Susan Carey

Harvard University, Cambridge, MA, United States 
Conceptual Development
"Susan Carey"
Mean distance: 14.05 (cluster 15)
Cross-listing: LinguisTree


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Long Ouyang research assistant 2007-2007 Harvard
Paul Bloom grad student MIT
Susan C. Johnson grad student Brain and Cognitive Science, MIT
Sandeep Prasada grad student MIT
Karen Wynn grad student MIT
Amy C. Geojo grad student 2007- Harvard
Susan  Cohen Levine grad student 1972-1976 MIT
Fei Xu grad student 1995 MIT
Lisa Feigenson grad student 2003 NYU
Justin P. Halberda grad student 2003 NYU
Melissa L. Preissler grad student 2003 NYU
Mathieu Le Corre grad student 2005 NYU
Andrew E. Shtulman grad student 2006 Harvard
Tania Lombrozo grad student 2002-2006 Harvard
Yarrow Dunham grad student 2002-2007 (PsychTree)
Fiery A. Cushman grad student 2008 Harvard
Rebecca D. Rosenberg grad student 2002-2008 Harvard
Jonathan Sage Beier grad student 2003-2008 Harvard
Paul J. Muentener grad student 2009 Harvard
Andrew S. Baron grad student 2010 Harvard
Mahesh Srinivasan grad student 2005-2011 Harvard
Adena M. Schachner grad student 2009-2012 Harvard
Arin S. Tuerk grad student 2014 Harvard
Stephen Ferrigno post-doc Harvard
Sid Kouider post-doc CNRS, Paris
Anna Shusterman post-doc Harvard University - Psychology Department
Gretchen Van de Walle post-doc NYU
Jean-Remy Hochmann post-doc 2011- Harvard
Laura Wagner post-doc 2000-2003 Harvard (LinguisTree)
Pierre Pica research scientist Harvard University - Psychology Department
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Carey S, Barner D. (2019) Ontogenetic Origins of Human Integer Representations. Trends in Cognitive Sciences
Hochmann JR, Carey S, Mehler J. (2018) Infants learn a rule predicated on the relation same but fail to simultaneously learn a rule predicated on the relation different. Cognition. 177: 49-57
Haward P, Wagner L, Carey S, et al. (2018) The development of principled connections and kind representations. Cognition. 176: 255-268
Bascandziev I, Tardiff N, Zaitchik D, et al. (2018) The role of domain-general cognitive resources in children's construction of a vitalist theory of biology. Cognitive Psychology. 104: 1-28
Ucakturk SA, Alışık M, Ugur Ç, et al. (2018) EVALUATION OF DYNAMIC THIOL-DISULPHIDE HOMEOSTASIS IN CHILDREN AND ADOLESCENTS WITH NON-AUTOIMMUNE SUBCLINICAL HYPOTHYROIDISM. Medical Principles and Practice : International Journal of the Kuwait University, Health Science Centre
Hochmann JR, Tuerk AS, Sanborn S, et al. (2017) Children's representation of abstract relations in relational/array match-to-sample tasks. Cognitive Psychology. 99: 17-43
Rong X, Wang B, Palladino EN, et al. (2017) ER phospholipid composition modulates lipogenesis during feeding and in obesity. The Journal of Clinical Investigation
Carey S, Shusterman A, Haward P, et al. (2017) Do analog number representations underlie the meanings of young children's verbal numerals? Cognition. 168: 243-255
Tardiff N, Bascandziev I, Sandor K, et al. (2017) Some consequences of normal aging for generating conceptual explanations: A case study of vitalist biology. Cognitive Psychology. 95: 145-163
Le Corre M, Li P, Huang BH, et al. (2016) Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners. Cognitive Psychology. 88: 162-186
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