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Laura E. Schulz, Ph.D. - Publications

Affiliations: 
Psychology Massachusetts Institute of Technology, Cambridge, MA, United States 
Area:
Cognitive Development, Causal Inference
Website:
http://web.mit.edu/eccl/schulz.htm
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72 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2024 Chu J, Tenenbaum JB, Schulz LE. In praise of folly: flexible goals and human cognition. Trends in Cognitive Sciences. PMID 38616478 DOI: 10.1016/j.tics.2024.03.006  0.484
2023 Chu J, Schulz LE. Not Playing by the Rules: Exploratory Play, Rational Action, and Efficient Search. Open Mind : Discoveries in Cognitive Science. 7: 294-317. PMID 37416069 DOI: 10.1162/opmi_a_00076  0.362
2022 Pelz MC, Allen KR, Tenenbaum JB, Schulz LE. Foundations of intuitive power analyses in children and adults. Nature Human Behaviour. PMID 36065061 DOI: 10.1038/s41562-022-01427-2  0.558
2021 Chu J, Schulz LE. Children selectively endorse speculative conjectures. Child Development. PMID 34477216 DOI: 10.1111/cdev.13647  0.365
2021 Siegel MH, Magid RW, Pelz M, Tenenbaum JB, Schulz LE. Children's exploratory play tracks the discriminability of hypotheses. Nature Communications. 12: 3598. PMID 34127657 DOI: 10.1038/s41467-021-23431-2  0.572
2021 Leonard JA, Duckworth AL, Schulz LE, Mackey AP. Leveraging cognitive science to foster children's persistence. Trends in Cognitive Sciences. PMID 34074578 DOI: 10.1016/j.tics.2021.05.005  0.706
2021 Kominsky JF, Gerstenberg T, Pelz M, Sheskin M, Singmann H, Schulz L, Keil FC. The trajectory of counterfactual simulation in development. Developmental Psychology. 57: 253-268. PMID 33539131 DOI: 10.1037/dev0001140  0.342
2020 Levine S, Kleiman-Weiner M, Schulz L, Tenenbaum J, Cushman F. The logic of universalization guides moral judgment. Proceedings of the National Academy of Sciences of the United States of America. PMID 33008885 DOI: 10.1073/pnas.2014505117  0.532
2020 Jara-Ettinger J, Schulz LE, Tenenbaum JB. The Naïve Utility Calculus as a unified, quantitative framework for action understanding. Cognitive Psychology. 123: 101334. PMID 32738590 DOI: 10.1016/J.Cogpsych.2020.101334  0.769
2020 Sheskin M, Scott K, Mills CM, Bergelson E, Bonawitz E, Spelke ES, Fei-Fei L, Keil FC, Gweon H, Tenenbaum JB, Jara-Ettinger J, Adolph KE, Rhodes M, Frank MC, Mehr SA, ... Schulz L, et al. Online Developmental Science to Foster Innovation, Access, and Impact. Trends in Cognitive Sciences. PMID 32624386 DOI: 10.1016/J.Tics.2020.06.004  0.747
2019 Wu Y, Schulz LE. Understanding Social Display Rules: Using One Person's Emotional Expressions to Infer the Desires of Another. Child Development. PMID 31814131 DOI: 10.1111/Cdev.13346  0.303
2019 Leonard JA, Garcia A, Schulz LE. How Adults' Actions, Outcomes, and Testimony Affect Preschoolers' Persistence. Child Development. PMID 31502258 DOI: 10.1111/Cdev.13305  0.712
2019 Jara-Ettinger J, Floyd S, Huey H, Tenenbaum JB, Schulz LE. Social Pragmatics: Preschoolers Rely on Commonsense Psychology to Resolve Referential Underspecification. Child Development. PMID 31301068 DOI: 10.1111/Cdev.13290  0.775
2018 Gweon H, Shafto P, Schulz L. Development of children's sensitivity to overinformativeness in learning and teaching. Developmental Psychology. PMID 30265027 DOI: 10.1037/dev0000580  0.665
2018 Gweon H, Shafto P, Schulz L. Development of children's sensitivity to overinformativeness in learning and teaching. Developmental Psychology. PMID 30265027 DOI: 10.1037/dev0000580  0.665
2018 Gweon H, Schulz L. From Exploration to Instruction: Children Learn From Exploration and Tailor Their Demonstrations to Observers' Goals and Competence. Child Development. PMID 29635785 DOI: 10.1111/Cdev.13059  0.711
