Publications

Scott, R. M., Nguyentran, G., & Sullivan, J. Z. (In Press). The COVID-19 pandemic and social cognitive outcomes in early childhood. Scientific Reports.

Pronovost, M., & Scott, R. M. (2025). Do young American children essentialize ethnicity? Examining inductive inferences about Hispanic/Latinx individuals in an ethnically diverse sample. Social Development, 34(1), e12775.

Pronovost, M. A., & Scott, R. M. (2022). The influence of language input on 3-year-olds’ learning about novel social categories. Acta Psychologica, 230, 103729.

Roby, E., & Scott, R. M. (2022). Financial concern reduces child directed speech in a socioeconomically diverse sample. Scientific Reports, 12, 9173.

Roby, E., & Scott, R. M. (2022). Exploring the impact of parental education, ethnicity and context on parent and child mental-state language. Cognitive Development, 62, 101169.

Scott, R. M., Roby, E., & Baillargeon, R. (2022). How sophisticated is infants’ theory of mind?. In O. Houde, G. Borst, O. Houde, & G. Borst (Eds.), The Cambridge Handbook of Cognitive Development (pp. 242-268). Cambridge University Press.

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.

Glenwright, M., Scott, R. M., Blievicius, E., Pronovost, M. A., & 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.

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.

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.