Alison Gopnik, Professor
Ph.D., Oxford UniversityRecent Publications
J. Astington & A. Gopnik. (1991). Understanding desire and intention. In A. Whiten (ed.) Natural theories of mind: The evolution, development and simulation of second-order representations. Oxford: Basil Blackwell.
A. Gopnik & V. Slaughter (1991). Young children's understanding of changes in their mental states. Child Development, 62, 98-110.
D. O'Neill & A. Gopnik (1991). Young children's ability to identify the sources of their beliefs. Developmental Psychology, 27, 390-397.
J. W. Astington & A. Gopnik (1991). Theoretical explanations of children's understanding of the mind. British Journal of Developmental Psychology, Special Issue on Children's Theories of Mind, 9, 7-31.
A. Gopnik (1991). Children's theories. Review of J. Perner Understanding the Representational Mind. Science, 254, 737-738.
A. Gopnik & H. Wellman (1992). Why the child's theory of mind really is a theory. Mind and Language, 7, 145-171. Reprinted in M. Davies and T. Stone (Eds.) (1995) Folk psychology: The theory of mind debate. Oxford: Basil Blackwell.
A. Gopnik & A. N. Meltzoff (1992). Categorization and naming: Basic-level sorting in 18-month-olds and its relation to language. Child Development, 63, 1091-1103.
A. N. Meltzoff & A. Gopnik (1993). The role of imitation in understanding persons and developing theories of mind. In S. Baron-Cohen & H. Tager-Flusberg (Eds). Understanding other minds: Perspectives from autism. Oxford: Oxford University Press.
A. Gopnik (1993). How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences, 16, 1-15, 90-101. Reprinted in A. Goldman (Ed). (1993). Readings in philosophy and cognitive science. Cambridge Mass: MIT Press.
A. Gopnik & A. N. Meltzoff (1993). Words and thoughts in infancy: The specificity hypothesis and categorization and naming. In C. Rovee-Collier & L. Lipsitt (Eds.) Advances in infancy research. New Jersey: Ablex.
A. Gopnik (1993). The psychopsychology of the fringe. Commentary in Consciousness and Cognition, 2, 109-113.
A. Gopnik & A. N. Meltzoff (1993). Imitation, cultural learning and the origins of "theory of mind". Commentary in Behavioral and Brain Sciences, 16, 3, 521-522.
A. Gopnik (1993). Psychopsychology. Consciousness and Cognition., 2, 264-280.
S. Choi & A. Gopnik (1993). Nouns are not always learned before verbs: An early verb spurt in Korean. Proceedings of the Twenty-Fifth Annual Child Language Research Forum . CSLI Publications.
A. Gopnik (1994). Apres le patron. Review of A. Karmiloff-Smith Beyond Modularity. Cognitive Development, 9, 131-138.
A. Gopnik & H. Wellman (1994). The "theory theory". In L. Hirschfield and S. Gelman (Eds.) Domain specificity in culture and cognition. New York: Cambridge University Press.
A. Gopnik & A. N. Meltzoff (1994). Minds, bodies and persons: Young children's understanding of the self and others as reflected in imitation and "theory of mind" research. In S. Parker & R. Mitchell (Eds.) Self-awareness in animals and humans. New York: Cambridge University Press.
I. Rock, A. Gopnik & S. Hall (1994). Do young children reverse ambiguous figures? Perception, 23, 635-644.
A. Gopnik, V. Slaughter & A. N. Meltzoff (1994). Changing your views: How understanding visual perception can lead to a new theory of the mind. In C. Lewis & P. Mitchell (Eds.) Origins of a theory of mind. New Jersey: Erlbaum. 157-181.
A. Gopnik & S. Choi (1995). Names, relational words and cognitive development in English and Korean Speakers: Nouns are not always learned before verbs. In M. Tomasello & W. Merriman (Eds.) Beyond names for things: Young children's acquisition of verbs. New Jersey: Erlbaum.
A. Gopnik (1995). How to understand belief. Response to continuing commentary. Behavioral and Brain Science, 18, 2, 398-400.
S. Choi & A. Gopnik (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language, 22, 497-530.
A. Gopnik (1996). Theories and modules: Creation myths, developmental realities and Neurath's boat. In P. Carruthers & P. Smith (Eds.) Theories of theories of mind. Cambridge: Cambridge University Press.
A. Gopnik, S. Choi, & T. Baumberger (1996). Cross-linguistic differences in semantic and cognitive development. Cognitive Development, 11, 2, 197-227.
A. Gopnik (1996). The Post-piaget era. Psychological Science, 7, 4, 216-221. (Special Piaget Centennial Issue).
A. Gopnik (1996). The scientist as child. Philosophy of Science, 63, 4, 485-514.
V. Slaughter & A. Gopnik (1996). Conceptual coherence in the child's theory of mind. Child Development, 67, 6, 2967-2989.
A. Gopnik & A. N. Meltzoff (1997). Words, thoughts, and theories. Cambridge, Mass.: Bradford, MIT Press.
B. Repacholi & A. Gopnik (1997). Early understanding of desires: Evidence from 14 and 18-month-olds. Developmental Psychology, 33, 1, 12-21.
A. Gopnik (1998). Explanation as orgasm. Minds and Machines, 8, 101-118 ( Special issue on explanation).
A. Gopnik (1998). What can externalism do for psychologists? Commentary in Behavioral and Brain Sciences.
A. Gopnik & A.N. Meltzoff (1998). Infant cognition. In The Encyclopedia of Philosophy. Routledge.
A. Gopnik (1998). Piaget. In The Encyclopedia of Philosophy. Routledge.
A. Gopnik (1998). Theories, language and culture: Whorf without wincing. In M. Bowerman and S. Levinson (eds.) Conceptual development and language acquisition. New York: Cambridge University Press.
