Please Note: The electronic files of the articles and abstracts (pdf files) may take a few moments to download after selecting the link. These files are provided for educational purposes only to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein reside with the respective copyright holders, as stated within each manuscript.
Hewitt, J. M., Kealy, D., Hewitt, P. L., Ko, A., Chen, C., Brugnera, A., Madigan, S., & Birch, S. (2024). Parental pathological narcissism and child depression: The indirect effects of child attachment and perspective taking. Current Psychology. https://doi.org/10.1007/s12144-024-05683-5 [link]
Pun, A., Birch, S.A. & Baron, A.S. (2022). Infants infer third-party social dominance relationships based on visual access to intergroup conflict. Scientific Reports, Nature, 12, (article #: 18250) https://doi.org/10.
Hewitt, P. L., Smith, M. M., Flett, G. L., Ko, A., Kerns, C., Birch, S., & Peracha, H. (2022). Other-oriented perfectionism in children and adolescents: Development and validation of the Other-Oriented Perfectionism Subscale-junior form (OOPjr). Journal of Psychoeducational Assessment, 40(3), 327-345. [link] [pdf]
Ghrear, S., Haddock, T., & Birch, S. A. J. (2021). Are the classic false belief tasks cursed? Young children are just as likely as older children to pass a false belief task when they are not required to overcome the curse of knowledge. PLOS ONE, 16, [link] [pdf]
Pun, A. & Birch, S. & Baron, A. (2021). The power of allies: Infants’ expectations of social obligations during intergroup conflict. Cognition, 211.104630. 10.1016/j.cognition.2021.104630. [link]
Baimel, A, Juda, M, Birch, SAJ, Henrich, J. (2021). For Machiavellian strategy or cultural learning? A developmental test of how mentalizing is deployed in a resource sharing game. Evolutionary Human Sciences. [pdf]
Ghrear, S., Fung, K., Haddock, T., & Birch, S. A. J. (2020). Only familiar information is a “curse”: Children’s ability to predict what their peers know. Child Development, doi:10.1111/cdev.13437. [pdf]
Birch, S. A. J., Severson, R. L., & Baimel, A. (2020). Childrens understanding of when a persons confidence and hesitancy is a cue to their credibility. PLOS One, 15(1). doi: 10.1371/journal.pone.0227026. [link to media release article] [link to journal article] [pdf]
Ghrear, S., Chudek, M., Fung, K., Mathew, S., & Birch, S. A. (2019). Cultural Variations in the Curse of Knowledge: The Curse of Knowledge Bias in Children from a Nomadic Pastoralist Culture in Kenya. Journal of Cognition and Culture, 19(3-4), 366-384. doi:10.1163/15685373-12340064. [link to abstract]
Baimel, A., Birch, S. A. J., Norenzayan, A (2018). Coordinating bodies and minds: Behavioral synchrony fosters mentalizing, Journal of Experimental Social Psychology, 74, 281-290. https://doi.org/10.1016/j.jesp.2017.10.008. [link]
Haddock, T., Lau, P., Ghrear, S., & Birch, S. (2017). What happens at home: How family discourse fosters social perspective-taking in children with autism spectrum disorder and typically-developing children, Acta Psychopathologica, 3, 1-8, DOI: 10.4172/2469-6676.100146 Article is available from: www.psychopathology.imedpub.com [pdf]
Chudek, M., McNamara, R., Birch, S., Bloom, P., & Henrich, J. (2017). Do minds switch bodies? Dualist interpretations across ages and societies. Religion, Brain & Behavior, doi:10.1080/2153599X.2017.1377757.[pdf]
Birch, S. A., Brosseau-Liard, P. E., Haddock, T., & Ghrear, S. E. (2017). A ‘curse of knowledge’ in the absence of knowledge? People misattribute fluency when judging how common knowledge is among their peers. Cognition.[pdf]
Pun, A., Birch, S. A., & Baron, A. S. (2017). Foundations of Reasoning About Social Dominance. Child Development Perspectives, 0, 1-6. doi:10.1111/cdep.12235. [pdf]
Birch, S. A. J., Li, V., Haddock, T., Ghrear, S., Brosseau-Liard, P., Baimel, A., Whyte, M. (2017). Perspectives on Perspective Taking: How Children Think About the Minds of Others. In Janette B. Benson, editor: Advances in Child Development and Behavior, Vol 52, UK: Academic Press. pp. 185-226. [pdf]
Kwok, K., Ghrear, S., Li, V., Haddock, T., Coleman, P., Birch, S. (2016). Children can learn new facts equally well from interactive media versus face to face instruction. Frontiers in Psychology. 7, 1603. DOI=10.3389/fpsyg.2016.01603 [pdf file] [link to app] [CBC article]
Chudek, M., Baron, A., Birch, S. (2016). Unselective Overimitators. The evolutionary implications of children’s indiscriminate copying of successful and prestigious models. Child Development. 87, 782-794. DOI: 10.1111/cdev.12529 [pdf]
Pun, A., Birch, S., Baron, A. S. (2016). Infants use relative numerical group size to infer social dominance. Proceedings of the National Academy of Sciences. [pdf] video demonstration
