Johnston, A. M., Sheskin, M., & Keil, F. C. (2019). Learning the relevance of relevance and the trouble with truth: Evaluating explanatory relevance across childhood. Journal of Cognition and Development.
Johnston, A. M., Huang, Y., & Santos, L. (2018). Dogs do not demonstrate a human-like bias to defer to communicative cues. Learning & Behavior, 46(4), 449-461.
Johnston, A. M., Byrne, M., & Santos, L. R. (2018). What is unique about shared reality? Insights from a new comparison species. Current Opinion in Psychology, 23, 30-33.
Johnston, A. M., Sheskin, M., Johnson, S. G. B., & Keil, F. C. (2018). Preferences for explanation generality develop early in biology, but not physics. Child Development, 89(4), 1110-1119.
Johnston, A. M., Holden, P., & Santos, L. (2017). Exploring the evolutionary origins of overimitation: A comparison across domesticated and non-domesticated canids. Developmental Science, 20(4), e12460.
Johnston, A. M., Turrin, C., Watson, L., Arre, A. M., & Santos, L. R. (2017). Uncovering the origins of dog-human eye contact: Dingoes establish eye contact more than wolves, but less than dogs. Animal Behaviour, 133, 123-129.
Johnston, A. M., Johnson, S. G. B., Koven, M. L., & Keil, F. C. (2017). Little Bayesians or little Einsteins? Probability and explanatory virtue in children’s inferences. Developmental Science, 20(6), e12483.
Johnson, S. G. B., Johnston, A. M., Koven, M. L., & Keil, F. C. (2017). Principles used to evaluate mathematical explanation. In Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 612-617).
Johnston, A. M., McAuliffe, K., & Santos, L. R. (2015). Another way to learn about teaching: What dogs can tell us about the evolution of pedagogy. Behavioral and Brain Sciences, 38, e44.
Johnston, A. M., Mills, C., & Landrum A. (2015). How do children weigh competence and benevolence when deciding whom to trust? Cognition, 144, 76-90.
Johnston, A. M., Johnson, S. G. B, Koven, M. L., & Keil, F. C. (2015). Probabilistic versus heuristic accounts of explanation in children: Evidence from a latent scope bias. In Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 1021-1026).
Johnson, S. G. B, Johnston, A. M., Toig, A. E., & Keil, F. C. (2014). Explanatory scope informs causal strength inferences. In Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2453-2458).
Landrum, A., Mills, C., & Johnston, A. M. (2013). When do children trust the expert? Benevolence information influences children’s trust more than expertise. Developmental Science, 16, 622-638.
