Publications

  • Bunce, J.P. & Scott, R.M. (in press). Finding meaning in a noisy world: Exploring the effects of referential ambiguity and competition on 2.5-year-olds’ cross-situational word learning. Journal of Child Language[pdf]
  • Scott, R.M. (in press). The developmental origins of false-belief understanding. Current Directions in Psychological Science.
  • Scott, R.M. (2017). Surprise! 20-month-olds understand the emotional consequences of false beliefs. Cognition, 159, 33-47. [pdf]
  • Scott, R.M., Roby, E., & Smith, M. (2017). False-belief understanding in the first years of life. In J. Kiverstein (Ed.), Routledge handbook of the Philosophy of the Social Mind (pp. 152-171). New York, NY: Routledge. [pdf]
  • Baillargeon, R., Scott, R.M., & Bian, L. (2016). Psychological reasoning in infancy. Annual Review of Psychology, 67, 159-186. [pdf]
  • Bunce, J. P., Abney, D. H., Gordon, C. L., Spivey, M. J., & Scott, R. M. (2016). Using motor dynamics to explore real-time competition in cross-situational word learning: Evidence from two novel paradigms. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.) Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1439-1444). Austin, TX: Cognitive Science Society. [pdf]
  • Bunce, J. P., Gordon, C., Abney, D. H., Fleming, M. M., Greenwood, M., Chiu, E., Spivey, M. J., & Scott, R. M. (2016). Mouse tracking reveals knowledge of multiple competing referents during cross-situational word learning. In Supplemental Proceedings of the 40th Annual Boston University Conference on Language Development. [pdf]
  • Roby, E. & Scott, R.M. (2016). Rethinking the relationship between social experience and false-belief understanding: A mentalistic account. Frontiers in Psychology, 7, 1721.
  • Roby, E. & Scott, R. M. (2016). Think fast! Mental-state language is related to the speed of false-belief reasoning in adulthood. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.) Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 2525-2530). Austin, TX: Cognitive Science Society. [pdf]
  • Scott, R.M. (2016). A question of pragmatics, or the pragmatics of questions? Invited commentary on Helming, Strickland, & Jacob “Solving the puzzle about early belief-ascription” (Mind & Language, 31, 438-469), Brains.
  • #Setoh, P., #Scott, R. M., & Baillargeon, R. (2016). 2.5-year-olds succeed at traditional false-belief tasks with reduced executive demands. Proceedings of the National Academy of Sciences, 113, 13360-13365. #joint first authors [pdf]
  • Baillargeon, R., Scott, R. M., He, Z., Sloane, S., Setoh, P., Jin, K., … Bian, L. (2015). Psychological and sociomoral reasoning in infancy. In M. Mikulincer, P. R. Shaver (Eds.), E. Borgida, & J. A. Bargh (Assoc. Eds.), APA handbook of personality and social psychology: Vol. 1. Attitudes and social cognition (pp. 79-150). Washington, DC: American Psychological Association. [pdf]
  • Scott, R. M., Richman, J. C. & Baillargeon, R. (2015). Infants understand deceptive intentions to implant false beliefs: new evidence for early mentalistic reasoning. Cognitive Psychology, 82, 32-56. [pdf]
  • Scott, R. M. & *Roby, E. (2015). Processing demands impact 3-year-olds’ performance in a spontaneous-response task: New evidence for the processing-load account of early false-belief understanding. PLoS ONE, 10, e0142405. [pdf]
  • Scott, R. M. (2014). Post hoc versus predictive accounts of children’s theory of mind: A reply to Ruffman. Developmental Review, 34, 300-304. [pdf]
  • Scott, R. M. & Baillargeon, R. (2014). How fresh a look? A reply to Heyes. Developmental Science, 17, 660-664. [pdf]
  • Baillargeon, R., He, Z., Setoh, P., Scott, R. M., Sloane, S., Yang, D. Y. J. (2013). False-belief understanding and why it matters: The white-lie hypothesis. In M. Banaji & S. Gelman (Eds.) Navigating the social world:  What infants, children, and other species can teach us (pp. 88-95). New York: Oxford University Press. [pdf]
  • Barrett, C., Broesch, T., Scott, R. M., He, Z., Baillargeon, R., Wu, D., Bolz, M., Setoh, P., Wang, J., & Laurence, S. (2013). Is early false-belief reasoning universal? Evidence from three non-western cultures. Proceedings of the Royal Society B, 280, 1755. [pdf]
  • Scott, R. M. & Baillargeon, R. (2013). Do infants really expect others to act efficiently? A critical test of the rationality principle. Psychological Science, 24, 466-474. [pdf]
  • Cimpian, A. & Scott, R. M. (2012). Children expect generic knowledge to be widely shared. Cognition, 123, 419-433. [pdf]
  • Scott, R. M. & Fisher, C. (2012). 2.5-year-olds use cross-situational comparison to acquire verbs under referential uncertainty. Cognition, 122, 163-180. [pdf]
  • Scott, R. M., He, Z., Baillargeon, R., & Cummins, D. (2012). False-belief understanding in 2.5-year-olds: Evidence from two novel verbal spontaneous-response tasks. Developmental Science, 15, 181-193. [pdf]
  • Scott, R. M., Baillargeon, R., Song, H., & Leslie, A. M. (2010). Attributing false beliefs about non-obvious object properties at 18 months. Cognitive Psychology, 61, 366-395. [pdf]
  • Baillargeon, R., Scott, R. M., He, Z. (2010). False-belief understanding in infants. Trends in Cognitive Sciences, 14, 110-118. [pdf]
  • Fisher, C., Gertner, Y., Scott, R. M., & Yuan, S. (2010). Syntactic bootstrapping. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 143-149. [pdf]
  • Scott, R. M. & Baillargeon, R. (2009). Which penguin is this? Attributing false beliefs about object identity at 18 months. Child Development, 80, 1172-1196. (Special issue on developmental social neuroscience) [pdf]
  • Scott. R. M. & Fisher, C. (2009). 2-year-olds use distributional cues to interpret transitivity-alternating verbs. Language and Cognitive Processes, 24, 777-803. [pdf]
  • Scott, R. M., & Fisher, C. (2007). Combining syntactic frames and semantic roles to acquire verbs. In H. Caunt-Nulton, S. Kulatilake, & I. Woo (Eds.), Proceedings of the 31st Annual Boston University Conference on Language Development (pp. 555-566). Sommerville, MA: Cascadilla Press. [pdf]
  • Scott, R. M., & Fisher, C. (2006). Automatic Classification of Transitivity Alternations in Child-Directed Speech. In Proceedings of the 28th Annual Conference of the Cognitive Science Society, 2129-2134. Mahwah, NJ: Lawrence Erlbaum Associates. [pdf]