Publications

Hamlin, J., Newman, G., & Wynn, K. (in press). Eight-month-old infants infer unfulfilled goals, despite contrary physical evidence. Infancy.

vanMarle, K., & Wynn, K. (in press). Infants’ auditory enumeration: Evidence for analog magnitudes in the small number range. Cognition.

Yamaguchi, M., Kuhlmeier, V., Wynn, K. & vanMarle, K. (in press).  Continuity in social cognition from infancy to childhood.  Developmental Science.

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. (1993). Evidence for unlearned numerical competence. Proceedings of the Joint Annual Meeting of the Western Psychological Association and the Rocky Mountain Psychology Association, Vol. 2.

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.