(Click on references in bold to view the paper)

Bonawitz, E.B., Horowitz, A., Ferranti, D., Schulz, L. (2009). “The Block Makes It Go”: Causal Language Helps Toddlers Integrate Prediction, Action, and Expectations about Contact Relations. Proceedings of the Thirty-first Cognitive Science Society.

Bonawitz, E.B*., Shafto, P*., Gweon, H., Chang, I. , Katz, S., & Schulz, L. (2009). The Double-Edged Sword of Pedagogy: Modeling the Effect of Pedagogical Contexts on Preschoolers’ Exploratory Play. Proceedings of the Thirty-first Cognitive Science Society. *Equal author contribution.

Gweon, H., Tenenbaum, J. B., & Schulz, L. (2009) What are you trying to tell me? A Bayesian model of how toddlers can simultaneously infer property extension and sampling processes. Proceedings of the 31th annual meeting of the Cognitive Science Society.

Gweon, H., & Schulz, L. (2008) Stretching to learn: Ambiguous evidence and variability in preschoolers' exploratory play. Proceedings of the 30th annual meeting of the Cognitive Science Society.

Schulz, L.E., Goodman, N.D., Tenenbaum, J.B., & Jenkins, C.A. (2008). Going beyond the evidence: Abstract laws and preschoolers' responses to anomalous data. Cognition, 109(2), 211-223.

Schulz, L.E., Hooppell, K., & Jenkins, A. (2008). Judicious Imitation: Young children imitate deterministic actions exactly, stochastic actions more variably. Child Development, 79(20), 395-410.

Schulz, L.E., Standing, H., & Bonawitz, E.B. (2008). Word, thought and deed: The role of object labels in children's inductive inferences and exploratory play. Developmental Psychology, 44(5), 1266-1276.

Shtulman, A. & Schulz, L.E. (2008). The relationship between essentialist beliefs and evolutionary reasoning. Cognitive Science, 32(6), 1049-1062. [PDF]

Schulz, L.E., Bonawitz, E. B., & Griffiths, T. (2007). Can being scared make your tummyache? Naive theories, ambiguous evidence and preschoolers' causal inferences. Developmental Psychology, 43(5), 1124-1139.

Schulz, L.E. & Bonawitz, E. B. (2007) Serious Fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045-1050.

Richardson, T., Gopnik, A., & Schulz, L.E. (2007). A dialogue on the principles underlying causal learning in children. In A. Gopnik & L. E. Schulz (Eds.), Causal Learning; Psychology, Philosophy and Computation. New York : Oxford University Press (in press).

Saxe, R., Schulz, L., & Jiang, Y. (2007). Reading minds versus following rules: Dissociating theory of mind and executive control in the brain. Social Neuroscience.

Schulz, L. E., Gopnik, A., & Glymour, C. (2007). Preschool children learn about causal structure from conditional interventions. Developmental Science 10(3), 322-332.

Schulz, L. E., Kushnir, T., & Gopnik, A. (2007). Learning from doing: Interventions and causal inference. In A. Gopnik & L. E. Schulz (Eds.), Causal Learning; Psychology, Philosophy and Computation. New York : Oxford University Press. [PDF]

Bonawitz, E.B., Griffiths, T.L., & Schulz, L. (2006) Modeling Cross-Domain Causal Learning in Preschoolers as Bayesian Inference. Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society. Vancouver, Canada. 2006. [PDF] [Winner of the Marr prize for best student paper at the 2006 Conference of the Cognitive Science Society]

Schulz, L. E. & Sommerville, J. (2006). God does not play dice: Causal determinism and children's inferences about unobserved causes. Child Development, 77 (2), 427-442.

Gopnik, A. & Schulz, L. E. (2004). Mechanisms of theory-formation in young children. Trends in Cognitive Science, 8(8), 371-377.

 Schulz, L. E. & Gopnik, A. (2004). Causal learning across domains, Developmental Psychology, 40(2), 162-176.

 Gopnik, A., Glymour, C., Sobel, D., Schulz, L. E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 1-31.

 Kuhsnir, T., Gopnik, A., Schulz, L. E., Danks, D. (2003). Inferring hidden causes. Proceedings of the 25 th Annual Meeting of the Cognitive Science Society, 699-703.

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(5), 620-629.