CURRICULUM VITAE

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SUSAN E. CAREY心理学空间a*k6j]5N

CITIZENSHIP:               United States心理学空间9I/q8?9G&Za

EDUCATION心理学空间I[Td)\x [Um

uf,dhQ0Harvard University, Ph.D., 1971心理学空间0q9b&wvy

)H@J^3i@vz1l%L0London University, Fulbright Fellowship, 1965心理学空间Q}L_7hH%G

6[tXWwc0Radcliffe College, B.A., 1964

FELLOWSHIPS AND HONORS

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The British Academy, Corresponding Fellow, 2007心理学空间
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American Philosophical Society, 2007

QRKw3b0National Academy of Sciences, 2002心理学空间8F-z'D(tR}8X

William James Fellow, American Psychology Society, 2002心理学空间w%{qFs!nD

American Academy of Arts and Sciences, 2001

(X5yw3F`-g{$x1Af0Society for Experimental Psychology, 1999心理学空间8WF"R8V|L9x

National Academy of Education, 1999

fH \*XN0X7Z z0Guggenheim Fellowship, 1999-2000心理学空间t$}
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^*RcRv8g@:vX0George A. Miller Lecturer, 1998.  Society of Cognitive Neuroscience

W2Rh'Ob,IIJ)C0Nicod Prize, Paris, 1998心理学空间\&Q;aN["h1`%Y

Cattell Fellowship, 1995-1996

Fellow:  Institute for Advanced Studies in the Behavioral Sciences, 1984-1985心理学空间AY$p
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Sloane Fellow, University of California, Berkeley, 1980-1981

Radcliffe Institute Fellowship, 1976-1978心理学空间#Q~
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PROFESSIONAL EXPERIENCE心理学空间$iZ~ @A5N4oQ3a5h!C

 Academic Positions

c"Z'y~7t8GYz02004-                   Henry A. Morss Jr. and Elizabeth W. Morss Professor of Psychology,                        Harvard University心理学空间Na,WS w_o

z7bCy1P%G02001-                   Professor, Harvard Department of Psychology心理学空间
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1996-2001           Professor, NYU Department of Psychology

,}Ih,O)\I;hF1W01984-1996        Professor, MIT Department of Brain and Cognitive Sciences

l bwGPp4G3c E01977-1984        Associate Professor, MIT Psychology Department心理学空间!r1ml^?7R1@

1972-1977           Assistant Professor, MIT Psychology Department

1974-1975           Adjunct Assistant Professor, Rockefeller University

1971-1972         Lecturer, Harvard University Psychology Department心理学空间k`^ R%E?2{]

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Research and Training Grants (Current Only)

`
G1^h5I+c02007-2012 NIH   Origin of Knowledge:  Conceptual Continuity and Change心理学空间8B!bD:P?R0y8GK

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$Dmx)|"b@j02007-2010  NSF Sources of Mathematical Thinking (co-PI, E. Spelke).

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\-Y9pqJZq{02004-2009 NIH  The Development of Cognition.  Training grant (PI, S. Carey;10 co-PIs)

Professional Organizations (Current)

aIz3m,XgJ0Society for Cognitive Development

International Society for Infant Studies心理学空间$B7w$eY#K

1D)B#@r!W0Society for Research in Child Development心理学空间 yO[]-j3W'Gd/nj

Society for Philosophy and Psychology, President, 1983-1984

Piaget Society, Governing Board, 1986-1987心理学空间rL-_;o5VDk

Editorial Boards and Grant Review Panels

"SP TV9A0Editor (with L. Gleitman, E. Spelke, & E. Newport) of book series:  Learning, Development and   Conceptual Change, MIT Press.心理学空间cqh N_VRL

c }c5bg f\6G0Editorial Boards: Psychological Review (Associate Editor, 2000-2003); Psychological Science; Infancy, Journal of Language Acquisition, Cognition (past), Memory and Cognition (past), Developmental Psychology (past).心理学空间%^/LQ'wW4e0z {9N

bas+fO$|hi0Panelist (1992-1995): NSF Review Panel:  Perception & Cognition心理学空间8f,ny$ap_9S N+@

Panelist (1985-1989): NIMH Review Panel.  Cognition, Emotion & Personality.

