Publications

http://www.startribune.com/lifestyle/212406071.html?page=all&prepage=1&c=y#continue

http://cehdvision2020.umn.edu/cehd-blog/learning-and-trust/

http://www.psychologytoday.com/blog/ulterior-motives/201206/young-kids-know-who-learn

Harris, P., Koenig, M., Corriveau, K., Jaswal, V. (in press). Cognitive Foundations of Learning from Testimony.  Annual Review of Psychology.

Koenig, M. A., & McMyler, B., (in press). Testimonial Knowledge: Understanding the Evidential, Uncovering the Interpersonal.  To appear in M. Fricker, P. Graham, D. Henderson, N. Pedersen, & J. Wyatt (Eds.),The Routledge Handbook of Social Epistemology.  Taylor & Francis: New York, NY.

Clement, F., & Koenig, M.A., (in press).  Epistemology: Knowledge in Childhood.  In A. Gheaus, G. Calder, J. De Wispelaere (Eds.) Routledge Handbook on the Philosophy of Childhood.  Routledge/Taylor & Francis: New York, NY.

Koenig, M. A., & McMyler, B., (in press). Testimonial Knowledge: Understanding the Evidential, Uncovering the Interpersonal. To appear in M. Fricker, P. Graham, D. Henderson, N. Pedersen, & J. Wyatt (Eds.), The Routledge Handbook of Social Epistemology. Taylor & Francis: New York, NY.

Clement, F., & Koenig, M., (in press). Epistemology: Knowledge in Childhood. In A. Gheaus, G. Calder, J. De Wispelaere (Eds.) Routledge Handbook on the Philosophy of Childhood. Routledge/Taylor & Francis: New York, NY.

Kushnir, T. & Koenig, M. A. (2017). What I don’t know won’t hurt you: The relation between professed ignorance and later knowledge claims. Developmental Psychology, [E-pub ahead of print].

Tagar, M. R., Hetherington, C., Shulman, D. & Koenig, M. A. (2017). On the path to social dominance? Individual differences in sensitivity to intergroup fairness violations in early childhood. Personality and Individual Differences, 113, 246-250.

Sabbagh, M., Koenig, M. & Kuhlmeier, V., (2017). Conceptual constraints and mechanisms in children’s selective learning. Invited commentary on “Rattling the cage and opening the door” by Cecilia Heyes. Developmental Science, 20(2).

Doebel, S., Rowell, S. F., & Koenig, M. A. (2016). Young children detect and avoid logically inconsistent sources: The importance of communicative context and executive function. Child Development, 87 (6), 1956-1970.

Doebel, S., & Koenig, M., (2016). The Emergence of Logical Inconsistency Understanding in Young Children and its Role in Epistemic Trust. Child Development.

Suarez, S., & Koenig, M., (2016). The Selective Social Learner as an Agent of Cultural Group Selection. Commentary on P. Richerson, et al., “Cultural Group Selection Plays an Essential Role in Explaining Human Cooperation: A Sketch of the Evidence.” Brain and Behavioral Sciences.

Koenig, M. A., Cole, C., Meyer, M., Ridge, K., Kushnir, T., & Gelman, S., (2015).  Reasoning about knowledge: Children’s evaluations of generality and verifiability. Cognitive Psychology, 83, 22-39.

Stephens, E., & Koenig, M. A., (2015). Varieties of Testimony: Children’s Selective Learning in Semantic and Episodic Domains.  Cognition, 137, 182-188.

Stephens, E., Suarez, S., & Koenig, M. A., (2015). Early Testimonial Learning: Monitoring Speech Acts and Speakers. Advances in Child Development and Behavior, Vol. 48 (2015): 151-183.

Koenig, M. A., (2015). Variations in Teaching Bring Variations in Learning.  Commentary on M. Kline’s, "How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals," Brain and Behavioral Sciences. 

Sher, I., Koenig, M. A., & Rustichini, A., (2014). Children’s Strategic Theory of Mind.  Proceedings of the National Academy of Sciences 111(37), 13307-13312.

Hetherington, C., Hendrickson, C., & Koenig, M., (2014). Reducing an In-Group Bias in Preschool Children: The Impact of Moral Behavior. Developmental Science, 17(6), 1-8. doi:10.1111/desc.12192.

Reifen, M., Federico, C., M., Lyons, K., Ludeke, S., & Koenig, M. A. (2014).  Heralding the Authoritarian?  Orientation towards Authority in Early Childhood. Psychological Science, 25(4), 883-892. 

Sera, M., Cole, C., Oromendia, M., & Koenig, M., (2014). Object familiarity facilitates foreign word learning in preschoolers.  Language Learning and Development, 10 (2), 129-148.

Koenig, M. A., & Stephens, E., (2014). Characterizing Children’s Responsiveness to Cues of Speaker Trustworthiness: Two Proposals.  In E. Robinson and S. Einav (Eds.), Trust and Skepticism: Children's Selective Learning from Testimony. Psychology Press: Cambridge, UK.

Cowell, J., Casey, E., Heatherington, C., Stephens E., & Koenig, M., (2014). Children’s Selective Trust in Others: Developments, Practices and Problems.  In O. Saracho (Ed.), Handbook of Research Methods in Early Childhood Education.  Information Age Publishing Inc.: Charlotte, NC

Carlson, S., Koenig, M., & Harms, M., (2013).  Theory of Mind.  WIREs Cognitive Science. Wiley Interdisciplinary Reviews: Cognitive Science. Doi: 10.1002/wcs.1232

Doebel, S., & Koenig, M. A., (2013). Children’s Use of an Informant’s Negative Moral Behavior: Discrimination versus Learning.  Developmental Psychology, 49 (3), 462-469.

