Infants Track the Reliability of Potential Informants von Tummeltshammer, Kristen Swan, Wu, Rachel, Sobel, David M., Kirkham, Natasha Z.

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Infants Learn about Objects from Statistics and People von Wu, Rachel, Gopnik, Alison, Richardson, Daniel C, Kirkham, Natasha Z

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Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood von Papageorgiou, Kostas A., Smith, Tim J., Wu, Rachel, Johnson, Mark H., Kirkham, Natasha Z., Ronald, Angelica

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Is Classroom Noise Always Bad for Children? The Contribution of Age and Selective Attention to Creative Performance in Noise von Massonnié, Jessica, Rogers, Cathy Jane, Mareschal, Denis, Kirkham, Natasha Z

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Information processes of task-switching and modality-shifting across development von Peng, Anna, Kirkham, Natasha Z, Mareschal, Denis

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Visual statistical learning in infancy: evidence for a domain general learning mechanism von Kirkham, Natasha Z, Slemmer, Jonathan A, Johnson, Scott P

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Blickets and Babies: The Development of Causal Reasoning in Toddlers and Infants von Sobel, David M, Kirkham, Natasha Z

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Incidental Category Learning and Cognitive Load in a Multisensory Environment Across Childhood von Broadbent, H. J, Osborne, T, Rea, M, Peng, A, Mareschal, D, Kirkham, N. Z

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Infant Statistical Learning von Saffran, Jenny R, Kirkham, Natasha Z

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Location, Location, Location: Development of Spatiotemporal Sequence Learning in Infancy von Kirkham, Natasha Z., Slemmer, Jonathan A., Richardson, Daniel C., Johnson, Scott P.

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The dynamics of reference and shared visual attention von Dale, Rick, Kirkham, Natasha Z, Richardson, Daniel C

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Incidental learning in a multisensory environment across childhood von Broadbent, Hannah J., White, Hayley, Mareschal, Denis, Kirkham, Natasha Z.

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The Art of Conversation Is Coordination: Common Ground and the Coupling of Eye Movements during Dialogue von Richardson, Daniel C., Dale, Rick, Kirkham, Natasha Z.

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Joint perception: gaze and social context von Richardson, Daniel C, Street, Chris N H, Tan, Joanne Y M, Kirkham, Natasha Z, Hoover, Merrit A, Ghane Cavanaugh, Arezou

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Learning in Noisy Classrooms: Children’s Reports of Annoyance and Distraction from Noise are Associated with Individual Differences in Mind-Wandering and Switching skills von Massonnié, Jessica, Frasseto, Philippe, Mareschal, Denis, Kirkham, Natasha Z.

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Reading ability in children relates to rhythm perception across modalities von Tierney, Adam, Gomez, Jessica Cardona, Fedele, Oliver, Kirkham, Natasha Z.

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Task switching costs in preschool children and adults von Peng, Anna, Kirkham, Natasha Z., Mareschal, Denis

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Do Cues From Multiple Modalities Support Quicker Learning in Primary Schoolchildren? von Kirkham, Natasha Z., Rea, Michaela, Osborne, Tamsin, White, Hayely, Mareschal, Denis

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No two cues are alike: Depth of learning during infancy is dependent on what orients attention von Wu, Rachel, Kirkham, Natasha Z.

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Multimodal Events and Moving Locations: Eye Movements of Adults and 6-Month-Olds Reveal Dynamic Spatial Indexing von Richardson, Daniel C, Kirkham, Natasha Z

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