PSYCHOLOGY PUBLICATIONS

Books and Monographs

Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: Bradford Books, MIT Press.

S. Carey & R. Gelman, Eds. (1991). The Epigenesis of Mind: Essays on Biology and  心理学空间9LQ,V{t,u?iM

Cognition. Hillsdale, NJ: Erlbaum.

Astuti, R., Solomon, G., and Carey, S. (2004). Constraints on Conceptual Development:  A Case Study of the Acquisition of Folkbiological and Folksociological Knowledge in Madagascar.    Monographs of the Society for Research in Child Development.

|ks:fu)H{Qn0Carey, S. (in press). The Origin of Concepts.  New York:  Oxford University Press.心理学空间*j@e5wwj

Chapters in Books (* = student)

W"AH$y*BxQxip0Carey, S. (1974). Cognitive Competence. In K.J. Connolly & J.S. Bruner (eds.), The Growth of Competence. New York: Academic Press, 169-193.

Carey, S. (1978). The biological basis of cognitive development. In S. Brainard (ed.), Learning Disabilities: Issues and Recommendations for Research. National Institutes of Education, 14- 31.心理学空间6w
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xS6P^bf0Carey, S. (1978). Less may never mean more. In R. Campbell & P. Smith (eds.), Recent

Advances in the Psychology of Language. New York: Plenum Press, 109-132.

Carey, S. (1978). The child as word learner. In J. Bresnan, G. Miller and M. Halle (eds.),心理学空间:uo$X r] |.]"sB&Q

Linguistic Theory and Psychological Reality. Cambridge, MA: MIT Press, 264-293.

Carey, S. (1978). A case study: Face recognition. In E. Walker (ed.), Explorations in the 心理学空间xq2k8t]qdt1CC

Biology  of Language. Montgomery, VT: Bradford Books, 175-201.心理学空间/N!Q5d1Q3Lj"B;~

Leehey, S*., & Carey, S. (1978). Up front, the acquisition of a concept and a word. Proceedings  of the Stanford Child Language Conference, 15, 45-56.

Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Proceedings of the Stanford Child Language Conference, 15, 17-29.心理学空间Dc3PN&Eq

B,r5C?7LW0Carey, S. (1980). Maturational factors in human development. In D. Kaplan (ed.), Biological Bases of Mental Processes. Cambridge, MA: MIT Press, 1-7.心理学空间&EG0Tqc-}%W

{,_E&NT0Carey, S., & Diamond, R. (1980). Maturational determination of the developmental course of face coding. In D. Kaplan (ed.), The Biological Bases of Cognitive Processes. Cambridge,   MA: MIT Press, 60-93.心理学空间TE(yGU/pr

|D1~.j+hJ~l0Carey, S. (1981). The development of face perception. In G. Davies, H. Ellis & J. Shephard (eds.), Perceiving and Remembering Faces, New York: Academic Press, 9-38.心理学空间DTz+@6D5S2Cc

Carey, S. (1982). Face perception: anomalies of development. In S. Strauss (ed.), U-Shaped Curves in Development. New York: Academic Press, 169-190.

HsDC#A}z0Carey, S. (1982). Semantic development, state of the art.  In L. Gleitman and E. Wanner (eds.), Language Acquisition, State of the Art. Cambridge: Cambridge University Press, 347-389.心理学空间1kc1W _PE g}!v;F C

.R,D^'k,lDY0Carey, S. (1983). Constraints on the meanings of natural kind terms. In T. Seiler and W.  Wannenmacher (eds.), Concept Development and the Development of Word Meaning.   Berlin: Springer, 126-146.心理学空间c%`OxlUp

wul ox0Wiser, M*. & Carey, S. (1983). When heat and temperature were one. In D. Genter and A. Stevens (eds.), Mental Models.Hillsdale, NJ: Erlbaum, 267-297.心理学空间5Qo#]$|Bb8m

Carey, S. (1984). Cognitive development: the descriptive problem. M. Gazzaniga (ed.),

Handbook for Cognitive Neuroscience. Plenum, 37-66.心理学空间,j:uch s-lW

Carey, S. (1985). Constraints on semantic development. In J. Mehler (ed.), Neonate Cognition.  Hillsdale, NJ: Erlbaum, 381-398.心理学空间%Qp4\p}VK

f&Vn)MM ][v0Carey, S. (1985). Are children fundamentally different kinds of thinkers and learners from adults?  In S.F. Chipman, J.W. Segal & R. Glaser (eds.), Thinking and Learning Skills, 2. Hillsdale, NJ: Erlbaum, 485-517. Reprinted by Open University Press: Open University Readings in Cognitive Development.

