Publications


Under Review

Lapidow, E., & Walker, C.M. (under review). Informative experimentation in intuitive science: Children select and learn from their own informative interventions.

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.

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

Walker, C.M., Rett, A., & Bonawitz, E. (under review). Design drives discovery in causal learning.

In Press

Walker, C.M. & Nyhout, A. (In press). Asking “why?” and “what if?”: The influence of questions on children’s inferences. In Lucas Butler, Samuel Ronfard & Kathleen Coriveau (Eds.), The Questioning Child: Insights from Psychology & Education. Cambridge University Press.

2019 

Lapidow, E. & Walker, C.M. (2019). The Search for Invariance: Repeated positive testing serves the goals of causal learning in exploration and experimentation. In Childers, J.B., Graham, S.A. & Namy, L. (Editors). Learning Language and Concepts from Multiple Examples in Infancy and Childhood. Springer International, Switzerland. [pdf]

Carstensen, A.B., Zhang, J., Heyman, G.D., Fu, G., Lee, K., & Walker, C.M. (2019). Early diversity in abstract thought: Context shapes the developmental trajectory of relational reasoning. Proceedings of the National Academy of Sciences, 116(28). [pdf]

Lapidow, E. & Walker, C.M. (2019). Does the intuitive scientist conduct informative experiments?: Children’s early ability to select and learn from their own interventions. In A. Goel, C. Seifert, & C. Freska (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society. Montreal, CA: Cognitive Science Society. [pdf]

Rett, A., Bonawitz, E., & Walker, C.M. (2019). The design of the learning environment shapes preschoolers’ causal inference. In A. Goel, C. Seifert, & C. Freska (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society. Montreal, CA: Cognitive Science Society. [pdf]

Tillman, K. & Walker, C.M. (2019). Children’s causal inferences about past vs. future events. In A. Goel, C. Seifert, & C. Freska (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society. Montreal, CA: Cognitive Science Society. [pdf]

Fox, A., Hollan, J., & Walker, C.M. (2019). Graphical fixedness: When graph comprehension becomes an insight problem. In A. Goel, C. Seifert, & C. Freska (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society. Montreal, CA: Cognitive Science Society. [pdf]

Nyhout, A., Iannuzziello, A., Walker, C.M., & Ganea, P. (2019). Thinking counterfactually supports children’s ability to conduct a controlled test of a hypothesis. In A. Goel, C. Seifert, & C. Freska (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society. Montreal, CA: Cognitive Science Society. [pdf]

Ngoon, T., Walker, C.M., Klemmer, S. (2019). The dark side of satisficing: Setting the temperature of creative thinking. ACM DL: Creativity and Cognition. San Diego, CA. [pdf]

2018

Walker, C.M., Hubachek, S.Q., & Vendetti, M.S. (2018). Achieving abstraction: Generating far analogies promotes relational reasoning in children. Developmental Psychology, 10, 1833-1841. [pdf]

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. [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. [pdf]

 

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]

Wente, A.O., Kimura, K., Walker, C.M., Banerjee, N., Flecha F., MacDonald, B., Lucas, C., & Gopnik, A. (2017). Causal learning across culture and socioeconomic status. Child Development, DOI: 10.1111/cdev.12943 [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]