Please note: Electronic versions of these papers are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein resides with the respective copyright holders, as stated within each paper. These files may not be reposted without permission.

Swerbenski, K.L., Barnett, K.C., Devine, P.G., & Shutts, K. (2024). Making “fast friends” online in middle childhood and early adolescence. Social Development, 33, e12708.

Scott, K.E., King, R.A., Cochrane, A., Kalish, C.W., & Shutts, K. (2023). Direct assessments of social skills can complement teacher ratings in predicting children’s academic achievement. Journal of Cognition and Development, 24(5), 735-759. [OSF Link]

Scott, K.E., Henkel, M.A., Moens, O.M., Devine, P.G., & Shutts, K. (2023). Children’s evaluations of and reactions to racial discrimination. Developmental Psychology, 59(7), 1190-1202. [OSF Link]

King, R.A., Jordan, A.E., Liberman, Z., Kinzler, K.D., & Shutts, K. (2023). Young children apply the homophily principle to their reasoning about social relationships. Developmental Psychology9, 928-939. [OSF Link]

Scott, K.E., Ash, T., Immel, B., Liebeck, M., Devine, P.G., & Shutts, K. (2023). Engaging White parents to address their White children’s biases in the Black-White context. Child Development, 9474– 92. [OSF Link]

Sierksma, J., Brey, E.L., & Shutts, K. (2022). Racial stereotype application in 4- to 8-year-old White American children: Emergence and specificity. Journal of Cognition and Development 23(5), 660–685. [OSF Link]

Heck, I.A., Shutts, K., & Kinzler, K.D. (2022). Children’s thinking about group-based hierarchies. Trends in Cognitive Sciences, 26(7), 593–606.

Spelke, E.S., & Shutts, K. (2022). Learning in the early years. In M. Bendini & A. E. Devercelli (Eds.), Quality Early Learning: Nurturing Children’s Potential. World Bank.

Plate, R. C., Shutts, K., Cochrane, A., Green, C. S., & Pollak, S. D. (2021). Testimony bias lingers across development under uncertaintyDevelopmental Psychology, 57, 2150-2164. [OSF Link]

Shutts, K., & Kalish, C.W. (2021). Intuitive sociology. Advances in Child Development and Behavior61, 335-374.

Sierksma, J., & Shutts, K. (2021). Competence-based helping: Children’s consideration of need when providing help to others. Journal of Experimental Child Psychology, 210, 105206. [OSF links within paper PDF]

Scott, K.E., Shutts, K., & Devine, P.G. (2020). Parents’ role in addressing children’s racial bias: The case of speculation without evidence. Perspectives on Psychological Science, 15(5), 1178-1186. [OSF Link]

Sierksma, J., & Shutts, K. (2020). When Helping Hurts: Children think groups that receive help are less smart. Child Development, 91(3), 715–723. [OSF Link]

King, R., Scott, K.E., Renno, M.P., & Shutts, K. (2020). Counterstereotyping can change children’s thinking about boys’ and girls’ toy preferences. Journal of Experimental Child Psychology191, 104753. [OSF Link]

Scott, K.E., Shutts, K., & Devine, P.G. (2020). Parents’ Expectations for and Reactions to Children’s Racial Biases. Child Development91(3), 715–723. [OSF Link]

DeJesus, J.M., Du, K.M., Shutts, K., & Kinzler, K.D. (2019). How information about what is “healthy” versus “unhealthy” impacts children’s consumption of otherwise identical foods. Journal of Experimental Psychology: General, 148(12), 2091-2103. [OSF Link]

Terrizzi, B., Brey, E.L., Shutts, K., & Beier, J.S. (2019). Children’s developing judgements about the physical manifestations of power. Developmental Psychology, 55, 793-808. [OSF Link]

Kinzler, K.D., & Shutts, K. (2018). Stronger together. Nature, 560, 673.

Brey, E.L., & Shutts, K. (2018). Children use nonverbal cues from an adult to evaluate peers. Journal of Cognition and Development, 19, 121-136. [OSF Link]

DeJesus, J.M., Shutts, K., & Kinzler, K.D. (2018). Mere social knowledge impacts children’s consumption and categorizations of foods. Developmental Science, 21, e12627.

DeJesus, J.M., Kinzler, K.D., & Shutts, K. (2018).Food cognition and nutrition knowledge. In J.C. Lumeng & J.O. Fisher (Eds.), Pediatric good preferences and eating behaviors (pp.271-288). Elsevier.

Plate, R.C., Fulvio, J.M., Shutts, K., Green, C.S., & Pollak, S.D. (2018). Probability learning: Changes in behavior across time and development. Child Development, 89, 205-218.

Shutts, K., Kenward, B., Falk, H., Ivegran, A., & Fawcett, C. (2017). Early environments and gender: Effects of gender pedagogy in Sweden.. Journal of Experimental Child Psychology, 162, 1-17.  Click here to request a copy of this publication.

Kim, S., Kalish, C.W., Weisman, K., Johnson, M.V., & Shutts, K. (2016). Young children choose to inform previously knowledgeable othersJournal of Cognition and Development17.2, 320-340.

