L. Schulz

发表

A theory of causal learning in children: causal maps and Bayes nets.

David M. Sobel, C. Glymour, A. Gopnik, 2004, Psychological review.

God does not play dice: causal determinism and preschoolers' causal inferences.

L. Schulz, J. Sommerville, 2006, Child development.

Serious fun: preschoolers engage in more exploratory play when evidence is confounded.

L. Schulz, E. Bonawitz, 2007, Developmental psychology.

Intuitive Theories of Mind: A Rational Approach to False Belief

Noah D. Goodman, Vikash K. Mansinghka, Chris L. Baker, 2005 .

Play, Curiosity, and Cognition

L. Schulz, Junyi Chu, 2020 .

Preschool children learn about causal structure from conditional interventions.

C. Glymour, A. Gopnik, L. Schulz, 2007, Developmental science.

Where science starts: Spontaneous experiments in preschoolers’ exploratory play

Noah D. Goodman, L. Schulz, C. Cook, 2011, Cognition.

Infants consider both the sample and the sampling process in inductive generalization

J. Tenenbaum, L. Schulz, Hyowon Gweon, 2010, Proceedings of the National Academy of Sciences.

The origins of inquiry: inductive inference and exploration in early childhood

L. Schulz, 2012, Trends in Cognitive Sciences.

Constraints on Hypothesis Selection in Causal Learning

L. Schulz, Pedro Tsividis, 2015 .

Imagination and the generation of new ideas

L. Schulz, Rachel Magid, M. Sheskin, 2015 .

The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology

Joshua B. Tenenbaum, Julian Jara-Ettinger, Hyowon Gweon, 2016, Trends in Cognitive Sciences.

Not So Innocent

J. Tenenbaum, L. Schulz, J. Jara-Ettinger, 2015, Psychological science.

The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery

Noah D. Goodman, L. Schulz, Patrick Shafto, 2011, Cognition.

Sins of omission: Children selectively explore when teachers are under-informative

L. Schulz, Hyowon Gweon, Hannah Pelton, 2014, Cognition.

Toddlers infer unobserved causes for spontaneous events

L. Schulz, P. Muentener, 2014, Front. Psychol..

The Invisible Hand: Toddlers Connect Probabilistic Events With Agentive Causes

Laura Schulz, Yang Wu, Paul J. Muentener, 2016, Cogn. Sci..

Mind the Gap: Investigating Toddlers’ Sensitivity to Contact Relations in Predictive Events

L. Schulz, E. Bonawitz, P. Muentener, 2012, PloS one.

Just do it? Toddlers' ability to integrate prediction and action

J. Woodward, A. Gopnik, L. Schulz, 2010 .

Judicious imitation: children differentially imitate deterministically and probabilistically effective actions.

Adrianna C. Jenkins, L. Schulz, Catherine Hooppell, 2008, Child development.

Just do it? Investigating the gap between prediction and action in toddlers’ causal inferences

J. Woodward, A. Gopnik, L. Schulz, 2010, Cognition.

16-Month-Olds Rationally Infer Causes of Failed Actions

L. Schulz, Hyowon Gweon, H. Gweon, 2011, Science.

The Unintended Consequences of Checklists

Laura Schulz, Paul J. Muentener, Elise A. Stave, 2014, CogSci.

Causal learning : psychology, philosophy, and computation

A. Gopnik, L. Schulz, 2007 .

Mechanisms of theory formation in young children

A. Gopnik, L. Schulz, 2004, Trends in Cognitive Sciences.

Inferring Hidden Causal Structure

Alison Gopnik, Christopher G. Lucas, Laura Schulz, 2009, Cogn. Sci..

Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences.

T. Griffiths, L. Schulz, E. Bonawitz, 2007, Developmental psychology.

Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation.

David M. Sobel, C. Glymour, A. Gopnik, 2001, Developmental psychology.