A. Gopnik & E. Schwitzgebel (1998). Whose concepts are they anyway? The role of philosophical intuition in empirical psychology. In M. DePaul & W. Ramsey (eds). Rethinking Intuition. New York: Rowman & Littlefield.
A. Gopnik (1999). Theory of mind. In R. Wilson & F. Keil (eds). The MIT Encyclopedia of the Cognitive Sciences. Cambridge, Mass. MIT Press.
A. Gopnik, A.N. Meltzoff, & P.K. Kuhl (1999). The scientist in the crib: Minds, brains and how children learn. New York: William Morrow.
A. Gopnik (in preparation). Theory of mind in human infancy. In S. Baron-Cohen et al. (Eds.) Understanding other minds: perspectives from autism and cognitive neuroscience (second edition). Oxford: Oxford University Press.
A. Gopnik (in preparation). Innateness and development. In L. Antony and N. Hornstein (eds.) Chomsky and his Critics Blackwells, Oxford.
A.N.Meltzoff & A. Gopnik (in preparation) The first theory of mind. In P. Zelazo (ed.) Developing intentions in a social world. New Jersey: Erlbaum.
Gopnik, A. & Rosati, A. (2001). Duck or Rabbit? Reversing ambiguous figures and understanding ambiguous reference. Developmental Science, 4,2, 174-182.
Nazzi, T. & Gopnik, A. (2001). Linguistic and cognitive abilities in infancy: When does language become a tool for categorization? Cognition, 80, 303-312.
Ames, D. R., Knowles, E.D., Rosati, A.D., Morris, M.W., Kalish, C.W., and Gopnik, A. (2001). The social folk theorist: Insights from social and cultural psychology on the contents and contexts of folk theorizing. In B. Malle, L. Moses, and D. Baldwin (Eds.), Intentions and intentionality: Foundations of social cognition. Cambridge, MA: MIT Press.
Rosati, A.D., Knowles, E.D., Ames, D.R., Gopnik, A., Kalish, C.W., & Morris, M.W. (2001). The rocky road from acts to dispositions: Insights for attribution theory from developmental research on theories of mind. In B. Malle, L. Moses, and D. Baldwin (Eds.), Intentions and intentionality: Foundations of social cognition. Cambridge, MA: MIT Press.
Gopnik, A., Sobel, D., Shultz, L., & 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.
Gopnik, A., & Glymour, C. (2002). Causal maps and Bayes nets: A cognitive and computational account of theory-formation. In P. Carruthers, Stick, S., Siegal, M., (Eds.). The cognitive basis of science. Cambridge: Cambridge University Press, pp. 117-133.
Giles, J., Gopnik, A., & Heyman, G. (2002). The effects of source monitoring on the suggestibility of preschool children. Psychological Science, 13, 3, 288-291.
Gopnik, A. (2002). What children will teach scientists? In J. Brockman, (Ed.). The next fifty years: Science in the first half of the twenty-first century. New York: Vintage.
A. Gopnik & T. Nazzi (2003). Words, kinds and causal powers: A theory theory perspective on early naming and categorization. In D. Rakison, & L. Oakes (Eds.) Early categorization. Oxford: Oxford University Press.
A. Gopnik (2003). The theory theory as an alternative to the innateness hypothesis. In L. Antony and N. Hornstein (Eds.) Chomsky and his critics. Blackwells, Oxford.
T. Nazzi & A. Gopnik (2003). Sorting and acting with objects in early childhood: an exploration of the use of causal cues. Cognitive Development, 18, 219-237.
T. Kushnir, A. Gopnik, L. Schulz, & D. Danks. (2003). Inferring hidden causes. In R. Alterman & D. Kirsch (Eds.) Proceedings of the Twenty-Fourth Annual Meeting of the Cognitive Science Society, Cognitive Science Society: Boston, MA.
A. Gopnik, C. Glymour, D. Sobel, L. Schulz, & D. Danks. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 1-31.
A. Gopnik. (2004). Finding our inner scientist. Daedalus, 133, 1, 21-28.
L. Schulz & A. Gopnik (2004). Causal learning across domains. Developmental Psychology, 40, 2, 162-176.
D. Sobel, J. Tenenbaum & A. Gopnik. (2004). Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28, 3, 303-333.
A. Gopnik & L. Schulz. (2004). Mechanisms of theory-formation in young children. Trends in Cognitive Science, 8, 8.
T. Kushnir & A. Gopnik. (2005). Young children infer causal strength from probabilities and interventions. Psychological Science, 16(9), 678-683.
T. Nazzi, A. Gopnik, & A. Karmiloff-Smith. (2005). Asynchrony in the cognitive and lexical development of young children with Williams syndrome. Journal of Child Language, 32, 427-438.
A. Gopnik & C. Glymour. (2006). A brand-new ball game: Bayes net and neural net learning mechanisms in children. Processes of change in brain and cognitive development: Attention and performance, xxi. Atention and Performance, 349-372.
A. Gopnik. (2006). Babies are more conscious than we are. In J. Brockman (Ed.), What we believe but cannot prove. New York: Pantheon. Reprinted in Best Non-Required Reading of 2006. New York: Houghton-Mifflin.
S. Mitroff, D. Sobel, & A. Gopnik. (2006). Reversing how to think about ambiguous figure reversals: Spontaneous alternating by uninformed observers. Perception, 35(5), 709-715.