Susan Carey

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Susan Carey is affiliated with the following schools: Massachusetts Institute of Technology, New York University, Radcliffe College, Harvard University

Susan Carey's AcademicInfluence.com Rankings

Susan Carey

Psychology

#292

World Rank

#413

Historical Rank

#196

USA Rank

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Psychology

Susan Carey's Degrees

Bachelors Psychology Harvard University

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Why Is Susan Carey Influential?

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According to Wikipedia, Susan E. Carey is an American psychologist who is a Professor of Psychology at Harvard University. She studies language acquisition, children's development of concepts, conceptual changes over time, and the importance of executive functions. She has conducted experiments on infants, toddlers, adults, and non-human primates. Her books include Conceptual Change in Childhood and The Origin of Concepts .

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Susan Carey's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Conceptual Change in Childhood (1985) (3291)
The Origin of Concepts (2000) (1907)
Why faces are and are not special: an effect of expertise. (1986) (1756)
Acquiring a Single New Word (1978) (996)
From piecemeal to configurational representation of faces. (1977) (781)
The child as word learner (1978) (777)
Understanding other minds: linking developmental psychology and functional neuroimaging. (2004) (691)
Infants’ Metaphysics: The Case of Numerical Identity (1996) (688)
One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles (2007) (605)
Domain-specific knowledge and conceptual change (1994) (590)
Ontological categories guide young children's inductions of word meaning: Object terms and substance terms (1991) (550)
The Representations Underlying Infants' Choice of More: Object Files Versus Analog Magnitudes (2002) (550)
Consequences of "minimal" group affiliations in children. (2011) (509)
`An experiment is when you try it and see if it works': a study of grade 7 students' understanding of the construction of scientific knowledge (1989) (468)
Identification and ratings of caricatures: Implications for mental representations of faces (1987) (464)
Infants' Discrimination of Number vs. Continuous Extent (2002) (443)
On differentiation: A case study of the development of the concepts of size, weight, and density (1985) (441)
Spontaneous number representation in semi–free–ranging rhesus monkeys (2000) (438)
Becoming a face expert. (1992) (438)
Are faces perceived as configurations more by adults than by children (1994) (426)
Development of face recognition: A maturational component? (1980) (421)
Cognitive science and science education. (1986) (410)
On understanding the nature of scientific knowledge (1993) (406)
How counting represents number: What children must learn and when they learn it (2008) (394)
The Epigenesis of mind : essays on biology and cognition (1991) (388)
Whose gaze will infants follow? The elicitation of gaze-following in 12-month-olds (1998) (384)
Tracking individuals via object-files: evidence from infants' manual search (2003) (384)
Knowledge Acquisition: Enrichment or Conceptual Change? (1991) (370)
Bootstrapping & the origin of concepts (2004) (335)
On the limits of infants' quantification of small object arrays (2005) (294)
Developmental changes in the representation of faces. (1977) (290)
Big and Mighty: Preverbal Infants Mentally Represent Social Dominance (2011) (288)
Re-visiting the competence/performance debate in the acquisition of the counting principles (2006) (287)
Infants' knowledge of objects: beyond object files and object tracking (2001) (283)
Young Children's Differentiation of Hypothetical Beliefs from Evidence. (1991) (273)
Functional explanation and the function of explanation (2006) (266)
The development of intent-based moral judgment (2013) (262)
Constraints on conceptual development: a case study of the acquisition of folkbiological and folksociological knowledge in Madagascar. (2004) (262)
What representations might underlie infant numerical knowledge (1999) (249)
Science and Core Knowledge (1996) (235)
Conceptual Differences Between Children and Adults (1988) (234)
Developmental changes within the core of artifact concepts (2001) (216)
Cognitive Foundations of Arithmetic: Evolution and Ontogenisis (2001) (216)
Like father, like son: young children's understanding of how and why offspring resemble their parents. (1996) (206)
Upright and Inverted Faces: The Right Hemisphere Knows the Difference (1978) (203)
The long and the short of it: On the nature and origin of functional overlap between representations of space and time (2010) (200)
Language deficits after apparent clinical recovery from childhood aphasia (1979) (186)
