PUBLICATIONS
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In Press
Haber, A. & Corriveau, K.H. (in press). Social robots as social learning partners: Exploring children’s early understanding of and learning from social robots. Behavioral and Brain Sciences.
Puttre, H. & Corriveau, K.H. (in press). Considering individual differences and variability is important in the development of the Bifocal Stance. Behavioral and Brain Sciences.
Richert, R.A. & Corriveau, K.H. (in press). Development of religious cognition. Annual Review of Developmental Psychology.
Richert, R.A., Weisman, K., Ghossainy, M.E., Lesage, K.A., Reyes-Jaquez, B. & Corriveau, K.H. (in press). Belief, culture, and development: Insights from studying the development of religious beliefs and behaviors. Advances in Child Development and Behavior.
2022
Chandler-Campbell, I., Ghossainy, M., Mills, C. & Corriveau, K.H. (2022). Is secondhand information better read or said? Factors influencing children’s endorsements of text-based information. Cognitive Development, 101215. PDF
Davoodi, T., Jamshidi-Sianaki, M., Payir, A., Cui, Y.K., Clegg, J., McLoughlin, N., Harris, P.L. & Corriveau, K.H. (2022). Miraculous, magical, or mundane? The development of beliefs about stories with divine, magical, or realistic causation. Memory & Cognition. PDF
DiYanni, C., Clegg, J.M. & Corriveau, K.H. (2022). If I told you everyone picked that (inefficient) tool, would you? Children attend to normative language when imitating and transmitting tool use. Journal of Experimental Child Psychology, 214, 105293. PDF
Gilligan, T., McNally, S., Lovett, J., Farell, T., Kumar, S., McLoughlin, E. & Corriveau, K.H. (2022). Persistence in science play and gender: Findings from early childhood classrooms in Ireland. Early Education and Development, 1-13. PDF
Haber, A., Kumar, S., & Corriveau, K.H. (2022). Boosting children’s persistence in STEM through storybook reading. Journal of Cognition and Development, 23, 161-172. PDF
Haber, A., Kumar, S., Puttre, H., Dashoush, N. & Corriveau, K.H. (2022). “Why can’t I see my friends and family?”: Explaining COVID-19 to young children. Mind, Brain & Education, 16, 54-61. PDF
Kurkul, K., Dwyer, J. & Corriveau, K.H. (2022). ‘What do YOU think?’: Children’s questions, teacher’s responses and children’s follow-up across diverse preschool settings. Early Childhood Research Quarterly, 58, 231-241. PDF
Leech, K.A., McNally, S. Daly, M. & Corriveau, K.H. (2022). Unique effects of book-reading at 9-months on vocabulary development at 3-years: Insights from a nationally representative sample of Irish families. Early Childhood Research Quarterly, 58, 242-253. PDF
Payir, A., Heiphetz, L., Harris, P.L. & Corriveau, K.H. (2022). What could have been done? Counterfactual alternatives to negative outcomes proposed by religious and secular children. Developmental Psychology, 58, 376-391. PDF
2021
Haber, A., Leech, K.A., Benton, D., Dashoush, N., & Corriveau, K.H. (2021). Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children’s scientific questions. Early Childhood Research Quarterly, 57, 121-132. PDF
Haber, A., Puttre, H., Ghossainy, M., & Corriveau, K.H. (2021). “How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations. Journal of Childhood, Education & Society, 2, 338-363. PDF
Harris, P.L. & Corriveau, K.H. (2021). Beliefs of children and adults in religious and scientific phenomena. Current Opinion in Psychology, 40, 20-23. PDF
Kurkul, K., Leech, K., Castine, E., & Corriveau, K.H. (2021). How does a switch work? Adult mechanistic language and children’s subsequent knowledge acquisition. Journal of Applied Developmental Psychology, 72, 101221. PDF
McLoughlin, N., Davoodi, T., Cui, Y.K., Clegg, J.M., Harris, P.L. & Corriveau, K.H. (2021). Parents’ beliefs about their influence on children’s scientific and religious views: Perspectives from Iran, China and the United States. Journal of Cognition and Culture, 21, 49-75. PDF
McLoughlin, N., Finiasz, Z., Sobel, D.M. & Corriveau, K.H. (2021). Children’s developing capacity to calibrate verbal testimony with observed evidence when learning causal relations. Journal of Experimental Child Psychology, 210, 105-183. PDF
McLoughlin, N., Jacob, C., Samrow, P. & Corriveau, K.H. (2021). Beliefs about unobservable scientific and religious entities are transmitted via subtle linguistic cues in parental testimony. Journal of Cognition and Development, 22, 379-397. PDF
Payir, A., McLoughlin, Cui, Y.K., Davoodi, T., Clegg, J.M., Harris, P.L. & Corriveau, K.H. (2021). Children’s ideas about what can really happen: The impact of age and reality status. Cognitive Science, 45, e13054. PDF
2020
Butler, L., Ronfard, S. & Corriveau, K.H. (2020). The Questioning Child: Insights from Psychology and Education. Cambridge University Press: Cambridge, UK.