Carey, S. (1987). Theory change in childhood. In B. Inhelder, D. Caprona & A. Cornce-Wells (eds.), Piaget Today. Hillsdale, NJ: Erlbaum, 141-163.心理学空间~ U7kphT/{/b

Carey, S. (1988). Lexical Development: The Rockefeller Years. In B. Hirst (ed.), The Making of Cognitive Science: Essays in Honor of George A. Miller. Cambridge: Cambridge University Press, 197-209.

]M{X0V^^,A0Carey, S. (1988). Cognitive development in childhood. In S. Schiffer and S. Steele (eds.),心理学空间R/g
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Cognition and Representation. Westview Press, 131-160.心理学空间y.PUZ ^cnLn%p

_ kic*o#q3z2A0Carey, S. (1988). Why Jane and Johnny aren't learning science. Washington, DC: Federation of Behavioral, Psychological, and  Cognitive Sciences: Science and Public Policy Seminars.

\*v3t.~)Ri0Carey, S. (1988). Reorganization of knowledge in the course of Acquisition. In S. Strauss (ed.), Ontongeny, Phylogeny, and Historical Development, Human Development Series, Vol. 2: The Tel Aviv Annual Workshop in Human Development. Norwood, NJ: Ablex, 1-27.

8s.[r.N#itr0Carey, S. (1990). Cognitive development. In D. Osherson & E. Smith (eds.), Invitation to Cognitive Science,3. Bradford Books, MIT Press, 147-172.心理学空间3tut@'\.[cz `,t

Carey, S. (1990). On some relations between the description and the explanation of Developmental change. In G. Butterworth and P. Bryant (eds.), Causes of Development, Interdisciplinary Perspectives. New York: Harvester Wheatsheaf, 135-157.

'H a7j%w+`nO0Gallistel, R., Brown, A., Carey, S., Gelman, R., & Keil, F. (1991). Lessons from animal learningfor the study of cognitive development. In S. Carey & R. Gelman (eds.),The Epigenesis of   Mind: Essays in Biology and Cognition. Hillsdale, NJ: Erlbaum, 3-36.

Carey, S. (1991). Knowledge acquisition: enrichment or conceptual change? In S. Carey & R. Gelman (eds.), The Epigenesis of Mind: Essays in Biology and Cognition. Hillsdale, NJ: Erlbaum, 257-291.心理学空间|BlKH#Dq [

Carey, S. (1992). Ontology and meaning: two contrasting views. In E. Dromi (ed.), Language and Cognition: A Developmental Perspective. Norwood, NJ: Ablex, 88-103.心理学空间o8d!Vw]&?

1RU}.d(V,w0q0Carey, S. (1993). The origin and evolution of everyday concepts. In R. Giere (ed.), Cognitive Models of Science (Minnesota Studies in the Philosophy of Science, Vol. XV). Minneapolis: University of Minnesota Press, 89-128.

Carey, S. (1993).  Speaking of objects, as such.  In G. Harman (ed.), Conceptions of the Mind: Essays in Honor of G.A. Miller. Hillsdale, NJ: Erlbaum, 139-159.心理学空间OV x${{(A

J9DV0BG0Carey, S., & Spelke, E.S. (1994). Domain specific knowledge and conceptual change. In L. Hirschfeld & S. Gelman (eds.), Mapping the Mind: Domain Specificity in Cognition and Culture. Cambridge: Cambridge University Press, 169-200.心理学空间N1Ou2j(xz&T'f"I

Carey, S. (1995). On the origins of causal understanding. In D. Sperber, D. Premack, and A.J. Premack (eds.), Causal Cognition. Oxford: Clarendon Press, 268-308.

