Publications


Under Review

Walker, C.M., Hubachek, S.Q., & Vendetti, M. (under review) Achieving abstraction: Generating “far” analogies promotes relational reasoning in children.

Ruggeri, A., Lombrozo, T., Gopnik, A., & Walker, C.M. (under review). A strategic use of questions to solve a causal inference task in early childhood.

Bonawitz, E., Walker, C.M., Abbott, J., Griffiths, T., Gopnik, A. (under review). Variability in preschoolers' cognitive search.

Carstensen, A., Zhang, J., Heyman, G.D., Fu, G., Lee, K., & Walker, C.M. (under review). Early diversity in abstract thought: Context shapes the developmental trajectory of relational reasoning.

Walker, C.M., Walker, J.C., & Gopnik, A. (under review). Toddlers generalize abstract representations of same and different.

 

In Press

Wente, A.O., Kimura, K., Walker, C.M., Banerjee, N., Flecha F., MacDonald, B., Lucas, C., & Gopnik, A. (In press). Causal learning across culture and socioeconomic status. To appear in Child Development. [pdf]

Goddu, M., & Walker, C.M. (2018). Toddlers and Adults Simultaneously Track Multiple Hypotheses in a Causal Learning Task. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society. Madison, WI: Cognitive Science Society.

Engle, J., & Walker, C.M. (2018). Considering alternatives facilitates anomaly detection in preschoolers. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society. Madison, WI: Cognitive Science Society.

 

2017

 

Carstensen, A. & Walker, C.M. (2017). The paradox of relational development is not universal: Abstract reasoning develops differently across cultures. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference Cognitive Science Society, pp. 1721-1726. London, UK: Cognitive Science Society. [pdf]

Walker, C.M., Bonawitz, E., & Lombrozo, T. (2017). Effects of explaining on children's preference for simpler hypotheses. Invited paper for Special Issue: The process of explanation in Psychonomic Bulletin & Review. doi: 10.3758/s13423-016-1144-0. [pdf]

Walker, C.M. & Gopnik, A. (2017). Discriminating relational and perceptual judgments: Evidence from human toddlers. Cognition, 166, 23-37. [pdf]

Walker, C.M. & Gopnik, A. (2017). More than meets the eye: Early relational reasoning cannot be reduced to perceptual heuristics. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society, pp. 1302-1306. London, UK: cognitive Science Society. [pdf]

Walker, C.M. & Lombrozo, T. (2017). Explaining the moral story. Invited paper for Special Issue: Moral Learning in Cognition, 167, 266-281. [pdf]

2016

Walker, C.M., Bridgers, S., & Gopnik, A. (2016). The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Cognition156, 30-40. [pdf]

Walker, C.M., Lombrozo, T., Williams, J. J., Rafferty, A., & Gopnik, A. (2016). Explaining constrains causal learning in childhood. Child Development, 88, 229-246. [pdf]

Hadani, H. & Walker, C.M. (2016).  Research and museum partnerships: Key components of successful collaboration.  In Jennifer Jipson & Dave Sobel (Eds.), Relating research and practice: Cognitive development in museum settings.  Psychology Press, pp. 171-180.  [pdf]

 

2015

Walker, C.M., Bridgers, S.B., & Gopnik, A. (2015).  The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring “same” and “different.”  In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society, pp. 2559-2564.  Austin, TX: Cognitive Science Society. [pdf]

 

2014

Walker, C.M., Lombrozo, T., Legare, C., & Gopnik, A. (2014).  Explanation prompts children to privilege inductively rich properties. Cognition, 133, 343-357.  [pdf]

Walker, C.M., Gopnik, A., & Ganea, P. (2014).  Learning to learn from stories: Children's developing sensitivity to the causal structure of fictional words. Child Development, 86, 310-318. doi: 10.1111/cdev.12287.  [pdf]

Walker, C.M. & Gopnik, A. (2014).  Toddlers infer higher-order relational principles in causal learning.  Psychological Science, 25(1): 161-169. [pdf]