Chandler-Campbell, I.L., Leech, K.A. & Corriveau, K.H. (2020). Investigating science together: Inquiry-based training promotes scientific conversations in parent-child interactions. Frontiers in Psychology, 11, 1934. PDF
Chen, E.E., Ng, C.T.K., Corriveau, K.H., Yang, B. & Harris, P.L. (2020). Talking about personality: Evidence for attributions to self and others in early childhood. Journal of Cognition and Development, 21, 191-212. PDF
Cui, Y.K., Clegg, J.M, Fang, Y.E., Davoodi, T., Harris, P.L. & Corriveau, K.H. (2020). Religious testimony in a secular society: Belief in unobservable entities among Chinese parents and their children. Developmental Psychology, 56, 117-127. PDF
Davoodi, T., Cui, Y.K., Clegg, J., Fang, Y.E., Payir, A., Harris, P.L. & Corriveau, K.H. (2020). Epistemic justifications for belief in the unobservable: The impact of minority status. Cognition, 200, 104273. PDF
Gilligan, T., Lovett, J., McLoughlin, E., Murphy, C., Finlayson, O., Corriveau, K.H. & McNally, S. (2020). 'We practice every day’: Parents' attitudes toward early child learning and education among a sample of urban families in Ireland. European Early Childhood Education Research Journal, 1-13. PDF
Green, J.G., Levine, R., Oblath, R., Corriveau, K.H., Holt, M.K. & Albright, G. (2020). Pilot Evaluation of Preservice Teacher Training to Improve Preparedness and Confidence to Address Student Mental Health. Evidence-Based Practice in Child & Adolescent Mental Health, 5, 42-52. PDF
Haber, A. & Corriveau, K.H. (2020). Putting social cognitive mechanisms back into Cumulative Technological Culture: Social interactions serve as a mechanism for children’s early knowledge acquisition. Behavioral and Brain Sciences, 43, e166. [email for copy]
Leech, K.A., Haber, A., Jalkh, Y. & Corriveau, K.H. (2020). Embedding scientific explanations into storybooks impacts children’s scientific discourse and learning. Frontiers in Psychology, 11, 1016. PDF
Luchkina, E., Corriveau, K. H., & Sobel, D. M. (2020). I don’t believe what you said before: Preschoolers retrospectively discount information from inaccurate speakers. Journal of experimental child psychology, 189, 104701. PDF
McLoughlin, N., Leech, K., Chernyak, N., Blake, P. & Corriveau, K.H. (2020). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self-referent mental state talk during collaboration. British Journal of Developmental Psychology, 38, 255–267. PDF
Payir, A., Davoodi, T., Cui, Y.K., Clegg, J.M, Harris, P.L. & Corriveau, K.H. (2020). Are high levels of religiosity inconsistent with a high valuation of science? Evidence from the USA, China, and Iran. International Journal of Psychology. PDF
2019
Clegg, J., Kurkul, K., & Corriveau, K. (2019). Trust me, I'm a competent expert: Developmental differences in children's use of an expert's explanation quality to infer trustworthiness. Journal of Experimental Child Psychology, 188, 104670. PDF
Corriveau, K., & Winters, M. (2019). Trusting Your Teacher: Implications for Policy. Policy Insights from the Behavioral and Brain Sciences, 6(2), 123-129. PDF
Leech, K. A., Haber, A. S., Arunachalam, S., Kurkul, K., & Corriveau, K. H. (2019). On the malleability of selective trust. Journal of experimental child psychology, 183, 65-74. PDF
Clegg, J., Cui, M., Harris, Y., & Corriveau, K. (2019). God, Germs, and Evolution: Belief in Unobservable Religious and Scientific Entities in the U.S. and China. Integrative Psychological and Behavioral Science, 53(1), 93-106. PDF
Mcloughlin, N., & Corriveau, K. (2019). But how does it develop? Adopting a sociocultural lens to the development of intergroup bias among children. The Behavioral and Brain Sciences, 42, E131. [email for copy]
