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For the most up-to-date list of my publications, see my Google Scholar profile.

(* indicates undergraduate, graduate, or post-doctoral advisee)

*Wertz, A. & Wynn, K. (2019). Can I eat that too? 18-month-olds generalize social information about edibility to similar looking plants. Appetite, 138, 127-135.

*Marshall, J., Gollwitzer, A., Wynn, K., & Bloom, P. (2019). The development of corporal third-party punishment. Cognition, 190, 221-229.

Wynn, K. (2018). Origins of numerical knowledge. In S.I. Bangu (Ed.), Naturalizing Logico-Mathematical Knowledge: Approaches from Philosophy, Psychology and Cognitive Science. Routledge.

Wynn, K., Bloom, P., *Jordan, A., *Marshall, J., & *Sheskin, M. (2018). Not noble savages after all: Limits to early altruism. Current Directions in Psychological Science.

*Kominsky, J., Strickland, B., *Wertz, A., Elsner, C., Wynn, K., & Keil, F. (2017). Categories and constraints in causal perception. Psychological Science. doi: 10.1177/0956797617719930

*Tasimi, A., Johnson, M. & Wynn, K. (2017). Children’s decision-making: When self-interest and moral considerations conflict. Journal of Experimental Child Psychology, 161, 195-201.

*Pietraszewski, D., *Wertz, A., Bryant, G., & Wynn, K. (2017). Three-month-old infants use vocal cues of body size. Proceedings of the Royal Society: B., 284, 20170656.

Bloom, P. & Wynn, K. (2016). What develops in moral development? In D. Barner & A. Baron (Eds.), Cognitive Development and Conceptual Change. Oxford: Oxford University Press.

*Tasimi, A. & Wynn, K. (2016). Costly rejection of wrongdoers by infants and children. Cognition, 151, 76-79. doi: 10.1016/j.cognition.2016.03.004

Wynn, K. (2016). Origins of value conflict: Babies do not agree to disagree. Trends in Cognitive Sciences, 20, 3-5.

*Tasimi, A., *Dominguez, A. & Wynn, K. (2015). Do-gooder derogation in children: The social costs of generosity. Frontiers in Psychology 6:1036. doi: 10.3389/fpsyg.2015.01036

*Wertz, A. & Wynn, K. (2014). The forager in the crib: Selective social learning of plant edibility in 6- and 18-month-old infants. Psychological Science, 25, 874-882.

*Sheskin, M., Bloom, P. & Wynn, K. (2014). Anti-equality: Social comparison in young children. Cognition, 130, 152-156.

*Wertz, A. & Wynn, K. (2014). Thyme to touch: Infants possess strategies that protect them from dangers posed by plants. Cognition, 130, 44-49.

Wynn, K. & Bloom, P. (2013). The moral baby. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development, 2nd Ed, pp. 435-453. NY: Taylor & Francis.

Wynn, K. (2013). Infant cartographers: Mapping the social terrain. In M. Banaji & S. Gelman (Eds.), Navigating the Social World: What infants, children, and other species can teach us. New York: Oxford University Press.

*Hamlin, K., *Mahajan, N., *Liberman, Z., & Wynn, K. (2013). Not like me = bad: Infants prefer those who harm dissimilar others. Psychological Science, 24.

*Hamlin, J.K., & Wynn, K. (2012). Who knows what’s good to eat? Infants fail to match the food preferences of antisocial others. Cognitive Development, 27, 227-239.

*Mahajan, N. & Wynn, K. (2012). Origins of “us” versus “them”: Prelinguistic infants prefer similar others. Cognition, 124, 227-233.

*Hamlin, K., Wynn, K., & Bloom, P. (2012). The case for social evaluation in infants. PLoS One.

*Hamlin, K., Wynn, K., & Bloom, P. (2012). Reply to Scarf et al.: Nuanced social evaluation doesn’t compute. Proceedings of the National Academy of Sciences, 109, E1427.

*Hamlin, J.K., Wynn, K., Bloom, P., & *Mahajan, N. (2011). How infants and toddlers react to antisocial others. Proceedings of the National Academy of Sciences, 108, 19931-19936.

*vanMarle, K. & Wynn, K. (2011). Tracking and quantifying objects and non-cohesive substances. Developmental Science, 14, 502-515.

*Hamlin, J.K., & Wynn, K. (2011). Young infants prefer prosocial to antisocial others. Cognitive Development, 26, 30-39.