JlQ7gFc0Carey, S. (1995). Continuity and discontinuity in cognitive development. In D.N. Osherson (ed.), An Invitation to Cognitive Science, Vol. 3: Thinking. Cambridge, MA: MIT Press, 101-129.

gXg-P8z+C0Carey, S. (1996). Perceptual classification  and expertise. In R. Gelman and T. Au (eds.),Handbook of Perception and Cognition: Perceptual and Cognitive Development; New York: Academic Press, 49-69.心理学空间j%RdUs^)Pq;Y

Carey, S. (1996). Cognitive domains as modes of thought. In D. Olson (ed.), Modes of Thought. Cambridge: Cambridge University Press, 187-215.

1B%U#ymEVg0Carey, S. (1998). Knowledge of Number: Evolutionary and Ontogenetic Origins. In M. S.心理学空间 D&YS%J%s+Gp7BJ8O

2rFK?],b6[0Gazzaniga & J. S. Altman (eds.), Brain and Mind: Evolutionary Perspectives. Strasbourg: Human Frontier Science Program, 131-149.心理学空间O/af2r:VN

Hauser, M., & Carey, S. (1998). Building a cognitive creature from a set of primitives: Evolutionary and developmental insights. In C. Allen & D. Cummings (eds.), The Evolution of Mind. Oxford: Oxford University Press, 51-106.

,V h&a4Y(qV a5}0Carey, S. (1999). Sources of conceptual change. In E. K. Scholnick, K. Nelson, S. A. Gelman & P. Miller (eds.), Conceptual Development: Piaget’s Legacy. Hillsdale, NJ: Erlbaum, 293-326.

`e@,k)y\;e0Carey, S.& Xu, F*. (1999). Sortals and kinds: an appreciation of John Macnamara. In R. 心理学空间3]'o_0~]

Jackendoff, P. Bloom, & K. Wynn, (eds.). John Macnamara: On the Border. Cambridge,心理学空间'l@2xy b'}Y

)k`(P9{1j(T EK;P0C u0MA: MIT Press, 311-336.心理学空间5K3XCas(V)mKC \_

LdH/ZC0Slaughter, V*., Jaakkola, K*., & Carey, S. (1999). Constructing a coherent theory. Children’s  biological understanding of life and death. In M. Siegel & C. Peterson (eds.) Children’s  Understanding of Biology and Health. Cambridge: Cambridge University Press, 71-98.心理学空间:x](|T&a$D.x#ct

Carey, S., & Markman, E. (1999). Cognitive Development. In R.E. Rumelhart & B.O. Martin (eds.), Handbook of Cognition and Perception, Vol. 1: Cognitive Science, 201-254.

Carey, S. & Johnson, S*. (2000). Metarepresentation and conceptual change: Evidence from Williams Syndrome. In Sperber, D. (ed.), Metarepresentation. Cambridge: Cambridge University Press, 225-264.

xJM1a}Y0Carey, S. (2001). Whorf  vs. Continuity Theorists: Bringing data to bear on the debate. In M. Bowerman and D. Levinson (eds.), Cross-linguistic variation in the cognitive substrate of language. Cambridge: Cambridge University Press, 155-214.心理学空间"qO_Ed'u

Carey, S. (2001). Bridging the gap between cognitive development and developmental心理学空间%Ix]$cw)K@p%u

/z,v
P.i4CP0neuroscience: A case study of the representation of number. In C. A. Nelson & M. Luciana   (eds.), The Handbook of Developmental Cognitive Neuroscience. Cambridge, MA: MIT Press, 415-432.心理学空间;u#\j*U/t4{o

]1`IAu wE0c$]0Carey, S. (2002). The origin of concepts: continuing the conversation.Stein, N.L., Bauer, P. J., & Rabinowitz, M. (eds.), Representation, Memory, and Development: Essays in Honor of Jean Mandler. Mahwah, NJ: Lawrence Erlbaum Associates, 43-52.心理学空间J{k3t7o ~Q+_

Carey, S. (2002). On the very possibility of discontinuities in development.  In DuPoux, E. (ed.), Essays in Honor of Jacques Mehler. Cambridge, MA, MIT Press, Chapter 17.

m(|Y3S R;Y N0Saxe, R., Carey, S., & Kanwisher, N. (2004). Understanding other minds: linking developmental psychology and functional neuroimaging. In S. T. Fiske, Daniel L. Schacter, and C. Zahn-Waxler (eds.), Annual Review  of Psychology, volume 55.  Palo Alto, CA:  Annual Reviews,  87-125..心理学空间x&n#ztb;Z\

|#zjxAdD0Keleman, D. & Carey, S. (2007). The essence of artifacts: Developing the design stance. In E. Margolis & S. Lawrence (eds.), Creations of the Mind: essay on the artifacts and their representation. Oxford University Press.