The role of inferences about referential intent in word learning: Evidence from autism (2005) (182)
Objects are individuals but stuff doesn't count: perceived rigidity and cohesiveness influence infants' representations of small groups of discrete entities (2002) (181)
Improbable or impossible? How children reason about the possibility of extraordinary events. (2007) (181)
Do Both Pictures and Words Function as Symbols for 18- and 24-Month-Old Children? (2004) (173)
On the origin of causal understanding. (1995) (164)
Science Education as Conceptual Change (2000) (164)
Acquisition of English Number Marking: The Singular-Plural Distinction (2006) (160)
Semantic development : The state of the art (1982) (149)
Number without a language model (2011) (146)
The emergence of kind-based object individuation in infancy (2004) (145)
Predicting the outcomes of physical events: two-year-olds fail to reveal knowledge of solidity and support. (2000) (145)
Secret Agents (2005) (144)
Knowledge Enrichment and Conceptual Change in Folkbiology: Evidence from Williams Syndrome (1998) (142)
Bases for Object Individuation in Infancy: Evidence From Manual Search (2000) (138)
Constructing a coherent theory: Children's biological understanding of life and death. (1999) (133)
The perception of causality in infancy. (2006) (129)
Genetic influences on the development of spatial skills during early adolescence (1983) (128)
Never getting to zero: Elementary school students’ understanding of the infinite divisibility of number and matter (2005) (128)
Near-infrared spectroscopy shows right parietal specialization for number in pre-verbal infants (2010) (127)
The essence of artifacts: Developing the design stance (2007) (125)
Development of voice recognition: parallels with face recognition. (1979) (121)
Précis of The Origin of Concepts (2011) (121)
On the relation between the acquisition of singular-plural morpho-syntax and the conceptual distinction between one and more than one. (2007) (115)
Infants' ability to use object kind information for object individuation (1999) (114)
Where Our Number Concepts Come From. (2009) (112)
Knowing who dunnit: Infants identify the causal agent in an unseen causal interaction. (2007) (108)
Spontaneous representations of small numbers of objects by rhesus macaques: Examinations of content and format (2003) (107)
Toddlers' referential understanding of pictures. (2009) (103)
Lessons from animal learning for the study of cognitive development (1991) (93)
Of substance: The nature of language effects on entity construal (2009) (93)
The effect of executive function on biological reasoning in young children: an individual differences study. (2014) (90)
Infants’ causal representations of state change events (2010) (83)
First-person action experience reveals sensitivity to action efficiency in prereaching infants (2013) (81)
Perception, ontology, and word meaning (1992) (80)
The Epigenesis of Mind: Essays on Biology and Cognition (1993) (79)
Knowledge of Number: Its Evolution and Ontogeny (1998) (77)
12-Month-Old Infants Represent Probable Endings of Motion Events. (2005) (75)
Grey parrot number acquisition: The inference of cardinal value from ordinal position on the numeral list (2012) (74)
Replications of implicit theory of mind tasks with varying representational demands (2017) (70)
Individuation of objects and events: a developmental study (2003) (67)
Zafimaniry: An Understanding of What Is Passed on from Parents to Children: A Cross-Cultural Investigation (2001) (67)
The emergence of reasoning by the disjunctive syllogism in early childhood (2016) (66)
Up front: the acquisition of a concept and a word (1982) (64)
Ontogenetic Origins of Human Integer Representations (2019) (64)
Language acquisition and conceptual development: Whorf versus continuity theorists: bringing data to bear on the debate (2001) (61)
The Origin and Evolution of Everyday Concepts (1992) (59)
Whose gaze will infants follow? Features that elicit gaze-following in twelve-month-olds (1996) (58)
Children's multiplicative transformations of discrete and continuous quantities. (2009) (57)
Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys (2008) (57)
Theories of development: In dialog with Jean Piaget (2015) (57)
The recognition and encoding of faces by alcoholic Korsakoff and right hemisphere patients (1978) (56)
Coding spatial variations in faces and simple shapes: a test of two models (1998) (53)
Does the conceptual distinction between singular and plural sets depend on language? (2009) (53)
Reasoning about ‘irrational’ actions: When intentional movements cannot be explained, the movements themselves are seen as the goal (2013) (49)
Acquisition of singular-plural morphology. (2009) (48)
The Acquisition of Modal Concepts (2019) (44)
