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.


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.


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 Development38, 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 Psychology145, 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 Psychology33, 476-488.


Butler, L. P., & Markman, E. M. (2014). Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. Cognition130, 116-12. 


Butler, L.P., & Walton, G.M., (2013). The opportunity to collaborate increases preschoolers’ motivation for challenging tasks. Journal of Experimental Child Psychology116, 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     Development83, 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 & Development13, 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 Psychology104, 267-282. 



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