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Laura Schulz

Laura Schulz

D-Index & Metrics

Psychology

D-Index
46
Citations
11679
World Ranking
6330
National Ranking
3429

Research.com Recognitions

  • 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.

Overview

Laura Schulz is affiliated with MIT in the United States and has a research focus primarily in the field of Psychology, with significant contributions to Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology, Cognitive Neuroscience, and Education.

The scientist's work broadly encompasses topics such as Child and Animal Learning Development, Early Childhood Education and Development, Action Observation and Synchronization, Psychological and Educational Research Studies, Psychology of Moral and Emotional Judgment, Psychology of Social Influence, and Language, Metaphor, and Cognition.

Notable recent publications include:

  • "Online Developmental Science to Foster Innovation, Access, and Impact," 2020, Trends in Cognitive Sciences
  • "The Naïve Utility Calculus as a unified, quantitative framework for action understanding," 2020, Cognitive Psychology
  • "Play, Curiosity, and Cognition," 2020, Annual Review of Developmental Psychology
  • "The logic of universalization guides moral judgment," 2020, Proceedings of the National Academy of Sciences
  • "Emotion as Information in Early Social Learning," 2021, Current Directions in Psychological Science

Frequent co-authors in their work include Joshua B. Tenenbaum, Junyi Chu, Madeline Pelz, Mark Sheskin, and Frank C. Keil.

The scientist regularly publishes in venues such as Trends in Cognitive Sciences, Child Development, Cognitive Psychology, Annual Review of Developmental Psychology, and Proceedings of the National Academy of Sciences.

In 2012, Laura Schulz received the Troland Research Award from the United States National Academy of Sciences for contributions to the understanding of how children develop knowledge of the physical and social world.

Best Publications

  • A Theory of Causal Learning in Children: Causal Maps and Bayes Nets.

    Alison Gopnik;Clark Glymour;David M. Sobel;Laura E. Schulz

  • 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

  • Serious fun: preschoolers engage in more exploratory play when evidence is confounded.

    Laura E. Schulz;Elizabeth Baraff Bonawitz

  • The Naïve Utility Calculus: Computational Principles Underlying Commonsense Psychology

    Julian Jara-Ettinger;Hyowon Gweon;Laura E. Schulz;Joshua B. Tenenbaum

  • Causal learning : psychology, philosophy, and computation

    Alison Gopnik;Laura Schulz

  • 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

  • Children balance theories and evidence in exploration, explanation, and learning

    Elizabeth Baraff Bonawitz;Tessa J.P. van Schijndel;Daniel Friel;Laura E. Schulz

  • Preschool children learn about causal structure from conditional interventions.

    Laura E. Schulz;Alison Gopnik;Clark Glymour

  • Mechanisms of theory formation in young children

    Alison Gopnik;Laura Schulz

  • Causal Learning Across Domains

    Laura E. Schulz;Alison Gopnik

  • Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences

    Laura E. Schulz;Elizabeth Baraff Bonawitz;Thomas L. Griffiths

  • The relation between essentialist beliefs and evolutionary reasoning.

    Andrew Shtulman;Laura Schulz

  • Reading minds versus following rules: dissociating theory of mind and executive control in the brain.

    Rebecca Saxe;Laura E. Schulz;Yuhong V. Jiang

  • The origins of inquiry: inductive inference and exploration in early childhood.

    Laura Schulz

  • Just do it? Investigating the gap between prediction and action in toddlers' causal inferences.

    Elizabeth Baraff Bonawitz;Darlene Ferranti;Rebecca Saxe;Alison Gopnik

  • 16-Month-Olds Rationally Infer Causes of Failed Actions

    Hyowon Gweon;Laura E. Schulz

  • Sins of omission: children selectively explore when teachers are under-informative.

    Hyowon Gweon;Hannah L. Pelton;Jaclyn A. Konopka;Laura E Schulz

  • Age related changes in emotional memory

    Lindsey A Leigland;Laura E Schulz;Jeri S Janowsky

Frequent Co-Authors

Alison Gopnik
Alison Gopnik University of California, Berkeley
Jesse Snedeker
Jesse Snedeker Harvard University
Andrew N. Meltzoff
Andrew N. Meltzoff University of Washington
Jessica A. Sommerville
Jessica A. Sommerville University of Toronto
David M. Sobel
David M. Sobel Brown University
Rochel Gelman
Rochel Gelman Rutgers, The State University of New Jersey
Michael C. Frank
Michael C. Frank Stanford University
Amanda L. Woodward
Amanda L. Woodward University of Chicago
Elizabeth S. Spelke
Elizabeth S. Spelke Harvard University

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