Our Research

Projects

Promoting Discriminative and Generative Learning: Transfer in Arithmetic Problem Solving

Contexts of Pattern Learning

Inductive and Deductive Reasoning In and Out of Math

Research Topics:

 

Categorization and Prediction

Kalish, C. W., Zhu, X., & Rogers, T. T. (in press). Drift in Children’s Categories: When Experienced Distributions Conflict with Prior Learning. Developmental Science.doi: 10.1111/desc.12280

Kalish, C. W. (in press). Normative concepts. In E. Margolis and S. Laurence (Eds.) Concepts: New Directions. MIT Press.

Kalish, C. W., & Thevenow-Harrison, J. (2014). Descriptive and inferential problems of induction: Toward a common framework. In B. Ross (Ed.) Psychology of Learning and Motivation, 61, 1-39. Elsevier. doi: 10.1016/B978-0-12-800283-4.00001-0

Vlach, H. A., & Kalish, C. W., (2014). Temporal dynamics of categorization: forgetting as the basis of abstraction and generalization. Frontiers in Psychology, 5, 1021. doi: 10.3389/fpsyg.2014.01021

Riggs, AE., Kalish, C. K. & Alibali, M. W. (2014). When you’ve seen one have you seen them all? Children’s memory for general and specific learning episodes. Developmental Psychology. 50, 1653-1659. doi: 10.1037/a0036130

Young, A. M. Alibali, M W., & Kalish, C. W. (2012). Disagreement and Causal Learning: Others’ Hypotheses Affect Children’s Evaluations of Evidence. Developmental Psychology, 48, 1242-1253. doi: 10.1037/a0027540 Click Here to Request Copy

Kalish, C. W., Kim, S., & Young, A. M. (2012). How Young Children Learn From Examples: Descriptive and Inferential Problems. Cognitive Science, 36, 1427–1448. Click Here To Request a Copy

Kalish, C. W., Rogers, T. T., Lang, J., & Zhu, X (2011).Can Semi-Supervised Learning Explain Incorrect Beliefs about Categories? Cognition, 120, 106-118. Click Here to Request Copy

Kalish, C. W., (2010). How Children Use Examples to Make Condtional Predictions.Cognition 116, 1-14. Click Here to Request Copy

Gibson, B. R., Zhu, X., Rogers, T. T., Kalish, C. W., & Harrison, J., (2010) Humans learn using manifolds, reluctantly. In Advances in Neural Information Processing Systems (NIPS), 24.

Zhu, X., Gibson, B. R., Jun, K-S., Rogers, T. T., Harrison, J. & Kalish, C. W. (2010) Cognitive Models of Test-Item Effects in Human Category Learning. In Proceedings of the 27th Conference on Machine Learning, Haifa, Israel.

Lawson, C. A. & Kalish, C. W., (2009). Sample Selection and Inductive GeneralizationMemory & Cognition, 22, 651-670. Click Here to Request Copy

Castro, R., Kalish, C. W., Nowak, R., Qian, R., Rogers, T. R., & Zhu, X. (2008). Human active learning. Advances in Neural Information Processing Systems (NIPS) 22,

Kalish, C. W., & Lawson, C. A. (2007). Negative evidence and inductive generalization.Thinking and Reasoning, 13, 394-425. Click Here to Request Copy

Zhu, X., Rogers, T. R., Qian, R., & Kalish, C. W. (2007). Humans perform semi-supervised learning too. In Twenty-Second AAAI Conference on Artificial Intelligence (AAAI-07)/

Lawson, C. A., & Kalish, C. W. (2006). Inductive Inferences Across Time and Identity: Are Category Members More Alike Than Single Individuals? Journal of Cognition and Development. 7, 233-252.Click Here to Request Copy

Gelman, S. A., & Kalish, C. W. (2006). Conceptual development. In W. Damon & R. M. Lerner (Series Eds.), & D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2 cognition, perception, and language (6th ed., pp. 687-733). Hoboken, NJ: Wiley. Reprinted in Developmental Psychology: An advanced course. Damon & Lerner, eds.

Kalish, C. W. (2002). Gold, Jade, and Emeruby: The value of naturalness for theories of concepts and categories. Journal of Theoretical and Philosophical Psychology, 22, 45-56. Click Here to Request Copy

Kalish, C. W. (2002). Essentialist to some degree: The structure of natural kind categories. Memory & Cognition, 30, 340-352. Click Here to Request Copy

Ahn, W., Kalish, C., W., et al. (2001). Why essences are essential in the psychology of concepts. Cognition, 82, 59-69

Kalish, C. W. (1998). Natural and artificial kinds: Are children realists or relativists about categories? Developmental Psychology, 34, 376-391. Click Here to Request Copy

Kalish, C. W. (1995). Essentialism and graded membership in animal and artifact categories. Memory & Cognition, 23, 335-353.

