Incomplete sampling leads to broader category generalizations in preschoolers. - Andrew G. Young; Sunae Kim; Charles W. Kalish (CogSci, 2011)

How Young Children Learn From Examples: Descriptive and Inferential Problems. - Charles Kalish; Sunae Kim; Andrew G. Young (Cogn. Sci., 2012)

Bridging a Conceptual Divide: How Peer Collaboration Facilitates Science Learning. - Andrew Shtulman; Andrew G. Young (CogSci, 2017)

Can Science Beat Out Intuition? Increasing the Accessibility of Counterintuitive Scientific Ideas. - Andrew G. Young; Jasper Laca; Giovanna Dieffenbach; Eushrah Hossain; Devon Mann; Andrew Shtulman (CogSci, 2018)

Developing A Cognitive Reflection Test for School-Age Children. - Andrew G. Young; Allison Powers; Lesley Pilgrim; Andrew Shtulman (CogSci, 2018)

Symbol grounding boosts transfer in addition learning. - Clint Jensen; April D. Murphy; Andrew G. Young; Martha W. Alibali; Timothy T. Rogers; Chuck Kalish (CogSci, 2019)

Tensions Between Science and Intuition in School-Age Children. - Andrew G. Young; Isabel Geddes; Claire Weider; Andrew Shtulman (CogSci, 2019)

The Development of Cognitive Reflection in China. - Tianwei Gong; Andrew G. Young; Andrew Shtulman (Cogn. Sci., 2021)

Can Children Detect Fake News? - Shiao Xu; Andrew Shtulman; Andrew G. Young (CogSci, 2022)