PUBLICATIONS


Journal Articles    Book Chapters    Popular Press    Conference Posters


JOURNAL ARTICLES

Harris, P.L., Koenig, M. A., Corriveau, K. H., & Jaswal, V. K. (in press). Cognitive foundations of learning from testimony. Annual Review of Psychology.

Palmquist, C. M., Keen, R., & Jaswal, V. K. (2017). Visualization instructions enhance preschoolers’ spatial problem solving. British Journal of Developmental Psychology. [doi for full text]

Jaswal, V. K. (2017). Rethinking autism’s past, present, and future: A review of Steve Silberman’s Neurotribes. The American Journal of Psychology, 130, 243-249. [pdf]

Palmquist, C. M., Jaswal, V. K., & Rutherford, A. V. (2016). Success inhibits preschoolers’ ability to establish selective trust. Journal of Experimental Child Psychology, 152, 192-204. [doi for full text]

Akhtar, N., Jaswal, V. K., Dinishak, J., & Stephan, C. (2016). On social feedback loops and cascading effects in autism: A commentary on Warlaumont et al. (2014). Psychological Science, 27, 1528-1530. [doi for full text]

Jaswal, V. K., & Kondrad, R. L. (2016). Why children are not always epistemically vigilant: Cognitive limits and social considerations. Child Development Perspectives, 10, 240-244. [doi for full text

Jaswal, V.K., Akhtar, N., & Burack, J. A. (2016). Building bridges: Cognitive development in typical and atypical populations. Journal of Cognition and Development. [doi for full text]

Drell, M.B. & Jaswal, V. K. (2016). Making amends: Children’s expectations about and responses to apologies. Social Development, 25, 742-758. [doi for full text]

Palmquist, C. M., & Jaswal, V. K. (2015). Preschoolers’ inferences about pointers and labelers: The modality matters. Cognitive Development, 35, 178-185. [doi for full text]

Dore, R. A., Jaswal, V. K., & Lillard, A. S. (2015). Real or not? Speaker informativeness influences children’s reality judgments. Cognitive Development, 33, 28-39. [doi for full text]

Oishi, S., Jaswal, V. K., Lillard, A. S., Hitokoto, H., Mizokawa, A., & Tsutsui, Y. (2014). Cultural variations in global versus local processing: A developmental perspective. Developmental Psychology, 50, 2654-2665. [doi for full text]

Jaswal, V. K., Pérez-Edgar, K., Kondrad, R. L., Palmquist, C. M., Cole, C. A., & Cole, C. E. (2014). Can’t stop believing: Inhibitory control and resistance to misleading testimony. Developmental Science, 17, 965-976. [doi for full text]

Eyden, J., Robinson, E. J., Einav, S., & Jaswal, V. K. (2013). The power of print: Children’s trust in unexpected printed suggestions. Journal of Experimental Child Psychology, 116, 593-608. [doi for full text]

Akhtar, N., & Jaswal, V. K. (2013). Deficit or difference? Interpreting diverse developmental paths: An introduction to the special section. Developmental Psychology, 49, 1-3. [doi for full text

Kondrad, R. L., & Jaswal, V. K. (2012). Explaining the errors away: Young children forgive understandable semantic mistakes. Cognitive Development, 27, 126-135. [doi for full text]

Palmquist, C. M., & Jaswal, V. K. (2012). Preschoolers expect pointers (even ignorant ones) to be knowledgeable. Psychological Science, 23, 230-231. [doi for full text

Palmquist, C. M., Burns, H. E., & Jaswal, V. K. (2012). Pointing disrupts preschoolers’ ability to discriminate between knowledgeable and ignorant informants. Cognitive Development, 27, 54-63. [doi for full text

Pinkham, A. M., & Jaswal, V. K. (2011). Watch and learn? Infants privilege efficiency over pedagogy during imitative learning. Infancy, 16, 535-544. [doi for full text]

Tenney, E. R., Small, J. E., Kondrad, R. L., Jaswal, V. K., & Spellman, B. A. (2011). Accuracy, confidence, and calibration: How young children and adults assess credibility. Developmental Psychology, 47, 1065-1077. [doi for full text]

Koenig, M. A., & Jaswal, V. K. (2011). Characterizing children’s expectations about expertise and incompetence: Halo or pitchfork effects? Child Development, 82, 1634-1647. [doi for full text]

Joh, A., Jaswal, V. K., & Keen, R. (2011). Imagining a way out of the gravity bias: Preschoolers can visualize the solution to a spatial problem. Child Development, 82, 744-750. [doi for full text]

Jaswal, V. K., Croft, A. C., Setia, A. R., & Cole, C. A. (2010). Young children have a specific, highly robust bias to trust testimony. Psychological Science, 21, 1541-1547. [doi for full text]

Jaswal, V. K. (2010). Believing what you’re told: Young children’s trust in unexpected testimony about the physical world. Cognitive Psychology, 61, 248-272. 