NAÏVE THEORIES, AMBIGUOUS EVIDENCE Page 1 Running head: NAÏVE THEORIES AND AMBIGUOUS EVIDENCE Can being scared make your tummy ache? Naive theories, ambiguous evidence and preschoolers’ causal inferences

T. Griffiths, L. Schulz, E. Bonawitz, 2007 .

Children balance theories and evidence in exploration, explanation, and learning

L. Schulz, E. Bonawitz, T. V. Schijndel, 2012, Cognitive Psychology.

Toddlers' understanding of prediction, intervention, and means of transmission: When psychological outcomes are easier than physical ones

Laura Schulz, Paul J. Muentener, Daniel Friel, 2011, CogSci.

Going beyond the evidence: Abstract laws and preschoolers’ responses to anomalous data

Noah D. Goodman, Adrianna C. Jenkins, J. Tenenbaum, 2008, Cognition.

Why Learning Can Be Hard: Preschooler's Causal Inferences Ambiguity and Rational Models Powerful Causal Learners

Laura Schulz, Elizabeth Baraff Bonawitz, L. Schulz, 2022 .

Training a Bayesian: Three-and-a-half-year-olds' Reasoning about Ambiguous Evidence

L. Schulz, Elizabeth Bonawitz, Adina S. Fischer, 2008 .

Weighing the Evidence: Children's Naïve Theories of Balance Affect Their Exploratory Play

L. Schulz, Elizabeth Bonawitz, S. Lim, 2007 .

Modeling Cross-Domain Causal Learning in Preschoolers as Bayesian Inference

T. Griffiths, L. Schulz, E. Bonawitz, 2006 .

Causal learning across domains.

A. Gopnik, L. Schulz, 2004, Developmental psychology.

Finding new facts; thinking new thoughts.

L. Schulz, 2012, Advances in child development and behavior.

Exploratory play, rational action, and efficient search

L. Schulz, Junyi Chu, 2020, CogSci.

Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs

L. Schulz, J. Snedeker, M. Kline, 2016 .

"The Block Makes It Go": Causal Language Helps Toddlers Integrate Prediction, Action, and Expectations about Contact Relations

L. Schulz, E. Bonawitz, Alexandra Horowitz, 2009 .

Data-Mining Probabilists or Experimental Determinists ? A Dialogue on the Principles Underlying Causal Learning in Children

A. Gopnik, L. Schulz, T. Richardson, 2009 .

Stretching to Learn : Ambiguous Evidence and Variability in Preschoolers ’ Exploratory Play

L. Schulz, Hyowon Gweon, H. Gweon, 2008 .

Learning from doing: Intervention and causal inference

A. Gopnik, T. Kushnir, L. Schulz, 2007 .

Action affordances and visuo-spatial complexity in motor imagery: An fMRI study

Gernot R. Müller-Putz, Laura Schulz, David Steyrl, 2018, Brain and Cognition.

Infants make more attempts to achieve a goal when they see adults persist

Julia A. Leonard, L. Schulz, J. Leonard, 2017, Science.

Moral alchemy: How love changes norms

L. Schulz, Rachel Magid, 2017, Cognition.

The Signature of All Things: Children Infer Knowledge States from Static Images

L. Schulz, J. Jara-Ettinger, Madeline Pelz, 2020, CogSci.

Changing minds: Children's inferences about third party belief revision

Max H. Siegel, J. Tenenbaum, L. Schulz, 2017, Developmental science.

From Exploration to Instruction: Children Learn From Exploration and Tailor Their Demonstrations to Observers' Goals and Competence.

L. Schulz, Hyowon Gweon, 2019, Child development.

Teaching 3.5-Year-Olds to Revise Their Beliefs Given Ambiguous Evidence

Laura Schulz, Elizabeth Bonawitz, L. Schulz, 2012 .

Teaching three-and-a-half-year-olds to reason about ambiguous evidence

L. Schulz, Elizabeth Bonawitz, Adina S. Fischer, 2011 .

Why Think Causally ?

