Below is a list of our publications, which includes links to pre-press or public-access copies. If you would like the final, published version of any paper, please email jonathan.lane @ vanderbilt. edu .


Lane, J. D. (in press). Constructing ideas of the supernatural.  Journal of Cognition and Development. doi: 10.1080/15248372.2021.1906679

Conder, E. B., & Lane, J. D. (in press). Overhearing brief negative messages has lasting effects on children’s attitudes toward novel social groups. Child Development . doi: 10.1111/cdev.13547

Lane, J. D., Conder, E. B., & Rottman, J. (2020). The influence of direct and overheard messages on children’s attitudes toward novel social groups. Child Development, 91, 829-845. doi: 10.1111/cdev.13238

Lane, J. D. (2020). Probabilistic reasoning in context: Socio-cultural differences in children’s and adults’ predictions about the fulfillment of prayers and wishes. Journal of Cognition and Development, 21, 240-260. doi: 10.1080/15248372.2019.1709468

Ronfard, S., & Lane, J. D. (2019). Children’s and adults’ epistemic trust in and impressions of inaccurate informants. Journal of Experimental Child Psychology, 188. doi: 10.1016/j.jecp.2019.104662

Lane, J. D. (2018). Children’s belief in counterintuitive and counter-perceptual messages. Child Development Perspectives, 12, 247-252. doi: 10.1111/cdep.12294

Lane, J. D., Ronfard, S., & El-Sherif, D. (2018). The influence of first-hand testimony and hearsay on children’s belief in the improbableChild Development, 89, 1133-1140. doi: 10.1111/cdev.12815

Ronfard, S., & Lane, J. D. (2018). Preschoolers continually adjust their epistemic trust based on an informant’s ongoing accuracy. Child Development, 89, 414-429. doi: 10.1111/cdev.12720

Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. (2018). My mind, your mind, and God’s mind: How children and adults conceive of different agents’ moral beliefs. British Journal of Developmental Psychology, 36, 467-481. doi: 10.1111/bjdp.12231

Ronfard, S., Lane, J. D., Wang, M., & Harris, P. L. (2017). The impact of counter-perceptual testimony on children’s categorization after a delayJournal of Experimental Child Psychology, 163, 151-158. doi: 10.1016/j.jecp.2017.06.006

Lane, J. D., & Shafto, P. (2017). Young children’s attributions of causal power to novel invisible entitiesJournal of Experimental Child Psychology, 162, 268-281doi: 10.1016/j.jecp.2017.05.015

Lane, J. D., & Dolins, F. (2016). Socio-cultural differences in judgments about the power of thought. Research in the Social Scientific Study of Religion, 27, 174-191. doi: 10.1163/9789004322035_012

Lane, J. D., Ronfard, S., Francioli, S., & Harris, P. L. (2016). Children’s imagination and belief: Prone to flights of fancy or grounded in reality? Cognition, 152, 127-140. doi: 10.1016/j.cognition.2016.03.022

Song, J., Volling, B. L., Lane, J. D., & Wellman, H. M. (2016). Aggression, sibling antagonism, and theory-of-mind during the first year of siblinghood: A developmental cascade model. Child Development, 87, 1250-1263. doi: 10.1111/cdev.12530

Lane, J. D., Evans, E. M., Brink, K. A., & Wellman, H. M. (2016). Developing concepts of ordinary and extraordinary communication. Developmental Psychology, 52, 19-30. doi: 10.1037/dev0000061

Lane, J. D., Liqi, Z., Evans, E. M., & Wellman, H. M. (2016). Developing concepts of the mind, body, and afterlife: Exploring the roles of narrative context and culture. Journal of Cognition and Culture, 16, 50-82. doi: 10.1163/15685373-12342168

Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. (2016). How children and adults represent God’s mind. Cognitive Science, 40, 121-144. doi: 10.1111/cogs.12232

Lane, J. D., & Harris, P. L. (2015). The roles of intuitions and informants’ expertise in children’s epistemic trust. Child Development, 86, 919-926. doi: 10.1111/cdev.12324

Lane, J. D., & Song, J. (2015). Behavioral inhibition and social withdrawal across cultures. In Wright, J. D. (Ed.), International Encyclopedia of Social and Behavioral Sciences (2nd ed., pp. 456-462). Oxford, UK: Elsevier Science Ltd.

Brink, K., Lane, J. D., & Wellman, H. M. (2015). Developmental pathways for social understanding: Linking social cognition to social contexts. Frontiers in Psychology, 6: 719. doi: 10.3389/fpsyg.2015.00719

Lane, J. D., Wellman, H. M., & Evans, E. M. (2014). Approaching an understanding of omniscience from the preschool years to early adulthood. Developmental Psychology, 50, 2380-2392. doi: 10.1037/a0037715

Lane, J. D., & Harris, P. L. (2014). Confronting, representing, and believing counterintuitive concepts: Navigating the natural and the supernatural. Perspectives on Psychological Science, 9, 144-160. doi: 10.1177/1745691613518078

Lane, J. D., Harris, P. L., Gelman, S. A., & Wellman, H. M. (2014). More than meets the eye: Young children’s trust in claims that defy their perceptions. Developmental Psychology, 50, 865-871. doi: 10.1037/a0034291

Dunphy-Lelii, S., LaBounty, J., Lane, J. D., & Wellman, H. M. (2014). The social context of infant intention understanding. Journal of Cognition and Development, 15, 60-77. doi: 10.1080/15248372.2012.710863

Harris, P. L., & Lane, J. D. (2014). Infants understand how testimony works. Topoi: An International Review of Philosophy, 33, 443-458. doi: 10.1007/s11245-013-9180-0

Lane, J. D., Wellman, H. M., & Gelman, S. A. (2013). Informants’ traits weigh heavily in young children’s trust in testimony and in their epistemic inferences. Child Development, 84, 1253-1268. doi: 10.1111/cdev.12029

Choe, D. E., Lane, J. D., Grabell, A. S., & Olson, S. L. (2013). Developmental precursors of young school-age children’s hostile attribution bias. Developmental Psychology, 49, 2245-2256. doi: 10.1037/a0032293

Lane, J. D., Wellman, H. M., Olson, S. L., Miller, A. L., Wang, L. & Tardif, T. (2013). Relations between temperament and theory of mind development in the United States and China: Biological and behavioral correlates of preschoolers’ false-belief understanding. Developmental Psychology, 49, 825-836. doi: 10.1037/a0028825

Legare, C. H., Lane, J. D., & Evans, E. M. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly, 59, 168-197. doi: 10.1353/mpq.2013.0009

Lane, J. D., Wellman, H. M., & Evans, E. M. (2012). Sociocultural input facilitates children’s developing understanding of extraordinary minds. Child Development, 83, 1007-1021. doi: 10.1111/j.1467-8624.2012.01741.x

Wellman, H. M., Lane, J. D., LaBounty, J., & Olson, S. L. (2011). Observant, nonaggressive temperament predicts theory of mind development. Developmental Science, 14, 319-326. doi: 10.1111/j.1467-7687.2010.00977.x

Evans, E. M., & Lane, J. D. (2011). Contradictory or complementary? Creationist and evolutionist explanations of the origin(s) of species. Human Development, 54, 144-159. doi: 10.1159/000329130

Lane, J. D., Wellman, H. M., & Evans, E. M. (2010). Children’s understanding of ordinary and extraordinary minds. Child Development, 81, 1475-1489. doi: 10.1111/j.1467-8624.2010.01486.x

Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotion understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28, 871-889. doi: 10.1348/026151009X483056