Not by number alone: The effect of teachers' knowledge and its value in evaluating "sins of omission". - Ilona Bass; Daniel Hawthorne; Noah D. Goodman; Hyowon Gweon (CogSci, 2015)

Didn't know, or didn't show? Preschoolers consider epistemic state and degree of omission when evaluating teachers. - Ilona Bass; Elizabeth Bonawitz; Hyowon Gweon (CogSci, 2017)

I know what you need to know: Children's developing theory of mind and pedagogical evidence selection. - Ilona Bass; Elizabeth Bonawitz; Patrick Shafto; Dhaya Ramarajan; Alison Gopnik; Henry Wellman (CogSci, 2017)

Conceptual Correlates of Counting: Children's Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle. - Anna Shusterman; Pierina Cheung; Jessica Taggart; Ilona Bass; Talia Berkowitz; Julia A. Leonard; Ariel Schwartz (J. Numer. Cogn., 2017)

That'll Teach 'em: How Expectations about Teaching Styles may Constrain Inferences. - Ilona Bass; Patrick Shafto; Elizabeth Bonawitz (CogSci, 2018)

Early Environments and Exploration in the Preschool Years. - Ilona Bass; Aiyana Bedoya; Elizabeth Bonawitz (CogSci, 2020)

Do You Know What I Know? Children Use Informants' Beliefs About Their Abilities to Calibrate Choices During Pedagogy. - Ilona Bass; Elise Mahaffey; Elizabeth Bonawitz (CogSci, 2021)

Adults' Evaluations of Rote and Reflective Teachers. - Ilona Bass; Elizabeth Bonawitz; Tomer D. Ullman (CogSci, 2022)

Teaching Without Thinking: Negative Evaluations of Rote Pedagogy. - Ilona Bass; Cristian Espinoza; Elizabeth Bonawitz; Tomer D. Ullman (Cogn. Sci., 2024)