2018 Jara-Ettinger J, Sun F, Schulz L, Tenenbaum JB. Sensitivity to the Sampling Process Emerges From the Principle of Efficiency. Cognitive Science. PMID 29451315 DOI: 10.1111/Cogs.12596  0.735
2018 Jara-Ettinger J, Sun F, Schulz L, Tenenbaum JB. Sensitivity to the Sampling Process Emerges From the Principle of Efficiency. Cognitive Science. PMID 29451315 DOI: 10.1111/Cogs.12596  0.735
2018 Muentener P, Herrig E, Schulz L. The Efficiency of Infants' Exploratory Play Is Related to Longer-Term Cognitive Development Frontiers in Psychology. 9. DOI: 10.3389/Fpsyg.2018.00635  0.322
2018 Magid RW, DePascale M, Schulz LE. Four- and 5-Year-Olds Infer Differences in Relative Ability and Appropriately Allocate Roles to Achieve Cooperative, Competitive, and Prosocial Goals Open Mind. 2: 72-85. DOI: 10.1162/Opmi_A_00019  0.378
2017 Wu Y, Muentener P, Schulz LE. One- to four-year-olds connect diverse positive emotional vocalizations to their probable causes. Proceedings of the National Academy of Sciences of the United States of America. PMID 29078315 DOI: 10.1073/Pnas.1707715114  0.301
2017 Wu Y, Baker CL, Tenenbaum JB, Schulz LE. Rational Inference of Beliefs and Desires From Emotional Expressions. Cognitive Science. PMID 28986938 DOI: 10.1111/Cogs.12548  0.548
2017 Leonard JA, Lee Y, Schulz LE. Infants make more attempts to achieve a goal when they see adults persist. Science (New York, N.Y.). 357: 1290-1294. PMID 28935806 DOI: 10.1126/Science.Aan2317  0.676
2017 Jara-Ettinger J, Floyd S, Tenenbaum JB, Schulz LE. Children Understand That Agents Maximize Expected Utilities. Journal of Experimental Psychology. General. PMID 28714711 DOI: 10.1037/Xge0000345  0.769
2017 Magid RW, Yan P, Siegel MH, Tenenbaum JB, Schulz LE. Changing minds: Children's inferences about third party belief revision. Developmental Science. PMID 28497524 DOI: 10.1111/Desc.12553  0.635
2017 Wu Y, Schulz LE. Inferring Beliefs and Desires From Emotional Reactions to Anticipated and Observed Events. Child Development. PMID 28271499 DOI: 10.1111/Cdev.12759  0.352
2017 Kline M, Schulz L, Gibson E. Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message Open Mind. 2: 1-13. DOI: 10.1162/Opmi_A_00013  0.313
2017 Scott K, Schulz L. Lookit (Part 1): A New Online Platform for Developmental Research Open Mind. 1: 4-14. DOI: 10.1162/Opmi_A_00002  0.38
2017 Scott K, Chu J, Schulz L. Lookit (Part 2): Assessing the Viability of Online Developmental Research, Results From Three Case Studies Open Mind. 1: 15-29. DOI: 10.1162/Opmi_A_00001  0.313
2016 Jara-Ettinger J, Gweon H, Schulz LE, Tenenbaum JB. The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology: (Trends in Cognitive Sciences 20, 589-604; July 19, 2016). Trends in Cognitive Sciences. PMID 27612984 DOI: 10.1016/J.Tics.2016.08.007  0.749
2016 Jara-Ettinger J, Gweon H, Schulz LE, Tenenbaum JB. The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology. Trends in Cognitive Sciences. PMID 27388875 DOI: 10.1016/J.Tics.2016.05.011  0.792
2016 Shneidman L, Gweon H, Schulz LE, Woodward AL. Learning From Others and Spontaneous Exploration: A Cross-Cultural Investigation. Child Development. 87: 723-35. PMID 27189400 DOI: 10.1111/Cdev.12502  0.7
2016 Kline M, Snedeker J, Schulz L. Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs Language Learning and Development. 1-23. DOI: 10.1080/15475441.2016.1171771  0.425
2015 Wu Y, Muentener P, Schulz LE. The Invisible Hand: Toddlers Connect Probabilistic Events With Agentive Causes. Cognitive Science. PMID 26452530 DOI: 10.1111/Cogs.12309  0.346
