Publications

Ferrigno, S., Cheyette, S. J., & Carey, S. (2025). Do Humans Use Push‐Down Stacks When Learning or Producing Center‐Embedded Sequences? Cognitive Science, 49(9), e70112. https://doi.org/10.1111/cogs.70112

Wang, Y., Carey, S., & Spelke, E. (2025). The Role of Compositionality in Children’s Creating Representations of Large Exact Numbers: A Case Study of the Number Five. Proceedings of the Annual Meeting of the Cognitive Science Society, 47. https://escholarship.org/uc/item/3hz8x0s5

Carey, S. (2024). The role of language in transcending core knowledge. Behavioral and Brain Sciences, 47, e123. https://doi.org/10.1017/S0140525X23003060

• Commentary on Spelke, E. S. (2024). Précis of What Babies Know. Behavioral and Brain Sciences, 47, e120. https://doi.org/10.1017/S0140525X23002443

Kominsky, J. F., & Carey, S. (2024). Infants’ representations of michottean triggering events. Cognition, 250, 105844. https://doi.org/10.1016/j.cognition.2024.105844

Carey, S. (2023). Do nonlinguistic creatures deploy mental symbols for logical connectives in reasoning? Behavioral and Brain Sciences, 46, e267. https://doi.org/10.1017/S0140525X23001917

• Commentary on Quilty-Dunn, J., Porot, N., & Mandelbaum, E. (2023). The best game in town: The reemergence of the language-of-thought hypothesis across the cognitive sciences. Behavioral and Brain Sciences, 46, e261. https://doi.org/10.1017/S0140525X22002849

Leahy, B., Huemer, M., Steele, M., Alderete, S., & Carey, S. (2022). Minimal representations of possibility at age 3. Proceedings of the National Academy of Sciences, 119(52), e2207499119. https://doi.org/10.1073/pnas.2207499119

Carey, S. E. (2022). Becoming a Cognitive Scientist. Annual Review of Developmental Psychology, 4(1), 1–19. https://doi.org/10.1146/annurev-devpsych-040622-091723

Baszandziev, I., & Carey, S. (2022). Young children learn equally from real and thought experiments. Proceedings of the Annual Meeting of the Cognitive Science Society, 44. https://escholarship.org/uc/item/456420h9

Feiman, R., Mody, S., & Carey, S. (2022). The development of reasoning by exclusion in infancy. Cognitive Psychology, 135, 101473. https://doi.org/10.1016/j.cogpsych.2022.101473

Kominsky, J. F., Li, Y., & Carey, S. (2022). Infants’ Attributions of Insides and Animacy in Causal Interactions. Cognitive Science, 46(1), e13087. https://doi.org/10.1111/cogs.13087

Kroupin, I. G., & Carey, S. E. (2022). You cannot find what you are not looking for: Population differences in relational reasoning are sometimes differences in inductive biases alone. Cognition, 222, 105007. https://doi.org/10.1016/j.cognition.2021.105007

Kroupin, I., & Carey, S. (2021). Population differences in performance on Relational Match to Sample (RMTS) sometimes reflect differences in inductive biases alone. Current Opinion in Behavioral Sciences, 37, 75–83. https://doi.org/10.1016/j.cobeha.2020.11.006

Kroupin, I. G., & Carey, S. E. (2022). The importance of inference in relational reasoning: Relational matching as a case study. Journal of Experimental Psychology: General, 151(1), 224–245. https://doi.org/10.1037/xge0001068

Haward, P., Carey, S., & Prasada, S. (2021). The Formal Structure of Kind Representations. Cognitive Science, 45(10), e13040. https://doi.org/10.1111/cogs.13040

Pailian, H., Carey, S. E., Halberda, J., & Pepperberg, I. M. (2020). Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution. Scientific Reports, 10(1), 7689. https://doi.org/10.1038/s41598-020-64666-1

Tardiff, N., Bascandziev, I., Carey, S., & Zaitchik, D. (2020). Specifying the domain-general resources that contribute to conceptual construction: Evidence from the child’s acquisition of vitalist biology. Cognition, 195, 104090. https://doi.org/10.1016/j.cognition.2019.104090

Leahy, B. P., & Carey, S. E. (2020). The Acquisition of Modal Concepts. Trends in Cognitive Sciences, 24(1), 65–78. https://doi.org/10.1016/j.tics.2019.11.004

Carey, S., Leahy, B., Redshaw, J., & Suddendorf, T. (2020). Could It Be So? The Cognitive Science of Possibility. Trends in Cognitive Sciences, 24(1), 3–4. https://doi.org/10.1016/j.tics.2019.11.007

Carey, S., & Barner, D. (2019). Ontogenetic Origins of Human Integer Representations. Trends in Cognitive Sciences, 23(10), 823–835. https://doi.org/10.1016/j.tics.2019.07.004

Pepperberg, I. M., Gray, S. L., Mody, S., Cornero, F. M., & Carey, S. (2019). Logical reasoning by a Grey parrot? A case study of the disjunctive syllogism. Behaviour, 156(5–8), 409–445. https://doi.org/10.1163/1568539X-00003528

Long, B., Moher, M., Carey, S., & Konkle, T. (2019). Real-world size is automatically encoded in preschoolers’ object representations. Journal of Experimental Psychology: Human Perception and Performance, 45(7), 863–876. https://doi.org/10.1037/xhp0000619

