Sobel, D. M., Li, J., & Corriveau, K. C. (in press). "They danced around in my head and then I learned them": Children’s developing conceptions of learning events. Journal of Cognition and Development.

Sobel, D. M. (2007). Children knowledge of the relation between intentional action and pretending. Cognitive Development, 22,130-141

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.

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.

Sobel, D. M. (2006). How fantasy benefits young children’s understanding of pretense. Developmental Science, 9, 63-75.

Sobel, D. M., & Kirkham, N. Z. (2006). Bayes nets and blickets: Infants developing representations of causal knowledge. Developmental Science, 10,298-306.

Sobel, D. M. & Kirkham, N. Z. (2006). Blickets and babies: The development of causal reasoning in toddlers and infants. Developmental Psychology, 42, 1103-1115.

Sobel, D. M., & Kushnir, T. (2006). The importance of decision demands in causal learning from interventions. Memory & Cognition, 34, 411-419.

Mitroff, S. R., Sobel, D. M., & Gopnik, A. (2006). Reversing how to think about ambiguous figure reversals: Spontaneous alternating by uninformed observers. Perception, 25, 709-718.

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.

Sobel, D. M. (2004). Children's developing knowledge of the relation between mental awareness and pretense. Child Development, 75, 704-729.

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.

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.

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, 1-30.

Sobel, D. M. & Lillard, A. S. (2002). Children's understanding of the mind's involvement in pretense: Do words bend the truth?  Developmental Science, 5, 87-97.

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.

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.

Gopnik A., & Sobel, D. M. (2000). Detecting blickets: How young children use information about novel causal powers in categorization and induction. Child Development, 71, 1205-1222.

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.