Vikram K Jaswal

Summary

Affiliation: University of Virginia
Country: USA

Publications

  1. pmc Believing what you're told: young children's trust in unexpected testimony about the physical world
    Vikram K Jaswal
    Department of Psychology, 102 Gilmer Hall, P O Box 400400, University of Virginia, Charlottesville, VA 22904 4400, United States
    Cogn Psychol 61:248-72. 2010
  2. pmc Young children have a specific, highly robust bias to trust testimony
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA 22904, USA
    Psychol Sci 21:1541-7. 2010
  3. pmc Compliance, conversion, and category induction
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA 22904, USA
    J Exp Child Psychol 102:182-95. 2009
  4. doi request reprint Explaining the disambiguation effect: don't exclude mutual exclusivity
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA 22904 4400, USA
    J Child Lang 37:95-113. 2010
  5. doi request reprint Metamemory development: understanding the role of similarity in false memories
    Vikram K Jaswal
    University of Virginia, Department of Psychology, P O Box 400400, Charlottesville, VA 22904 4400, USA
    Child Dev 80:629-35. 2009
  6. pmc Limitations on reliability: regularity rules in the English plural and past tense
    Vikram K Jaswal
    Department of Psychology, University of Virginia, 102 Gilmer Hall, P O Box 400400, Charlottesville, VA 22904 4400, USA
    Child Dev 79:750-60. 2008
  7. ncbi request reprint Learning words: children disregard some pragmatic information that conflicts with mutual exclusivity
    Vikram K Jaswal
    Department of Psychology, University of Virginia 22904, USA
    Dev Sci 9:158-65. 2006
  8. ncbi request reprint Preschoolers favor the creator's label when reasoning about an artifact's function
    Vikram K Jaswal
    Department of Psychology, P O Box 400400, University of Virginia, Charlottesville, VA 22904 4400, USA
    Cognition 99:B83-92. 2006
  9. ncbi request reprint Don't believe everything you hear: preschoolers' sensitivity to speaker intent in category induction
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA, USA
    Child Dev 75:1871-85. 2004
  10. doi request reprint Accuracy, confidence, and calibration: how young children and adults assess credibility
    Elizabeth R Tenney
    Department of Psychology, University of Virginia, Charlottesville, VA 22904 4400, USA
    Dev Psychol 47:1065-77. 2011

