Bass, I., Mahaffey, E., & Bonawitz, E. (in press). Children use teachers' beliefs about their abilities to calibrate explore-exploit decisions. Topics in Cognitive Science.[Preprint]
Bass, I., Espinoza, C., Bonawitz, E., & Ullman, T.D. (in review). Teaching without thinking: Negative evaluations of rote pedagogy. [Preprint]
Bass, I., & Bonawitz, E. (in review). Early environments and exploration in the preschool years. [Preprint]
Bass, I., Aboody, R., Baker, C. L., Goodman, N. D., Gopnik, A., Mansinghka, V. K., Pham, K., Schulz, L., Tenenbaum, J. B., Ullman, T. D., Wellman, H. M., & Bonawitz, E. (in prep). Ideal observers in Theory of Mind.
Journal Articles - Published
Bass, I., Smith, K., Bonawitz, E., & Ullman, T. D. (2022). Partial mental simulation explains fallacies in physical reasoning. Cognitive Neuropsychology, 38(7-8), 413-424. [Link][Preprint]
Bass, I., Bonawitz, E., Vong., W. K., Hawthorne, D., Goodman, N. D., & Gweon, H. (2022). The effects of information utility and teachers’ knowledge on evaluations of under-informative pedagogy across development. Cognition, 222, 104999. [Link] [Preprint]
Kominsky, J., Begus, K., Colantonio, J., Bass, I., & Bonawitz, E. (2021). Organizing the methodological toolbox: Lessons learned from implementing developmental methods online. Frontiers in Psychology, 12, 4081. [Link]
Xing, C., Zax, A., George, E., Taggart, J., Bass, I., & Barth, H. (2021). Numerical estimation strategies are correlated with math ability in school-aged children. Cognitive Development, 60, 101089. [PDF]
Persaud, K., Bass, I., Colantonio, J., Macias, C., & Bonawitz, E. (2020). Opportunities and challenges integrating resource-rational analysis with developmental perspectives. Behavioral and Brain Sciences, 43, E18. [PDF]
Bass, I., Gopnik, A., Hanson, M., Ramarajan, D., Shafto, P., Wellman, H., & Bonawitz, E. (2019). Children’s developing theory of mind and pedagogical evidence selection. Developmental Psychology, 55(2), 286-302. [PDF]
Reichelson, S., Zax, A., Bass, I., Patalano, A., & Barth, H. (2018). Partition dependence in consumer choice: Perceptual groupings do not reliably shape decisions. Psychonomic Bulletin & Review, 25(3), 1178-1183. [PDF]
Shusterman, A., Cheung, P., Taggart, J., Bass, I., Berkowitz, T., Leonard, J., Schwartz, A., and the Cognitive Development Lab at Wesleyan University. (2017). Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle. The Journal of Numerical Cognition, 3(1), 1-30. [PDF]
Refereed Conference Proceedings
Bass, I., Smith, K., Bonawitz, E., & Ullman, T. (2021). Efficient partial simulation quantitatively explains deviations from optimal physical predictions. Proceedings paper for refereed workshop at the 35th Annual Conference on Neural Information Processing Systems, Physical Reasoning and Inductive Biases for the Real World. [PDF]
Bass, I., Mahaffey, E., & Bonawitz, E. (2021). Do you know what I know? Children use informants’ beliefs about their abilities to calibrate choices during pedagogy. In Proceedings of the 43rd Annual Conference of the Cognitive Science Society. [Link]
Bass, I., Shafto, P., & Bonawitz, E. (2018). That’ll teach ‘em: How expectations about teaching styles may constrain inferences. Proceedings of the 40th Annual Conference of the Cognitive Science Society. [PDF]
Bass, I., Bonawitz, E., & Gweon, H. (2017). Didn’t know, or didn’t show? Preschoolers consider epistemic state and degree of omission when evaluating teachers. Proceedings of the 39th Annual Conference of the Cognitive Science Society. [PDF]
Bass, I., Bonawitz, E., Shafto, P., Ramarajan, D., Gopnik, A., & Wellman, H. (2017). I know what you need to know: Children’s developing theory of mind and pedagogical evidence selection. Proceedings of the 39th Annual Conference of the Cognitive Science Society. [PDF]
Bass, I., Hawthorne, D., Goodman, N.D., & Gweon, H. (2015). Not by number alone: The effect of teachers’ knowledge and its value in evaluating “sins of omission”. Proceedings of the 37th Annual Conference of the Cognitive Science Society. [PDF]
Book Chapters
Bonawitz, E., Bass, I., & Lapidow, E. (2018). Choosing to learn: Evidence evaluation for active learning and teaching in early childhood. In M. Saylor & P. Ganea (Eds.), Active Learning from Infancy to Childhood (pp. 213-231). Springer, Cham. [Link][Preprint]