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Vikram K. Jaswal, Ph.D. - Publications

Affiliations: 
Stanford University, Palo Alto, CA 
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38 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
2022 Yucel M, Drell MB, Jaswal VK, Vaish A. Young children do not perceive distributional fairness as a moral norm. Developmental Psychology. PMID 35377702 DOI: 10.1037/dev0001349  0.301
2020 Jaswal VK, Dinishak J, Stephan C, Akhtar N. Experiencing social connection: A qualitative study of mothers of nonspeaking autistic children. Plos One. 15: e0242661. PMID 33237946 DOI: 10.1371/journal.pone.0242661  0.385
2017 Palmquist CM, Keen R, Jaswal VK. Visualization instructions enhance preschoolers' spatial problem-solving. The British Journal of Developmental Psychology. PMID 28892236 DOI: 10.1111/Bjdp.12205  0.424
2017 Harris PL, Koenig MA, Corriveau KH, Jaswal VK. Cognitive Foundations of Learning from Testimony. Annual Review of Psychology. PMID 28793811 DOI: 10.1146/Annurev-Psych-122216-011710  0.47
2016 Akhtar N, Jaswal VK, Dinishak J, Stephan C. On Social Feedback Loops and Cascading Effects in Autism: A Commentary on Warlaumont, Richards, Gilkerson, and Oller (2014). Psychological Science. PMID 27664192 DOI: 10.1177/0956797616647520  0.387
2016 Palmquist CM, Jaswal VK, Rutherford A. Success inhibits preschoolers' ability to establish selective trust. Journal of Experimental Child Psychology. 152: 192-204. PMID 27569645 DOI: 10.1016/J.Jecp.2016.07.015  0.477
2016 Jaswal VK, Kondrad RL. Why Children Are Not Always Epistemically Vigilant: Cognitive Limits and Social Considerations Child Development Perspectives. 10: 240-244. DOI: 10.1111/Cdep.12187  0.369
2015 Drell MB, Jaswal VK. Making Amends: Children's Expectations about and Responses to Apologies Social Development. DOI: 10.1111/Sode.12168  0.48
2015 Palmquist CM, Jaswal VK. Preschoolers’ inferences about pointers and labelers: The modality matters Cognitive Development. 35: 178-185. DOI: 10.1016/J.Cogdev.2015.06.003  0.415
2015 Dore RA, Jaswal VK, Lillard AS. Real or Not? Informativeness Influences Children's Reality Status Judgments Cognitive Development. 33: 28-39. DOI: 10.1016/J.Cogdev.2014.08.004  0.481
2014 Jaswal VK, Pérez-Edgar K, Kondrad RL, Palmquist CM, Cole CA, Cole CE. Can't stop believing: inhibitory control and resistance to misleading testimony. Developmental Science. 17: 965-76. PMID 24806881 DOI: 10.1111/Desc.12187  0.46
2014 Dore RA, Lillard AS, Jaswal VK. Anthropologist in the Crib? A Review of Trusting What You're Told : Harris, Paul L. (2012). Trusting What You're Told: How Children Learn from Others. Cambridge, MA: Harvard University Press. 272 pages. ISBN: 0674065727 Journal of Cognition and Development. 15: 520-523. DOI: 10.1080/15248372.2014.936789  0.435
2013 Eyden J, Robinson EJ, Einav S, Jaswal VK. The power of print: children's trust in unexpected printed suggestions. Journal of Experimental Child Psychology. 116: 593-608. PMID 23981273 DOI: 10.1016/J.Jecp.2013.06.012  0.47
2013 Akhtar N, Jaswal VK. Deficit or difference? Interpreting diverse developmental paths: an introduction to the special section. Developmental Psychology. 49: 1-3. PMID 23316772 DOI: 10.1037/A0029851  0.424
2012 Palmquist CM, Jaswal VK. Preschoolers expect pointers (even ignorant ones) to be knowledgeable. Psychological Science. 23: 230-1. PMID 22287590 DOI: 10.1177/0956797611427043  0.442
2012 Palmquist CM, Burns HE, Jaswal VK. Pointing Disrupts Preschoolers' Ability to Discriminate Between Knowledgeable and Ignorant Informants. Cognitive Development. 27: 54-63. PMID 22247591 DOI: 10.1016/J.Cogdev.2011.07.002  0.484
2012 Kondrad RL, Jaswal VK. Explaining the errors away: Young children forgive understandable semantic mistakes Cognitive Development. 27: 126-135. DOI: 10.1016/J.Cogdev.2011.11.001  0.441
2011 Koenig MA, Jaswal VK. Characterizing children's expectations about expertise and incompetence: halo or pitchfork effects? Child Development. 82: 1634-47. PMID 21790541 DOI: 10.1111/J.1467-8624.2011.01618.X  0.526
