Publications

Fisher, C., Jin, K., & Scott, R. M. (2020). The developmental origins of syntactic bootstrapping. Topics in Cognitive Science, 12, 48-77.

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.

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, K. Syrett, & S. Arunachalam (Eds.), Trends in Language Acquisition Research: Semantics in Acquisition (pp. 154-176). Amsterdam: John Benjamins.

Scott, R. M. (2017). Surprise! 20-month-olds understand the emotional consequences of false beliefs. Cognition, 159, 33-47.

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.

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, G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), 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 & J. Kiverstein (Eds.), Routledge Handbook of the Philosophy of the Social Mind (pp. 152-171). New York, NY: Routledge.

Scott, R. M. (2017). The developmental origins of false-belief understanding. Current Directions in Psychological Science, 26, 68-74.

Scott, R. M., & Baillargeon, R. (2017). Early false-belief understanding. Trends in Cognitive Sciences, 21, 237-249.