Ghrear, S., Birch, S. A. J & Bernstein, D. (2016). Outcome knowledge and false belief. Frontiers in Psychology: Cognitive Science, Special Issue on ‘When (and how) Theory of Mind is Useful: Evidence from across the lifespan’. doi: 10.3389/fpsyg.2016.00118 [pdf]
Baimel, A., Severson, R. L., Baron, A. S., & S. A. J. Birch. (2015). Enhancing ‘theory of mind’ through behavioral synchrony. Frontier in Psychology: Cognitive Science Special Topic on ‘When (and how) Theory of Mind is Useful: Evidence from across the lifespan’. doi: 10.3389/fpsyq.2015.00870. [pdf] [html version]
Cassel, T. G. & Birch, S. A. J. (2014). Comparisons of an open-ended vs. forced-choice ‘mind reading’ task: implications for measuring perspective-taking and emotion recognition. PLOS One. doi: 10.1371/journal.pone. 0993653. [pdf] [html version]
Brosseau-Liard, P., Cassels, T. G., Birch, S. A. J. (2014). You seem certain but you were wrong before: Developmental change in preschoolers’ relative trust in accurate versus confident speakers. PLOS One, 9(9):e108308. doi: 10.1371/journal.pone.0108308. [pdf] [html version]
Cassels, T. G., Birch, S. A. J. (2014). Outcomes Associated with Psychopathic Traits in a Non-Clincial Sample of Children Ageed 6-13. SOJ Psychology, 1, 1-8.[pdf]
Chudek, M., Brosseau-Liard, P., Birch, S., Henrich, J. (2013). Culture-gene coevolutionary theory and children’s selective social learning. To appear in M. Banaji and S. Gelman (Eds.), Navigating the Social World: The Early Years. Oxford University Press. [pdf]
Chen, C., Hewitt, P. L., Flett, G. L., Cassels, T. G., Birch, S., & Blasber, J. S. (2012). Insecure attachment, perfectionistic self-presentation, and social disconnection in adolescents. Personality and Individual Differences, 52(8), 936-941. [pdf]
Chudek, M., Heller, S., Birch S., & Henrich, J. (2012). Prestige-Biased Cultural Learning: Bystander’s Differential Attention to Potential Models Influences Children’s Learning. Evolution and Human Behaviour, 33, 46-56. [pdf]
Brosseau-Liard, P.E., & Birch, S. A. J. (2011). Epistemic states and traits: Preschoolers appreciate the differential informativeness of situation-specific and person-specific cues to knowledge. Child Development, 82(6), 1788-1796. [pdf]
Hewitt, P. L., Blasberg, J. S., Flett, G. L., Besser, A., Sherry, S. B., Caelian, C., Papsdorf, M., Cassels, T, G. & Birch, S. (2011). Perfectionistic self-presentation in children and adolescents: Development and validation of the Perfectionistic Self-Presentation Scale-Junior Form. Psychological Assessment. 23, 125-142. [pdf]
Brosseau-Liard, P. E., & Birch, S. A. J. (2010). I bet you know more and are nicer too!’: What children infer from others’ accuracy. Developmental Science, 13, 772-778. [pdf]
Chandler, M. J. & Birch, S. A. J. (2010). The Development of Knowing. In R. M. Lerner (Ed.-in-chief) & W. F. Overton (Vol. Ed.). Handbook of life-span development: Vol 1. Biology, cognition, and methods across the life-span (pp.671-719). Hoboken, NJ: Wiley. [Abstract][pdf]
Cassels, T.G., Chan S., Chung W., & Birch, S.A.J. (2010). The Role of Culture in Affective Empathy: Cultural and Bicultural Differences. Journal of Cognition and Culture, 10, 309-326. [pdf]
Birch, S. A. J., Akmal, N. & Frampton, K. L. (2010). Two-year-olds are vigilant of others’ nonverbal cues to credibility. Developmental Science, 13, 363-369. [pdf]
Birch, S. A. J., Vauthier, S. A., & Bloom, P. (2008). Three- and four-year-olds spontaneously use others’ past performance to guide their learning. Cognition, 107, 1018-1034. [pdf]
Birch, S. A. J., & Bloom, P. (2007). The curse of knowledge in reasoning about false beliefs. Psychological Science, 18, 382-386. [pdf]
Birch, S. A. J., & Bernstein, D. (2007). What kids can tell us about hindsight bias: A fundamental constraint on perspective-taking? Social Cognition, 25, 78-97. [pdf]
Birch, S. A. J. (2005). When knowledge is a curse: Children’s and adults’ mental state reasoning. Current Directions in Psychological Science, 14, 25-29.[pdf]
Kuhlmeier, V. A., & Birch, S. A. J. (2005). Steps toward categorizing motivation: Abilities, limitations, and conditional contraints. A commentary on ‘Understanding and sharing intentions: The origins of cultural cognition’ by Tomasello, Carpenter, Call, Behne, & Moll. Behavioral and Brain Sciences, 28, 706-707. [pdf]
Birch, S. A. J., & Bloom, P. (2004). Understanding children’s and adults’ limitations in mental state reasoning. Trends in Cognitive Science, 8, 255-260. [pdf]
Birch, S. A. J, & Bloom, P. (2003). Children are cursed: An asymmetric bias in mental state attribution. Psychological Science, 14, 283-286. [pdf]
Birch. S. A. J., & Bloom, P. (2002). Preschoolers are sensitive to the speaker’s knowledge when learning proper names. Child Development, 73, 434-444. [pdf]
Bigelow, A. & Birch, S. A. J. (1999). The effects of contingency in previous interactions on infants’ preference for social partners. Infant Behavior and Development, 22, 367-382. [pdf]