Williams, J.J., Kovacs, G., Walker, C.M., Maldonado, S.G., & Lombrozo, T. (2014).  Learning online via prompts to explain.  In ACM CHI Conference on Human Factors in Computing Systems.  New York, NY: Association for Computing Machinery.  [pdf]

 

2013

Buchsbaum, D., Walker, C.M., & Gopnik, A. (2013).  Complex causal reasoning in pretend play.  In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society, pp. 69-70.  Austin, TX: Cognitive Science Society. [pdf]

Gopnik, A.* & Walker, C.M.* (2013).  Considering counterfactuals: The relationship between causal learning and pretend play.  American Journal of Play (Special Issue), 6(1): 15-28.  [pdf]

Walker, C.M., Lombrozo, T., Legare, C., & Gopnik, A. (2013).  Explaining to others prompts children to favor inductively rich properties.  In N. Miyake, D. Peebles, & R.P. Cooper (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society, pp. 1558-1563.  Austin, TX: Cognitive Science Society. [pdf]

Walker, C.M. & Gopnik, A. (2013).  24-month-old infants engage in relational causal reasoning.  In N. Miyake, D. Peebles, & R.P. Cooper (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society, pp. 1564-1568.  Austin, TX: Cognitive Science Society. [pdf]

Walker, C.M. & Gopnik, A. (2013).  Pretense and Possibility: A theoretical proposal about the effects of pretend play on development: Comment on Lillard, Lerner, Hopkins, Dore, Smith & Palmquist (2013).  Psychological Bulletin, 139(1): 40-44.  [pdf]

Walker, C.M. & Gopnik, A. (2013).  Causality & Imagination.  In Marjorie Taylor (Ed.), The development of imagination (pp. 342-358).  Oxford University Press: New York.  [pdf]

Walker, C.M., Wartenberg, T.E., & Winner, E. (2013).  Engagement in philosophical dialogue facilitates children's reasoning about subjectivity.  Developmental Psychology, 49(7): 1338-1347.  [pdf]

Walker, C.M., Walker, L., & Ganea, P. (2013).  The role of symbol-based experience in learning and transfer from pictures: Evidence from Tanzania.  Developmental Psychology, 49(7): 1315-1324. [pdf]

Williams, J.J., Walker, C.M., Maldonado, S.G., Lombrozo, T. (2013).  Effects of explaining anomalies on the generation and evaluation of hypotheses.  In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society, pp. 3777-3782.  Austin, TX: Cognitive Science Society. [pdf]

 

2012

Walker, C.M., Ganea, P.A., & Gopnik, A. (2012).  Children's causal learning from fiction: Assessing the proximity between real and fictional worlds.  In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society, pp. 1108-1113.  Austin, TX: Cognitive Science Society. [pdf]

Walker, C.M., Wartenberg, T., & Winner, E. (2012).  Examining the effects of philosophy classes on the early development of argumentation skills.  In S. Goering, N. Shudak, & T. Wartenberg (Eds.), Philosophy in schools: An introductory handbook for philosophers and teachers, (pp. 277-282).  Routledge Press: New York.  [pdf]

Walker, C.M., Williams, J.J., Lombrozo, T., & Gopnik, A. (2012).  Explaining influences children's reliance on evidence and prior knowledge in causal induction.  In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society, pp. 1114-1119.  Austin, TX: Cognitive Science Society.  [pdf]

 

2011

Walker, C.M., Winner, E., Hetland, L., Simmons, S., & Goldman, L. (2011).  Visual thinking: Art students have an advantage in geometric reasoning.  Creative Education, 2(1): 22-26. [pdf]

 

2010

Zaitchik, D., Walker, C.M., Miller, S., LaViolette, P., Feczko, E., & Dickerson B.C. (2010).  Mental state attribution and the temporoparietal junction: An fMRI study comparing belief, emotion, and perception.  Neuropsychologia, 48(9): 2528-2536. [pdf]