Williamson, R. A., Jaswal, V. K., & Meltzoff, A. N. (2010). Learning the rules: Observation and imitation of a sorting strategy by 36-month-old children. Developmental Psychology, 46, 57-65. 

Jaswal, V. K. (2010). Explaining the disambiguation effect: Don’t exclude mutual exclusivity. Journal of Child Language, 37, 95-113. 

Jaswal, V. K., & Dodson, C. S. (2009). Metamemory development: Understanding the role of similarity in false memories. Child Development, 80, 629-635. 

VanderBorght, M., & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development, 18, 61-71. 

Jaswal, V. K., Lima, O. K., & Small, J. E. (2009). Compliance, conversion, and category induction. Journal of Experimental Child Psychology, 102, 182-195. 

Schnall, S., Jaswal, V. K., & Rowe, C. (2008). A hidden cost of happiness in children. Developmental Science, 11, F25-F30. 

Jaswal, V. K., McKercher, D. A., & VanderBorght, M. (2008). Limitations on reliability: Regularity rules in the English plural and past tense. Child Development, 79, 750-760. 

Jaswal, V. K., & Malone, L. S. (2007). Turning believers into skeptics: 3-year-olds’ sensitivity to cues to speaker credibility. Journal of Cognition and Development, 8, 263-283.

Jaswal, V. K. (2007). The effect of vocabulary size on toddlers’ receptiveness to unexpected testimony about category membership. Infancy, 12, 169-187. 

Jaswal, V. K., & Markman, E. M. (2007). Looks aren’t everything: 24-month-olds’ willingness to accept unexpected labels. Journal of Cognition and Development, 8, 93-111. 

Lima, O. K. A., Jaswal, V. K., & Dodson, C. S. (2007). When two heads are not better than one: Partner neglect in paired memory tasks. Psychonomic Bulletin & Review, 14, 88-94.

Jaswal, V. K., & Neely, L. A. (2006). Adults don’t always know best: Preschoolers use past reliability over age when learning new words. Psychological Science, 17, 757-758. 

Jaswal, V. K. (2006). Preschoolers favor the creator’s label when reasoning about an artifact’s function.Cognition, 99, B83-B92. 

Jaswal, V. K., & Hansen, M. B. (2006). Learning words: Children disregard some pragmatic information that conflicts with mutual exclusivity. Developmental Science, 9, 158-165. 

Jaswal, V. K. (2004). Don’t believe everything you hear: Preschoolers’ sensitivity to speaker intent in category induction. Child Development, 75, 1871-1885. 

Jaswal, V. K., & Markman, E. M. (2003). The relative strengths of indirect and direct word learning.Developmental Psychology, 39,745-760. 

Jaswal, V. K., & Markman, E. M. (2001). Learning proper and common names in inferential versus ostensive contexts. Child Development, 72, 768-786. 

Terrace, H. S., Chen, S., & Jaswal, V. (1996). Recall of three-item sequences by pigeons. Animal Learning and Behavior, 24, 193-205.

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BOOK CHAPTERS

Jaswal, V. K., & Drell, M. B. (2015). The development of social trust. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging trends in the social and behavioral sciences. New York: Wiley. [doi for full text]

Jaswal, V. K., & Pérez-Edgar, K. (2014). Resolving conflicts between observation and testimony: The role of inhibitory control. In E. J. Robinson & S. Einav (Eds.), Trust and skepticism: Children’s selective learning from testimony (pp. 110-122). New York: Psychology Press.

Jaswal, V. K. (2013). Biased to believe. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 241-244). New York: Oxford University Press.

McKercher, D. A., & Jaswal, V. K.(2011). Using judgment tasks to assess language knowledge. In E. Hoff (Ed.), The Blackwell guide to research methods in child language (pp. 149-161). NY: Wiley-Blackwell.

Jaswal, V. K. (2010). Division of linguistic labor. In P. Hogan (Ed.), The Cambridge encyclopedia of the language sciences (p. 270). Cambridge, England: Cambridge University Press.

DeLoache, J. S., Ganea, P. A., & Jaswal, V. K. (2009). Early learning through language. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research disorders (pp. 119-140). New York: Psychology Press.

