Susan A. Birch, Ph.D.

Yale University, New Haven, CT 
Cognitive Development
"Susan Birch"
Mean distance: 16.46 (cluster 15)


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Paul Bloom grad student 2004 Yale
 (Social cognition across development: Abilities and limitations in mental state reasoning.)


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Siba Ghrear grad student UBC
Patricia Brosseau-Liard grad student 2006-2012 UBC (PsychTree)
Carolyn Baer grad student 2015-2020 UBC (PsychTree)
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Baimel A, Juda M, Birch S, et al. (2021) Machiavellian strategist or cultural learner? Mentalizing and learning over development in a resource-sharing game. Evolutionary Human Sciences. 3: e14
Birch SA, Li V, Haddock T, et al. (2017) Perspectives on Perspective Taking: How Children Think About the Minds of Others. Advances in Child Development and Behavior. 52: 185-226
Chudek M, McNamara RA, Birch S, et al. (2017) Do minds switch bodies? Dualist interpretations across ages and societies Religion, Brain & Behavior. 8: 354-368
Kwok K, Ghrear S, Li V, et al. (2016) Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction. Frontiers in Psychology. 7: 1603
Chudek M, Baron AS, Birch S. (2016) Unselective Overimitators: The Evolutionary Implications of Children's Indiscriminate Copying of Successful and Prestigious Models. Child Development. 87: 782-94
Ghrear SE, Birch SA, Bernstein DM. (2016) Outcome Knowledge and False Belief. Frontiers in Psychology. 7: 118
Baimel A, Severson RL, Baron AS, et al. (2015) Enhancing "theory of mind" through behavioral synchrony. Frontiers in Psychology. 6: 870
Brosseau-Liard P, Cassels T, Birch S. (2014) You seem certain but you were wrong before: developmental change in preschoolers' relative trust in accurate versus confident speakers. Plos One. 9: e108308
Chudek M, Heller S, Birch S, et al. (2012) Prestige-biased cultural learning: bystander's differential attention to potential models influences children's learning Evolution and Human Behavior. 33: 46-56
Brosseau-Liard PE, Birch SA. (2011) Epistemic states and traits: preschoolers appreciate the differential informativeness of situation-specific and person-specific cues to knowledge. Child Development. 82: 1788-96
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