’s copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder.
Gelman, S. A. (in press). Looking beyond the obvious. American Psychologist.
Nancekivell, S. E., Davidson, N. S., Noles, N. S., & Gelman, S. A. (in press). Preliminary evidence for progressions in ownership reasoning over the preschool period. Developmental Psychology.
Sun, X., Nancekivell, S. E., Shah, P., & Gelman, S. A. (in press). How essentialist reasoning about language acquisition relates to educational myths and policy endorsements. Cognitive Research: Principles and Implications.
Troncoso, S. C., Schudson, Z. C., & Gelman, S. A. (in press). Women versus females: Gender essentialism in everyday language. Journal of Psycholinguistic Research.
DeAngelis, E. R., Ridge, K. E., Gelman, S. A., Reyes-Jaquez, B., & Koenig, M. A. (2023). Understanding the value of telescopic testimony: With age, a predominantly White Midwestern sample of children credits knowledge to speakers whose statements go beyond the evidence. Journal of Experimental Child Psychology, 231, 105652.
Echelbarger, M., & Gelman, S. A. (2023). Children’s evaluations of scarce (and abundant) resources: When does the “why” matter? Cognitive Development, 66, 101312.
Gross, E.B. How to get to where they are: Notes from an open group with unhoused LGBTQIA2S+ youth. (2023). Health Promotion Practice.
Labotka, D., & Gelman, S. A. (2023). “It kinda has like a mind”: Children’s and parents’ beliefs concerning viral disease transmission for COVID-19 and the common cold. Cognition, 235, 105413.
Labotka, D., Sabo, E., Bonais, R., Gelman, S. A., & Baptista, M. (2023). Testing the effects of congruence in adult multilingual acquisition with implications for creole genesis. Cognition, 235, 105387.
Nancekivell, S. E., Davidson, N. S., Noles, N. S., & Gelman, S. A. (2023). “She should get her own cat”: Parent-child conversations about ownership and sharing. Early Childhood Research Quarterly, 63, 434-445.
Orvell, A., Elli, G., Umscheid, V., Simmons, E., Kross, E., & Gelman, S. A. (2023). Learning the rules of the game: The role of generic “you” and “we” in shaping children’s interpretations of norms. Child Development, 94(1), 159-171.
Umscheid, V. A., Smith, C. E., Warneken, F., Gelman, S. A., & Wellman, H. M. (2023). What makes Voldemort tick? Children’s and adults’ reasoning about the nature of villains. Cognition, 233, 105357.
DeJesus, J. M., Gelman, S. A., & Lumeng, J. C. (2022). Children expect others to prefer handmade items. Developmental Psychology.
Lee, Y., & Gelman, S. A. (2022). The development of digital ownership in children. Journal of Experimental Child Psychology.
Muradoglu, M., Marchak, K., Gelman, S. A., & Cimpian, A. (2022). Formal explanations shape children’s representations of animal kinds and social groups. Developmental Psychology.
Echelbarger, M., Roberts, S. O., & Gelman, S. A. (2022). Children’s concern for equity and ownership in contexts of individual-based and group-based inequality. Journal of Cognition and Development, 23(1), 3-19.
Gelman, S. A., Davidson, N. S., & Umscheid, V. A. (2022). The role of object features and emotional attachment on preschool children’s anthropomorphism of owned objects. Cognitive Development, 62, 101165.
Labotka, D., & Gelman, S. A. (2022). Scientific and folk theories of viral transmission: A comparison of COVID-19 and the common cold. Frontiers in Psychology, 3818.
Orvell, A., Gelman, S. A., & Kross, E. (2022). What “you” and “we” say about me: How small shifts in language reveal and empower fundamental shifts in perspective. Social and Personality Psychology Compass, 16(5), e12665.
Salvador, C. E., Orvell, A., Kross, E., & Gelman, S. A. (2022). How Spanish speakers express norms using generic person markers. Scientific Reports, 12(1), 1-11.
Roberts, S. O., Ho, A. K., Kteily, N., & Gelman, S. A. (2022). Beyond Black and White: Conceptualizing and essentializing Black–White identity. Cultural Diversity and Ethnic Minority Psychology, 28(1), 13–28.