Shutts, K., Brey, E.L., Dornbusch, L.A., Slywotzky, N., & Olson, K.R. (2016). Children use wealth cues to evaluate othersPLOS ONE 11(3): e0149360.

Shutts, K. (2015). Young children’s preferences: Gender, race, and social statusChild Development Perspectives9, 262-266.

Weisman, K., Johnson, M.V., & Shutts, K. (2015). Young children’s automatic encoding of social categoriesDevelopmental Science18, 1036-1043.

Renno, M.P., & Shutts, K. (2015). Children’s social category-based giving and its correlates: Expectations and preferencesDevelopmental Psychology51, 533-543.

Brey, E.L., & Shutts, K. (2015). Children use nonverbal cues to make inferences about social powerChild Development86, 276-286.

DeJesus, J.M., Shutts, K., & Kinzler, K.D. (2015). Eww she sneezed! Context affects children’s food preferences and consumptionAppetite87, 303-309.

Moulson, M.C., Shutts, K., Fox, N.A., Zeanah, C.H., Spelke, E.S., & Nelson, C.A. (2015). Effects of early institutionalization on the development of emotion processing: A case for relative sparing? Developmental Science18, 298-313.

Horwitz, S.R., Shutts, K., & Olson, K.R. (2014). Social class differences produce social group preferencesDevelopmental Science, 17, 991-1002.

Huckstadt, L.K., & Shutts, K. (2014). How young children evaluate people with and without disabilitiesJournal of Social Issues (special issue on social exclusion), 70, 99-114.

Shutts, K., Roben, C.K.P., & Spelke, E.S. (2013). Children’s use of social categories in thinking about people and social relationships. Journal of Cognition and Development14, 35-62. Click here to request a copy of this publication.

Shutts, K., & Kinzler, K.D., & DeJesus, J. (2013). Understanding infants’ and children’s social learning about foods: Previous research and new prospectsDevelopmental Psychology49, 419-425.

Shutts, K. (2013). Is gender ‘special’? In M.R. Banaji & S.A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 297-300)New York: Oxford University Press.

Olson, K.R., Shutts, K., Kinzler, K.D., & Weisman, K.G. (2012). Children associate racial groups with wealth: Evidence from South Africa. Child Development83, 1884-1899.

Kinzler, K.D., Shutts, K., & Spelke, E.S. (2012). Language-based social preferences among children in South AfricaLanguage Learning and Development8, 215-232.

Baltazar, N., Shutts, K., & Kinzler, K.D. (2012). Children show heightened memory for threatening social actionsJournal of Experimental Child Psychology112, 102-110.

Shutts, K., Kinzler, K.D., Katz, R.C., Tredoux, C., & Spelke, E.S. (2011). Race preferences in children: Insights from South AfricaDevelopmental Science14, 1283-1291.

Shutts, K., Banaji, M.R., & Spelke, E.S. (2010). Social categories guide young children’s preferences for novel objectsDevelopmental Science13, 599-610.

Kinzler, K.D., Shutts, K., & Correll, J. (2010). Priorities in social categoriesEuropean Journal of Social Psychology40, 581-592.

Shutts, K., Ornkloo, H., von Hofsten, C., Keen, R., & Spelke, E.S. (2009). Young children’s representations of spatial and functional relations between objects. Child Development80, 1612-1627.

Shutts, K., Condry, K., Santos, L.R., & Spelke, E.S. (2009). Core knowledge and its limits: The domain of foodCognition112, 120-140.

Shutts, K., Kinzler, K.D., McKee, C.B., & Spelke, E.S. (2009). Social information guides infants’ selection of foods.  Journal of Cognition and Development10, 1-17.

Kinzler, K.D., Shutts, K., DeJesus, J., & Spelke, E.S. (2009). Accent trumps race in guiding children’s social preferencesSocial Cognition27, 623-634.

Shutts, K., Markson, L., & Spelke, E.S. (2009). The developmental origins of animal and artifact concepts. In B. Hood & L. Santos (Eds.), The origins of object knowledge (pp. 189-210). Oxford University Press.

Kinzler, K.D., & Shutts, K. (2008). Memory for “mean” over “nice”: The influence of threat on children’s face memoryCognition107, 775-783.

Shutts, K., & Kinzler, K.D. (2007). An ambiguous-race illusion in children’s face memory.  Psychological Science18, 763-767.

Keen, R., & Shutts, K. (2007). Object and event representation in toddlers. In C. von Hofsten & K. Rosander (Eds.), Progress in Brain Research (Vol. 164: “From action to cognition”), 227-235.

Ganea, P.A., Shutts, K., Spelke, E.S., & DeLoache, J.S. (2007). Thinking of things unseen: Infants’ use of language to update mental representations.  Psychological Science18, 734–739.

Shutts, K., Keen, R., & Spelke, E.S. (2006). Object boundaries influence toddlers’ performance in a search taskDevelopmental Science9, 97–107.

Shutts, K., & Spelke, E.S. (2004). Straddling the perception-conception boundaryDevelopmental Science, 7, 507–511.