Recent developmental research publications from the Rochester Baby Lab. For exhaustive lists, visit the Kidd and Aslin lab websites.


Aslin, R. N., Shukla, M, & Emberson, L. L. (2015). Hemodynamic correlates of cognition in human infants. Annual Review of Psychology, 66, 349–79.

Jara-Ettinger, J., Gibson, E., Kidd, C., & Piantadosi, S.T. (2015). Native Amazonian children forego egalitarianism when they learn to count. Developmental Science.

Kidd, C., & Hayden, B.Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88(3), 449-460.

Partridge, E., McGovern, M., Yung, A., & Kidd, C. (2015). Young children's self-directed information gathering on touchscreens. Proceedings of the 37th Annual Meeting of the Cognitive Science Society.

Pelz, M., Piantadosi, S.T., & Kidd, C. (2015). The dynamics of idealized attention in complex learning environments. Proceedings of the Fifth Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics.

Pelz, M., Yung, A., & Kidd, C. (2015). Quantifying curiosity and exploratory play on touchscreen tablets. Proceedings of the IDC 2015 Workshop on Digital Assessment and Promotion of Children's Curiosity.

Sumner, E., DeAngelis, E., Hyatt, M., Goodman, N., & Kidd, C. (2015). Toddlers Always Get the Last Word: Recency biases in early verbal behavior. Proceedings of the 37th Annual Meeting of the Cognitive Science Society.

Wade, S., & Kidd, C. (2015). Cross-cultural comparison of peer influence on discovery rate during play. Proceedings of the 37th Annual Meeting of the Cognitive Science Society.


Aslin, R. N. (2014). Infant learning: Historical, conceptual, and methodological challenges. Infancy, 19, 2-27.

Aslin, R. N. (2014). Phonetic category learning and its influence on speech production. Ecological Psychology, 26, 4-15.

Aslin, R. N. & Newport, E. L. (2014). Distributional language learning: Mechanisms and models of category formation. Language Learning, 64: Cognitive Neuroscience Supplement 2, 86–105.

Brandone, A. C., Horwitz, S. R., Aslin, R. N., & Wellman, H. M. (2014). Infants' goal anticipation during failed and successful reaching actions. Developmental Science, 17, 23-34.

Kidd, C., Piantadosi, S.T., & Aslin, R.N. (2014). The Goldilocks effect in infant auditory cognition. Child Development, 85(5), 1795-804.

Piantadosi, S.T., Kidd, C., & Aslin, R.N. (2014). Rich analysis and rational models: Inferring individual behavior from infant looking data. Developmental Science, 17(3), 321-337.


Aslin, R.N. (2013). Questioning the questions that have been asked about the infant brain using NIRS. Cognitive Neuropsychology, 29, 7-33.

Kidd, C., Palmeri, H., & Aslin, R.N. (2013). Rational Snacking: Young children's decision-making on the marshmallow task. Cognition, 26, 109-114.


Aslin, R.N. (2012). Infant eyes: A window on cognitive development. Infancy, 17(1), 126-140.

Aslin, R. N. & Newport, E.L. (2012). Statistical learning: From acquiring specific items to forming general rules. Current Directions in Psychological Science, 21(3), 170-176.

Kidd, C., Piantadosi, S.T., & Aslin, R.N. (2012). The Goldilocks effect: Human infants allocate attention to visual sequences that are neither too simple nor too complex. PLoS ONE, 7(5), e36399.


Aslin, R.N. (2011). Perceptual organization of visual structure requires a flexible learning mechanism. Infancy, 16(1), 39-44.

Cicchino, J.B., Aslin, R.N., & Rakison, D.H. (2011). Correspondences between what infants see and know about causal and self-propelled motion. Cognition, 118(2), 171-192.

Gervain, J., Mehler, J., Werker, J.F., Nelson, C.A., Csibra, G., Lloyd-Fox, S., Shukla, M., & Aslin, R.N. (2011). Near-Infrared Spectroscopy: A Report from the McDonnell Infant Methodology Consortium. Developmental Cognitive Neuroscience, 1(1), 22-46.

Kidd, C., White, K.S., & Aslin, R.N. (2011). Toddlers use speech disfluencies to predict speakers' referential intentions. Developmental Science, 14(4), 925–934.

Kidd, C., White, K.S., & Aslin, R.N. (2011). Learning the Meaning of “Um”: Toddlers’ developing use of speech disfluencies as cues to speakers’ referential intentions. In I. Arnon & E.V. Clark (Eds.), Experience, Variation, and Generalization: Learning a First Language (Trends in Language Acquisition Research). Amsterdam: John Benjamins. (pp. 91–106).

Shukla, M., Wen, J., White, K.S., & Aslin, R.N. (2011). SMART-T: A system for fully automated anticipatory eye-tracking paradigms. Behavior Research Methods, 43(2), 384-398.

Shukla, M., White, K.S., & Aslin, R.N. (2011). Prosody guides the rapid mapping of auditory word forms onto visual objects in 6-month-old infants. Proceedings of the National Academy of Sciences, 108(15), 6038-6043.

White, K.S. & Aslin, R.N. (2011). Adaptation to novel accents in toddlers. Developmental Science, 14(2), 372-384.


Aslin, R. N. (2009). How infants view natural scenes gathered from a head-mounted camera. Optometry and Vision Science, 86(6), 561-565.

Kidd, C., White, K. S., & Aslin, R. N. (2009). Children's Use of Disfluencies for Pragmatic Inference in Lexical Development. Proceedings of the 31st Annual Meeting of the Cognitive Science Society. (pp. 1494-1499).

Reeder, P.A., Newport, E.L., & Aslin, R. N. (2009). The Role of Distributional Information in Linguistic Category Formation. Proceedings of the 31st Annual Meeting of the Cognitive Science Society.