Publications

Jaswal, V. K. (in press). Biased to believe. Chapter to appear in M. R. Banaji & S. A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us. New York: Oxford University Press. [email for full text]

Akhtar, N., & Jaswal, V. K. (2013). Deficit or difference? Interpreting diverse developmental paths: An introduction to the special section. Developmental Psychology, 49, 1-3 . [abstract] [doi for full text] [email for full text]

Kondrad, R. L., & Jaswal, V. K. (2012). Explaining the errors away: Young children forgive understandable semantic mistakes. Cognitive Development, 27, 126-135. [abstract] [doi for full text] [email for full text]

Palmquist, C. M., & Jaswal, V. K. (2012). Preschoolers expect pointers (even ignorant ones) to be knowledgeable. Psychological Science, 23, 230-231. [abstract] [doi for full text] [email for full text]

Palmquist, C. M., Burns, H. E., & Jaswal, V. K. (2012). Pointing disrupts preschoolers' ability to discriminate between knowledgeable and ignorant informants. Cognitive Development, 27, 54-63. [abstract] [doi for full text] [email for full text]

Pinkham, A. M., & Jaswal, V. K. (2011). Watch and learn? Infants privilege efficiency over pedagogy during imitative learning. Infancy, 16, 535-544. [abstract] [doi for full text] [email for full text]

Tenney, E. R., Small, J. E., Kondrad, R. L., Jaswal, V. K., & Spellman, B. A. (2011). Accuracy, confidence, and calibration: How young children and adults assess credibility. Developmental Psychology, 47, 1065-1077. [abstract] [doi for full text] [email for full text]

Koenig, M. A., & Jaswal, V. K. (2011). Characterizing children's expectations about expertise and incompetence: Halo or pitchfork effects? Child Development, 82, 1634-1647. [abstract] [doi for full text] [email for full text]

McKercher, D. A., & Jaswal, V. K. (2011). Using judgment tasks to assess language knowledge. In E. Hoff (Ed.), The Blackwell guide to research methods in child language (pp. 149-161). NY: Wiley-Blackwell. [email for full text]

Joh, A., Jaswal, V. K., & Keen, R. (2011). Imagining a way out of the gravity bias: Preschoolers can visualize the solution to a spatial problem. Child Development, 82, 744-750. [abstract] [doi for full text] [email for full text]

Jaswal, V. K., Croft, A. C., Setia, A. R., & Cole, C. A. (2010). Young children have a specific, highly robust bias to trust testimony. Psychological Science, 21, 1541-1547. [abstract] [doi for full text] [email for full text]

Jaswal, V. K. (2010). Believing what you're told: Young children's trust in unexpected testimony about the physical world. Cognitive Psychology, 61, 248-272. [abstract] [pdf file]

Williamson, R. A., Jaswal, V. K., & Meltzoff, A. N. (2010). Learning the rules: Observation and imitation of a sorting strategy by 36-month-old children. Developmental Psychology, 46, 57-65. [abstract] [pdf file]

Jaswal, V. K. (2010). Explaining the disambiguation effect: Don't exclude mutual exclusivity. Journal of Child Language, 37, 95-113. [abstract] [pdf file]

Jaswal, V. K. (2010). Division of linguistic labor. In P. Hogan (Ed.), The Cambridge encyclopedia of the language sciences (p. 270). Cambridge, England: Cambridge University Press. [email for full text]

Jaswal, V. K., & Dodson, C. S. (2009). Metamemory development: Understanding the role of similarity in false memories. Child Development, 80, 629-635. [abstract] [pdf file]

VanderBorght, M., & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development, 18, 61-71. [abstract] [pdf file]

Jaswal, V. K., Lima, O. K., & Small, J. E. (2009). Compliance, conversion, and category induction. Journal of Experimental Child Psychology, 102, 182-195. [abstract] [pdf file]