Long, B., Moher, M., Carey, S., & Konkle, T. (2019). Real-world size is automatically encoded in preschoolers’ object representations. Journal of Experimental Psychology: Human Perception and Performance, 45(7), 863–876. https://doi.org/10.1037/xhp0000619

Kominsky, J. F., & Carey, S. (2018). Early-developing causal perception is sensitive to multiple physical constraints. Proceedings of the Annual Meeting of the Cognitive Science Society, 40. https://escholarship.org/uc/item/0rm715gf

Hochmann, J.-R., Carey, S., & Mehler, J. (2018). Infants learn a rule predicated on the relation same but fail to simultaneously learn a rule predicated on the relation different. Cognition, 177, 49–57. https://doi.org/10.1016/j.cognition.2018.04.005

Haward, P., Wagner, L., Carey, S., & Prasada, S. (2018). The development of principled connections and kind representations. Cognition, 176, 255–268. https://doi.org/10.1016/j.cognition.2018.02.001

Bascandziev, I., Tardiff, N., Zaitchik, D., & Carey, S. (2018). The role of domain-general cognitive resources in children’s construction of a vitalist theory of biology. Cognitive Psychology, 104, 1–28. https://doi.org/10.1016/j.cogpsych.2018.03.002

Powell, L. J., Hobbs, K., Bardis, A., Carey, S., & Saxe, R. (2018). Replications of implicit theory of mind tasks with varying representational demands. Cognitive Development, 46, 40–50. https://doi.org/10.1016/j.cogdev.2017.10.004

Hochmann, J.-R., Tuerk, A. S., Sanborn, S., Zhu, R., Long, R., Dempster, M., & Carey, S. (2017). Children’s representation of abstract relations in relational/array match-to-sample tasks. Cognitive Psychology, 99, 17–43. https://doi.org/10.1016/j.cogpsych.2017.11.001

Carey, S., Shusterman, A., Haward, P., & Distefano, R. (2017). Do analog number representations underlie the meanings of young children’s verbal numerals? Cognition, 168, 243–255. https://doi.org/10.1016/j.cognition.2017.06.022

Powell, L. J., & Carey, S. (2017). Executive function depletion in children and its impact on theory of mind. Cognition, 164, 150–162. https://doi.org/10.1016/j.cognition.2017.03.022

Tardiff, N., Bascandziev, I., Sandor, K., Carey, S., & Zaitchik, D. (2017). Some consequences of normal aging for generating conceptual explanations: A case study of vitalist biology. Cognitive Psychology, 95, 145–163. https://doi.org/10.1016/j.cogpsych.2017.04.004

Feiman, R., Mody, S., Sanborn, S., & Carey, S. (2017). What Do You Mean, No? Toddlers’ Comprehension of Logical “No” and “Not.” Language Learning and Development, 13(4), 430–450. https://doi.org/10.1080/15475441.2017.1317253

Le Corre, M., Li, P., Huang, B. H., Jia, G., & Carey, S. (2016). Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners. Cognitive Psychology, 88, 162–186. https://doi.org/10.1016/j.cogpsych.2016.06.003

Mody, S., & Carey, S. (2016). The emergence of reasoning by the disjunctive syllogism in early childhood. Cognition, 154, 40–48. https://doi.org/10.1016/j.cognition.2016.05.012

Bascandziev, I., Powell, L. J., Harris, P. L., & Carey, S. (2016). A role for executive functions in explanatory understanding of the physical world. Cognitive Development, 39, 71–85. https://doi.org/10.1016/j.cogdev.2016.04.001

Hochmann, J.-R., Mody, S., & Carey, S. (2016). Infants’ representations of same and different in match- and non-match-to-sample. Cognitive Psychology, 86, 87–111. https://doi.org/10.1016/j.cogpsych.2016.01.005

Feiman, R., Carey, S., & Cushman, F. (2015). Infants’ representations of others’ goals: Representing approach over avoidance. Cognition, 136, 204–214. https://doi.org/10.1016/j.cognition.2014.10.007

Carey, S., Zaitchik, D., & Bascandziev, I. (2015). Theories of development: In dialog with Jean Piaget. Developmental Review, 38, 36–54. https://doi.org/10.1016/j.dr.2015.07.003

Carey, S. (2015). The science of cognitive science. Social Anthropology, 23(2), 204–207. https://doi.org/10.1111/1469-8676.12119

Lakusta, L., & Carey, S. (2015). Twelve-Month-Old Infants’ Encoding of Goal and Source Paths in Agentive and Non-Agentive Motion Events. Language Learning and Development, 11(2), 152–175. https://doi.org/10.1080/15475441.2014.896168

Carey, S. (2014). On Learning New Primitives in the Language of Thought: Reply to Rey. Mind & Language, 29(2), 133–166. https://doi.org/10.1111/mila.12045

Baron, A. S., Dunham, Y., Banaji, M., & Carey, S. (2014). Constraints on the Acquisition of Social Category Concepts. Journal of Cognition and Development, 15(2), 238–268. https://doi.org/10.1080/15248372.2012.742902

Skerry, A. E., Carey, S. E., & Spelke, E. S. (2013). First-person action experience reveals sensitivity to action efficiency in prereaching infants. Proceedings of the National Academy of Sciences, 110(46), 18728–18733. https://doi.org/10.1073/pnas.1312322110

