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Journal of Experimental Child Psychology|February 14, 2018
Children's explicit assessments of reliability influence their willingness to learn novel labelsSheila Krogh-Jespersen, Catharine H EcholsChild Development|January 14, 2012
The influence of speaker reliability on first versus second label learningSheila Krogh-Jespersen, Catharine H EcholsDevelopmental Psychology|January 30, 2013
Developmental differences in the relative weighing of informants' social attributesBolivar Reyes-Jaquez, Catharine H EcholsCognition|April 10, 2003
Infants' understanding of false labeling events: the referential roles of words and the speakers who use themMelissa A Koenig, Catharine H EcholsCognition|December 3, 2014
Playing by the rules: self-interest information influences children's trust and trustworthiness in the absence of feedbackBolivar Reyes-Jaquez, Catharine H EcholsJournal of Experimental Child Psychology|July 10, 2021
Looking beyond person-specific cues indicative of credibility: Reward rules and executive function predict preschoolers' acceptance of (un)reliable assertionsBolivar Reyes-Jaquez, Catharine H EcholsCognitive Science|March 25, 2011
Structural priming as structure-mapping: children use analogies from previous utterances to guide sentence productionMicah B Goldwater, Marc T Tomlinson, Catharine H Echols, et al.Pageof 1