DeLoache, J. S., Ganea, P. A., & Jaswal, V. K. (2009). Early learning through language. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research disorders (pp. 119-140) . New York: Psychology Press. [email for full text]

Schnall, S., Jaswal, V. K., & Rowe, C. (2008). A hidden cost of happiness in children. Developmental Science, 11, F25-F30. [abstract] [pdf file]

Jaswal, V. K., McKercher, D. A., & VanderBorght, M. (2008). Limitations on reliability: Regularity rules in the English plural and past tense. Child Development, 79, 750-760. [abstract] [pdf file]

Jaswal, V. K., & Malone, L. S. (2007). Turning believers into skeptics: 3-year-olds' sensitivity to cues to speaker credibility. Journal of Cognition and Development, 8, 263-283. [abstract] [pdf file]

Jaswal, V. K. (2007). The effect of vocabulary size on toddlers' receptiveness to unexpected testimony about category membership. Infancy, 12, 169-187. [abstract] [pdf file]

Jaswal, V. K., & Markman, E. M. (2007). Looks aren't everything: 24-month-olds' willingness to accept unexpected labels. Journal of Cognition and Development, 8, 93-111. [abstract] [pdf file]

Jaswal, V. K., & Fernald, A. (2007). Learning to communicate. In M. Lewis & A. Slater (Eds.), Introduction to infant development, 2nd Edition (pp. 270-287). Oxford: Oxford University Press.

Lima, O. K. A., Jaswal, V. K., & Dodson, C. S. (2007). When two heads are not better than one: Partner neglect in paired memory tasks. Psychonomic Bulletin & Review, 14, 88-94. [abstract] [pdf file]

Jaswal, V. K., & Neely, L. A. (2006). Adults don't always know best: Preschoolers use past reliability over age when learning new words. Psychological Science, 17, 757-758. [abstract] [pdf file]

Jaswal, V. K. (2006). Preschoolers favor the creator's label when reasoning about an artifact's function. Cognition, 99, B83-B92. [abstract] [pdf file]

Jaswal, V. K., & Hansen, M. B. (2006). Learning words: Children disregard some pragmatic information that conflicts with mutual exclusivity. Developmental Science, 9, 158-165. [abstract] [pdf file]

Jaswal, V. K. (2004). Don't believe everything you hear: Preschoolers' sensitivity to speaker intent in category induction. Child Development, 75, 1871-1885. [abstract] [pdf file]

Markman, E. M., & Jaswal, V. K. (2004). Acquiring and using a grammatical form class: Lessons from the proper-count distinction. In D. G. Hall & S. Waxman (Eds.), Weaving a lexicon (pp. 371-409). Cambridge, MA: MIT Press. [pdf file]

Jaswal, V. K., & Markman, E. M. (2003). The relative strengths of indirect and direct word learning. Developmental Psychology, 39, 745-760. [abstract] [pdf file]

Markman, E. M., & Jaswal, V. K. (2003). Abilities and assumptions underlying conceptual development. In D. H. Rakison & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 384-402). Oxford: Oxford University Press. [pdf file]

Jaswal, V. K., & Fernald, A. (2002). Learning to communicate. In M. Lewis & A. Slater (Eds.), Introduction to infant development (pp. 244-265). Oxford: Oxford University Press. [pdf file]

Jaswal, V. K., & Markman, E. M. (2002). Children’s acceptance and use of unexpected category labels to draw non-obvious inferences. In W. Gray & C. Schunn (Eds.), Proceedings of the twenty-fourth annual conference of the Cognitive Science Society (pp. 500-505). Hillsdale, NJ: Erlbaum. [pdf file]

Jaswal, V. K., & Markman, E. M. (2001). Learning proper and common names in inferential versus ostensive contexts. Child Development, 72, 768-786. [abstract] [pdf file]

Terrace, H. S., Chen, S., & Jaswal, V. (1996). Recall of three-item sequences by pigeons. Animal Learning and Behavior, 24, 193-205. [abstract]