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Publications

Publications
2014 and in press
  • Legare, C.H., & Lombrozo, T. (2014, in press). The selective benefits of explanation on learning in early childhood. Journal of Experimental Child Psychology. [PDF]

  • Legare, C.H. (2014, in press). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives. [PDF]

  • Watson-Jones, R.E., Legare, C.H., Whitehouse, H., & Clegg, J.M. (2014, in press). Task-specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior. [PDF]

  • Legare, C.H., & Clegg, J.M. (2014, in press). The development of children's causal explanations. In S. Robson and S. Quinn (Eds.), Routledge International Handbook on Young Children's Thinking and Understanding. Routledge. [PDF]

  • Sobel, D., & Legare, C.H. (2014, in press). Children's causal learning. WIREs Cognitive Science.

  • Legare, C.H., & Souza, A. (2014, in press). Searching for control: Priming randomness increases the evaluation of ritual efficacy. Cognitive Science. [PDF]

  • Legare, C.H., & Gelman, S.A. (2014, in press). Examining explanatory biases in young children’s biological reasoning. Journal of Cognition and Development. [PDF]

  • Van Tongeren, D. R., Green, J. D., Hulsey, T. L., Legare, C. H., Bromley, D. G., & Houtman, A.M. (2014, in press). A meaning-based approach to humility: Relationship affirmation reduces cultural worldview defense. Journal of Psychology and Theology.

    2013
  • Herrmann, P.A., Legare, C.H., Harris, P.L., & Whitehouse, H. (2013). Stick to the script: The effect of witnessing multiple actors on children’s imitation. Cognition, 129, 536-543. [PDF]

  • Heyman, G. D., & Legare, C. H. (2013). Social cognitive development: Learning from others. In D. E. Carlston (Ed.), The Oxford Handbook of Social Cognition. (pp. 749-766). New York, NY: Oxford University Press. [PDF]

  • Legare, C.H., Zhu, L. & Wellman, H. (2013). Examining biological explanations in Chinese preschool children: A cross-cultural comparison. Journal of Cognition and Culture, 13, 67-93. [PDF]

  • Legare, C.H., & Herrmann, P.A. (2013). Cognitive consequences and constraints on reasoning about ritual. Religion, Brain and Behavior, 3, 63-65. [PDF]

  • Legare, C.H., Lane, J., & Evans, E.M. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly, 59, 168-197. [PDF]

    2012
  • Legare, C.H., Mills, C.M., Souza, A.L., Plummer, L.E., & Yasskin, R. (2012). The use of questions as problem-solving strategies in early childhood. Journal of Experimental Child Psychology, 114, 63-76. [PDF]

  • Legare, C.H., & Souza, A. (2012). Evaluating ritual efficacy: Evidence from the supernatural. Cognition, 124, 1-15. [PDF]

  • Legare, C.H., Evans, E.M., Rosengren, K.S., & Harris, P.L. (2012). The coexistence of natural and supernatural explanations across cultures and development. Child Development, 83, 779-793. [PDF]

  • Legare, C.H. (2012). Exploring explanation: Explaining inconsistent information guides hypothesis-testing behavior in young children. Child Development, 83, 173-185. [PDF]

    2011
  • Mills, C.M., Legare, C.H., Grant, M., & Landrum, A.R. (2011). Determining who to question, what to ask, and how much information to ask for: The development of inquiry in young children. Journal of Experimental Child Psychology, 110, 539-560. [PDF]

  • Gelman, S.A., & Legare, C.H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379-398. [PDF]

  • Legare, C.H., & Visala, A. (2011). Between religion and science: Integrating psychological and philosophical accounts of explanatory coexistence. Human Development, 54, 169-184. [PDF]

  • Souza, A., & Legare, C.H. (2011). The role of testimony in the evaluation of ritual expertise. Religion, Brain, and Behavior, 2, 1-8. [PDF]

  • Lan, X., Legare, C.H., Ponitz, C., & Morrison, F. (2011). Investigating the links between the subcomponents of executive functioning and academic achievement: A cross-cultural analysis of Chinese and American preschool children. Journal of Experimental Child Psychology, 108, 677-692. [PDF]

    2010
  • Legare, C.H., Gelman, S.A., & Wellman, H.M. (2010). Inconsistency with prior knowledge triggers children’s causal explanatory reasoning. Child Development, 81, 929-944. [PDF]

  • Evans, E. M., Legare, C.H., & Rosengren, K. (2010). Engaging multiple epistemologies: Implications for science education. In M. Ferrari & R. Taylor (Eds.). Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy (pp. 111-139). New York, NY: Routledge. [PDF]

  • Mills, C., Legare, C.H., Bills, M., & Mejias, C. (2010). Preschoolers use questions as a tool to acquire knowledge from different sources. Journal of Cognition and Development, 11, 533-560. [PDF]

    2009
  • Legare, C. H., & Gelman, S. A. (2009). South African children’s understanding of AIDS and flu: Investigating conceptual understanding of cause, treatment, and prevention. Journal of Cognition and Culture, 9, 357–370. [PDF]

  • Legare, C.H., Wellman, H.M., & Gelman, S.A. (2009). Evidence for an explanation advantage in naïve biological reasoning. Cognitive Psychology, 58, 177-194. [PDF]

    2008
  • Legare, C.H. & Gelman, S.A. (2008). Bewitchment, biology, or both: The co-existence of natural and supernatural explanatory frameworks across development. Cognitive Science, 32, 607-642. [PDF]

  • Giles, J., Legare, C.H., & Samson, J. (2008). Psychological essentialism and cultural variation: Children’s beliefs about aggression in the United States and South Africa. Infant and Child Development, 17, 137-150. [PDF]

    2004-2007
  • Gelman, S.A., Heyman, G.D., & Legare, C.H. (2007). Developmental changes in the coherence of essentialist beliefs. Child Development, 78, 757-774. [PDF]

  • Heyman, G., & Legare, C.H. (2005). Children’s evaluation of sources of information about traits. Developmental Psychology, 41, 636-647. [PDF]

  • Heyman, G., & Legare, C.H. (2004). Children’s beliefs about gender differences in the academic and social domains. Sex Roles, 50, 227-240. [PDF]