Gelman, S. A., & Kalish, C. W. (1993). Categories and causality. In R. Pasnak & M. L. Howe (Eds.), Emerging themes in cognitive development, (pp. 3-32). New York: Springer-Verlag.

Kalish, C. W., & Gelman, S. A. (1992). On wooden pillows: Multiple classification and children’s category-based inductions. Child Development, 63, 1536-1557.

Social Cognition

Kim, S., Kalish, C. W., Weismen, K. G., Johnson, M. V., & Shutts, K. (2016). Young children choose to share information with more knowledgeable others. Journal of Cognition and Development, 17, 320-340. dos: 10.1080/15248372.2014.952731

Riggs, A. E., Kalish, C. W., & Alibali, M. W. (2014). Property content guides children’s memory for social learning episodes. Cognition, 121, 243-253. doi: 10.1016/j.cognition.2014.01.004.

Kalish, C. W. (2013). Status seeking: The importance of roles in early social cognition. In M. Banaji and S. Gelman (eds). Navigating the social world: What infants, children, and other species can teach us. Oxford University Press. pp 216-210.Click Here to Request Copy

Kalish, C. W. (2012). Generalizing norms and preferences within social categories and individuals. Developmental Psychology, 48, 1133-1143. Click Here to Request Copy

Kim, S., & Kalish, C.W., & Harris, P. L. (2012) Speaker reliability guides children’s inductive inferences about novel properties. Cognitive Development, 27, 114-125. Click Here to Request Copy

Kalish, C. W. (2012). Normative Reasoning and Learning. N. M. Seel (Ed.) Encyclopedia of the Sciences of Learning Springer.

Kalish, C. W., & Anderson, C. D. (2011). Ownership as a Social Status. In O. Friedman & H. Ross (Eds.) Children’s Ownership. New Directions in Child and Adolescent Development, 132, 65-77.

Kim, S. & Kalish, C. W., (2009). Children’s Ascriptions of Property Rights with Changes in Ownership Cognitive Development 24, 322-336. Click Here to Request Copy

Kalish, C. W., & Lawson, C. A. (2008). Development of social category representations: Early appreciation of roles and deontic relations Child Development. Click Here to Request Copy

Kalish, C. W., & Cornelius, R. (2007). What is to be done: Children’s ascriptions of conventional obligations. Child Development 78, 859-878Click Here to Request Copy

Kalish, C. W., & Sabbagh, M. A. (Eds.). (2007). Conventionality in cognitive development: How children acquire shared representations in language, thought, and action. New Directions in Child and Adolescent Development No. 115. San Francisco: Jossey-Bass.

Kalish, C. W. (2007). Pragmatic and prescriptive aspects of children’s categorization. in C. Kalish & M. Sabbagh (Eds.) Conventionality in cognitive development: How children acquire shared representations in language, thought, and action. New Directions in Child and Adolescent Development, No. 115, 39-52. San Francisco: Jossey-Bass.

Kalish, C. W. (2006) Integrating normative and psychological knowledge: What should we be thinking about? Journal of Cognition and Culture, 6, 161-178 Click Here to Request Copy

Kalish, C. W. (2005). Becoming status conscious: Children’s appreciation of social reality. Philosophical Explorations. 8, 245-263. Click Here to Request Copy

Kalish, C. W. & Shiverick, S. A. (2004). Rules and Preferences: Children’s Reasoning About Motives for Behavior. Cognitive Development, 19, 401-416. Click Here to Request Copy.

Kalish, C. W. (2002). Children’s Predictions of Consistency in People’s Actions.Cognition,84, 237-265. Click Here to Request Copy

Kalish, C. W., & Viola, B. (2002). Having our concepts and changing them too. Human Development. Essay Review, 45, 360-366

Kalish, C. W., Weissman, M. D., & Bernstein, D. (2000). Taking decisions seriously: Young children’s understanding of conventional truth. Child Development, 71, 1289-1308. Click Here to Request Copy

Rosati, A. D., Knowles, E. D., Kalish, C. W., Gopnik, A., Ames, D. R., & Morris, M. W. (2001). The rocky road from acts to dispositions: Insights for attribution theory from developmental research in theories of mind. In B. Malle, L. Moses & D. Baldwin (Eds.) Intentions and Intentionality: Foundations of Social Cognition, (pp. 287-303). Cambridge, MA: MIT Press. Click Here to Request Copy

Ames, D. R., Knowles, E. D., Morris, M. W., Kalish, C. W., Rosati, A. D., & Gopnik, A. (2001). The social folk theorist: Insights from social and cultural psychology on the contents and contexts of folk theorizing. In B. Malle, L. Moses & D. Baldwin (Eds.)Intentions and Intentionality: Foundations of Social Cognition, (pp. 307-330). Cambridge, MA: MIT Press.

