Butler, L.P., Gibbs, H.M., Levush, K.C. (2020). Look again: Pedagogical demonstration facilitates children’s use of counter-evidence. Child Development. 10.1111/cdev.13414. Advance online publication. https://doi.org/10.1111/cdev.13414
Butler, L.P., Gibbs, H.M., & Tavassolie N.S. (2020). Children’s developing understanding that even reliable sources need to verify their claims. Cognitive Development, 54, 1-12. https://doi.org/10.1016/j.cogdev.2020.100871
Butler, L. P., Ronfard, S., & Corriveau, K. H. (Eds.) (2019, forthcoming). The questioning child: Insights from psychology and education. Under contract with Cambridge University Press.
Butler, L.P. Schmidt, M.F.H., Tavassolie, N.S., & Gibbs, H.M. (2018).Children’s evaluation of verified and unverified claims. Journal of Experimental Child Psychology, 176, 73-83.
Butler, L. P. (2017). The social origins of persistence. Science, 357, 1236-1237.
Schmidt, M. F. H., Butler, L. P., Heinz, J., & Tomasello, M. (2016). Young children see a single action and infer a social norm: Promiscuous normativity in 3-year-olds. Psychological Science.
Butler, L. P., & Markman, E. M. (2016). Navigating pedagogy: Children’s developing capacities for learning from pedagogical interactions. Cognitive Development, 38, 27-35.
Butler, L. P., & Tomasello, M. (2016). Two- and 3-year-old children integrate linguistic and pedagogical cues in guiding inductive generalizations and exploration. Journal of Experimental Child Psychology, 145, 64-78.
Butler, L. P., Schmidt, M. F. H., Buergel, J., & Tomasello, M. (2015). Young children use pedagogical cues to modulate the strength of normative inferences. British Journal of Developmental Psychology, 33, 476-488.
Butler, L. P., & Markman, E. M. (2014). Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. Cognition, 130, 116-12.
Butler, L.P., & Walton, G.M., (2013). The opportunity to collaborate increases preschoolers’ motivation for challenging tasks. Journal of Experimental Child Psychology, 116, 953-961.
Butler, L. P., & Markman, E. M. (2013). Preschoolers’ ability to navigate communicative interactions in guiding their inductive inferences. Proceedings of the 35th Annual Meeting of the Cognitive Science Society.
Butler, L. P., & Markman, E. M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration. Child Development, 83, 1416-1428.
Butler, L. P., & Markman, E. M. (2012). Finding the cause: Verbal framing helps children extract causal evidence embedded in a complex scene. Journal of Cognition & Development, 13, 38-66.
Butler, L., & Markman, E. (2011). Teaching and learning. In T. Luhrman (Ed.) Toward and anthropological theory of mind. Suomen Atropologi: Journal of the Finnish Anthropological Society, 36, 38-39.
Butler, L. P., & Markman, E. M. (2010). Pedagogical cues influence children’s inductive inference and exploratory play. Proceedings of the 32nd Annual Meeting of the Cognitive Science Society.
Ganea, P. A., Allen, M. A., Butler, L., Carey, S., & DeLoache, J. S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104, 267-282.