Schachner, A., & Carey, S. (2013). Reasoning about ‘irrational’ actions: When intentional movements cannot be explained, the movements themselves are seen as the goal. Cognition, 129(2), 309–327. https://doi.org/10.1016/j.cognition.2013.07.006

Beier, J. S., & Carey, S. (2014). Contingency is not enough: Social context guides third-party attributions of intentional agency. Developmental Psychology, 50(3), 889–902. https://doi.org/10.1037/a0034171

Cushman, F., Sheketoff, R., Wharton, S., & Carey, S. (2013). The development of intent-based moral judgment. Cognition, 127(1), 6–21. https://doi.org/10.1016/j.cognition.2012.11.008

Zaitchik, D., Iqbal, Y., & Carey, S. (2014). The Effect of Executive Function on Biological Reasoning in Young Children: An Individual Differences Study. Child Development, 85(1), 160–175. https://doi.org/10.1111/cdev.12145

Winkler‐Rhoades, N., Carey, S. C., & Spelke, E. S. (2013). Two‐year‐old children interpret abstract, purely geometric maps. Developmental Science, 16(3), 365–376. https://doi.org/10.1111/desc.12038

Pepperberg, I. M., & Carey, S. (2012). Grey parrot number acquisition: The inference of cardinal value from ordinal position on the numeral list. Cognition, 125(2), 219–232. https://doi.org/10.1016/j.cognition.2012.07.003

Carey, S. (2011). Précis of The Origin of Concepts. Behavioral and Brain Sciences, 34(3), 113–124. https://doi.org/10.1017/S0140525X10000919

• With commentaries (pp. 124–52) and replies (pp. 152–62)

Spaepen, E., Coppola, M., Spelke, E. S., Carey, S. E., & Goldin-Meadow, S. (2011). Number without a language model. Proceedings of the National Academy of Sciences, 108(8), 3163–3168. https://doi.org/10.1073/pnas.1015975108

Thomsen, L., Frankenhuis, W. E., Ingold-Smith, M., & Carey, S. (2011). Big and Mighty: Preverbal Infants Mentally Represent Social Dominance. Science, 331(6016), 477–480. https://doi.org/10.1126/science.1199198

Dunham, Y., Baron, A. S., & Carey, S. (2011). Consequences of “Minimal” Group Affiliations in Children: Minimal Group Affiliations in Children. Child Development, 82(3), 793–811. https://doi.org/10.1111/j.1467-8624.2011.01577.x

Hyde, D. C., Boas, D. A., Blair, C., & Carey, S. (2010). Near-infrared spectroscopy shows right parietal specialization for number in pre-verbal infants. NeuroImage, 53(2), 647–652. https://doi.org/10.1016/j.neuroimage.2010.06.030

Srinivasan, M., & Carey, S. (2010). The long and the short of it: On the nature and origin of functional overlap between representations of space and time. Cognition, 116(2), 217–241. https://doi.org/10.1016/j.cognition.2010.05.005

Muentener, P., & Carey, S. (2010). Infants’ causal representations of state change events. Cognitive Psychology, 61(2), 63–86. https://doi.org/10.1016/j.cogpsych.2010.02.001

Carey, S. (2010). Beyond Fast Mapping. Language Learning and Development, 6(3), 184–205. https://doi.org/10.1080/15475441.2010.484379

Ganea, P. A., Allen, M. L., Butler, L., Carey, S., & DeLoache, J. S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104(3), 283–295. https://doi.org/10.1016/j.jecp.2009.05.008

Li, P., Dunham, Y., & Carey, S. (2009). Of substance: The nature of language effects on entity construal. Cognitive Psychology, 58(4), 487–524. https://doi.org/10.1016/j.cogpsych.2008.12.001

Li, P., Ogura, T., Barner, D., Yang, S.-J., & Carey, S. (2009). Does the conceptual distinction between singular and plural sets depend on language? Developmental Psychology, 45(6), 1644–1653. https://doi.org/10.1037/a0015553

Carey, S. (2009). Where Our Number Concepts Come From. Journal of Philosophy, 106(4), 220–254. https://doi.org/10.5840/jphil2009106418

Barth, H., Baron, A., Spelke, E., & Carey, S. (2009). Children’s multiplicative transformations of discrete and continuous quantities. Journal of Experimental Child Psychology, 103(4), 441–454. https://doi.org/10.1016/j.jecp.2009.01.014

Wood, J. N., Kouider, S., & Carey, S. (2009). Acquisition of singular-plural morphology. Developmental Psychology, 45(1), 202–206. https://doi.org/10.1037/a0014432

Carey, S. (2008). Math schemata and the origins of number representations. Behavioral and Brain Sciences, 31(6), 645–646. https://doi.org/10.1017/S0140525X08005608

• Commentary on Rips, L. J., Bloomfield, A., & Asmuth, J. (2008). From numerical concepts to concepts of number. Behavioral and Brain Sciences, 31(6), 623–642. https://doi.org/10.1017/S0140525X08005566

Sarnecka, B. W., & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108(3), 662–674. https://doi.org/10.1016/j.cognition.2008.05.007

Le Corre, M., & Carey, S. (2008). Why the verbal counting principles are constructed out of representations of small sets of individuals: A reply to Gallistel. Cognition, 107(2), 650–662. https://doi.org/10.1016/j.cognition.2007.09.008

Barner, D., Wood, J., Hauser, M., & Carey, S. (2008). Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys. Cognition, 107(2), 603–622. https://doi.org/10.1016/j.cognition.2007.11.010