Jaswal, V. K., & Fernald, A. (2007). Learning to communicate. In M. Lewis & A. Slater (Eds.), Introduction to infant development, 2nd Edition (pp. 270-287). Oxford: Oxford University Press.

Markman, E. M., & Jaswal, V. K. (2004). Acquiring and using a grammatical form class: Lessons from the proper-count distinction. In D. G. Hall & S. Waxman (Eds.), Weaving a lexicon (pp. 371-409). Cambridge, MA: MIT Press. 

Markman, E. M., & Jaswal, V. K. (2003). Abilities and assumptions underlying conceptual development. In D. H. Rakison & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 384-402). Oxford: Oxford University Press. 

Jaswal, V. K., & Fernald, A. (2002). Learning to communicate. In M. Lewis & A. Slater (Eds.), Introduction to infant development (pp. 244-265). Oxford: Oxford University Press. 

Jaswal, V. K., & Markman, E. M. (2002). Children’s acceptance and use of unexpected category labels to draw non-obvious inferences. In W. Gray & C. Schunn (Eds.), Proceedings of the twenty-fourth annual conference of the Cognitive Science Society (pp. 500-505). Hillsdale, NJ: Erlbaum. 

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Jaswal, V. K. & Szymanski, T. M. (2016). Why our second-grader is not going back to school. Op-ed, Answer Sheet Blog, The Washington Post, 10/1/16. [Read Article]

Jaswal, V. K. (2016). Beliefs about social exchange: A story of corrupt politicians and savvy preschoolers. LIFE Academy Newsletter, April 2016. [Read Article]

Jaswal, V. K. (2014). With gifts, size may not matter. Op-ed, Richmond Times-Dispatch, 2/9/14. [Read Article]

Jaswal, V. K. (2010). When do children develop skepticism? Big Questions Online, 10/28/10. [Read Article]

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CONFERENCE POSTERS

Drell, M. B. & Jaswal, V. K. (2017). Compulsory equality: Young children think resources must be divided equally. Biennial meeting of the Cognitive Development Society, Portland, OR. [pdf]

Drell, M. B., Sampson, S., & Jaswal, V. K. (2017). Children’s sensitivity to the ulterior motives behind apologies. Biennial meeting of the Cognitive Development Society, Portland, OR. [pdf]

Drell, M. B. & Jaswal, V. K. (2017). Compulsory equality: Young children think resources must be divided equally. Biennial meeting of the Society for Research in Child Development, Austin, TX. [pdf]

Rowell, S. F. & Jaswal, V. K. (2017). Parental reminiscing goals and children’s self-enhancement memory bias. Biennial meeting of the Society for Research in Child Development, Austin, TX. [pdf]

Drell, M. B., Tsang, S., & Jaswal, V. K. (2015). “She didn’t even say sorry!” Children remember when transgressors fail to apologize. Biennial meeting of the Cognitive Development Society, Columbus, OH. [pdf]

Rowell, S. F., Jaswal, V. K., & Riggins, T. (2015). Children’s interest in talking about the past. Biennial meeting of the Cognitive Development Society, Columbus, OH. 

Drell, M. B., Tsang, S., & Jaswal, V. K. (2015). “She didn’t even say sorry!” Children remember when transgressors fail to apologize. Biennial meeting of the Society for Research in Child Development, Philadelphia, PA. [pdf]

Jaswal, V. K., Chang, A., Akhtar, N., & Converse, B. A. (2015). Preschoolers expect in-kind reciprocity. Biennial meeting of the Society for Research in Child Development, Philadelphia, PA. [pdf]

Rowell, S. R. & Jaswal, V. K. (2015). I don’t remember, do you? Children’s emerging abilities to seek help with remembering. Biennial meeting of the Society for Research in Child Development, Philadelphia, PA. 

Drell, M. B. & Jaswal, V. K. (2013). Say sorry: Making amends following an accidental transgression. Biennial meeting of the Cognitive Development Society, Memphis TN. [pdf]

Rowell, S. R. & Jaswal, V. K. (2013). Strategic memory monitoring: The role of confidence in help seeking. Biennial meeting of the Cognitive Development Society, Memphis TN. 

Drell, M. B., Kondrad, R. L., & Jaswal, V. K. (2013). “At least she said something”: Children prefer inaccurate over ignorant informants. Biennial meeting of the Society for Research in Child Development, Seattle WA. [pdf]

Rowell, S.R. & Jaswal, V. K. (2013). Seeing vs. hearing: Comparing information acquired directly with information acquired via testimony. Biennial meeting of the Society for Research in Child Development, Seattle WA. 

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