Papers in Refereed Journals

Alexander, C.W.F., & Carey, S. (1968). Subsymmetries. Perception and Psychophysics, 4(2), 73-77.心理学空间 H&z5MC
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Chipman, S., & Carey, S. (1975). Anatomy of a stimulus domain: The relation between multidimensional and unidimensional sealing of noise bands. Perception and Psychophysics, 17, 417-424.心理学空间)Q(XZ4vue)~w bH

Carey, S., & Diamond, R. (1977). From piecemeal to configurational representation of faces.Science, 195, 312-313.心理学空间 v#E7h'fW[(A1xy

+uO7PO ]&oo)i0Carey, S., & Diamond, R. (1977). Developmental changes in the representation of faces. Journal  of Experimental Child Psychology, 23, 1-22.心理学空间1qK1Bc @.I;C*ZpD,O

1k{H},FcS0Leehey, S.*, Carey, S., Diamond, R., & Cahn, A*. (1978). Upright and inverted faces: The right hemisphere knows the difference. Cortex, 14(3), 411-420.心理学空间'jh|t7ok(X

oP;P?zFq0Dricker, J., Butters, N., Berman, G., Samuels, I., & Carey, S. (1978). The recognition and encoding of faces by alcoholic Korsakoff and right hemisphere patients. Neuropsychologia, 16, 683-695.心理学空间:C9~2kCyM0Pi#k

{9pOAg/GS.H^0Mann, V*., Diamond, R., & Carey, S., (1979). Development of voice recognition: Parallels with face recognition. Journal of Experimental Child Psychology, 27, 153-165.

Woods, B., & Carey, S. (1979). Language deficits after apparent clinical recovery from childhood aphasia. Annals of Neurology, 6, 405-409.

m%nds0B7ZN v0Carey, S., Diamond, R., & Woods, B. (1980). The development of face recognition--a maturational component? Developmental Psychology, 16(4), 257-269.心理学空间3L-T'Eb V)?r%O.S

Jw%{Z(OA%^J0Levine, S*., & Carey, S. (1982). Up front: Acquisition of a concept and a word. Journal of Child  Language, 9, 645-657.

Diamond, R., Carey, S., & Black K. (1983). Genetic influences on the development of spatial skills during early adolescence. Cognition, 13, 167-185.

B4z,W[$w,ok`6w T0Smith, C*., Carey, S., & Wiser, M*. (1985). On differentiation: a case study of the development of size, weight, and density. Cognition, 21 (3), 177-237.

6Bb!\!D+lW0Diamond, R., & Carey, S. (1986). Why faces are and are not special: an effect of expertise. Journal of Experimental Psychology: General, 115(3), 107-117.心理学空间a+L$t(Vx4[-m

Grossman, M*., Carey, S., Zurif, E., & Diller, L. (1986). Proper and common nouns: Form class judgments in Broca's aphasia. Brain and Language, 28, 114-125.

k`1w!@7b5H0Carey, S. (1986). Cognitive science and science education. American Psychologist, 41,1123-1130. Reprinted in Open University Press, Readings in the Psychology of Education and in C. Hedley, J. Houtz, & A. Baratta (eds.), Cognition, Curriculum, and Literacy Norwood,  NJ: Ablex, 1990.心理学空间n_0r ~&lWYW

Rhodes, G., Brennan, S., & Carey, S. (1987). Identification and ratings of caricatures: implications for mental representations of faces. Cognitive Psychology, 19(4), 473-479.

Grossman, M.*, and Carey, S. (1987). Selective Word-Learning Deficits in Aphasia. Brain and Language, 32, 306-324.

!Nw3A*]k,U0Carey, S. (1988). Conceptual differences between children and adults. Mind and Language, 3, 167-181.

