Melissa A. Koenig
Melissa A. Koenig
Professor, Institute of Child Development, University of Minnesota
Email confirmado em umn.edu - Página inicial
TítuloCitado porAno
Preschoolers mistrust ignorant and inaccurate speakers
MA Koenig, PL Harris
Child development 76 (6), 1261-1277, 2005
6992005
Trust in testimony: Children's use of true and false statements
MA Koenig, F Clément, PL Harris
Psychological Science 15 (10), 694-698, 2004
5942004
Trust in testimony: How children learn about science and religion
PL Harris, MA Koenig
Child development 77 (3), 505-524, 2006
4662006
The ontogenesis of trust
F Clément, M Koenig, P Harris
Mind & Language 19 (4), 360-379, 2004
3672004
Preschoolers monitor the relative accuracy of informants.
ES Pasquini, KH Corriveau, M Koenig, PL Harris
Developmental psychology 43 (5), 1216, 2007
3632007
Infants' understanding of false labeling events: The referential roles of words and the speakers who use them
MA Koenig, CH Echols
Cognition 87 (3), 179-208, 2003
2782003
Characterizing children’s expectations about expertise and incompetence: Halo or pitchfork effects?
MA Koenig, VK Jaswal
Child development 82 (5), 1634-1647, 2011
1762011
Sensitivity of 24-month-olds to the prior inaccuracy of the source: possible mechanisms.
MA Koenig, AL Woodward
Developmental psychology 46 (4), 815, 2010
1482010
The role of social cognition in early trust
MA Koenig, PL Harris
Trends in Cognitive Sciences 9 (10), 457-459, 2005
1392005
The basis of epistemic trust: Reliable testimony or reliable sources?
MA Koenig, PL Harris
Episteme 4 (3), 264-284, 2007
912007
Selective social learning: New perspectives on learning from others.
MA Koenig, MA Sabbagh
Developmental Psychology 49 (3), 399, 2013
692013
Heralding the authoritarian? Orientation toward authority in early childhood
M Reifen Tagar, CM Federico, KE Lyons, S Ludeke, MA Koenig
Psychological science 25 (4), 883-892, 2014
672014
Theory of mind
SM Carlson, MA Koenig, MB Harms
Wiley Interdisciplinary Reviews: Cognitive Science 4 (4), 391-402, 2013
642013
Beyond semantic accuracy: Preschoolers evaluate a speaker’s reasons
MA Koenig
Child Development 83 (3), 1051-1063, 2012
602012
Cognitive foundations of learning from testimony
PL Harris, MA Koenig, KH Corriveau, VK Jaswal
Annual Review of Psychology 69, 251-273, 2018
572018
Varieties of testimony: Children’s selective learning in semantic versus episodic domains
EC Stephens, MA Koenig
Cognition 137, 182-188, 2015
492015
Characterizing children’s responsiveness to cues of speaker trustworthiness: Two proposals
M Koenig, E Stephens
Trust and skepticism, 21-35, 2014
462014
Early testimonial learning: Monitoring speech acts and speakers
E Stephens, S Suarez, M Koenig
Advances in Child Development and Behavior 48, 151-183, 2015
442015
Reducing an in‐group bias in preschool children: The impact of moral behavior
C Hetherington, C Hendrickson, M Koenig
Developmental science 17 (6), 1042-1049, 2014
422014
Theory-based categorization in early childhood
SA Gelman, MA Koenig
Early category and concept development: Making sense of the blooming …, 2003
422003
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