Susan Carey

Affiliations: 
Harvard University, Cambridge, MA, United States 
Area:
Conceptual Development
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"Susan Carey"
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SNBCP
Cross-listing: LinguisTree

Children

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Rebecca Zhu research assistant
Long Ouyang research assistant 2007-2007 Harvard
Meltem Yucel research assistant 2013-2013 Harvard University - Psychology Department
Nathan Tardiff research assistant 2011-2014 Harvard
David A. Barner grad student
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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Publications

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Feiman R, Mody S, Carey S. (2022) The development of reasoning by exclusion in infancy. Cognitive Psychology. 135: 101473
Pailian H, Carey SE, Halberda J, et al. (2020) Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution. Scientific Reports. 10: 7689
Tardiff N, Bascandziev I, Carey S, et al. (2019) Specifying the domain-general resources that contribute to conceptual construction: Evidence from the child's acquisition of vitalist biology. Cognition. 195: 104090
Carey S, Barner D. (2019) Ontogenetic Origins of Human Integer Representations. Trends in Cognitive Sciences
Long B, Moher M, Carey S, et al. (2019) Real-world size is automatically encoded in preschoolers' object representations. Journal of Experimental Psychology. Human Perception and Performance
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
Powell LJ, Hobbs K, Bardis A, et al. (2018) Replications of implicit theory of mind tasks with varying representational demands Cognitive Development. 46: 40-50
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
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