Awards

Deon T. Benton (2024), Vanderbilt University

Hyowon Gweon (2022), Stanford University

Elika Bergelson (2019), Duke University

Marjorie Rhodes (2017), New York University

Anna Shusterman (2024), Wesleyan University

Mary Wagner Fuhs (2022), University of Dayton

Frank C. Keil (2022) Wonder. MIT Press.  

Elizabeth Spelke (2022) What Babies Know: Core Knowledge and Composition (Volume 1). Oxford University Press.

Michael Frank (2021) Variability and Consistency in Early Language Learning: The Wordbank Project. MIT Press

Katherine Kinzler (2020) How You Say it: Why you talk the way you do and what it says about you. Houghton Mifflin Harcourt

Michael Tomasello (2019) Becoming human: A theory of ontogeny. Harvard University Press

Andrew Shtulman (2018) Scienceblind: Why our intuitive theories about the world are so often wrong. Basic Books

Mark Seidenberg (2017) Language at the Speed of Sight. Basic Books

Alison Gopnik (2016) The Gardener and the Carpenter: What the New Science of Child Development Tells Us About the Relations Between Parents and Children. Farrar, Strauss, Giroux

Henry Welllman (2015).  Making Minds: How Theory of Mind Develops.  Oxford University Press.

Paul Harris (2012). Trusting what you’re told: How children learn from others. Cambridge, MA: Belknap Press of Harvard University Press.

Geoffrey B. Saxe (2012). Cultural development of mathematical ideas: Papua New Guinea studies. Cambridge, UK: Cambridge University Press.

Susan Carey (2009). The origin of concepts. Oxford University Press.

Alison Gopnik (2009). The philosophical baby. Farrar, Strauss and Giroux.

Joan Stiles (2008). The Fundamentals of Brain Development: Integrating Nature and Nurture. Harvard University Press.

Patricia J. Bauer (2006). Remembering the Times of Our Lives: Memory in Infancy and Beyond. Lawrence Erlbaum Associates.

Angeline Lillard (2005). Montessori: The science behind the genius. Oxford University Press.

Jean Mandler (2004). The foundations of mind: Origins of conceptual thought. Oxford University Press

Susan Gelman (2003). The essential child: Origins of essentialism in everyday thought. Oxford University Press.

Susan Goldin-Meadow (2003). Hearing gesture: How our hands help us think. Harvard University Press

Michael Tomasello (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.

Brandone, A. C., & Stout, W. (2023) The origins of theory of mind in infant social cognition: Investigating longitudinal pathways from intention understanding and joint attention to preschool theory of mind

Sierksma, J., Brey, E., & Shutts, K. (2022) Racial stereotype application in 4-to-8-year-old White American children: Emergence and specificity

Souza, D. D. H., Suárez, S., & Koenig, M. A. (2021) Selective trust and theory of mind in Brazilian children: Effects of socioeconomic background

Vollman, E., & Richland, L. (2020) Beyond wealth and health: The social environment as a protective factor for cognitive development of children in Nicaragua

Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019) Reading anxiety: An early affective impediment to children’s success in reading

Gulgoz, S., Gomez, E.M., DeMeules, M.R., Olson, K.R. (2018). Children’s evaluation and categorization of transgender children, 19(4), 325-344

Honorable Mention:  Brown, S. A., & Alibali, M. W. (2018). Promoting strategy change: Mere exposure to alternative strategies helps, but feedback can hurt. Journal of Cognition and Development, 19(3), 301-324.

Casey, B.M., Lombardi, C.M., Pollock, A., Fineman, B., Pezaris, E. (2017). Girls’ spatial skills and arithmetic strategies in first grade as predictors of fifth-grade analytical math reasoning, 18(5), 530-555

Honorable Mention: Macris, D. M., & Sobel, D. M. (2017). The role of evidence diversity and explanation in 4-and 5-year-olds’ resolution of counterevidence. Journal of Cognition and Development, 18(3), 358-374.

Nussenbaum, K. & Amso, D. (2016). An attentional Goldilocks effect: An optimal amount of social interactivity promotes word learning from video. Journal of Cognition and Development, 17(1), 30-40

LeBarton, E.S., Goldin-Meadow, S & Raudenbush, S. (2015). Experimentally induced increases in early gesture lead to increases in spoken vocabulary. Journal of Cognition and Development, 16(2), 199-220

Canfield, C. F., & Ganea, P. A. (2014). ‘You could call it magic’: What parents and siblings tell preschoolers about unobservable entities. Journal of Cognition and Development, 15, 269-286.

Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children’s use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35-62.

Russell, J., Gee, B., & Bullard, C. (2012). Why do young children hide by closing their eyes? Self-visibility and the developing concept of self. Journal of Cognition and Development, 13,  550-576.

Augustine, E., Smith, L., & Jones, S. (2011). Parts and relations in young children’s shape-based object recognition.  Journal of Cognition and Development, 34, 320-330.

Christie, S., & Gentner, D. (2010). Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11, 356-373.

Hedrick, A. M., Haden, C. A., Ornstein, P. A. (2009). Elaborative talk during and after an event: Conversational style influences children’s memory reports.Journal of Cognition and Development, 10, 188-209.

Deborah G. Kemler Nelson, Kelly A. O’Neil, and Yvonne M. Asher (2008). Mutually Facilitative Relationship Between Learning Names and Learning Concepts in Preschool Children: The Case of Artifacts Journal of Cognition and Development, (9), 171-193.

Camille W. Brune and Amanda L. Woodward (2007). Social Cognition and Social Responsiveness in 10-month-old Infants Journal of Cognition and Development, (8), 133-158.

Amsterlaw, Jennifer, Wellman, Henry M. (2006). Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding. Journal of Cognition and Development, 7(2), 139-172.

Sales, Jessica McDermott, Fivush, Robyn, Parker, Janat, Bahrick, Lorraine. (2005). lStressing Memory: Long-Term Relations Among Children’s Stress, Recall and Psychological Outcome Following Hurricane Andrew. Journal of Cognition and Development, 6(4), 529-545.

Laura L. Namy, Aimee L. Campbell and Michael Tomasello (2004). The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures, Journal of cognition and development, 5(1), 37-57.

Amy M. Boland, Catherine A. Haden and Peter A. Ornstein (2003). Boosting Children’s Memory by Training Mothers in the Use of an Elaborative Conversational Style as an Event Unfolds,Journal of cognition and development, 4(1),39-65.