Burns, K., Nematzadeh, A., Grant, E., Gopnik, A., & Griffiths, T. L. (2018). Exploiting attention to reveal shortcomings in memory models. Proceedings of the 2018 EMNLP Workshop BlackboxNLP: Analyzing and Interpreting Neural Networks for NLP, 378-380. (pdf)
Gopnik, A., Griffiths, T. L., & Lucas, C. G. (2015). When younger learners can be better (or at least more open-minded) than older ones. Current Directions in Psychological Science, 24, 87-92. (pdf)
Bonawitz, E., Denison, S., Griffiths, T. L., & Gopnik, A. (2014). Probabilistic models, learning algorithms, and response variability: Sampling in cognitive development. Trends in Cognitive Sciences, 18, 497-500. (pdf)
Lucas, C. G., Bridgers, S., Griffiths, T. L., & Gopnik, A. (2014). When children are better (or at least more open-minded) learners than adults: Developmental differences in learning the forms of causal relationships. Cognition, 131, 284-299. (pdf)
Bonawitz, E., Gopnik, A., Denison, S., & Griffiths, T. L. (2012). Rational randomness: The role of sampling in an algorithmic account of preschoolers' causal learning. In F. Xu (Ed.) Rational constructivism in cognitive development. Waltham, MA: Academic Press. (book)
Buchsbaum, D., Gopnik, A., & Griffiths, T. L. (2010). Children's imitation of action sequences is influenced by statistical evidence and inferred causal structure. Proceedings of the 32nd Annual Conference of the Cognitive Science Society.(pdf)
Lucas, C. G., Gopnik, A., & Griffiths, T. L. (2010). Developmental differences in learning the forms of causal relationships. Proceedings of the 32nd Annual Conference of the Cognitive Science Society.(pdf)
Buchsbaum, D., Griffiths, T. L., Gopnik, A., & Baldwin, D. (2009). Learning from actions and their consequences: Inferring causal variables from continuous sequences of human action. Proceedings of the 31st Annual Conference of the Cognitive Science Society.(pdf)