*Newman, G., Keil, F., *Kuhlmeier, V., & Wynn, K. (2010). Early understandings of the link between agents and order. Proceedings of the National Academy of Sciences, 107, 17140-17145.

*Hamlin, J.K., Wynn, K., & Bloom, P. (2010). Three-month-old infants show a negativity bias in social evaluation. Developmental Science, 13, 923-929.

*Cheries, E., *Mitroff, S., Wynn, K., & Scholl, B. (2009). Do the same principles constrain persisting object representations in infant cognition and adult perception? The cases of continuity and cohesion. In B. Hood & L. Santos (Eds.), The Origins of Object Cognition. Oxford: Oxford University Press (pp. 107-134).

*Hamlin, J.K., *Newman, G., & Wynn, K. (2009). Eight-month-old infants infer unfulfilled goals, despite contrary physical evidence. Infancy, 14, 579-590.

*McCrink K. & Wynn, K. (2009). Operational momentum in large-number addition and subtraction by 9-month-olds. Journal of Experimental Child Psychology, 103, 400-408.

Wynn, K. (2009). Constraints on natural altruism. British Journal of Psychology, 100, 481-485.

*Yamaguchi, M., *Kuhlmeier, V., Wynn, K. & *vanMarle, K. (2009). Continuity in social cognition from infancy to childhood. Developmental Science, 12, 746-752.

*vanMarle, K., & Wynn, K. (2009). Infants’ auditory enumeration: Evidence for analog magnitudes in the small number range. Cognition, 111, 302-316.

*Cheries, E., *Mitroff, S., Wynn, K., & Scholl, B. (2008). The critical role of cohesion: How splitting disrupts infants’ object representations. Developmental Science, 11, 427-432.

*Hamlin, J.K., Wynn, K., & Bloom, P. (2008). Social evaluation by preverbal infants. Pediatric Research, 63(3), 219.

Wynn, K. (2008). Some innate foundations of social and moral cognition. In P. Carruthers, S. Laurence & S. Stich (Eds.), The Innate Mind: Foundations and the Future. Oxford: Oxford University Press. Cheries, E., Mitroff, S., Wynn, K., & Scholl, B. (2008). The critical role of cohesion: How splitting disrupts infants’ object representations. Developmental Science, 11, 427-432.

*Newman, G., *Herrmann, P., Wynn, K., & Keil, F. (2008). Infants bias intrinsic features to predict an object’s future behavior. Cognition, 107, 420-432.

*Newman, G., *Choi, H., Wynn, K., & Scholl, B. (2008).  The origins of causal perception: Evidence from postdictive processing in infancy. Cognitive Psychology, 57, 262-291.

*McCrink, K. & Wynn, K. (2008). Mathematical Reasoning. In M. Haith & J. Benson (Eds.), The Encylopedia of Infant and Early childhood Development, Vol. 2, pp. 280-289. Elsevier Press.

*Hamlin, J., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557-559.

*McCrink, K. & Wynn, K. (2007). Ratio abstraction by 6-month-old infants. Psychological Science, 18, 740-745.

*Cheries, E., Wynn, K. & Scholl, B. (2006).  Interrupting infants’ persisting object representations: An object-based limit?  Developmental Science, 9, F50-F58.

*vanMarle, K. & Wynn, K. (2006). Six-month-old infants use analog magnitudes to represent duration.  Developmental Science, 9, F41-F49.

*Mitroff, S., Scholl, B., & Wynn, K. (2005). The relationship between object files and conscious perception. Cognition, 96, 67-92.

*McCrink, K., & Wynn, K. (2004). Large-number addition and subtraction in infants. Psychological Science, 15, 776-781.

*Kuhlmeier, V., Bloom, P., & Wynn, K. (2004). Infants do not see humans as material objects. Cognition, 94, 95-103.

*Kuhlmeier, V., Wynn, K., & Bloom, P. (2004). People v. objects: A reply to Rakison & Cicchino. Cognition, 94,  109-112.

*Mitroff, S., Scholl, B., & Wynn, K. (2004). Divide and conquer: How object files adapt when a persisting object splits into two. Psychological Science, 15, 420-425.

*Kuhlmeier, V., Wynn, K., & Bloom, P. (2003). Attribution of dispositional states by 12-month-old infants. Psychological Science, 14, 402-408.

*vanMarle, K. & Wynn, K. (2002). Quantitative reasoning. In Encyclopedia of Cognitive Science. Macmillan Publishers.

