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 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. 

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. 

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.

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. 

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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