2018
Chen, E. E., Corriveau, K. H., Lai, V. K., Poon, S. L., & Gaither, S. E. (2018). Learning and socializing preferences in Hong Kong Chinese children. Child development, 89(6), 2109-2117. PDF
Campbell, I. & Corriveau, K.H. (2018). The role of testimony in children’s belief in the existence of the unobservable. In M.M. Saylor & P. Ganea (eds.) Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms. Springer International: New York, NY. [email for copy]
Davoodi, T., Jamshidi-Sianaki, M., Abedi, F., Payir, A., Cui, Y. K., Harris, P. L., & Corriveau, K. H. (2018). Beliefs About Religious and Scientific Entities Among Parents and Children in Iran. Social Psychological and Personality Science, 1948550618806057. PDF
Harris, P. L., Koenig, M. A., Corriveau, K. H., & Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual review of psychology, 69. PDF
Kurkul, K. E. & Corriveau, K. H. (2018). Question, Explanation, Follow‐Up: A Mechanism for Learning From Others?. Child Development, 89: 280-294. PDF
Payir, A., Davoodi, T., Sianaki, M. J., Harris, P. L., & Corriveau, K. (2018). Coexisting religious and scientific beliefs among Iranian parents. Peace and Conflict: Journal of Peace Psychology, 24(2), 240-244. PDF
Yu, Y., Shafto, P., Bonawitz, E., Yang, S. C., Golinkoff, R. M., Corriveau, K. H., …Xu, F. (2018). The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children. Frontiers in psychology, 9, 1152 PDF
2017
Corriveau, K.H., DiYanni, C.J., Clegg, J.M., Min, G., Chin, J., & Nasrini, J. (2017). Cultural differences in the imitation and transmission of inefficient actions, Journal of Experimental Child Psychology, Volume 161, 2017, Pages 1-18. PDF
Corriveau, K.H., Ronfard, S. & Cui, Y.K. (2017). Cognitive mechanisms associated with children’s selective teaching. Review of Philosophy and Psychology, 1-18. PDF
Clegg, J. M., & Corriveau, K. H. (2017). Children begin with the same start-up software, but their software updates are cultural. Behavioral and Brain Sciences, 40. [email for copy]
Kurkul, K. & Corriveau, K.H. (2017). The uncontrollable nature of early learning experiences. Behavioral and Brain Sciences. [email for copy]
2016
Chen, E.E., Corriveau, K.H. & Harris, P.L. (2016). Person perception across development in two cultures. Journal of Cognition and Development, 17, 447-467 PDF
Corriveau, K.H. & Chen, EE. (2016). Developmental precursors to the cultural transmission of religious information. Behavioral and Brain Sciences, 39, e8. [email for copy]
Corriveau, K.H., Kipling, R., Biarnes, M., Ronfard, S. & Harris, P.L. (2016). The Living Laboratory Model: Bridging child development research and informal science education. In D. Sobel & J.Jipson (eds.) Cognitive Development in Museum Settings: Relating Research and Practice (pp. 65-83). Psychology Press: UK. [email for copy]
Corriveau, K.H., Kurkul, K. & Arunachalam, S. (2016). Preschoolers’ preference for syntactic complexity varies by socioeconomic status. Child Development, 87, 1529-1537. PDF
Corriveau, K.H., Min, G., Chin, J. & Doan, S. (2016). Do as I do, not as I say: Children’s learning of self-regulatory strategies. Journal of Experimental Child Psychology, 153, 179-187. PDF
Davoodi, T., Corriveau, K.H. & Harris, P.L. (2016). Distinguishing between realistic and fantastical stories in Iran. Developmental Psychology, 52(2), 221. PDF
Ronfard, S. & Corriveau, K.H. (2016). Teaching and preschoolers’ ability to infer knowledge from mistakes. Journal of Experimental Child Psychology, 150, 87-96. PDF
2015