Koenig, M. A., & Sabbagh, M., (2013).  Selective social learning: New Perspectives on Learning from Others.  Developmental Psychology, 49 (3), 399-403.

Koenig, M. A., & Doebel, S. (2013).  Children’s Understanding of Unreliability: Evidence for a Negativity Bias.  In S. Gelman & M. Banaji (Eds.), Navigating the Social World: What infants, children and other species can teach us.  pp. 235-240. Oxford University Press: Oxford.

Koenig, M. A., & Cole, C., (2013).  Early word learning.  In D. Reisberg (Ed.), The Oxford Handbook of Cognitive Psychology.  Oxford University Press: Oxford.

Lyons, K., & Koenig, M., (2013).  The Development of Social Cognition.  In D. Roberts & D. Penn (Eds.), Social Cognition in Schizophrenia: From Evidence to Treatment.  Oxford University Press: Oxford.

Koenig, M. A., (2012).  Beyond Semantic Accuracy: Preschoolers Evaluate a Speaker’s Reasons.  Child Development, 83, 1051-1063.

Koenig, M. A., & Woodward, A. L., (2012).  Toddlers learn words in a foreign language: The role of native vocabulary knowledge. Journal of Child Language, 39, 322-337.

Cole, C., Harris, P. L., & Koenig, M. A., (2012).  Entitled to Trust? Philosophical Frameworks and Evidence from Children.  Analyse & Kritik, 34, 195-216.

Harris, P.L., Corriveau, K., Pasquini, E., Koenig, M.A., Fusaro, M., & Clement, F. (2012). Credulity and the development of selective trust in early childhood.  In M. J. Beran, J. L., Brandl, J. Perner & J. Proust, (Eds.) Foundations of Metacognition, pp. 193-210. Oxford University Press: Oxford.

Corrow, S., Cowell, J., Doebel, S., & Koenig, M., (2012).  How Children Understand and Use Other People as Sources of Knowledge: Children’s Selective Use of Testimony.  In A. M., Pinkham, T. Kaefer and S. Neuman (Eds.), Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications, pp. 35-51. The Guilford Press: New York.

Koenig, M. A., & Jaswal, V. K., (2011).  Characterizing Children’s Expectations about Expertise and Incompetence: Halo or Pitchfork Effects?   Child Development, 82(5), 1634-1647.

Ganea, P., Koenig, M. A., & Millet, K., (2011).  Changing your mind about things unseen: Toddlers’ sensitivity to prior reliability.  Journal of Experimental Child Psychology, 109, 445-453.

Koenig, M. A., & Woodward, A. L., (2010). Sensitivity of 24-month-olds to the Prior Inaccuracy of the Source: Possible Mechanisms.  Developmental Psychology, 46 (4), 815–826.

Koenig, M.A., (2010).  Selective trust in testimony: Children’s evaluation of the message, the speaker and the speech act.  In T. Gendler & J. Hawthorne (Eds.), Oxford Studies in Epistemology, Vol. 3. Oxford University Press: Oxford.

Koenig, M. A. & Harris, P. L., (2008).  The basis of epistemic trust: Reliable testimony or reliable sources?  Episteme, (4), 264-284.

Harris, P.L. & Koenig, M. A., (2008). Imagination and testimony in cognitive development: The cautious disciple? In I. Roth (Ed.), Imaginative Minds. Proceedings of the British Academy, 147, 101-120.

Pasquini, E. S., Corriveau, K. H., Koenig, M. A.  & Harris, P. L., (2007).  Preschoolers monitor the relative accuracy of informants.  Developmental Psychology, 43(5), 1216-1226.

Koenig, M. A. & Woodward, A. L., (2007).  Word learning.  In G. Gaskell (Ed.), Oxford Handbook of Psycholinguistics. Oxford University Press: Oxford.

Harris, P. L., & Koenig, M. A. (2006).  Trust in Testimony: How Children Learn about Science and Religion.  Child Development, 77(3), 505-524.

Koenig, M. A., & Harris, P. L., (2005).  Preschoolers mistrust ignorant and inaccurate speakers.  Child Development, 76, (6), 1261- 1277.

Koenig, M. A. & Harris, P. L. (2005).  The role of social cognition in early trust.  Trends in Cognitive Sciences, 9, (10), 457-459.

Koenig, M. A., Clement, F., & Harris, P. L., (2004).  Trust in Testimony: Children’s Use of True and False Statements.  Psychological Science, 15, (10), 694-698.

Clement, F., Koenig, M. A., & Harris, P. L., (2004).  The Ontogenesis of Trust.  Mind and Language, 19, (4), 360-379.

Koenig, M. A. & Echols, C. H. (2003).  Infants’ Understanding of False Labeling Events: The Referential Role of Words and the People who Use them. Cognition, 87, (3), 181-210.

Gelman, S. A., & Koenig, M. A. (2003). Theory-based categorization in early childhood.  In D. Rakison and L. Oakes (Eds.) Concept Acquisition and Early Categorization: Making sense of the booming, buzzing confusion.  Oxford: Oxford University Press.

Koenig, M. A. (2002).  Children’s Understanding of Belief as a Normative Concept. New Ideas in Psychology, 20, (2), 107-130.

Gelman, S. A., & Koenig, M. A. (2001). The role of animacy in children’s understanding of ‘move’. Journal of Child Language, 28, (3), 683-701