Shtulman, A., & Carey, S. (2007). Improbable or Impossible? How Children Reason About the Possibility of Extraordinary Events. Child Development, 78(3), 1015–1032. https://doi.org/10.1111/j.1467-8624.2007.01047.x

Le Corre, M., & Carey, S. (2007). One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition, 105(2), 395–438. https://doi.org/10.1016/j.cognition.2006.10.005

Barner, D., Thalwitz, D., Wood, J., Yang, S., & Carey, S. (2007). On the relation between the acquisition of singular–plural morpho‐syntax and the conceptual distinction between one and more than one. Developmental Science, 10(3), 365–373. https://doi.org/10.1111/j.1467-7687.2007.00591.x

Saxe, R., Tzelnic, T., & Carey, S. (2007). Knowing who dunnit: Infants identify the causal agent in an unseen causal interaction. Developmental Psychology, 43(1), 149–158. https://doi.org/10.1037/0012-1649.43.1.149

Saxe, R., & Carey, S. (2006). The perception of causality in infancy. Acta Psychologica, 123(1–2), 144–165. https://doi.org/10.1016/j.actpsy.2006.05.005

Kouider, S., Halberda, J., Wood, J., & Carey, S. (2006). Acquisition of English Number Marking: The Singular-Plural Distinction. Language Learning and Development, 2(1), 1–25. https://doi.org/10.1207/s15473341lld0201_1

Le Corre, M., Vandewalle, G., Brannon, E., & Carey, S. (2006). Re-visiting the competence/performance debate in the acquisition of the counting principles. Cognitive Psychology, 52(2), 130–169. https://doi.org/10.1016/j.cogpsych.2005.07.002

Lombrozo, T., & Carey, S. (2006). Functional explanation and the function of explanation. Cognition, 99(2), 167–204. https://doi.org/10.1016/j.cognition.2004.12.009

Saxe, R., Tzelnic, T., & Carey, S. (2006). Five-month-old infants know humans are solid, like inanimate objects. Cognition, 101(1), B1–B8. https://doi.org/10.1016/j.cognition.2005.10.005

Feigenson, L., & Carey, S. (2005). On the limits of infants’ quantification of small object arrays. Cognition, 97(3), 295–313. https://doi.org/10.1016/j.cognition.2004.09.010

Preissler, M. A., & Carey, S. (2005). The role of inferences about referential intent in word learning: Evidence from autism. Cognition, 97(1), B13–B23. https://doi.org/10.1016/j.cognition.2005.01.008

Saxe, R., Tenenbaum, J. B., & Carey, S. (2005). Secret Agents: Inferences About Hidden Causes by 10- and 12-Month-Old Infants. Psychological Science, 16(12), 995–1001. https://doi.org/10.1111/j.1467-9280.2005.01649.x

Smith, C. L., Solomon, G. E. A., & Carey, S. (2005). Never getting to zero: Elementary school students’ understanding of the infinite divisibility of number and matter. Cognitive Psychology, 51(2), 101–140. https://doi.org/10.1016/j.cogpsych.2005.03.001

Wagner, L., & Carey, S. (2005). 12‐Month‐Old Infants Represent Probable Endings of Motion Events. Infancy, 7(1), 73–83. https://doi.org/10.1207/s15327078in0701_6

Saxe, R., Carey, S., & Kanwisher, N. (2004). Understanding Other Minds: Linking Developmental Psychology and Functional Neuroimaging. Annual Review of Psychology, 55(1), 87–124. https://doi.org/10.1146/annurev.psych.55.090902.142044

Carey, S. (2004). Bootstrapping & the origin of concepts. Daedalus, 133(1), 59–68. https://doi.org/10.1162/001152604772746701

Preissler, M. A., & Carey, S. (2004). Do Both Pictures and Words Function as Symbols for 18- and 24-Month-Old Children? Journal of Cognition and Development, 5(2), 185–212. https://doi.org/10.1207/s15327647jcd0502_2

Xu, F., Carey, S., & Quint, N. (2004). The emergence of kind-based object individuation in infancy. Cognitive Psychology, 49(2), 155–190. https://doi.org/10.1016/j.cogpsych.2004.01.001

Feigenson, L., & Carey, S. (2003). Tracking individuals via object‐files: Evidence from infants’ manual search. Developmental Science, 6(5), 568–584. https://doi.org/10.1111/1467-7687.00313

Hauser, M. D., & Carey, S. (2003). Spontaneous representations of small numbers of objects by rhesus macaques: Examinations of content and format. Cognitive Psychology, 47(4), 367–401. https://doi.org/10.1016/S0010-0285(03)00050-1

Wagner, L., & Carey, S. (2003). Individuation of objects and events: A developmental study. Cognition, 90(2), 163–191. https://doi.org/10.1016/S0010-0277(03)00143-4

Carey, S. (2002). Evidence for numerical abilities in young infants: A fatal flaw? Developmental Science, 5(2), 202–205. https://doi.org/10.1111/1467-7687.00221_1

Feigenson, L., Carey, S., & Hauser, M. (2002). The Representations Underlying Infants’ Choice of More: Object Files Versus Analog Magnitudes. Psychological Science, 13(2), 150–156. https://doi.org/10.1111/1467-9280.00427

