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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. [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) [link] [pdf]

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. [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: [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]