Quantified Statements are Recalled as Generics: Evidence from Preschool Children and Adults

由 Leslie, Sarah-Jane, Gelman, Susan A.
出版 2012

Women are underrepresented in fields where success is believed to require brilliance

由 Meyer, Meredith, Cimpian, Andrei, Leslie, Sarah-Jane
發表在 Front Psychol (2015)

Asking young children to “do science” instead of “be scientists” increases science engagement in a randomized field experiment

由 Rhodes, Marjorie, Cardarelli, Amanda, Leslie, Sarah-Jane
發表在 Proc Natl Acad Sci U S A (2020)

Cultural transmission of social essentialism

由 Rhodes, Marjorie, Leslie, Sarah-Jane, Tworek, Christina M.
出版 2012

The Frequency of “Brilliant” and “Genius” in Teaching Evaluations Predicts the Representation of Women and African Americans across Fields

由 Storage, Daniel, Horne, Zachary, Cimpian, Andrei, Leslie, Sarah-Jane
發表在 PLoS One (2016)

Subtle Linguistic Cues Increase Girls’ Engagement in Science

由 Rhodes, Marjorie, Leslie, Sarah-Jane, Yee, Kathryn M., Saunders, Katya
發表在 Psychol Sci (2019)

Do lions have manes? For children, generics are about kinds rather than quantities

由 Brandone, Amanda C., Cimpian, Andrei, Leslie, Sarah-Jane, Gelman, Susan A.
出版 2012

Memory Errors Reveal a Bias to Spontaneously Generalize to Categories

由 Sutherland, Shelbie L., Cimpian, Andrei, Leslie, Sarah-Jane, Gelman, Susan A.
發表在 Cogn Sci (2014)

Children's interpretations of general quantifiers, specific quantifiers, and generics

由 Gelman, Susan A., Leslie, Sarah-Jane, Was, Alexandra M., Koch, Christina M.
發表在 Lang Cogn Neurosci (2014)

My Heart Made Me Do It: Children's Essentialist Beliefs About Heart Transplants

由 Meyer, Meredith, Gelman, Susan A., Roberts, Steven Othello, Leslie, Sarah-Jane
發表在 Cogn Sci (2016)

Children lose confidence in their potential to “be scientists”, but not in their capacity to “do science”

由 Lei, Ryan F., Green, Emily R., Leslie, Sarah-Jane, Rhodes, Marjorie
發表在 Dev Sci (2019)