A. Gopnik, L. Schulz, In A Gopnik, 2010 .

Development of Children’s Sensitivity to Overinformativeness in Learning and Teaching

L. Schulz, Patrick Shafto, Hyowon Gweon, 2018, Developmental psychology.

Children Understand That Agents Maximize Expected Utilities

J. Tenenbaum, L. Schulz, J. Jara-Ettinger, 2017, Journal of experimental psychology. General.

Running head : SINS OF OMISSON 1 Sins of omission

L. Schulz, Hyowon Gweon, Hannah Pelton, 2014 .

What if everybody did that?: Universalization as a mechanism of moral decision-making

Joshua B. Tenenbaum, Max Kleiman-Weiner, Sydney Levine, 2019, CogSci.

Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message

L. Schulz, E. Gibson, M. Kline, 2017, Open Mind.

Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message

L. Schulz, E. Gibson, M. Kline, 2017, Open Mind.

How Adults' Actions, Outcomes, and Testimony Affect Preschoolers' Persistence.

L. Schulz, J. Leonard, A. García, 2019, Child development.

Query-guided visual search

Roger Levy, Joshua B. Tenenbaum, Junyi Chu, 2019, CogSci.

Children's sensitivity to informant's inductive efficiency and learner's epistemic states in pedagogical contexts

Joshua B. Tenenbaum, Patrick Shafto, Laura Schulz, 2012, CogSci.

Cognitive Science and Education Research: Engaging Issues of Social Context

D. Medin, L. Schulz, R. Gelman, 2008 .

Foundations of intuitive power analyses in children and adults

Kelsey R. Allen, J. Tenenbaum, L. Schulz, 2022, Nature Human Behaviour.

Data-mining probabilists or experimental determinists

Alison Gopnik, Laura Schulz, Thomas S. Richardson, 2007 .

What are you trying to tell me? A Bayesian model of how toddlers can simultaneously infer property extension and sampling processes

J. Tenenbaum, L. Schulz, Hyowon Gweon, 2009 .

The logic of universalization guides moral judgment

Laura Schulz, Fiery Cushman, Joshua Tenenbaum, 2020, Proceedings of the National Academy of Sciences.

Children selectively endorse speculative conjectures.

L. Schulz, Junyi Chu, 2021, Child development.

Lookit (Part 1): A New Online Platform for Developmental Research

Laura Schulz, Kimberly Scott, L. Schulz, 2017, Open Mind.

The Relation Between Essentialist Beliefs and Evolutionary Reasoning

Andrew Shtulman, Laura Schulz, L. Schulz, 2008, Cogn. Sci..

Word, thought, and deed: the role of object categories in children's inductive inferences and exploratory play.

L. Schulz, E. Bonawitz, Holly R. Standing, 2008, Developmental psychology.

The Naïve Utility Calculus as a unified, quantitative framework for action understanding

Joshua B. Tenenbaum, Julian Jara-Ettinger, Laura E. Schulz, 2020, Cognitive Psychology.

Social Pragmatics: Preschoolers Rely on Commonsense Psychology to Resolve Referential Underspecification.

Julian Jara-Ettinger, Joshua B Tenenbaum, Holly Huey, 2019, Child development.

Four- and 5-Year-Olds Infer Differences in Relative Ability and Appropriately Allocate Roles to Achieve Cooperative, Competitive, and Prosocial Goals

L. Schulz, Rachel Magid, M. Depascale, 2018, Open Mind.

Children’s understanding of the costs and rewards underlying rational action

Joshua B. Tenenbaum, Laura Schulz, Julian Jara-Ettinger, 2015, Cognition.

Beliefs about desires: Children's understanding of how knowledge and preference influence choice

Joshua B. Tenenbaum, Laura Schulz, Julian Jara-Ettinger, 2015, CogSci.

Children consider prior knowledge and the cost of information both in learning from and teaching others

Patrick Shafto, Laura Schulz, Hyowon Gweon, 2014, CogSci.

To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit

Laura Schulz, Hyowon Gweon, Veronica Chu, 2014, CogSci.