Feigenson, L., Carey, S., & Spelke, E. (2002). Infants’ Discrimination of Number vs. Continuous Extent. Cognitive Psychology, 44(1), 33–66. https://doi.org/10.1006/cogp.2001.0760

Huntley-Fenner, G., Carey, S., & Solimando, A. (2002). Objects are individuals but stuff doesn’t count: Perceived rigidity and cohesiveness influence infants’ representations of small groups of discrete entities. Cognition, 85(3), 203–221. https://doi.org/10.1016/S0010-0277(02)00088-4

Bloch, M., Solomon, G., & Carey, S. (2001). Zafimaniry: An Understanding of What Is Passed on from Parents to Children: A Cross-Cultural Investigation. Journal of Cognition and Culture, 1(1), 43–68. https://doi.org/10.1163/156853701300063570

Carey, S. (2001). Cognitive Foundations of Arithmetic: Evolution and Ontogenisis. Mind & Language, 16(1), 37–55. https://doi.org/10.1111/1468-0017.00155

Carey, S., & Williams, T. (2001). The Role of Object Recognition in Young Infants’ Object Segregation. Journal of Experimental Child Psychology, 78(1), 55–60. https://doi.org/10.1006/jecp.2000.2603

Carey, S., & Xu, F. (2001). Infants’ knowledge of objects: Beyond object files and object tracking. Cognition, 80(1–2), 179–213. https://doi.org/10.1016/S0010-0277(00)00154-2

Matan, A., & Carey, S. (2001). Developmental changes within the core of artifact concepts. Cognition, 78(1), 1–26. https://doi.org/10.1016/S0010-0277(00)00094-9

Uller, C., Hauser, M., & Carey, S. (2001). Spontaneous representation of number in cotton-top tamarins (Saguinus oedipus). Journal of Comparative Psychology, 115(3), 248–257. https://doi.org/10.1037/0735-7036.115.3.248

Carey, S. (2000). Science Education as Conceptual Change. Journal of Applied Developmental Psychology, 21(1), 13–19. https://doi.org/10.1016/S0193-3973(99)00046-5

Carey, S. (2000). The Origin of Concepts. Journal of Cognition and Development, 1(1), 37–41. https://doi.org/10.1207/S15327647JCD0101N_3

Hauser, M. D., Carey, S., & Hauser, L. B. (2000). Spontaneous number representation in semi–free–ranging rhesus monkeys. Proceedings of the Royal Society of London. Series B: Biological Sciences, 267(1445), 829–833. https://doi.org/10.1098/rspb.2000.1078

Hood, B., Carey, S., & Prasada, S. (2000). Predicting the Outcomes of Physical Events: Two‐Year‐Olds Fail to Reveal Knowledge of Solidity and Support. Child Development, 71(6), 1540–1554. https://doi.org/10.1111/1467-8624.00247

Van De Walle, G. A., Carey, S., & Prevor, M. (2000). Bases for Object Individuation in Infancy: Evidence From Manual Search. Journal of Cognition and Development, 1(3), 249–280. https://doi.org/10.1207/S15327647JCD0103_1

Xu, F., & Carey, S. (2000). The emergence of kind concepts: A rejoinder to Needham and Baillargeon (2000). Cognition, 74(3), 285–301. https://doi.org/10.1016/S0010-0277(99)00076-1

Uller, C., Carey, S., Huntley-Fenner, G., & Klatt, L. (1999). What representations might underlie infant numerical knowledge? Cognitive Development, 14(1), 1–36. https://doi.org/10.1016/S0885-2014(99)80016-1

Xu, F., Carey, S., & Welch, J. (1999). Infants’ ability to use object kind information for object individuation. Cognition, 70(2), 137–166. https://doi.org/10.1016/S0010-0277(99)00007-4

Carey, S. (1998). Knowledge of Number: Its Evolution and Ontogeny. Science, 282(5389), 641–642. https://doi.org/10.1126/science.282.5389.641

Johnson, S. C., & Carey, S. (1998). Knowledge Enrichment and Conceptual Change in Folkbiology: Evidence from Williams Syndrome. Cognitive Psychology, 37(2), 156–200. https://doi.org/10.1006/cogp.1998.0695

Johnson, S., Slaughter, V., & Carey, S. (1998). Whose gaze will infants follow? The elicitation of gaze‐following in 12‐month‐olds. Developmental Science, 1(2), 233–238. https://doi.org/10.1111/1467-7687.00036

Rhodes, G., Carey, S., Byatt, G., & Proffitt, F. (1998). Coding spatial variations in faces and simple shapes: A test of two models. Vision Research, 38(15–16), 2307–2321. https://doi.org/10.1016/S0042-6989(97)00470-7

Carey, S. (1997). Do constraints on word meaning reflect prelinguistic cognitive architecture? The Japanese Journal of Cognitive Science, 4(1), 35–58.

Carey, S., & Spelke, E. (1996). Science and Core Knowledge. Philosophy of Science, 63(4), 515–533. https://doi.org/10.1086/289971

Solomon, G. E., Johnson, S. C., Zaitchik, D., & Carey, S. (1996). Like father, like son: Young children’s understanding of how and why offspring resemble their parents. Child Development, 67(1), 151–171.