Wynn, K. (2002). Number processing and arithmetic. In V. S. Ramachandran (Ed.), Encyclopedia of the Human Brain. Academic Press.

Wynn, K., Bloom, P. & *Chiang, W-C. (2002). Enumeration of collective entities by 5-month-old infants. Cognition, 83, B55-B62.

Wynn, K. (2002). Do infants have numerical expectations or just perceptual preferences? Developmental Science, 2, 207-209.

Wynn, K. (2000). Findings of addition and subtraction in infants are robust and consistent: A reply to Wakeley, Rivera and Langer. Child Development, 71, 1535-1536.

*Chiang, W-C., & Wynn, K. (2000). Infants’ representation and tracking of multiple objects. Cognition, 77, 169-195.

Jackendoff, R., Bloom, P., & Wynn, K., Eds. (1999). Language, Logic, and Concepts: Essays in Honor of John Macnamara. Cambridge, MA: MIT Press.

Wynn, K. & *Chiang, W. (1998). Limits to infants’ knowledge of objects: The case of magical appearance. Psychological Science, 9, 448-455.

Wynn, K. (1998). Psychological foundations of number: Numerical competence in human infants. Trends in Cognitive Sciences, 2, 296-303.

*Sharon, T. & Wynn, K. (1998). Infants’ individuation of actions from continuous motion. Psychological Science, 9, 357-362.

Wynn, K. (1998). An evolved capacity for number. In D. Cummins and C. Allen (Eds.), The Evolution of Mind. Oxford: Oxford University Press.

Wynn, K. (1998). Numerical competence in infants. In C. Donlan (Ed.), The Development of Mathematical Skills, pp. 3-25. East Sussex, UK: Psychology Press Ltd.

Bloom, P. & Wynn, K. (1997). Linguistic cues in the acquisition of number words. Journal of Child Language, 24, 511-533.

Wynn, K. (1997). Competence models of numerical development. Cognitive Development, 12, 333-339.

Wynn, K. (1996). Infants’ individuation and enumeration of actions. Psychological Science, 7, 164-169.

Wynn, K. (1995). Infants possess a system of numerical knowledge. Current Directions in Psychological Science, 4, 172-177.

Reprinted (2000) in K. Lee (Ed.), Childhood Cognitive Development: The Essential Readings. Oxford: Blackwell Publishers.

Reprinted (1998) in S. Shettleworth (Ed.), Cognition, evolution, and behavior. Oxford: Oxford University Press.

Wynn, K. (1995). Origins of numerical knowledge. Mathematical Cognition, 1, 35-60.

Bloom, P. & Wynn, K. (1994). The real problem with constructivism. Behavioral and Brain Sciences, 17, 707-708.

Wynn, K. (1992).  Addition and subtraction by human infants. Nature, 358, 749-750.

Reprinted (2000) in D. Muir and A. Slater (Eds.), Infant Development: The Essential Readings. Oxford: Blackwell Publishers.

Reprinted (2000) in Instructors’ Resource Manual to Kathleen Berger’s The Developing Person Through Childhood and Adolescence, by R. Straub. Worth Publishers.

Reprinted (1998) in J. DeLoache (Ed.), Current Readings in Child Development, 3rd edition. Allyn & Bacon.

Reprinted (1994) in J. DeLoache (Ed.), Current Readings in Child Development, 2nd edition. Allyn & Bacon.

Translated and printed in le Journal International de Medecine as: Wynn, K. (1992). Capacites d’addition et de soustraction chez le nourrisson. No. 245, 16 Septembre, 25-28.

Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24, 220-251.

Wynn, K. (1992). Evidence against empiricist accounts of the origins of numerical knowledge. Mind & Language, 7, 315-332.

Reprinted (1994) in D. Papalia & D. Olds (Eds.), A Child’s World: Infancy Through Adolescence. McGraw-Hill.

Reprinted (1993) in A. Goldman (Ed.), Readings in Philosophy and Cognitive Science. Cambridge, MA: MIT Press.

Wynn, K. (1992). Issues concerning a nativist theory of numerical knowledge. Mind & Language, 7, 367-381.

Wynn, K. & Bloom, P. (1992). The origins of psychological axioms of arithmetic and geometry. Mind & Language, 7, 409-416.

Wynn, K. (1992). Il neonato sapiens sapiens. La Repubblica , November 11, p. 36. (2000-word article solicited by La repubblica, an Italian daily newspaper with readership of 5 million.)

Wynn, K. (1990).  Children’s understanding of counting.  Cognition, 36, 155-193.

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