Source: https://jaswallab.wordpress.com/publications/
Timestamp: 2019-04-20 08:21:24+00:00

Document:
Jaswal, V. K. (2010). Believing what you’re told: Young children’s trust in unexpected testimony about the physical world. Cognitive Psychology, 61, 248-272.
Williamson, R. A., Jaswal, V. K., & Meltzoff, A. N. (2010). Learning the rules: Observation and imitation of a sorting strategy by 36-month-old children. Developmental Psychology, 46, 57-65.
Jaswal, V. K. (2010). Explaining the disambiguation effect: Don’t exclude mutual exclusivity. Journal of Child Language, 37, 95-113.
Jaswal, V. K., & Dodson, C. S. (2009). Metamemory development: Understanding the role of similarity in false memories. Child Development, 80, 629-635.
VanderBorght, M., & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development, 18, 61-71.
Jaswal, V. K., Lima, O. K., & Small, J. E. (2009). Compliance, conversion, and category induction. Journal of Experimental Child Psychology, 102, 182-195.
Schnall, S., Jaswal, V. K., & Rowe, C. (2008). A hidden cost of happiness in children. Developmental Science, 11, F25-F30.
Jaswal, V. K., McKercher, D. A., & VanderBorght, M. (2008). Limitations on reliability: Regularity rules in the English plural and past tense. Child Development, 79, 750-760.
Jaswal, V. K., & Malone, L. S. (2007). Turning believers into skeptics: 3-year-olds’ sensitivity to cues to speaker credibility. Journal of Cognition and Development, 8, 263-283.
Jaswal, V. K. (2007). The effect of vocabulary size on toddlers’ receptiveness to unexpected testimony about category membership. Infancy, 12, 169-187.
Jaswal, V. K., & Markman, E. M. (2007). Looks aren’t everything: 24-month-olds’ willingness to accept unexpected labels. Journal of Cognition and Development, 8, 93-111.
Lima, O. K. A., Jaswal, V. K., & Dodson, C. S. (2007). When two heads are not better than one: Partner neglect in paired memory tasks. Psychonomic Bulletin & Review, 14, 88-94.
Jaswal, V. K., & Neely, L. A. (2006). Adults don’t always know best: Preschoolers use past reliability over age when learning new words. Psychological Science, 17, 757-758.
Jaswal, V. K. (2006). Preschoolers favor the creator’s label when reasoning about an artifact’s function.Cognition, 99, B83-B92.
Jaswal, V. K., & Hansen, M. B. (2006). Learning words: Children disregard some pragmatic information that conflicts with mutual exclusivity. Developmental Science, 9, 158-165.
Jaswal, V. K. (2004). Don’t believe everything you hear: Preschoolers’ sensitivity to speaker intent in category induction. Child Development, 75, 1871-1885.
Jaswal, V. K., & Markman, E. M. (2003). The relative strengths of indirect and direct word learning.Developmental Psychology, 39,745-760.
Jaswal, V. K., & Markman, E. M. (2001). Learning proper and common names in inferential versus ostensive contexts. Child Development, 72, 768-786.
Terrace, H. S., Chen, S., & Jaswal, V. (1996). Recall of three-item sequences by pigeons. Animal Learning and Behavior, 24, 193-205.
Jaswal, V. K., & Pérez-Edgar, K. (2014). Resolving conflicts between observation and testimony: The role of inhibitory control. In E. J. Robinson & S. Einav (Eds.), Trust and skepticism: Children’s selective learning from testimony (pp. 110-122). New York: Psychology Press.
Jaswal, V. K. (2013). Biased to believe. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 241-244). New York: Oxford University Press.
McKercher, D. A., & Jaswal, V. K.(2011). Using judgment tasks to assess language knowledge. In E. Hoff (Ed.), The Blackwell guide to research methods in child language (pp. 149-161). NY: Wiley-Blackwell.
Jaswal, V. K. (2010). Division of linguistic labor. In P. Hogan (Ed.), The Cambridge encyclopedia of the language sciences (p. 270). Cambridge, England: Cambridge University Press.
DeLoache, J. S., Ganea, P. A., & Jaswal, V. K. (2009). Early learning through language. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research disorders (pp. 119-140). New York: Psychology Press.
Jaswal, V. K., & Fernald, A. (2007). Learning to communicate. In M. Lewis & A. Slater (Eds.), Introduction to infant development, 2nd Edition (pp. 270-287). Oxford: Oxford University Press.
Markman, E. M., & Jaswal, V. K. (2004). Acquiring and using a grammatical form class: Lessons from the proper-count distinction. In D. G. Hall & S. Waxman (Eds.), Weaving a lexicon (pp. 371-409). Cambridge, MA: MIT Press.
Markman, E. M., & Jaswal, V. K. (2003). Abilities and assumptions underlying conceptual development. In D. H. Rakison & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 384-402). Oxford: Oxford University Press.
Jaswal, V. K., & Fernald, A. (2002). Learning to communicate. In M. Lewis & A. Slater (Eds.), Introduction to infant development (pp. 244-265). Oxford: Oxford University Press.
Jaswal, V. K., & Markman, E. M. (2002). Children’s acceptance and use of unexpected category labels to draw non-obvious inferences. In W. Gray & C. Schunn (Eds.), Proceedings of the twenty-fourth annual conference of the Cognitive Science Society (pp. 500-505). Hillsdale, NJ: Erlbaum.

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