Ph.D. in Psychology, University of Wisconsin-Madison (2016)
B.S. in Psychology & BS in Statistics, Carnegie Mellon University (2006)
Young, A.G. & Shtulman, A. (2020). Children’s cognitive reflection predicts conceptual understanding in science and mathematics. Psychological Science, 31, 1396-1408.
Young, A.G. & Shtulman, A. (2020). How children’s cognitive reflection shapes their understanding of science. Frontiers in Psychology, 11, 1247.
Young, A.G., Alibali, M.W., & Kalish, C.W. (2019). Causal learning from joint action: Collaboration helps first graders, but hinders kindergartners. Journal of Experimental Child Psychology, 177, 166-186.
Riggs, A.E. & Young, A.G. (2016). Developmental changes in children’s normative reasoning across learning contexts and collaborative roles. Developmental Psychology, 52, 1236-1246.
Young, A.G., Alibali, M.W., & Kalish, C.W. (2012). Causal learning and disagreement: Others’ hypotheses affect children’s evaluations of evidence. Developmental Psychology, 48, 1242-1253.