What Doesn't Go Without Saying: Communication, Induction, and Exploration

L. Schulz, P. Muentener, 2012 .

Children’s exploratory play tracks the discriminability of hypotheses

Max H. Siegel, J. Tenenbaum, L. Schulz, 2021, Nature Communications.

Rational Inference of Beliefs and Desires From Emotional Expressions

Joshua B. Tenenbaum, Laura Schulz, Yang Wu, 2017, Cogn. Sci..

One- to four-year-olds connect diverse positive emotional vocalizations to their probable causes

L. Schulz, P. Muentener, Yang Wu, 2017, Proceedings of the National Academy of Sciences.

Is it me or the world? 16-month-olds distinguish competing hypotheses about the cause of failed interventions

L. Schulz, Hyowon Gweon, 2010 .

The Efficiency of Infants' Exploratory Play Is Related to Longer-Term Cognitive Development

Laura Schulz, L. Schulz, P. Muentener, 2018, Front. Psychol..

Online Developmental Science to Foster Innovation, Access, and Impact

Michael C. Frank, Candice M. Mills, K. Adolph, 2020, Trends in Cognitive Sciences.

Transitive and periphrastic sentences affect memory for simple causal scenes

Melissa Kline, Laura Schulz, Paul J. Muentener, 2013, CogSci.

Joint inferences of belief and desire from facial expressions

Joshua B. Tenenbaum, Laura Schulz, Yang Wu, 2014, CogSci.

Mind the Gap: Dispositional Agency Facilitates Toddlers' Causal Representations

Laura Schulz, Elizabeth Baraff Bonawitz, Paul J. Muentener, 2011, CogSci.

Learning From Others and Spontaneous Exploration: A Cross-Cultural Investigation.

Hyowon Gweon, L. Schulz, A. Woodward, 2016, Child development.

Lookit (Part 2): Assessing the Viability of Online Developmental Research, Results From Three Case Studies

Junyi Chu, Laura Schulz, Kimberly Scott, 2017, Open Mind.

Children's comprehension and production of transitive sentences is sensitive to the causal structure of events

Melissa Kline, Laura Schulz, Jesse Snedeker, 2011, CogSci.

Reading minds versus following rules: Dissociating theory of mind and executive control in the brain

Rebecca Saxe, L. Schulz, R. Saxe, 2006, Social neuroscience.

Interhemispheric integration of visual concepts in infancy

Laura Schulz, Kimberly Scott, L. Schulz, 2014, CogSci.

Inferring Hidden Causes

Alison Gopnik, David Danks, Tamar Kushnir, 2003 .

Learning From Doing

Alison Gopnik, Laura Schulz, Tamar Kushnir, 2007 .

The Double-edged Sword of Pedagogy: Modeling the Effect of Pedagogical Contexts on Preschoolers’ Exploratory Play

Patrick Shafto, Laura Schulz, Hyowon Gweon, 2009 .

Quit while you're ahead: Preschoolers' persistence and willingness to accept challenges are affected by social comparison

Laura Schulz, Rachel Magid, L. Schulz, 2015, CogSci.

Inferring Beliefs and Desires From Emotional Reactions to Anticipated and Observed Events

L. Schulz, Yang Wu, Laura E. Schulz, 2017, Child development.

Understanding Social Display Rules: Using One Person’s Emotional Expressions to Infer the Desires of Another

L. Schulz, Yang Wu, 2019, Child development.

Toddlers Connect Emotional Responses to Epistemic States

Laura Schulz, Rebecca Saxe, Yang Wu, 2018, CogSci.

Not Playing by the Rules: Exploratory Play, Rational Action, and Efficient Search

L. Schulz, Junyi Chu, 2023, Open Mind.

Infants explore the unexpected

L. Schulz, 2015, Science.

What do you really think? Children's ability to infer others' desires when emotional expressions change between social and nonsocial contexts

Laura Schulz, Yang Wu, L. Schulz, 2017, CogSci.

