Sobel, D. M., & Corriveau, K. H. (in press). Children monitor individuals’ expertise for word learning. Child Development. [Please email Prof. Sobel for copy]
Sobel, D. M., Sommerville, J. A., Travers, L. V., Blumenthal, E. J., & Stoddard, E. (in press). Preschoolers’ use of others’ beliefs to make causal inferences from probabilistic data. Journal of Cognition and Development. [Please email Prof. Sobel for copy]
Cook, C. & Sobel, D. M. (in press). Children’s understanding of the fantasy/reality status of hypothetical machines. Developmental Science. [Please email Prof. Sobel for copy]
Sobel, D. M. (2009). Integrating top-down and bottom-up approaches to causal learning. In S. Johnson (Ed.), Neoconstructivism: The new science of cognitive development (pp. 159-179).New York: Oxford. [Please email Prof. Sobel for copy]
Sobel, D. M. (2009). Enabling conditions and children’s understanding of pretense. Cognition, 113, 177-188.[pdf]
Sobel, D. M., & Buchanan, D. W. (2009). Bridging the gap: Causality at a distance in children’s categorization and inferences about internal properties. Cognitive Development, 24, 274-283. [pdf]
Sobel, D. M., & Munro, S. A. (2009).Domain generality and specificity in children’s causal inferences about ambiguous data. Developmental Psychology, 45, 511-524. [pdf]
Sobel, D. M., & Sommerville, J. A. (2009) Rationales in children’s causal learning from others’ actions. Cognitive Development, 24, 70-79. [pdf]
Butterfield, J., Jenkins, O. C., Sobel, D. M., & Schwertfuger, J. (2009). Modeling aspects of theory of mind with Markov Random Fields. International Journal of Social Robotics, 1, 41-51. [pdf]
Vander Wyk, B., Hudac, C., Carter, L., Sobel, D. M., &. Pelphrey, K. (2009). Action understanding in the Superior Temporal Sulcus region. Psychological Science, 20, 771-777. [pdf]
Buchanan, D. W., & Sobel, D. M. (2008). Children’s developing inferences about object labels and insides from causality-at-a-distance. Proceedings of the 2008 annual meeting of the Cognitive Science Society, Washington, DC. [pdf]
Sobel, D. M. (2007). Children’s knowledge of the relation between intentional action and pretending. Cognitive Development, 22, 130-141. [pdf]
Sobel, D. M., & Kirkham, N. Z. (2007). Bayes nets and blickets: Infants’ developing representations of causal knowledge. Developmental Science, 10, 298–306. [pdf]
Sobel, D. M., & Kirkham, N. Z. (2007). Interactions between causal and statistical learning. In A. Gopnik & L. E. Schulz (Eds.), Causal Learning: Psychology, Philosophy, and Computation (pp. 139-153). New York: Oxford University Press. [pdf]
Sobel, D. M., Li, J., & Corriveau, K. H. (2007). “They danced around in my head and then I learned them”: Children’s developing conceptions of learning events. Journal of Cognition and Development, 8, 345-369. [pdf]
Sobel, D. M., Yoachim, C. M., Gopnik, A., Meltzoff, A. N., & Blumenthal, E. J. (2007). The blicket within: Preschoolers’ inferences about insides and causes. Journal of Cognition and Development, 8, 159-182. [pdf]
Sobel, D. M., & Kirkham, N. Z. (2006). Blickets and babies: The development of causal reasoning in toddlers and infants. Developmental Psychology, 42, 1103-1115. [pdf]
Sobel, D. M. (2006). How fantasy benefits young children’s understanding of pretense. Developmental Science, 9, 63-75. [pdf]
Sobel, D. M., & Kushnir, T. (2006). The importance of decision demands in causal learning from interventions. Memory & Cognition, 34, 411-419. [pdf]
Sobel, D. M., & Munro, S. A. (2006). When Mr. Blicket wants it, children are Bayesian. Proceedings of the 2006 annual meeting of the Cognitive Science Society, Vancouver, CA. [pdf]
Mitroff, S. R., Sobel, D. M., & Gopnik, A. (2006). Reversing how to think about ambiguous figure reversals: Spontaneous alternating by uninformed observers. Perception, 35, 709-718. [pdf]
Sobel, D. M., Capps, L. M., & Gopnik, A. (2005). Ambiguous figure perception and theory of mind understanding in children with autistic spectrum disorders. British Journal of Developmental Psychology, 23, 159-174. [pdf]
Sobel, D. M. (2004). Children’s developing knowledge of the relation between mental awareness and pretense. Child Development, 75, 704-729. [pdf]
Sobel, D. M. (2004). Exploring the coherence of young children’s explanatory abilities: Evidence from generating counterfactuals. British Journal of Developmental Psychology, 22, 37-58. [pdf]
Sobel, D. M., Tenenbaum, J. B., & Gopnik, A. (2004). Children’s causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28, 303-333. [pdf]
Gopnik, A. Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T, & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 3-32. [pdf]
Sobel, D. M., & Kushnir, T. (2003). Interventions do not solely benefit causal learning: Being told what to do results in worse learning than doing it yourself. Proceedings of the 2003 annual meeting of the Cognitive Science Society, Boston, MA. [pdf]
Sobel, D. M. & Lillard, A. S. (2002). Young children’s understanding of pretense: Do words bend the truth? Developmental Science, 5, 87-97. [pdf]
Sobel, D. M., & Lillard, A. S. (2001). The impact of fantasy and action on young children’s understanding of pretense. British Journal of Developmental Psychology, 19, 85-98. [pdf]
Gopnik, A., Sobel, D. M., Schulz, L. E., Glymour, C. (2001). Causal learning mechanisms in very young children: Two, three, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37, 620-629. [pdf]
Gopnik A., & Sobel, D. M. (2000). Detecting blickets: How young children use information about causal powers in categorization and induction. Child Development, 71, 1205-1222. [pdf]
Lillard, A. S., & Sobel, D. M. (1999). Lion Kings or puppies: The influence of fantasy on children’s understanding of pretense. Developmental Science, 2, 75-80. [pdf]