Corriveau, K.H., Chen, E.E. & Harris, P.L. (2015). Judgment about fact and fiction by children from religious and non-religious backgrounds. Cognitive Science, 39, 353-382. PDF
Corriveau, K.H. & Harris, P.L. (2015). Children’s developing realization that some stories are true: Links to the understanding of belief and signs. Cognitive Development, 34, 76-87. PDF
DiYanni, C., Corriveau, K.H., Kurkul, K., Nasrini, J. & Nini, N. (2015). The role of consensus and culture in the imitation of questionable actions. Journal of Experimental Child Psychology, 137, 99-110. PDF
2014
Corriveau, K.H., Einav, S., Robinson, E. & Harris, P.L. (2014). To the letter: Early readers trust print-based over oral instructions to guide their actions. British Journal of Developmental Psychology, 32, 345-358. PDF
Corriveau, K.H. & Kurkul, K. (2014). “Why does rain fall?”: Children prefer to learn from an informant who uses non-circular explanations. Child Development, 85, 1827-1835. PDF
Corriveau, K.H., Min, G., & Kurkul, K. (2014). Cultural differences in children’s learning from others. In S. Einav & E. Robinson (eds.) Trust and Skepticism: Children’s Selective Learning from Testimony. Psychology Press: UK. [email for copy]
Corriveau, K.H. & Dwyer, J. (2014). Learning from adults: Lessons for research methods in Early Childhood Education. In Olivia Saracho (ed.) Handbook of Research Methods in Early Childhood Education: Volume 1. (pp. 599-641). Information Age Publishing, NC. [email for copy]
Gaither, S.E., Chen, E.E., Corriveau, K.H., Harris, P.L., Ambady, N., Sommers, S.R. (2014). Monoracial and biracial children: effects of racial identity saliency on learning and social preferences. Child Development, 85, 2299-2316. PDF
Harris, P.L. & Corriveau, K.H. (2014). Learning from testimony about religion and science. In S. Einav & E. Robinson (eds.) Trust and Skepticism: Children’s Selective Learning from Testimony. Psychology Press: UK. [email for copy]
2013
Corriveau, K.H., Kim, E., Song, G. & Harris, P.L. (2013). Young children’s deference to a majority varies by culture. Journal of Cognition and Culture, 13, 367-381. PDF
Corriveau, K.H., Kinzler, K.D. & Harris (2013). Accuracy trumps accent in children’s endorsement of object labels. Developmental Psychology, 49, 470-479. PDF
Harris, P.L. & Corriveau, K.H. (2013). Judging for yourself versus listening to others: Conformity revisited. In M.Banaji and S.Gelman (eds.) Navigating the Social World: What infants, children, and other species can teach us. (pp. 230-234). Oxford University Press, NY. [email for copy]
2012
Harris, P.L., Corriveau, K.H., Pasquini, E.S., Koenig, M.A. & Clement, F. (2012) Credulity and the development of selective trust in early childhood. In M. Beran, J. Brandl, J. Perner & J. Proust (eds.) Foundations of Metacognition. (pp. 193-210). Oxford University Press, NY. [email for copy]
Chen, E.E., Corriveau, K.H. & Harris, P.L. (2013). Children lose trust in a consensus composed of outgroup members – but do not retain that trust. Child Development, 84, 269-282. PDF
2011
Chen, E.E, Corriveau, K.H. & Harris, P.L. (2011). Children are sociologists. Invited paper for the special issue “Social and Developmental Aspects in Prejudice in Childhood”, Anales de Psycologia, 27, 625-630. PDF
Corriveau, K.H., Pickard, K. & Harris, P.L. (2011). Preschoolers trust particular informants when learning new names and new morphological forms. British Journal of Developmental Psychology, 29, 46-63. PDF
Fusaro, M, Corriveau, K.H., & Harris, P.L. (2011). The good, the strong, and the accurate. Preschoolers’ evaluations of accurate and strong informants. Journal of Experimental Child Psychology, 110, 561-574. PDF