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k5M Ry8L0Carey, S., Evans, R*., Honda, M*., Unger, C*., & Jay, E*. (1989). An experiment is when you try and  see if it works: middle school conception of science. International Journal of Science Education, 11,  514-529.心理学空间f/h[\ i~ `MZ

Shapiro, L., Zurif, E., Carey, S, and Grossman, M.  (1989). Comprehension of Lexical Sub Category distinction by aphasic patients: proper/common and mass/count nouns. Journal of Speech and Hearing Research, 20, 481-488.心理学空间)d Av~r'C3`
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iJ/ly0Diamond, R., & Carey, S. (1990). On the acquisition of pattern encoding skills. Cognitive Development, 5(4), 345-368.心理学空间&|5EVG2Ql ~yN

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SCD.cC0Sodian, B*., Zaitchik, D*., & Carey, S. (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766.

exoY.kh['W4S0Soja, N.N*., Carey, S., & Spelke, E.S. (1991). Ontological categories guide young children's inductions of word meaning: Object terms and substance terms. Cognition, 38(2), 179-211.心理学空间5Awb;|Q:v

G'ZvTL Qo0Carey, S. (1992). Becoming a face expert. Philosophical Transactions of the Royal Society of London, 335, 95-103. 

.@gN-T,Q @Q0Soja, N.N*., Carey, S., & Spelke, E.S. (1992). Perception, ontology, and word meaning. Cognition, 45, 101-107.心理学空间6DRO(H.w lG

By|BA(s {|0Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational  Psychologist, 28(3), 235-251.

Carey, S. (1994).  Does learning a language require the child to reconceptualize the world? Lingua, 92, 143-167.

bi,J4S&^Mv^ I"i0Carey, S., & Diamond, R. (1994). Are faces perceived as configurations more by adults than by children? Visual Cognition, 1, 253-274.心理学空间N3X+l\Q0~H~

+|*\r*P[l-Z0Solomon, G*., Johnson, S*., Zaitchik, D*., & Carey, S. (1996). Like father, like son: Young children's understanding of how and why offspring resemble their parents. Child Development, 67, 151-171.心理学空间&a^,y0~/U\

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Po%L%{H0Xu, F*., & Carey, S. (1996). Infants' metaphysics: The case of numerical identity. Cognitive Psychology, 30(2), 111-153.心理学空间*J1H/rKDM,lk.k

Carey, S. & Spelke, E. (1996). Science and core knowledge. Philosophy of Science, 63(4),515-533.  心理学空间!@AKAdIz(Ka

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`Bn0Carey, S. (1997). Do constraints on word meaning reflect prelinguistic cognitive architecture? The Japanese Journal of Cognitive Science, 4(1), 35-58.

](`3IA4m-l.iF0Johnson, S*., Slaughter, V*., & Carey, S (1998). Whose gaze would infants follow? The elicitation of gaze following in 12-month-olds. Developmental Science, 1, 233-238.

8_BrS W(q8hj&d0Rhodes, G., Carey, S., Byatt, G., & Proffitt, F. (1998). Coding spatial variations in faces and Simple shapes: A test of two models. Vision Research, 38, 2307-2321.

r9Y J!_-m`V0I'ID0Carey, S. (1998). Knowledge of number: Its evolution and ontogeny. Science,282, 641-642.心理学空间o8U/}p|"X%hO

Johnson, S*., & Carey, S. (1998). Knowledge enrichment and conceptual change in folkbiology:  Evidence from Williams Syndrome. Cognitive Psychology, 37, 156-200.心理学空间 T um2h0C]:hnA^

Uller, C*., Carey, S., Huntley-Fenner, G*., & Klatt, L*. (1999). What representations might underlie infant numerical knowledge. Cognitive Development, 14, 1-36.

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C0Xu, F*., Carey, S., & Welch, J*. (1999). Infants' ability to use object kind information for object individuation. Cognition, 70. 137-166.心理学空间xg1[-ykCD*{ lu

o8{%@+N5v%`0Carey, S. (2000). The origin of concepts. Journal of Cognition and Development, 1, 37-41.  心理学空间%r!k J(iSR&?|

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F#G^;IE-_'@0Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental  Psychology, 21(1), 13-19. 心理学空间,~S`TEvn'N

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9d,np!g2{}!l_%[i0Xu, F*. & Carey, S. (2000). The emergence of kind concepts: A rejoinder to Needham & Baillargeon. Cognition, 74, 285-301.