Foster-Hanson, E., Roberts, S. O., Gelman, S. A., & Rhodes, M. (2021). Categories convey prescriptive information across domains and development. Journal of Experimental Child Psychology, 212, 105231.
Gelman, S. A., Cuneo, N., Kulkarni, S., Snay, S., & Roberts, S. O. (2021). The roles of privacy and trust in children’s evaluations and explanations of digital tracking. Child Development, 92(5), 1769-1784.
Gülgöz, S., Alonso, D. J., Olson, K. R., & Gelman, S. A. (2021). Transgender and cisgender children’s essentialist beliefs about sex and gender identity. Developmental Science, 24(6), e13115.
Labotka, D., Gelman, S. A., & Jipson, J. L. (2021). Parent-child conversations about animals on a visit to a (virtual) zoo. Cognitive Development, 60, 101123.
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A slippery myth: How learning style beliefs shape reasoning about multimodal instruction and related scientific evidence. Cognitive Science, 45(10), e13047.
Noles, N. S., Gelman, S. A., & Stilwell, S. (2021). To give or to receive? The role of giver versus receiver on object tracking and object preferences in children and adults. Journal of Cognition and Culture, 21(5), 369-388.
Roberts, S. O., Ho, A. K., & Gelman, S. A. (2021). Should individuals think like their group? A descriptive-to-prescriptive tendency toward group-based beliefs. Child Development, 92(2), e201-e220.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. NPJ Science of Learning, 6(1), 1-9.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2021). Perceptions of the malleability of fluid and crystallized intelligence. Journal of Experimental Psychology: General, 150(5), 815.
Tasimi, A., & Gelman, S. A. (2021). A dollar is a dollar is a dollar, or is it? Insights from children’s reasoning about “dirty money”. Cognitive Science, 45(4), e12950.
DeJesus, J. M., Umscheid, V. A., & Gelman, S. A. (2021). When gender matters in scientific communication: The role of generic language. Sex Roles, 85, 577–586.
Soter, L. K., Berg, M. K., Gelman, S. A., & Kross, E. (2021). What we would (but shouldn’t) do for those we love: Universalism versus partiality in responding to others’ moral transgressions. Cognition, 217, 104886.
Foster-Hanson, E., Roberts, S. O., Gelman, S. A., & Rhodes, M. (2021). Categories convey prescriptive information across domains and development. Journal of Experimental Child Psychology, 212, 105231.
Gelman, S. A. (2021). Generics in society. Language in Society, 50(4), 517-532.
Roberts, S. O., Ho, A. K., & Gelman, S. A. (2021). Should individuals think like their group? A descriptive-to-prescriptive tendency toward group-based beliefs. Child Development, 92(2), e201-e220.
Sun, X., Nancekivell, S., Gelman, S. A., & Shah, P. (2021). Growth mindset and academic outcomes: a comparison of US and Chinese students. NPJ Science of Learning, 6(1), 1-9.
Tasimi, A., & Gelman, S. A. (2021). A dollar is a dollar is a dollar, or is it? Insights from children’s reasoning about “dirty money”. Cognitive Science, 45(4), e12950.
DeJesus, J. M., Gelman, S. A., & Lumeng, J. C. (2020). Children’s implicit food cognition: Developing a food Implicit Association Test. Cognitive Development, 54, 100889. doi.org/10.1016/j.cogdev.2020.100889
Echelbarger, M., Maimaran, M., & Gelman, S. A. (2020). Children’s variety seeking in food choices. Journal of the Association for Consumer Research, 5(3), 322-328.
Gelman, S. A., & DeJesus, J. (2020). Intelligence in childhood. In R. Sternberg (Ed.), Cambridge Handbook of Intelligence, 2nd ed. (pp. 155-180). New York: Cambridge University Press.
Gelman, S. A., & Fine, R. D. (2020). The role of essentialism in children’s social judgments. In J. Decety (Ed.), The social brain: A developmental perspective. Cambridge, MA: MIT Press.
Gelman, S. A., & Marchak, K. A. (2020). Do our intuitions mislead us? The role of human bias in scientific inquiry. In K. McCain & K. Kampourakis (Eds.), What is scientific knowledge? An introduction to contemporary epistemology of science. New York: Routledge.