Harris, P.L. & Corriveau, K.H. (2011). Young children’s selective trust in informants. Philosophical Transactions of the Royal Society B, 366, 1179-1187. PDF
Kinzler, K.D., Corriveau, K.H., & Harris, P.L. (2011). Preschoolers’ use of accent when deciding which informant to trust. Developmental Science, 14, 106-111. PDF
2010
Corriveau, K.H., Goswami, U. & Thomson, J. (2010) Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43, 369-382. PDF
Corriveau, K.H., Goswami, U. & Thomson, J. (2010) Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43, 369-382. PDF
Corriveau, K.H. & Harris, P.L. (2010). Preschoolers (sometimes) defer to the majority when making simple perceptual judgments. Developmental Psychology, 26, 437-445. PDF
Corriveau, K.H. & Harris, P.L. (2010) Young children’s trust in what other people say. In Ken Rotenberg (ed.) Interpersonal trust during childhood and adolescence.(pp. 87-109) Cambridge University Press: Cambridge, UK. [email for copy]
Sobel, D.M & Corriveau, K.H. (2010). Children monitor individuals’ expertise for word learning. Child Development, 81, 669-679. PDF
2009
Corriveau, K.H., Fusaro, M. & Harris, P.L. (2009). Going with the flow: Preschoolers prefer non-dissenters as informants. Psychological Science, 20, 372-377. PDF
Corriveau, K.H., Kim, A.L., Schwalen, C.E. & Harris, P.L. (2009). Abraham Lincoln and Harry Potter: Children’s differentiation between historical and fantasy characters. Cognition, 113, 213-225. PDF
Corriveau, K.H., Harris, P.L., Meins, E., Ferneyhough, C., Arnott, B., Elliott, L., Liddle, B., Hearn, A., Vittorini, L. & de Rosnay, M. (2009). Young children’s trust in their mother’s claims: Longitudinal links with attachment security in infancy. Child Development, 80, 750-761. PDF
Corriveau, K.H. & Goswami, U. (2009) Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat. Cortex, 45, 119-130. PDF
Corriveau, K.H. & Harris, P.L. (2009a). Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information. Developmental Science, 12, 188-193. PDF
Corriveau, K.H. & Harris, P.L. (2009b) Choosing your informant: Weighing familiarity and past accuracy. Developmental Science, 12, 426-437. PDF
Corriveau, K.H., Meints, K., & Harris, P.L. (2009). Early tracking of informant accuracy and inaccuracy by young children. British Journal of Developmental Psychology, 27, 331-342. PDF
2007
Chang, B.S., Katzir, T., Liu, T., Corriveau, K., Barzillai, M., Apse, K.A., Bodell, A., Hackney, D., Alsop, D., Wong, S., Walsh, C.A. (2007). A structural basis for reading fluency: White matter defects in a genetic brain malformation. Neurology, 69, 2146-2159. PDF
Corriveau, K, Pasquini, E., & Goswami,U. (2007) Basic auditory processing skills and Specific Language Impairment: A new look at an old hypothesis. Journal of Speech Language and Hearing Research, 50, 647-666. PDF
Pasquini, E., Corriveau, K.H., & Goswami, U. (2007). Auditory processing of amplitude envelope rise time in adults diagnosed with dyslexia. Scientific Studies of Reading, 11, 259-286. PDF
Pasquini, E., Corriveau, K.H., Koenig, M. & Harris, P.L. (2007). Preschoolers monitor the relative accuracy of informants. Developmental Psychology, 49, 1216, 1226. PDF
Sobel, D., Li, J. & Corriveau, K.H. (2007). It danced around my head and I learned it. Children’s developing understanding of learning. Journal of Cognition and Development. 8, 345-369. PDF
2005
Corriveau, K.H., Pasquini, E., & Harris, P.L. (2005) If it’s in your brain, it’s in your mind. Children’s developing anatomy of identity. Cognitive Development, 20, 321-340. PDF