Roby, E., & M., S. R. (2022). Exploring the impact of parental education, ethnicity and context on parent and child mental-state language. Cognitive Development , 62, 101169. PDF
Roby, E., & M., S. R. (2022). Financial concern reduces child directed speech in a socioeconomically diverse sample. Scientific Reports , 12, 9173.
Scott, R. M., Roby, E., & Baillargeon, R. (2022). How sophisticated is infants’ theory of mind? In O. Houde & G. Borst (Ed.), The Cambridge Handbook of Cognitive Development (pp. 242-268) . Cambridge University Press.
Grote, K. S., Scott, R. M., & Gilger, J. (2021). Bilingual advantages in executive functioning: evidence from a low-income sample. First Language , 41, 677-700.
Yung, S. T., Main, A., Walle, E. A., Scott, R. M., & Chen, Y. (2021). Assocations between sleep and mental health among Latina adolescent mothers: the role of social support. Frontiers in Psychology , 12, 1899.
Glenwright, M., Scott, R. M., Blievicius, E., Pronovost, M., & Hanlon-Dearman, A. (2021). Children with autism spectrum disorder can attribute false beliefs in a spontaneous-response preferential-looking task. Frontiers in Communication , 6 146.
Pronovost, M. A., & Scott, R. M. (2021). 20-month-olds use social categories to make inductive inferences about agents' preferences. Journal of Cognition and Development , 22, 328-342. PDF
Fisher, C., Jin, K., & Scott, R. M. (2020). The developmental origins of syntactic bootstrapping. Topics in Cognitive Science , 12, 48-77.
Setoh, P., Scott, R. M., & Baillargeon, R. (2020). Reply to Fenici and Garofoli: Why would toddlers act on low-level associations only when processing demands are reduced? Human Development , 64, 7-9.
Scott, R. M., Roby, E., & Setoh, P. (2020). 2.5-year-olds succeed in identity and location elicited-response false-belief tasks with adequate response practice. Journal of Experimental Child Psychology , 198, 104890.
Scott, R. M., Gertner, Y., & Fisher, C. (2018). Not all subjects are agents: transitivity and meaning in early language comprehension. In K. Syrett & S. Arunachalam (Ed.), Trends in Language Acquisition Research: Semantics in Acquisition (pp. 154-176) . Amsterdam: John Benjamins.
Roby, E., & Scott, R. M. (2018). The relationship between parental mental-state language and 2.5-year-olds’ performance on a nontraditional false-belief task. Cognition , 180, 10-23. PDF
Smith, M., & Scott, R. M. (2017). 20-month-olds use social-group membership to make inductive inferences. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Ed.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 3203-3208) . Austin, TX: Cognitive Science Society.
Scott, R. M., Setoh, P., & Baillargeon, R. (2017). Reply to Rubio-Fernández et al.: Different traditional false-belief tasks impose different processing demands for toddlers. Proceedings of the National Academy of Science , 114, E3751–E3752.
Scott, R. M., Roby, E., & Smith, M. (2017). False-belief understanding in the first years of life. In J. Kiverstein (Ed.), Routledge Handbook of the Philosophy of the Social Mind (pp. 152-171) . New York, NY: Routledge. PDF
Scott, R. M., & Baillargeon, R. (2017). Early false-belief understanding. Trends in Cognitive Sciences , 21, 237-249.
Scott, R. M. (2017). Surprise! 20-month-olds understand the emotional consequences of false beliefs. Cognition , 159, 33-47. PDF
Scott, R. M. (2017). The developmental origins of false-belief understanding. Current Directions in Psychological Science , 26, 68-74.
Bunce, J. P., & Scott, R. M. (2017). Finding meaning in a noisy world: Exploring the effects of referential ambiguity and competition on 2.5-year-olds’ cross-situational word learning. Journal of Child Language , 44, 650-676. PDF
#Setoh, P., #Scott, R. M., & Baillargeon, R. (2016). 2.5-year-olds succeed at traditional false-belief tasks with reduced executive demands. Proceedings of the National Academy of Sciences , 113, 13360-13365. PDF