2012 - Troland Research Awards, United States National Academy of Sciences For her fundamental contributions to our understanding of how children develop knowledge of the physical and social world.
Cognitive development, Developmental psychology, Inference, Causality and Causal inference are her primary areas of study. She interconnects Causation and Pedagogy in the investigation of issues within Cognitive development. The concepts of her Developmental psychology study are interwoven with issues in Data collection, Affect, Affordance, Probabilistic logic and Theory-theory.
Her work carried out in the field of Inference brings together such families of science as Ambiguity, Generalization, Bayes' theorem and Sample. The Causality study combines topics in areas such as Variation, Graphical model, Concept learning and Knowledge level. Her study in Causal inference is interdisciplinary in nature, drawing from both Conditional probability, Cognitive psychology and Cognitive science.
Laura Schulz mostly deals with Cognitive psychology, Developmental psychology, Cognitive development, Social psychology and Inference. Her studies deal with areas such as Social learning, Action, Pragmatics, Theory of mind and Object as well as Cognitive psychology. Her Developmental psychology research includes elements of Affect, Novelty, Causality and Causal inference.
Her Causal inference study combines topics in areas such as Causation, Determinism and Causal reasoning. Her study explores the link between Cognitive development and topics such as Set that cross with problems in Context. Her work investigates the relationship between Inference and topics such as Bayes' theorem that intersect with problems in Bayesian network.
Laura Schulz mainly investigates Developmental psychology, Cognitive psychology, Cognitive development, Emotional expression and Theory of mind. Her work in Developmental psychology covers topics such as Affect which are related to areas like Child development. The study incorporates disciplines such as Referent, Pragmatics, Metacognition and Pragmatism in addition to Cognitive psychology.
Her Cognitive development study combines topics from a wide range of disciplines, such as Cognitive science, Curiosity and Intelligence quotient. Her Emotional expression research focuses on Facial expression and how it relates to Valence, Middle childhood, Outcome, Inference and Unobservable. As a part of the same scientific study, she usually deals with the Theory of mind, concentrating on Social cognition and frequently concerns with Causal knowledge, Causality, Emotion classification and Interpersonal relationship.
Her primary scientific interests are in Developmental psychology, Cognitive development, Theory of mind, Cognitive psychology and The Internet. Her research in Developmental psychology intersects with topics in Persistence, Emotion classification and Affect. Her biological study spans a wide range of topics, including Social change, Best practice and Knowledge management.
Her Theory of mind research incorporates themes from Knowledge level, Facial expression, Emotional expression and Social cognition. The Facial expression study which covers Event that intersects with Action and Social psychology. In her works, she performs multidisciplinary study on Cognitive psychology and Causal structure.
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A Theory of Causal Learning in Children: Causal Maps and Bayes Nets.
Alison Gopnik;Clark Glymour;David M. Sobel;Laura E. Schulz.
Psychological Review (2004)
The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery
Elizabeth Bonawitz;Patrick Shafto;Hyowon Gweon;Noah D. Goodman.
Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation.
Alison Gopnik;David M. Sobel;Laura E. Schulz;Clark Glymour.
Developmental Psychology (2001)
Causal learning: Psychology, philosophy, and computation.
Alison Gopnik;Laura Schulz.
Serious fun: preschoolers engage in more exploratory play when evidence is confounded.
Laura E. Schulz;Elizabeth Baraff Bonawitz.
Developmental Psychology (2007)
Where science starts: Spontaneous experiments in preschoolers’ exploratory play
Claire Cook;Noah D. Goodman;Laura E. Schulz.
Infants consider both the sample and the sampling process in inductive generalization
Hyowon Gweon;Joshua B. Tenenbaum;Laura E. Schulz.
Proceedings of the National Academy of Sciences of the United States of America (2010)
The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology
Julian Jara-Ettinger;Hyowon Gweon;Laura E. Schulz;Joshua B. Tenenbaum.
Trends in Cognitive Sciences (2016)
Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences
Laura E. Schulz;Elizabeth Baraff Bonawitz;Thomas L. Griffiths.
Developmental Psychology (2007)
Causal Learning Across Domains
Laura E. Schulz;Alison Gopnik.
Developmental Psychology (2004)
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