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Child Development|January 9, 2021
Thinking Counterfactually Supports Children's Evidence Evaluation in Causal LearningJae Engle, Caren M WalkerWiley Interdisciplinary Reviews. Cognitive Science|October 7, 2021
Rethinking the "gap": Self-directed learning in cognitive development and scientific reasoningElizabeth Lapidow, Caren M WalkerPsychological Science|November 26, 2013
Toddlers infer higher-order relational principles in causal learningCaren M Walker, Alison GopnikPsychological Bulletin|January 9, 2013
Pretense and possibility--a theoretical proposal about the effects of pretend play on development: comment on Lillard et al. (2013)Caren M Walker, Alison GopnikCognition|May 30, 2017
Discriminating relational and perceptual judgments: Evidence from human toddlersCaren M Walker, Alison GopnikCognition|May 21, 2020
Informative experimentation in intuitive science: Children select and learn from their own causal interventionsElizabeth Lapidow, Caren M WalkerCognition|March 28, 2022
Explanation impacts hypothesis generation, but not evaluation, during learningErik Brockbank, Caren M WalkerDevelopmental Psychology|April 4, 2024
Learners' causal intuitions explain behavior in control of variables tasksElizabeth Lapidow, Caren M WalkerChild Development|March 30, 2022
You can't change the past: Children's recognition of the causal asymmetry between past and future eventsKatharine A Tillman, Caren M WalkerPageof 5