Xu, F., & Carey, S. (1996). Infants’ Metaphysics: The Case of Numerical Identity. Cognitive Psychology, 30(2), 111–153. https://doi.org/10.1006/cogp.1996.0005

Carey, S. (1994). Does learning a language require the child to reconceptualize the world? Lingua, 92, 143–167. https://doi.org/10.1016/0024-3841(94)90340-9

Carey, S., & Diamond, R. (1994). Are faces perceived as configurations more by adults than by children? Visual Cognition, 1(2–3), 253–274. https://doi.org/10.1080/13506289408402302

Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28(3), 235–251. https://doi.org/10.1207/s15326985ep2803_4

Carey, S. (1992). Becoming a face expert. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 335(1273), 95–103. https://doi.org/10.1098/rstb.1992.0012

Soja, N. N., Carey, S., & Spelke, E. S. (1992). Perception, ontology, and word meaning. Cognition, 45(1), 101–107. https://doi.org/10.1016/0010-0277(92)90025-D

Sodian, B., Zaitchik, D., & Carey, S. (1991). Young Children’s Differentiation of Hypothetical Beliefs from Evidence. Child Development, 62(4), 753. https://doi.org/10.2307/1131175

Soja, N. N., Carey, S., & Spelke, E. S. (1991). Ontological categories guide young children’s inductions of word meaning: Object terms and substance terms. Cognition, 38(2), 179–211. https://doi.org/10.1016/0010-0277(91)90051-5

Diamond, R., & Carey, S. (1990). On the acquisition of pattern encoding skills. Cognitive Development, 5(4), 345–368. https://doi.org/10.1016/0885-2014(90)90001-A

Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). ‘An experiment is when you try it and see if it works’: A study of grade 7 students’ understanding of the construction of scientific knowledge. International Journal of Science Education, 11(5), 514–529. https://doi.org/10.1080/0950069890110504

Shapiro, L. P., Zurif, E., Carey, S., & Grossman, M. (1989). Comprehension of Lexical Subcategory Distinctions by Aphasic Patients: Proper/Common and Mass/Count Nouns. Journal of Speech, Language, and Hearing Research, 32(3), 481–488. https://doi.org/10.1044/jshr.3203.481

Carey, S. (1988). Conceptual Differences Between Children and Adults. Mind & Language, 3(3), 167–181. https://doi.org/10.1111/j.1468-0017.1988.tb00141.x

Rhodes, G., Brennan, S., & Carey, S. (1987). Identification and ratings of caricatures: Implications for mental representations of faces. Cognitive Psychology, 19(4), 473–497. https://doi.org/10.1016/0010-0285(87)90016-8

Carey, S. (1986). Cognitive science and science education. American Psychologist, 41(10), 1123–1130. https://doi.org/10.1037/0003-066X.41.10.1123. Reprinted in C. Hedley, J. Houtz, & A. Baratta (Eds.), Cognition, curriculum, and literacy (pp. 149–166). Ablex Publ. Corp., 1990. 

Diamond, R., & Carey, S. (1986). Why faces are and are not special: An effect of expertise. Journal of Experimental Psychology: General, 115(2), 107–117. https://doi.org/10.1037/0096-3445.115.2.107

Grossman, M., Carey, S., Zurif, E., & Diller, L. (1986). Proper and common nouns: Form class judgments in Broca’s aphasia. Brain and Language, 28(1), 114–125. https://doi.org/10.1016/0093-934X(86)90095-7

Smith, C., Carey, S., & Wiser, M. (1985). On differentiation: A case study of the development of the concepts of size, weight, and density. Cognition, 21(3), 177–237. https://doi.org/10.1016/0010-0277(85)90025-3

Diamond, R., Carey, S., & Back, K. J. (1983). Genetic influences on the development of spatial skills during early adolescence. Cognition, 13(2), 167–185. https://doi.org/10.1016/0010-0277(83)90021-5

Levine, S. C., & Carey, S. (1982). Up front: The acquisition of a concept and a word. Journal of Child Language, 9(3), 645–657. https://doi.org/10.1017/S0305000900004955

Carey, S., Diamond, R., & Woods, B. (1980). Development of face recognition: A maturational component? Developmental Psychology, 16(4), 257–269. https://doi.org/10.1037/0012-1649.16.4.257

Mann, V. A., Diamond, R., & Carey, S. (1979). Development of voice recognition: Parallels with face recognition. Journal of Experimental Child Psychology, 27(1), 153–165. https://doi.org/10.1016/0022-0965(79)90067-5

Woods, B. T., & Carey, S. (1979). Language deficits after apparent clinical recovery from childhood aphasia. Annals of Neurology, 6(5), 405–409. https://doi.org/10.1002/ana.410060505

Dricker, J., Butters, N., Berman, G., Samuels, I., & Carey, S. (1978). The recognition and encoding of faces by alcoholic Korsakoff and right hemisphere patients. Neuropsychologia, 16(6), 683–695. https://doi.org/10.1016/0028-3932(78)90003-9

Leehey, S., Carey, S., Diamond, R., & Cahn, A. (1978). Upright and Inverted Faces: The Right Hemisphere Knows the Difference. Cortex, 14(3), 411–419. https://doi.org/10.1016/S0010-9452(78)80067-7

Carey, S., & Diamond, R. (1977). From Piecemeal to Configurational Representation of Faces. Science, 195(4275), 312–314. https://doi.org/10.1126/science.831281

Diamond, R., & Carey, S. (1977). Developmental changes in the representation of faces. Journal of Experimental Child Psychology, 23(1), 1–22. https://doi.org/10.1016/0022-0965(77)90069-8

Chipman, S. F., & Carey, S. (1975). Anatomy of a stimulus domain: The relation between multidimensional and unidimensional scaling of noise bands. Perception & Psychophysics, 17(4), 417–424. https://doi.org/10.3758/BF03199356

Alexander, C., & Carey, S. (1968). Subsymmetries. Perception & Psychophysics, 4(2), 73–77. https://doi.org/10.3758/BF03209511

Carey, S. (2015). Why Theories of Concepts Should Not Ignore the Problem of Acquisition. In E. Margolis & S. Laurence (Eds.), The Conceptual Mind: New Directions in the Study of Concepts (pp. 415–454). MIT Press.