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Hauser, M., Carey, S., & Hauser, L. (2000). Spontaneous number representation in semi-free-ranging rhesus monkeys. Proceedings of the Royal Society: Biological Sciences, 267, 829-833..心理学空间AOp"M1nB*o-Y

| V8Zz C5q*GS0Van de Walle, G*., Carey, S ., & Prevor, M*. (2000). Bases for object individuation in infancy:  Evidence from manual search. Journal of Cognition and Development,1, 249-280.心理学空间f-H,S;r E:PBi)s

Carey, S. (2001). Cognitive Foundations of Arithmetic: Evolution and Ontogenisis. Mind and Language, 16, 37-55.

Williams, T.* and Carey, S. (2001). The role of object recognition in young infant’s object segregation. Journal of Experimental Child Psychology, 78, 55-60.

Hood, B., Carey, S., & Prasada, S.* (2001). Predicting the outcomes of physical events:  Two-year-olds fail to reveal knowledge of solidity and support. Child Development, 71, 1540-1554.心理学空间?l#oe%k)M

Matan, A*., & Carey, S. (2001). Developmental changes whith the core of artifact concepts.  Cognition, 78, 1-26..心理学空间)D0{:}.Y9B!m#C{

Carey, S. and Xu, F*. (2001). Infant’s knowledge of objects: beyond object files and object tracking. Cognition, 80, 179-213.心理学空间8g F5|#W-Zfu

Bloch, M., Solomon, G.*, & Carey, S. (2001). Zafimaniry: An understanding of what is passed on from parents to children. A cross-cultural investigation. Journal of Cognition and Culture, 1(1), 43-68.

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W0Uller, C*., Hauser, M., & Carey, S. (2001). The spontaneous representation of number in cotton-top tamarins. Journal of Comparative Psychology, 115(3), 248-257.心理学空间%k1O2T GsEY

Carey, S. (2002). Evidence for numerical abilities in young infants: A fatal flaw? Developmental Science,5(2), 202-205 .心理学空间@mc6f4w

:HZExQ4]} ?0Feigenson, L.*, Carey, S., & Spelke, E. (2002). Infants’ discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66.

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jd0Feigenson, L.*, Carey, S., & Hauser, M. (2002). The representations underlying infants’ choice of more: Object files vs. analog magnitudes. Psychological Science, 13(2), 150-156.

Huntley-Fenner, G*, Carey, S., & Solimando, A.* (2002). Objects are individuals but stuff  doesn’t count: Perceived rigidity and cohesiveness influence infants’ representations of small  numbers of discrete entities. Cognition, 85(3), 203-221.

Feigenson, L.* & Carey, S. (2003). Tracking individuals via object files:  Evidence from infants’ manual search.  Developmental Science, 6(5), 568-584.

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Hauser, M. and Carey, S. (2003). Spontaneous number representations in semi-free ranging rhesus macaques: Examinations of content and format. Cognitive Psychology, 47(4),367-401.\

Wagner, L. * & Carey, S. (2003). Individuation of objects and events: A developmental study. Cognition, 90(2), 163-191.

Carey, S.  (2004). Bootstrapping and the origin of concepts.  Daedalus. Winter, 59-68.

Preissler, M.A.* & Carey, S. (2004). Do both pictures and words function as symbols for 18- and 24-month-old children? Journal of Cognition and Development, 5(2), pp. 185-212.

