Selected publications

• Levine, D., Buchsbaum, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Finding events in a continuous world a developmental account. Developmental Psychobiology. doi:10.1002/dev.21804

• Yuk, V., Urbain, C., Pang, E. W., Anagnostou, E., Buchsbaum, D., & Taylor, M. J. (2018). Do you know what i’m thinking temporal and spatial brain activity during a theory of mind task in children with autism. Developmental Cognitive Neuroscience, 34, 139-147. doi:10.1016/j.dcn.2018.08.001

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• Tecwyn, E. C., & Buchsbaum, D. (2018). What factors really influence domestic dogs’ (Canis familiaris) search for an item dropped down a diagonal tube? The tubes task revisited. Journal of Comparative Psychology. doi:10.1037/com0000145

 

• Tecwyn, E.C. & Buchsbaum, D. (2018) Hood's Gravity Rules. In Vonk, J. & Shackleford, T. (Eds) Encyclopedia of Animal Cognition and Behavior. Springer.   

 

• Herbst, E., Lucas, C., & Buchsbaum, D. (2017) Investigating the Explore/Exploit Trade-off in Adult Causal      Inferences. In CogSci.

 

• Otsubo, K., Whalen, A., & Buchsbaum, D. (2017). Investigating Sensitivity to Shared Information and Personal Experience in Children’s Use of Majority Information. In CogSci.

 

• Pham, T., Hu, J. C., & Buchsbaum, D. (2017). Pragmatics Influence Children’s Use of Majority Information. Proceedings of the 39th Annual Conference of the Cognitive Science Society.

 

• Whalen, A., Griffiths, T. L., & Buchsbaum, D. (2017). Sensitivity to Shared Information in Social Learning. Cognitive Science. doi:10.1111.cogs.12485.

 

• Tecwyn, E. C., Denison, S., Messer, E. J. E., & Buchsbaum, D. (2017). Intuitive probabilistic inference in capuchin monkeys. Animal Cognition. doi:10.1007/s10071-016-1043-9.​

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• Bridgers, S., Buchsbaum D., Seiver, E., Gopnik, A., & Griffiths, T. L. (2016). Children’s causal inferences from conflicting testimony and observations. Developmental Psychology, 54, 9-18.

 

• Burdett, E. R. R., Lucas, AJ., Buchsbaum, D., McGuigan, N., Wood, LA., et al. (2016). Do Children Copy an Expert or a Majority? Examining Selective Learning in Instrumental and Normative Contexts. PLoS ONE 11(10): e0164698.

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• Hu, J. C., Whalen, A., Buchsbaum, D., Griffiths, T. L., & Xu, F. (2015). Can children balance the size of a majority with the quality of their information? In CogSci.

 

• Buchsbaum, D., Griffiths, T. L., Plunkett, D., Gopnik, A., Baldwin, D. (2015). Inferring Action Structure And Causal Relationships in Continuous Sequences of Human Action. Cognitive Psychology, 76, 30-77.

 

• Gopnik, A., Seiver, E., & Buchsbaum, D. (2013). How causal learning helps us to understand other people, and how other people help us to learn about causes: Probabilistic models and the development of social cognition. (M. R. Banaji, S. A. Gelman, Ed.). Navigating the social world: What infants, children, and other species can teach us: Oxford University Press

 

• Whalen, A., Buchsbaum, A., T. L. Griffiths. (2013). How do you know that? Sensitivity to statistical dependency in social learning. In Proceedings of the 35th annual meeting of the Cognitive Science Society, Berlin, Germany: Cognitive Science Society (Vol. 35, No. 35).

 

• Hu, J. C., Buchsbaum, D., Griffiths, T. L., & Xu, F. (2013). When does the majority rule? preschoolers trust in majority informants varies by domain. In Proceedings of the 35th annual meeting of the Cognitive Science Society, Berlin, Germany: Cognitive Science Society (Vol. 35, No. 35).

 

• Buchsbaum, D., Bridgers, S., Whalen A., Seiver E., Griffiths, T. L., & Gopnik, A. (2012). Do I know that you know what you know? Modeling testimony in causal inference. In Proceedings of the 34th Annual Conference of the Cognitive Science Society (Vol. 34, No. 34).

 

• Buchsbaum, D., & Morse, D. M. (2012).  The effect of experience and rearing environment on the behavior of crab spiderlings during their first few weeks of life. Behaviour, 149, 667-683.

 

• Buchsbaum, D., Seiver, E., Bridgers, S., & Gopnik, A. (2012). Learning About Causes from People, and about People from Causes: Statistical inference and Social Causal Reasoning. (Xu, Fei, Tamar Kushnir, Ed.). Rational Constructivism, Waltham, MA: Academic Press

 

• Buchsbaum, D., Bridgers, S., Weisberg, D. S., & Gopnik, A. (2012). The power of possibility: Causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society B: Biological Sciences, 367, 2202-2212.

 

• Buchsbaum, D., Gopnik, A., Griffiths, T. L., & Shafto, P. (2011). Children’s Imitation of Causal Action Sequences is Influenced by Statistical and Pedagogical Evidence. Cognition, 120, 331-340., Number 3

 

• Buchsbaum, D., Canini, K. R., & Griffiths, T. L. (2011). Segmenting and Recognizing Human Action using Low-level Video Features. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society (Vol. 33, No. 33).  

 

• Buchsbaum, D., Gopnik, A., & Griffiths, T. L. (2010). Children’s Imitation of Action Sequences is Influenced by Statistical Evidence and Inferred Causal Structure. In Proceedings of the 32nd Annual Conference of the Cognitive Science Society (Vol. 32, No. 32).

 

• ​Buchsbaum, D., Griffiths, T. L., Gopnik, A., & Baldwin, D. (2009). Learning from actions and their consequences: Inferring causal variables from continuous sequences of human action. In Proceedings of the 31st Annual Conference of the Cognitive Science Society (Vol. 103, p. 134). Cognitive Science Society Austin, TX.

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