Thomsen, L., & Carey, S. (2013). Core Cognition of Social Relations. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the Social World (pp. 17–22). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199890712.003.0004

Baillargeon, R., & Carey, S. (2012). Core cognition and beyond: The acquisition of physical and numerical knowledge. In S. M. Pauen (Ed.), Early childhood development and later outcome (pp. 33–65). Cambridge University Press.

Rosenberg, R., & Carey, S. (2009). Infants’ Representations of Material Entities. In B. M. Hood & L. R. Santos (Eds.), The origins of object knowledge (pp. 165–188). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199216895.003.0007 

Carey, S. (2010). The making of an abstract concept: Natural number. In D. Mareschal, P. C. Quinn, & S. E. G. Lea (Eds.), The Making of Human Concepts (pp. 265–294). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199549221.003.013

Kelemen, D., & Carey, S. (2007). The Essence of Artifacts: Developing the Design Stance. In E. Margolis & S. Laurence (Eds.), Creations of the Mind: Theories of Artifacts and Their Representation (pp. 212–230). Oxford University Press.

Carey, S., & Sarnecka, B. W. (2006). The development of human conceptual representations: A case study. In Y. Munakata & M. H. Johnson (Eds.), Processes of Change in Brain and Cognitive Development (pp. 473–496). Oxford University Press. https://doi.org/10.1093/oso/9780198568742.003.0020

Carey, S. (2002). On the Very Possibility of Discontinuities in Conceptual Development. In E. Dupoux (Ed.), Language, Brain, and Cognitive Development: Essays in Honor of Jacques Mehler (pp. 303–324). The MIT Press. https://doi.org/10.7551/mitpress/4108.003.0026

Carey, S. (2002). The origin of concepts: Continuing the conversation. In N. L. Stein, P. J. Bauer, & M. Rabinowitz (Eds.), Representation, Memory, and Development: Essays in honor of Jean Mandler (pp. 43–52). Psychology Press.

Carey, S. (2001). Bridging the gap between cognitive development and developmental neuroscience: A case study of the representation of number. In C. A. Nelson & M. Luciana (Eds.), The Handbook of Developmental Cognitive Neuroscience (pp. 415–432). MIT Press.

Carey, S. (2001). Whorf versus continuity theorists: Bringing data to bear on the debate. In M. Bowerman & S. Levinson (Eds.), Language Acquisition and Conceptual Development (1st ed., pp. 185–214). Cambridge University Press. https://doi.org/10.1017/CBO9780511620669.009

Carey, S., & Johnson, S. (2000). Metarepresentation and Conceptual Change: Evidence from Williams Syndrome. In D. Sperber (Ed.), Metarepresentations (pp. 225–264). Oxford University Press. https://doi.org/10.1093/oso/9780195141146.003.0009

Carey, S., & Markman, E. M. (1999). Cognitive Development. In B. M. Bly & D. E. Rumelhart (Eds.), Cognitive Science (pp. 201–254). Elsevier. https://doi.org/10.1016/B978-012601730-4/50007-X

Slaughter, V., Jaakkola, R., & Carey, S. (1999). Constructing a coherent theory: Children’s biological understanding of life and death. In M. Siegal & C. Peterson (Eds.), Children’s Understanding of Biology and Health (1st ed., pp. 71–96). Cambridge University Press. https://doi.org/10.1017/CBO9780511659881.005

Carey, S., & Xu, F. (1999). Sortals and kinds: An appreciation of John Macnamara. In R. Jackendoff, P. Bloom, & K. Wynn (Eds.), Language, logic, and concepts: Essays in memory of John Macnamara (pp. 311–335). MIT Press.

Carey, S. (1999). Sources of conceptual change. In E. K. Scholnick, K. Nelson, S. A. Gelman, & P. H. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 293–326). Psychology Press.

Hauser, M., & Carey, S. (1998). Building a cognitive creature from a set of primitives: Evolutionary and developmental insights. In D. Cummings & C. Allen (Eds.), The Evolution of Mind (pp. 51–106). Oxford University Press.

Carey, S. (1998). Knowledge of Number: Evolutionary and Ontogenetic Origins. In M. S. Gazzaniga & J. S. Altman (Eds.), Brain and Mind: Evolutionary Perspectives (pp. 131–149). Human Frontier Science Program.

Carey, S. (1996). Cognitive domains as modes of thought. In D. Olson (Ed.), Modes of thought: Explorations in culture and cognition (pp. 187–215). Cambridge University Press.

Carey, S. (1996). Perceptual Classification and Expertise. In R. Gelman & T. K.-F. Au (Eds.), Perceptual and Cognitive Development (pp. 49–69). Elsevier. https://doi.org/10.1016/B978-012279660-9/50020-8

Carey, S. (1995). On the origin of causal understanding. In D. Sperber & D. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 268–308). Oxford University Press.