Xu, F., Carey, S., and Quint, N. (2004).  The Emergence of kind-based object individuation in infancy. Cognitive Psychology, 49(2), pp. 155-190.心理学空间8O8i:T\0F_5H.o0I8v

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$V$o \G)i3Nq2Y0Wagner, L.* & Carey, S. (2005)  12-month-old infants represent probable endings of motion events. Infancy, 7(1), pp. 73-83.心理学空间*r A X(L~C%j

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Saxe, R., Tenenbaum, J., and Carey, S. (2005)  Secret agents:  10 and 12-month-olds infer an unseen cause of the motion of an inanimate object. Psychological Science, 16(12), 995-1001.心理学空间 U a
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Feigenson, L*. & Carey, S. (2005). On the limits of infants’ quantification of small object arrays.  Cognition, 97(3), 295-313.心理学空间'C BMm"l Xm

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Preissler, M.A*. & Carey, S. (2005)  The role of inferences about referential intent in word learning:  Evidence from autism. Cognition, 97(1), B13-B23.心理学空间 l(VO2Hu1A2Tu

Smith, C., Solomon, G.*, and Carey, S. (2005).  Never getting to zero:  Elementary school students’ understanding of the infinite divisibility of number and matter.  Cognitive Psychology, 51(2), 101-140心理学空间nZ{6Oy2V}

Carey, S. & Sarnecka, B. W*. (2006).  The Development of Human Conceptual Representations.  In Y. Munakata and M. Johnson (eds.) Processes of Change in Brain and Cognitive Development:  Attention and Performance XXI (pp. 473-496) . Oxford University Press. 心理学空间O%e%]%MSs
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Koudier, S.*, Halberda, J*., Wood, J*., & Carey, S (2006).  Acquisition of English Number Marking:  the Singular-Plural Distinction.  Journal of Language Acqusition, 2(1), 1-25.心理学空间U1L$Mj3R"p)gk4^H*e5B

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Le Corre, M.*, Van de Walle, G.*, Brannon, E.*, and Carey, S.  (2006) Re-visiting the competence/performance debate in the acquisition of the counting principles.  Cognitive Psychology, 52(3), 130-169.  心理学空间-H"E3[&SuH a*@

Lombrozo, T.* & Carey, S.  (2006).  Functional explanation and the function of explanation.  Cognition, 99(2), 167-204. 心理学空间b
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Saxe, R., & Carey, S. (2006). The perception of causation in infancy. Acta Psychologica, 123 (1-2), 144-165.心理学空间fE
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Saxe, R., Tzelnic, T., and Carey, S.  (2006). Five month-old infants know humans are solid, like inanimate objects. Cognition, 101(1), B1-B8.

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Saxe, R. & Carey, S. (2007).  Knowing who-dunnit: infants identify the causal agent in an unseen causal interaction.  Developmental Psychology, 43, 149-158.

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Barner, D.*, Thalwitz, D.*, Wood, J.*, & Carey, S. (2007). Children's ability to distinguish "one" from "more than one" and the acquisition of singular-plural morpho-syntax. Developmental Science, 10, 365-373.

Le Corre, M.* & Carey, S. (2007). One, two, three, four, nothing more: An investigation of the conceptual sources of the counting principles. Cognition, 105, 395-438, 

Shtulman, A.* & Carey, S. (2007).  Improbable or impossible? How children reason about the possibility of extraordinary events.  Child Development, 78, 1015-1032.心理学空间)Q/^}8m*G+B

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LeCorre, M.* & Carey, S. (in press).  Reply to Gallistel.  Cognition.

Barner, D.*, Wood, J.*, Hauser, M. & Carey, S. (in press).  Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys.  Cognition.心理学空间;@ JMb&J

Reviews and articles for the lay audience

Carey-Block, S. (1971). Why theories should be explicit.  A book review of Vernon's Perception and Experience. In Contemporary Psychology, 16, 376-378.

5gV3Q#_VI0Carey, S. (1973). Should philosophy and psychology remarry? A book review of Mischel (ed.), Epistemology and Cognitive Development. In Contemporary Psychology, 18, 597-600.心理学空间O'YOo0U4lSE4K;S1h

Carey, S. (1999). Children’s knowledge of the human body. Click: Opening Windows for Young Mind, 2,# 2, v-vi.

Carey, S. (1999). Children’s understanding of sinking and floating. Click: Opening Windows for Young Minds, 2, #6, vi-vii.心理学空间Grl/v9a*`Bfl c I

+d KL3`:Y8T!\bRC0Carey, S. (2000). Where do grown-ups come from? A review of Lise Eliot, What’s Going on in There, and Alison Gopnik, Andrew Meltzoff & Patricia Kuhl,How Babies Think. Times Literary Supplement, October 27.