2015 Jara-Ettinger J, Tenenbaum JB, Schulz LE. Not so innocent: toddlers' inferences about costs and culpability. Psychological Science. 26: 633-40. PMID 25870405 DOI: 10.1177/0956797615572806  0.775
2015 Jara-Ettinger J, Gweon H, Tenenbaum JB, Schulz LE. Children's understanding of the costs and rewards underlying rational action. Cognition. 140: 14-23. PMID 25867996 DOI: 10.1016/J.Cognition.2015.03.006  0.798
2015 Schulz L. Psychology. Infants explore the unexpected. Science (New York, N.Y.). 348: 42-3. PMID 25838368 DOI: 10.1126/Science.Aab0582  0.319
2015 Magid RW, Sheskin M, Schulz LE. Imagination and the generation of new ideas Cognitive Development. 34: 99-110. DOI: 10.1016/J.Cogdev.2014.12.008  0.337
2014 Muentener P, Schulz L. Toddlers infer unobserved causes for spontaneous events. Frontiers in Psychology. 5: 1496. PMID 25566161 DOI: 10.3389/Fpsyg.2014.01496  0.366
2014 Gweon H, Pelton H, Konopka JA, Schulz LE. Sins of omission: children selectively explore when teachers are under-informative. Cognition. 132: 335-41. PMID 24873737 DOI: 10.1016/J.Cognition.2014.04.013  0.682
2012 Schulz L. Finding new facts; thinking new thoughts. Advances in Child Development and Behavior. 43: 269-94. PMID 23205415 DOI: 10.1016/B978-0-12-397919-3.00010-1  0.332
2012 Muentener P, Friel D, Schulz L. Giving the giggles: prediction, intervention, and young children's representation of psychological events. Plos One. 7: e42495. PMID 22916130 DOI: 10.1371/Journal.Pone.0042495  0.382
2012 Schulz L. The origins of inquiry: inductive inference and exploration in early childhood. Trends in Cognitive Sciences. 16: 382-9. PMID 22721579 DOI: 10.1016/J.Tics.2012.06.004  0.446
2012 Muentener P, Bonawitz E, Horowitz A, Schulz L. Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events. Plos One. 7: e34061. PMID 22514616 DOI: 10.1371/Journal.Pone.0034061  0.345
2012 Bonawitz EB, van Schijndel TJ, Friel D, Schulz L. Children balance theories and evidence in exploration, explanation, and learning. Cognitive Psychology. 64: 215-34. PMID 22365179 DOI: 10.1016/J.Cogpsych.2011.12.002  0.443
2012 Muentener P, Schulz L. What Doesn't Go Without Saying: Communication, Induction, and Exploration Language Learning and Development. 8: 61-85. DOI: 10.1080/15475441.2011.616455  0.41
2012 Bonawitz E, Fischer A, Schulz L. Teaching 3.5-Year-Olds to Revise Their Beliefs Given Ambiguous Evidence Journal of Cognition and Development. 13: 266-280. DOI: 10.1080/15248372.2011.577701  0.42
2011 Gweon H, Schulz L. 16-month-olds rationally infer causes of failed actions. Science (New York, N.Y.). 332: 1524. PMID 21700866 DOI: 10.1126/Science.1204493  0.638
2011 Cook C, Goodman ND, Schulz LE. Where science starts: spontaneous experiments in preschoolers' exploratory play. Cognition. 120: 341-9. PMID 21561605 DOI: 10.1016/J.Cognition.2011.03.003  0.455
2011 Bonawitz E, Shafto P, Gweon H, Goodman ND, Spelke E, Schulz L. The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition. 120: 322-30. PMID 21216395 DOI: 10.1016/J.Cognition.2010.10.001  0.714
2010 Kushnir T, Gopnik A, Lucas C, Schulz L. Inferring hidden causal structure. Cognitive Science. 34: 148-60. PMID 21564209 DOI: 10.1111/J.1551-6709.2009.01072.X  0.703
2010 Gweon H, Tenenbaum JB, Schulz LE. Infants consider both the sample and the sampling process in inductive generalization. Proceedings of the National Academy of Sciences of the United States of America. 107: 9066-71. PMID 20435914 DOI: 10.1073/Pnas.1003095107  0.689
2010 Bonawitz EB, Ferranti D, Saxe R, Gopnik A, Meltzoff AN, Woodward J, Schulz LE. Just do it? Investigating the gap between prediction and action in toddlers' causal inferences. Cognition. 115: 104-17. PMID 20097329 DOI: 10.1016/J.Cognition.2009.12.001  0.718
