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Ilona Bass
Ilona Bass
Harvard University
fas.harvard.edu üzerinde doğrulanmış e-posta adresine sahip - Ana Sayfa
Başlık
Alıntı yapanlar
Alıntı yapanlar
Yıl
Children’s developing theory of mind and pedagogical evidence selection.
I Bass, A Gopnik, M Hanson, D Ramarajan, P Shafto, H Wellman, ...
Developmental psychology 55 (2), 286, 2019
382019
Partial mental simulation explains fallacies in physical reasoning
I Bass, KA Smith, E Bonawitz, TD Ullman
Cognitive Neuropsychology 38 (7-8), 413-424, 2021
342021
That’ll teach ‘em: How expectations about teaching styles may constrain inferences
I Bass, P Shafto, EB Bonawitz
Proceedings of the Annual Conference of the Cognitive Science Society, 2018
312018
The effects of information utility and teachers’ knowledge on evaluations of under-informative pedagogy across development
I Bass, E Bonawitz, D Hawthorne-Madell, WK Vong, ND Goodman, ...
Cognition 222, 104999, 2022
252022
Organizing the methodological toolbox: Lessons learned from implementing developmental methods online
JF Kominsky, K Begus, I Bass, J Colantonio, JA Leonard, AP Mackey, ...
Frontiers in Psychology 12, 702710, 2021
252021
Numerical estimation strategies are correlated with math ability in school-aged children
C Xing, A Zax, E George, J Taggart, I Bass, H Barth
Cognitive Development 60, 101089, 2021
182021
Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle
A Shusterman, P Cheung, J Taggart, I Bass, T Berkowitz, JA Leonard, ...
Journal of Numerical Cognition 3 (1), 1-30, 2017
142017
Didn’t know, or didn’t show? Preschoolers consider epistemic state and degree of omission when evaluating teachers
L Bass
Proceedings of the Cognitive Science Society, 2017
132017
Do you know what i know? children use informants’ beliefs about their abilities to calibrate choices during pedagogy
I Bass, E Mahaffey, E Bonawitz
Proceedings of the annual meeting of the cognitive science society 43 (43), 2021
102021
Choosing to Learn: Evidence evaluation for active learning and teaching in early childhood
E Bonawitz, I Bass, E Lapidow
Active Learning from Infancy to Childhood: Social Motivation, Cognition, and …, 2018
92018
Not by number alone: The effect of teachers' knowledge and its value in evaluating" sins of omission".
I Bass, D Hawthorne, ND Goodman, H Gweon
CogSci, 2015
72015
Opportunities and challenges integrating resource-rational analysis with developmental perspectives
K Persaud, I Bass, J Colantonio, C Macias, E Bonawitz
Behavioral and Brain Sciences 43, 2020
62020
Partition dependence in consumer choice: Perceptual groupings do not reliably shape decisions
S Reichelson, A Zax, I Bass, AL Patalano, HC Barth
Psychonomic bulletin & review 25, 1178-1183, 2018
62018
I know what you need to know: Children’s developing theory of mind and pedagogical evidence selection
L Bass
Proceedings of the Cognitive Science Society, 2017
62017
Teaching without thinking: Negative evaluations of rote pedagogy
I Bass, C Espinoza, E Bonawitz, TD Ullman
Cognitive Science 48 (6), e13470, 2024
5*2024
Early environments and exploration in the preschool years
I Bass, E Bonawitz
Plos one 19 (6), e0305353, 2024
32024
Children Use Teachers' Beliefs About Their Abilities to Calibrate Explore–Exploit Decisions
I Bass, E Mahaffey, E Bonawitz
Topics in Cognitive Science, 2023
12023
The Detection of Automatic Behavior in Other People
TD Ullman, I Bass
OSF, 2024
2024
Adults' Evaluations of Rote and Reflective Teachers
I Bass, E Bonawitz, TD Ullman
Proceedings of the Annual Meeting of the Cognitive Science Society 44 (44), 2022
2022
Recursive, Rich, and Rational: Characterizing Learners’ Inferences in Pedagogical Learning throughout Development
IM Bass
Rutgers The State University of New Jersey, Graduate School-Newark, 2021
2021
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