Shelbie Sutherland
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The documents distributed here have been provided as a means to ensure timely dissemination of non-commercial, scholarly work. Copyrights are maintained by the authors or by other copyright holders. These works may not be reposted or redistributed without the explicit permission of the copyright holder.
Sutherland, S. L. & Cimpian, A. (2019). Developmental Evidence for a link between the inherence bias in explanation and psychological essentialism. Journal of Experimental Child Psychology, 117, 265-281. Raw data and analytic syntax.

Rule, N. O. & Sutherland, S. L. (2017). Social categorization from faces: Evidence from obvious and ambiguous groups. Current Directions in Psychological Science, 26, 231-236.

Sutherland, S. L. & Cimpian, A. (2017). Inductive generalization relies on category representations. Psychonomic Bulletin & Review, 24, 632-636.

Sutherland, S. L. & Cimpian, A. (2015). An explanatory heuristic gives rise to the beliefs that words are well suited for their referents. Cognition, 143, 228-240.

​Also see: Why do people feel 'a rose by any other name' wouldn't fit as well. The Conversation.

Sutherland, S. L. & Cimpian, A. (2015). Children show heightened knew-it-all-along errors when learning new facts about kinds: Evidence for the power of kind representations in children's thinking. Developmental Psychology, 51(8), 1115-1130.
In the news: Science Daily

Sutherland, S. L. & Cimpian, A., Leslie, S. J., & Gelman, S. A. (2015). Memory errors reveal a bias to spontaneously generalize to categories. Cognitive Science, 39, 1021-1046.

Sutherland, S. L. & Friedman, O. (2013). Just pretending can be really learning: Children use pretend-play as a source for acquiring generic knowledge. Developmental Psychology, 49(9), 1660-1688.

Sutherland, S. L. & Friedman, O. (2012). Preschoolers acquire general knowledge by sharing in pretense. Child Development, 83(3), 1064-1071.  
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