© 2018 by Samuel Ronfard

 

PDFs can be downloaded for noncommercial, information purposes only. 
They may not be reposted without permission.

Please email me if you would like to read but have trouble accessing any of the articles listed below.

2019

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Ronfard, S., & Lane, J. D. (2019). Children's and adults’ epistemic trust in and impressions of inaccurate informants. Journal of Experimental Child Psychology. doi: 10.1016/j.jecp.2019.104662. PDF Data

Wei, R., Ronfard, S., Leyva, D., & Rowe, M. L. (2019). Teaching a novel word: Parenting styles and toddlers' word learning. Journal of Experimental Child Psychology. Advance online publication. doi: 10.1016/j.jecp.2019.05.006. PDF 

2018

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Ronfard, S., Zambrana, I. M., Hermansen, T.K., & Kelemen, D. (2018). Question-asking in childhood: A review of the literature and a framework for understanding its development. Developmental Review. Advance online publication. doi: 10.1016/j.dr.2018.05.002 PDF 

Ronfard, S., Nelson, L., Dunham, Y., & Blake, P. R. (2018). How children use accuracy information to infer informant intentions and to make reward decisions. Journal of Experimental Child Psychology.  doi: 10.1016/j.jecp.2018.07.017 Preprint  Data

2017

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Ronfard, S., Chen, E. E., & Harris, P. L. (2017). The emergence of the empirical stance: Children’s testing of counter-intuitive claims. Developmental Psychology. Advance online publication. doi: 10.1037/dev0000455 PDF  SOM (Coverage @ NPR) 

Ronfard, S., Bartz, D., Cheng, L., Chen, X., & Harris, P.L. (2017). Children’s developing ideas about knowledge and its acquisition. Advances in Child Development and Behavior.  Advance online publication. doi: 10.1016/bs.acdb.2017.10.005 PDF

Ronfard, S., Lane, J.D., *Wang, M., & Harris, P.L. (2017). The impact of counter-perceptual testimony on children's categorization after a delay. Journal of Experimental Child Psychology. Advance online publication. doi: 10.1016/j.jecp.2017.06.006 PDF

 

Ronfard, S., & Harris, P.L. (2017). Children’s decision to transmit information is guided by their evaluation of the nature of that information. Review of Philosophy and Psychology. Advance online publication. doi:10.1007/s13164-017-0344-5 PDF

 

Corriveau, K.H., Ronfard, S., & Cui, Y.K. (2017). Cognitive mechanisms associated with children's selective teaching. Review of Philosophy and Psychology. Advance online publication. doi:10.1007/s13164-017-0343-6 PDF

 

Burdett, E., Dean, L.G., Ronfard, S. (2017). A diverse and flexible teaching toolkit facilitates the human capacity for cumulative culture. Review of Philosophy and Psychology. Advance online publication. doi:10.1007/s13164-017-0345-4 PDF

 

Kory Westlund, J. M. ,Jeong, S., Park, H.W., Ronfard, S., Adhikari, A.,  Harris, P.L., DeSteno, D., & Breazeal, C. (2017). Flat versus expressive storytelling: young children’s learning and retention of a social robot’s narrative. Frontiers in Human Neuroscience. Advance online publication. doi: 10.3389/fnhum.2017.00295 PDF

Lane, J. D., Ronfard, S., & El-Sherif, D. (2017). The influence of first-hand-testimony and hearsay on children’s belief in the improbable. Child Development. Advance online publication. doi: 10.1111/cdev.12815 PDF

 

Ronfard, S., & Lane, J. D. (2017). Preschoolers continually adjust their epistemic trust based on an informant’s ongoing accuracy. Child Development. Advance online publication. doi: 10.1111/cdev.12720 PDF 

2016

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Bempechat, J., Li. J., & Ronfard, S. (2016). Relations between cultural learning beliefs, self-regulated learning, and academic achievement for low-income Chinese American adolescents. Child Development. Advance online publication. doi: 10.1111/cdev.12702 PDF 

Ronfard, S., & Corriveau, K.H. (2016). Teaching and preschooler’s ability to infer knowledge from mistakes. Journal of Experimental Child Psychology, 150, 87-98. doi: 10.1016/j.jecp.2016.05.006 PDF

 

Harris, P.L., Ronfard, S., & Bartz, D. (2016). Young children’s developing conception of knowledge and ignorance: Work in progress. European Journal of Developmental Psychology. Advance online publication. doi: 10.1080/17405629.2016.1190267 PDF

Lane, J. D., Ronfard, S., Francioli, S., & Harris, P.L. (2016). Children’s imagination and belief: prone to flights of fancy or grounded in reality? Cognition, 152, 127-140. doi: 10.1016/j.cognition.2016.03.022 PDF 

 

Ronfard, S., Was, A. M., & Harris, P. L. (2016). Children teach methods they could not discover for themselves. Journal of Experimental Child Psychology, 142, 107-117. doi: 10.1016/j.jecp.2015.09.032 [First authorship shared with Was, A. M.]  PDF

2015

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Ronfard, S., & Harris, P. L. (2015). The active role played by human learners is key to understanding the efficacy of teaching in humans. Behavioral and Brain Sciences, 38, 43-44. doi:10.1017/S0140525X14000594, e61 PDF

Corriveau, K.H., Kipling, R., Biarnes, M., Ronfard, S., & Harris, P.L. (2015). The Living Laboratory Model: Bridging child development research and informal science education. In D. Sobel & J. Jipson (eds.) Relating Research and Practice: Cognitive Development in Museum Settings (pp. 65-83). Psychology Press: UK. LINK 

Ronfard, S., Elizabeth, T., & Bempechat, J. (2015). Managing classroom discussions. In Scarlett G.W. (Ed.). The Sage Encyclopedia of Classroom Management (pp. 485-489). Thousand Oaks, CA: SAGE Publications Inc. PDF

2014

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Ronfard, S., & Harris, P. L. (2014). When will Little Red Riding Hood become scared? Children's attribution of mental States to a story character. Developmental Psychology, 50, 283-292. doi: 10.1037/a0032970 PDF

Harris, P.L., de Rosnay, M., & Ronfard, S. (2014). The mysterious emotional life of Little Red Riding Hood. In. K. H. Lagattuta (Ed.). New Insights into Developmental Affective Science (pp. 106–118). Basel, Switzerland: Karger. doi: 10.1159/000354364 PDF 

 

2013 

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Bempechat, J., Ronfard, S., Mirny, A., Li, J., & Holloway, S.D. (2013). “I want teachers to be unbiased!”: The discourse of unfairness among Russian adolescents. Journal of Ethnographic and Qualitative Research, 7, 169-87 PDF