2011 Tenney ER, Small JE, Kondrad RL, Jaswal VK, Spellman BA. Accuracy, confidence, and calibration: how young children and adults assess credibility. Developmental Psychology. 47: 1065-77. PMID 21443337 DOI: 10.1037/A0023273  0.444
2011 Joh AS, Jaswal VK, Keen R. Imagining a way out of the gravity bias: preschoolers can visualize the solution to a spatial problem. Child Development. 82: 744-50. PMID 21428983 DOI: 10.1111/J.1467-8624.2011.01584.X  0.379
2010 Jaswal VK, Croft AC, Setia AR, Cole CA. Young children have a specific, highly robust bias to trust testimony. Psychological Science. 21: 1541-7. PMID 20855905 DOI: 10.1177/0956797610383438  0.516
2010 Jaswal VK. Believing what you're told: young children's trust in unexpected testimony about the physical world. Cognitive Psychology. 61: 248-72. PMID 20650449 DOI: 10.1016/J.Cogpsych.2010.06.002  0.479
2010 Williamson RA, Jaswal VK, Meltzoff AN. Learning the rules: observation and imitation of a sorting strategy by 36-month-old children. Developmental Psychology. 46: 57-65. PMID 20053006 DOI: 10.1037/A0017473  0.67
2010 Jaswal VK. Explaining the disambiguation effect: don't exclude mutual exclusivity. Journal of Child Language. 37: 95-113. PMID 19523263 DOI: 10.1017/S0305000909009519  0.456
2009 Vanderborght M, Jaswal VK. Who Knows Best? Preschoolers Sometimes Prefer Child Informants Over Adult Informants. Infant and Child Development. 18: 61-71. PMID 20047013 DOI: 10.1002/Icd.591  0.431
2009 Jaswal VK, Dodson CS. Metamemory development: understanding the role of similarity in false memories. Child Development. 80: 629-35. PMID 19489892 DOI: 10.1111/J.1467-8624.2009.01286.X  0.34
2009 Jaswal VK, Lima OK, Small JE. Compliance, conversion, and category induction. Journal of Experimental Child Psychology. 102: 182-95. PMID 18556016 DOI: 10.1016/J.Jecp.2008.04.006  0.496
2008 Schnall S, Jaswal VK, Rowe C. A hidden cost of happiness in children. Developmental Science. 11: F25-30. PMID 18810848 DOI: 10.1111/J.1467-7687.2008.00709.X  0.438
2008 Jaswal VK, McKercher DA, Vanderborght M. Limitations on reliability: Regularity rules in the english plural and past tense Child Development. 79: 750-760. PMID 18489425 DOI: 10.1111/J.1467-8624.2008.01155.X  0.52
2007 Jaswal VK. The Effect of Vocabulary Size on Toddlers' Receptiveness to Unexpected Testimony About Category Membership Infancy. 12: 169-187. DOI: 10.1111/J.1532-7078.2007.Tb00239.X  0.525
2007 Jaswal VK, Markman EM. Looks Aren't Everything: 24-Month-Olds' Willingness to Accept Unexpected Labels Journal of Cognition and Development. 8: 93-111. DOI: 10.1080/15248370709336995  0.642
2007 Jaswal VK, Malone LS. Turning Believers into Skeptics: 3-Year-Olds' Sensitivity to Cues to Speaker Credibility Journal of Cognition and Development. 8: 263-283. DOI: 10.1080/15248370701446392  0.467
2006 Jaswal VK, Neely LA. Adults don't always know best: preschoolers use past reliability over age when learning new words. Psychological Science. 17: 757-8. PMID 16984291 DOI: 10.1111/J.1467-9280.2006.01778.X  0.349
2006 Jaswal VK, Hansen MB. Learning words: children disregard some pragmatic information that conflicts with mutual exclusivity. Developmental Science. 9: 158-65. PMID 16472316 DOI: 10.1111/J.1467-7687.2006.00475.X  0.68
2006 Jaswal VK. Preschoolers favor the creator's label when reasoning about an artifact's function. Cognition. 99: B83-92. PMID 16185679 DOI: 10.1016/J.Cognition.2005.07.006  0.513
2004 Jaswal VK. Don't believe everything you hear: preschoolers' sensitivity to speaker intent in category induction. Child Development. 75: 1871-85. PMID 15566385 DOI: 10.1111/J.1467-8624.2004.00822.X  0.407
2003 Jaswal VK, Markman EM. The relative strengths of indirect and direct word learning. Developmental Psychology. 39: 745-60. PMID 12859127 DOI: 10.1037/0012-1649.39.4.745  0.618
2001 Jaswal VK, Markman EM. Learning proper and common names in inferential versus ostensive contexts. Child Development. 72: 768-86. PMID 11405581 DOI: 10.1111/1467-8624.00314  0.643
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