Carey, S., & Spelke, E. (1994). Domain-specific knowledge and conceptual change. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (Vol. 169, pp. 169–200). Cambridge University Press.

Carey, S. (1993). Speaking of Objects, as Such. In G. Harman (Ed.), Conceptions of the human mind: Essays in honor of George A. Miller (pp. 139–159). Lawrence Erlbaum Associates.

Carey, S. (1992). The Origin and Evolution of Everyday Concepts. In R. Giere & H. Feigl (Eds.), Cognitive Models of Science (pp. 15–89). University of Minnesota Press.

Carey, S. (1992). Ontology and meaning–two contrasting views. In E. Dromi (Ed.), Language and cognition: A developmental perspective (pp. 88–103). Ablex.

Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In Carey, S. & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 257–291). Psychology Press.

Gallistel, C. R., Brown, A. L., Carey, S., Gelman, R., & Keil, F. C. (1991). Lessons From Animal Learning for the Study of Cognitive Development. In Carey, S. & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 3–36). Psychology Press.

Carey, S. (1990). Continuity and Discontinuity in Cognitive Development. In E. E. Smith & D. N. Osherson (Eds.), An Invitation to Cognitive Science, 3. The MIT Press. https://doi.org/10.7551/mitpress/3966.003.0008

Carey, S. (1988). Why John and Jane aren’t learning science. Science and Public Policy Seminars. Federation of Behavioral, Psychological, and Cognitive Sciences. Washington, DC: American Psychological Association.

Carey, S. (1988). Cognitive Development in Childhood. In S. R. Schiffer & S. Steele (Eds.), Cognition and representation (pp. 131–160). Westview Press.

Carey, S. (1988). Lexical development—The Rockefeller years. In W. Hirst (Ed.), The making of cognitive science: Essays in honor of George A. Miller (pp. 197–209). Cambridge University Press.

Carey, S. (1987). Theory Change in Childhood. In B. Inhelder, D. De Caprona, & A. Cornu-Wells (Eds.), Piaget today (pp. 141–163). Psychology Press.

Carey, S. (1988). The Acquisition of Scientific Knowledge: The Problem of Reorganization. In S. Strauss (Ed.), Ontogeny, phylogeny, and historical development. Ablex Pub. Corp.

Carey, S. (1985). Are Children Fundamentally Different Kinds of Thinkers and Learners Than Adults? In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and Learning Skills (p. 485—517). Routledge. https://doi.org/10.4324/9780203056646

Carey, S. (1985). Constraints on semantic development. In J. Mehler & R. Fox (Eds.), Neonate cognition: Beyond the blooming, buzzing confusion (pp. 381–398). Lawrence Erlbaum Associates.

Carey, S. (1984). Cognitive Development. In M. S. Gazzaniga (Ed.), Handbook of Cognitive Neuroscience (pp. 37–66). Springer US. https://doi.org/10.1007/978-1-4899-2177-2_3

Wiser, M., & Carey, S. (1983). When Heat and Temperature Were One. In D. Gentner & A. L. Stevens (Eds.), Mental Models (pp. 267–297). Psychology Press. https://doi.org/10.4324/9781315802725

Carey, S. (1983). Constraints on the Meanings of Natural Kind Terms. In T. B. Seiler & W. Wannenmacher (Eds.), Concept Development and the Development of Word Meaning (Vol. 12, pp. 126–143). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-69000-6_8

Wanner, E., & Gleitman, L. R. (Eds.). (1982). Semantic development: The state of the art. In Language acquisition: The state of the art (pp. 347–389). Cambridge University Press.

Carey, S. (1982). Face Perception: Anomalies of Development. In S. Strauss & R. Stavy (Eds.), U-Shaped Behavioral Growth (pp. 169–190). Academic Press, Inc.

Carey, S. (1981). The development of face perception. In G. Davies, H. Ellis, & J. Shepherd (Eds.), Perceiving and remembering faces (pp. 9–38). Academic Press, Inc.

Carey, S., & Diamond, R. (1980). Maturational determination of the developmental course of face coding. In D. Caplan (Ed.), Biological studies of mental processes (pp. 60–93). MIT Press.

Carey, S. (1980). Maturational Factors in Human Development. In D. Caplan (Ed.), Biological studies of mental processes (pp. 1–7). MIT Press.

Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17–29.

Leehey, S., & Carey, S. (1978). Up Front: The Acquisition of a Concept and a Word. In Papers and Reports on Child Language Development (Vol. 15, pp. 46–56).

Carey, S. (1978). A Case Study: Face Recognition. In E. Walker (Ed.), Explorations in the Biology of Language (pp. 175–202). Bradford Books.

Carey, S. (1978). The Child as Word Learner. In M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 264–293). MIT Press.

Carey, S. (1976). Less May Never Mean “More.” In R. N. Campbell & P. T. Smith (Eds.), Recent Advances in the Psychology of Language: Formal and Experimental Approaches (pp. 109–132). Plenum Press.

Carey, S. (1974). The Biological Bases of Cognitive Development. In S. G. Brainard (Ed.), Learning Disabilities: Issues and Recommendations for Research (pp. 36–52). National Institute of Education; U.S. Department of Health, Education and Welfare.

Carey, S. (1974). Cognitive Competence. In K. Connolly & J. Bruner (Eds.), The Growth of Competence (pp. 169–196). Academic Press, Inc.