2010 Richardson T, Schulz L, Gopnik A. Data-Mining Probabilists or Experimental Determinists? Causal Learning: Psychology, Philosophy, and Computation. DOI: 10.1093/acprof:oso/9780195176803.003.0014  0.46
2010 Schulz L, Kushnir T, Gopnik A. Learning From Doing: Intervention and Causal Inference Causal Learning: Psychology, Philosophy, and Computation. DOI: 10.1093/acprof:oso/9780195176803.003.0006  0.611
2010 Gopnik A, Schulz L. Introduction Causal Learning: Psychology, Philosophy, and Computation. DOI: 10.1093/acprof:oso/9780195176803.003.0001  0.456
2010 Gopnik A, Schulz L. Causal Learning: Psychology, Philosophy, and Computation Causal Learning: Psychology, Philosophy, and Computation. 1-358. DOI: 10.1093/acprof:oso/9780195176803.001.0001  0.521
2008 Shtulman A, Schulz L. The relation between essentialist beliefs and evolutionary reasoning. Cognitive Science. 32: 1049-62. PMID 21585442 DOI: 10.1080/03640210801897864  0.357
2008 Schulz LE, Goodman ND, Tenenbaum JB, Jenkins AC. Going beyond the evidence: abstract laws and preschoolers' responses to anomalous data. Cognition. 109: 211-23. PMID 18930186 DOI: 10.1016/J.Cognition.2008.07.017  0.747
2008 Schulz LE, Standing HR, Bonawitz EB. Word, thought, and deed: the role of object categories in children's inductive inferences and exploratory play. Developmental Psychology. 44: 1266-76. PMID 18793061 DOI: 10.1037/0012-1649.44.5.1266  0.386
2008 Schulz LE, Hooppell C, Jenkins AC. Judicious imitation: children differentially imitate deterministically and probabilistically effective actions. Child Development. 79: 395-410. PMID 18366430 DOI: 10.1111/J.1467-8624.2007.01132.X  0.696
2007 Schulz LE, Bonawitz EB, Griffiths TL. Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences. Developmental Psychology. 43: 1124-39. PMID 17723040 DOI: 10.1037/0012-1649.43.5.1124  0.364
2007 Schulz LE, Bonawitz EB. Serious fun: preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology. 43: 1045-50. PMID 17605535 DOI: 10.1037/0012-1649.43.4.1045  0.449
2007 Schulz LE, Gopnik A, Glymour C. Preschool children learn about causal structure from conditional interventions. Developmental Science. 10: 322-32. PMID 17444973 DOI: 10.1111/J.1467-7687.2007.00587.X  0.624
2006 Saxe R, Schulz LE, Jiang YV. Reading minds versus following rules: dissociating theory of mind and executive control in the brain. Social Neuroscience. 1: 284-98. PMID 18633794 DOI: 10.1080/17470910601000446  0.537
2006 Schulz LE, Sommerville J. God does not play dice: causal determinism and preschoolers' causal inferences. Child Development. 77: 427-42. PMID 16611182 DOI: 10.1111/J.1467-8624.2006.00880.X  0.449
2006 SAXE R, SCHULZ L. Why we read literary criticism Trends in Cognitive Sciences. 10: 354-355. DOI: 10.1016/J.Tics.2006.06.006  0.531
2004 Gopnik A, Schulz L. Mechanisms of theory formation in young children. Trends in Cognitive Sciences. 8: 371-7. PMID 15335464 DOI: 10.1016/J.Tics.2004.06.005  0.664
2004 Schulz LE, Gopnik A. Causal learning across domains. Developmental Psychology. 40: 162-76. PMID 14979758 DOI: 10.1037/0012-1649.40.2.162  0.617
2004 Gopnik A, Glymour C, Sobel DM, Schulz LE, Kushnir T, Danks D. A theory of causal learning in children: causal maps and Bayes nets. Psychological Review. 111: 3-32. PMID 14756583 DOI: 10.1037/0033-295X.111.1.3  0.747
2001 Gopnik A, Sobel DM, Schulz LE, Glymour C. Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology. 37: 620-9. PMID 11552758 DOI: 10.1037//0012-1649.37.5.620  0.704
2001 Schulz L. Review of “Understanding Children with Language Problems” by Shula Chiat Studies in Language. 25: 679-684. DOI: 10.1075/Sl.25.3.15Sch  0.34
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