Kalish, C.W. (2000). Children’s thinking about truth: A parallel to judgments of social domains? In M. Laupa (Ed.), Rights and wrongs: How children and young adults judge the world, New Directions for Child and Adolescent Development, No. 89, 3-18, San Francisco: Jossey-Bass. Click Here to Request Copy

Kalish, C. W. (1998). Reasons and causes: Children’s understanding of conformity to social rules and physical laws. Child Development, 69, 706-720. Click Here to Request Copy

 Financial Literacy and Economic Thinking

Drever, A., Odders-White, E., Kalish, C. W., Else-Quest, N., Hoagland, E., & Nelms, E. (in press). Foundations of Financial Well-Being: Insights into the Role of Executive Function, Financial Socialization, and Experience-Based Learning in Childhood and Youth. Journal of Consumer Affairs.

Scheinholtz, L., Holden, K., & Kalish, C. W., (2010). Cognitive development and children’s understanding of personal finance. In D. Lambdin (Ed.) Financial decisions across the lifespan: Problems, programs, and prospects, New York: Springer.

Other (Causality, Illness, Biology, Magic, Math…)

Knuth, E., Kalish, C. W., Ellis, A., Williams, C., & Felton, M. (2011). Adolescent reasoning in mathematical and non-mathematical domains: Exploring the paradox. V. Reyna. S. Chapman, M. Dougherty, & J. Confrey (Eds.), The adolescent brain: Learning, reasoning, and decision-making. Washington, DC: American Psychological Association.

Kalish, C. W., & Lawson, C. A. (2002). Children Think the Darndest Things: Review of Imagining the Impossible. Contemporary Psychology, 47,

Ahn, W., Gelman, S. A., Amsterlaw, J. A., Hohenstein, J., & Kalish, C. W. (2000). Causal status effect in children’s categorization. Cognition, 76, B35-B38.

Ahn, W., & Kalish, C. W. (2000). The role of mechanism beliefs in causal reasoning. In F. Keil & R. A. Wilson (Eds.), Explanation and cognition.(pp. 199-226). Cambridge, MA: MIT Press. Click Here to Request Copy

Kalish, C. W. (2000). What young children’s understanding of contamination and contagion tells us about their concepts of illness. In M. Siegal & C. Peterson (Eds.),Children’s understanding of biology and health. (pp. 99-130). New York: Cambridge University Press. Click Here to Request Copy

Weissman, M. D., & Kalish, C. W. (1999). The inheritance of desired characteristics: Children’s views on the role of maternal intentions in parent-offspring resemblance.Journal of Experimental Child Psychology. 73, 245-265. Click Here to Request Copy

Kalish, C. W. (1998). Young children’s predictions of illness: Failure to recognize probabilistic causation. Developmental Psychology, 34, 1046-1058. Click Here to Request Copy

Kalish, C. W. (1997). Preschoolers’ understanding of mental and bodily reactions to contamination: What you don’t know can hurt you but cannot sadden you.Developmental Psychology, 33, 79-91. Click Here to Request Copy

Kalish, C. W. (1996). Causes and symptoms in preschooler’s conceptions of illness.Child Development, 67, 1647-1670. Click Here to Request Copy

Kalish, C. W. (1996). Preschoolers’ understanding of germs as invisible mechanisms.Cognitive Development, 11, 83-106.

Ahn, W., Kalish, C. W., Medin, D. L., & Gelman, S. A.(1995). Role of covariation versus mechanism information in causal attribution. Cognition, 54, 299-352.

Rosengren, K. R., Kalish, C. W., Hickling, A., & Gelman, S. A. (1994). Exploring the relations between preschool children’s magical beliefs and causal thinking. British Journal of Developmental Psychology, 12, 69-82.

Rosengren, K. R., Gelman, S. A., Kalish, C. W., & McCormick, M. (1991). As time goes by: Children’s understanding of biological growth. Child Development, 62,1302-1320.

 

 

 

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