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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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