The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology (Trends in Cognitive Sciences 20, 589–604; July 19, 2016)

Joshua B. Tenenbaum, Julian Jara-Ettinger, Hyowon Gweon, 2016, Trends in Cognitive Sciences.

The invisible hand: Toddlers infer hidden agents when events occur probabilistically

Laura Schulz, Yang Wu, Paul J. Muentener, 2013, CogSci.

Causal Determinism and Preschoolers' Causal Inferences

A. Gopnik, L. Schulz, J. Sommerville, 2005 .

Author ' s personal copy Just do it ? Investigating the gap between prediction and action in toddlers ’ causal inferences

J. Woodward, A. Gopnik, L. Schulz, 1986 .

Questions for future research

A. Gopnik, L. Schulz, 2004 .

The Invisible Hand: Toddlers Connect Probabilistic Events With Agentive Causes

L. Schulz, P. Muentener, Yang Wu, 2016, Cogn. Sci..

Black boxes: Hypothesis testing via indirect perceptual evidence

Joshua B. Tenenbaum, Laura Schulz, Max H. Siegel, 2014, CogSci.

The Naïve Utility Calculus as a unified, quantitative framework for action understanding

L. Schulz, J. Jara-Ettinger, josh tenenbaum, 2019, Cognitive Psychology.

Serious fun: preschoolers engage in more exploratory play when evidence is confounded.

L. Schulz, E. Bonawitz, 2007, Developmental psychology.

If at First You Don't Succeed: The Role of Evidence in Preschoolers' and Infants' Persistence

Laura Schulz, Julia A. Leonard, L. Schulz, 2015, CogSci.

Hypothesis-Space Constraints in Causal Learning

Joshua B. Tenenbaum, Laura Schulz, Pedro Tsividis, 2015, CogSci.

The Double-edged Sword of Pedagogy: Modeling the Effect of Pedagogical Contexts on Preschoolers’ Exploratory Play

L. Schulz, Patrick Shafto, E. Bonawitz, 2009 .

Teaching Three-and-A-Half-Year-Olds to Revise Their Beliefs Given Ambiguous Evidence

L. Schulz, Adina S. Fischer, E. Bonawitz, 2012 .

Children's Rational Exploration

Laura Schulz, Elizabeth Baraff Bonawitz, L. Schulz, 2007, AAAI Fall Symposium: Computational Approaches to Representation Change during Learning and Development.

Sins of omission: Children selectively explore when teachers are under-informative

L. Schulz, Hannah Pelton, H. Gweon, 2014, Cognition.

God Does Not Play Dice : Causal Determinism and Preschoolers ’ Causal Inferences

Jessica A. Sommerville, L. Schulz, J. Sommerville, 2009 .

Causal learning : psychology, philosophy, and computation

A. Gopnik, L. Schulz, 2007 .

The Invisible Hand: Toddlers Connect Probabilistic Events With Agentive Causes

L. Schulz, P. Muentener, Yang Wu, 2016, Cogn. Sci..

The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology (Trends in Cognitive Sciences 20, 589–604; July 19, 2016)

J. Tenenbaum, L. Schulz, J. Jara-Ettinger, 2016, Trends in Cognitive Sciences.

Giving the Giggles: Prediction, Intervention, and Young Children's Representation of Psychological Events

L. Schulz, P. Muentener, Daniel Friel, 2012, PloS one.

The invisible hand: Toddlers infer hidden agents when events occur probabilistically

L. Schulz, P. Muentener, Yang Wu, 2013, CogSci.

Toddlers' understanding of prediction, intervention, and means of transmission: When psychological outcomes are easier than physical ones

L. Schulz, P. Muentener, Daniel Friel, 2011, CogSci.

Preschoolers are Sensitive to their Performance Over Time

L. Schulz, J. Leonard, A. Mackey, 2020, CogSci.

Weighing the Evidence: Children's Naïve Theories of Balance Affect Their Exploratory Play

L. Schulz, Suejean Lim, E. Bonawitz, 2007 .