Research Grants

Detail Information

Publications15

  1. pmc Believing what you're told: young children's trust in unexpected testimony about the physical world
    Vikram K Jaswal
    Department of Psychology, 102 Gilmer Hall, P O Box 400400, University of Virginia, Charlottesville, VA 22904 4400, United States
    Cogn Psychol 61:248-72. 2010
    ..Together, these studies demonstrate that toddlers have a robust bias to trust even surprising testimony, but this trust can be influenced by how much confidence they have in their initial belief...
  2. pmc Young children have a specific, highly robust bias to trust testimony
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA 22904, USA
    Psychol Sci 21:1541-7. 2010
    ..Three-year-olds have a specific, highly robust bias to trust what people--particularly visible speakers--say...
  3. pmc Compliance, conversion, and category induction
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA 22904, USA
    J Exp Child Psychol 102:182-95. 2009
    ..This suggests that children's label-based inferences do reflect conversion rather than mere compliance...
  4. doi request reprint Explaining the disambiguation effect: don't exclude mutual exclusivity
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA 22904 4400, USA
    J Child Lang 37:95-113. 2010
    ..The expectation that each object has just one label can lead children to discount some individual behavioral cues to a speaker's intent, though it can be overridden given a combination of pragmatic cues...
  5. doi request reprint Metamemory development: understanding the role of similarity in false memories
    Vikram K Jaswal
    University of Virginia, Department of Psychology, P O Box 400400, Charlottesville, VA 22904 4400, USA
    Child Dev 80:629-35. 2009
    ..Six-year-olds, but not 5-year-olds, consistently attributed more similar than dissimilar mistakes to false memories. Understanding the link between similarity and false memories improves significantly between 5 and 6 years of age...
  6. pmc Limitations on reliability: regularity rules in the English plural and past tense
    Vikram K Jaswal
    Department of Psychology, University of Virginia, 102 Gilmer Hall, P O Box 400400, Charlottesville, VA 22904 4400, USA
    Child Dev 79:750-60. 2008
    ....
  7. ncbi request reprint Learning words: children disregard some pragmatic information that conflicts with mutual exclusivity
    Vikram K Jaswal
    Department of Psychology, University of Virginia 22904, USA
    Dev Sci 9:158-65. 2006
    ..These results suggest that children expect words to be mutually exclusive even when a speaker provides some kinds of pragmatic evidence to the contrary...
  8. ncbi request reprint Preschoolers favor the creator's label when reasoning about an artifact's function
    Vikram K Jaswal
    Department of Psychology, P O Box 400400, University of Virginia, Charlottesville, VA 22904 4400, USA
    Cognition 99:B83-92. 2006
    ..Thus, even very young children expect a unique connection between the label the creator of an artifact uses and the function she intends it to have...
  9. ncbi request reprint Don't believe everything you hear: preschoolers' sensitivity to speaker intent in category induction
    Vikram K Jaswal
    Department of Psychology, University of Virginia, Charlottesville, VA, USA
    Child Dev 75:1871-85. 2004
    ..These studies demonstrate that preschoolers do not treat labels as atheoretical features of objects; rather, they interpret them in light of their understanding of the labeler's communicative intent...
  10. doi request reprint Accuracy, confidence, and calibration: how young children and adults assess credibility
    Elizabeth R Tenney
    Department of Psychology, University of Virginia, Charlottesville, VA 22904 4400, USA
    Dev Psychol 47:1065-77. 2011
    ..Thus, children and adults may differ in how they infer credibility because of the cognitive demands of using calibration...
  11. pmc Learning the rules: observation and imitation of a sorting strategy by 36-month-old children
    Rebecca A Williamson
    Department of Psychology, Georgia State University, PO Box 5010, Atlanta, GA 30302, USA
    Dev Psychol 46:57-65. 2010
    ..The results show that 36-month-olds can do more than imitate the literal behaviors they see; they also abstract and imitate rules that they see another person use...
  12. ncbi request reprint When two heads are not better than one: partner neglect in paired memory tasks
    Olivia K A Lima
    Department of Psychology, University of Virginia, Charlottesville, Virginia 22904, USA
    Psychon Bull Rev 14:88-94. 2007
    ..Only when explicitly instructed to estimate their accuracy relative to their partner's did participants take advantage of the partner's greater expertise...
  13. ncbi request reprint Adults don't always know best: preschoolers use past reliability over age when learning new words
    Vikram K Jaswal
    University of Virginia, VA 22904, USA
    Psychol Sci 17:757-8. 2006
  14. doi request reprint Deficit or difference? Interpreting diverse developmental paths: an introduction to the special section
    Nameera Akhtar
    Department of Psychology, University of California, Santa Cruz, Santa Cruz, CA 95064, USA
    Dev Psychol 49:1-3. 2013
    ....
  15. ncbi request reprint The relative strengths of indirect and direct word learning
    Vikram K Jaswal
    Department of Psychology, Stanford University, USA
    Dev Psychol 39:745-60. 2003
    ..There was a hint of a difference between indirect and direct word learning. but results overall suggested that the two were equivalent...

Research Grants3

  1. Do Labels Help Infants Form Non-Obvious Categories?
    VIKRAM JASWAL; Fiscal Year: 2002
    ..By considering the role of labeling in the formation of categories, this research will make important contributions to the fields of cognitive and language development. ..
  2. Influencing Children's Beliefs Through Language
    VIKRAM JASWAL; Fiscal Year: 2007
    ..It also has important public health implications in terms of how parents, caregivers, and educators can craft their messages to children to effect changes in behaviors and beliefs. ..