Labotka, D., & Gelman, S. A. (2020). The development of children’s identification of foreigner talk. Developmental Psychology, 56(9), 1657-1670.
Lee, D., Orvell, A., Briskin, J., Shrapnell, T., Gelman, S. A., Ayduk, O., Ybarra, O., & Kross, E. (2020). When chatting about negative experiences helps—and when it hurts: Distinguishing adaptive vs. maladaptive social support in computer-mediated communications. Emotion, 20(3), 368-375. doi.org/10.1037/emo0000555
Marchak, K. A., Bayly, B., Umscheid, V., & Gelman, S. A. (2020). Iconic realism or representational disregard? How young children and adults reason about pictures and objects. Journal of Cognition and Development, 21(5), 774-796. doi.org/10.1080/15248372.2020.1802276
Marchak, K. A., McLaughlin, M., Noles, N. S., & Gelman, S. A. (2020). Beliefs about the persistence of history in objects and spaces in the United States and India. Journal of Cross-Cultural Psychology, 51(5), 309-332.
Meyer, M., Roberts, S. O., Jayaratne, T. E., & Gelman, S. A. (2020). Children’s beliefs about causes of human characteristics: Genes, environment, or choice? Journal of Experimental Psychology: General, 149(10), 1935-1949. doi.org/10.1037/xge0000751
Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221-235.
Orvell, A., Kross, E., Gelman, S. A. (2020). “You” speaks to me: Effects of generic-you in creating resonance between people and ideas. Proceedings of the National Academy of Sciences, 117(49), 31038-31045.
Preston, S. D., & Gelman, S. A. (2020). This land is my land: Psychological ownership increases willingness to protect the natural world more than legal ownership. Journal of Environmental Psychology, 70, 101443. doi.org/10.1016/j.jenvp.2020.101443
Raman, L., Marchak, K. A., & Gelman, S. A. (2020). Children’s understanding of food and activities on body size. Cognitive Development, 54. doi.org/10.1016/j.cogdev.2020.100865
Roberts, S. O., Ho, A. K., Gülgöz, S., Berka, J., & Gelman, S. A. (2020). The role of group status and group membership in the practice of hypodescent. Child Development, 91(3), e721-e732.
For research articles prior to 2020, please check out Dr. Gelman’s Google Scholar page.
This material is posted to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author’s copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder.
Books
Gelman, S. A. (Ed.) (2014). Childhood cognitive development: Five-volume set. London: SAGE Publications.
Banaji, M. R., & Gelman, S. A. (Eds.) (2013). Navigating the social world: What infants, children, and other species can teach us. New York: Oxford University Press. doi:10.1093/acprof:oso/9780199890712.001.0001
Gelman, S. A., Taylor, M G., & Nguyen, S. (2004). Mother-child conversations about gender: Understanding the acquisition of essentialist beliefs. Monographs of the Society for Research in Child Development. Volume 69, No. 1. Amazon.com
Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. New York: Oxford University Press. Amazon.com
Scholnick, E., Nelson, K., Gelman, S. A., & Miller, P. (Eds.) (1999). Conceptual development: Piaget’s legacy. Mahwah, NJ: Erlbaum. Amazon.com
Gelman, S. A., Coley, J. D., Rosengren, K., Hartman, E., & Pappas, A. (1998). Beyond labeling: The role of maternal input in the acquisition of richly-structured categories. Monographs of the Society for Research in Child Development. Serial No. 253, Vol. 63, No. 1. Amazon.com
Hirschfeld, L. A., & Gelman, S. A. (Eds.). (1994). Mapping the mind: Domain specificity in cognition and culture.Cambridge University Press. Amazon.com
Hirschfeld, L. A., & Gelman, S. A. (2002). Cartografia de la Mente [in 2 volumes]. Barcelona, Spain: Gedisa. [Spanish translation of Mapping the mind.]
Gelman, S. A., & Byrnes, J. P. (Eds.) (1991). Perspectives on language and thought: Interrelations in development.Cambridge: Cambridge University Press. Amazon.com