Infants’ representations of same and different in match- and non-match-to-sample (2016) (44)
Do analog number representations underlie the meanings of young children’s verbal numerals? (2017) (42)
The emergence of kind concepts: a rejoinder to Needham and Baillargeon (2000) (2000) (41)
Infants' representations of material entities (2009) (40)
Constraints on the Acquisition of Social Category Concepts (2014) (39)
Why the verbal counting principles are constructed out of representations of small sets of individuals: A reply to Gallistel (2008) (37)
Impaired learning from errors in cannabis users: Dorsal anterior cingulate cortex and hippocampus hypoactivity. (2015) (37)
Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners (2016) (36)
Five-month-old infants know humans are solid, like inanimate objects (2006) (36)
Is language needed for constructing sortal concepts? A study with nonhuman primates (1997) (34)
The development of human conceptual representations (2006) (32)
Does learning a language require the child to reconceptualize the world (1994) (31)
Twelve-Month-Old Infants’ Encoding of Goal and Source Paths in Agentive and Non-Agentive Motion Events (2015) (30)
What Do You Mean, No? Toddlers’ Comprehension of Logical “No” and “Not” (2017) (30)
Children’s representation of abstract relations in relational/array match-to-sample tasks (2017) (29)
Contingency is not enough: Social context guides third-party attributions of intentional agency. (2014) (29)
THE NATURE OF SCIENCE AND SCIENTIFIC INQUIRY (2007) (28)
Core Cognition of Social Relations (2013) (27)
Two-year-old children interpret abstract, purely geometric maps. (2013) (26)
Chapter 2 – Perceptual Classification and Expertise (1996) (26)
"An Experiment Is When You Try It and See if It Works": A Study of Junior High School Students' Understanding of the Construction of Scientific Knowledge. (1988) (25)
The role of domain-general cognitive resources in children’s construction of a vitalist theory of biology (2018) (25)
Executive function depletion in children and its impact on theory of mind (2017) (25)
7 – Face Perception: Anomalies of Development1 (1982) (24)
Selective word-learning deficits in aphasia (1987) (24)
The development of principled connections and kind representations (2018) (24)
Logical reasoning by a Grey parrot? A case study of the disjunctive syllogism (2019) (23)
A role for executive functions in explanatory understanding of the physical world (2016) (23)
Infants learn a rule predicated on the relation same but fail to simultaneously learn a rule predicated on the relation different (2018) (19)
Continuity and discontinuity in cognitive development (1995) (19)
Why Theories of Concepts Should Not Ignore the Problem of Acquisition (2015) (18)
Evidence for numerical abilities in young infants: a fatal flaw? (2002) (17)
The Origin of Concepts : A Precis Susan Carey Harvard University (2012) (16)
Comprehension of lexical subcategory distinctions by aphasic patients: proper/common and mass/count nouns. (1989) (15)
On Learning New Primitives in the Language of Thought: Reply to Rey (2014) (15)
Infants’ representations of others’ goals: Representing approach over avoidance (2015) (15)
Constraints on the Meanings of Natural Kind Terms (1983) (14)
The Development of Human Conceptual Representations: A Case Study (2008) (14)
Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution (2020) (13)
Proper and common nouns: Form class judgments in Broca's aphasia (1986) (12)
The role of object recognition in young infants' object segregation. (2001) (11)
One, two, three, four, nothing more: How numerals are mapped onto core knowledge of number in the construction of the counting principles (2007) (11)
Real-world size is automatically encoded in preschoolers' object representations. (2019) (11)
Could It Be So? The Cognitive Science of Possibility (2019) (11)
Beyond object-files and object tracking: infant representations of objects (2001) (10)
Constraints on word learning (1986) (10)
Concept innateness, concept continuity, and bootstrapping (2011) (10)
Some consequences of normal aging for generating conceptual explanations: A case study of vitalist biology (2017) (9)
Specifying the domain-general resources that contribute to conceptual construction: Evidence from the child’s acquisition of vitalist biology (2019) (8)
Anatomy of a stimulus domain: The relation between multidimensional and unidimensional scaling of noise bands (1975) (8)
REPLIES TO COMMENTARIES (2004) (7)
Population differences in performance on Relational Match to Sample (RMTS) sometimes reflect differences in inductive biases alone (2021) (6)
The development of reasoning by exclusion in infancy (2022) (6)
Math schemata and the origins of number representations (2008) (6)
Infants' indexing of objects vs. non-cohesive substances (2010) (6)
Pragmatically natural assessment of early noun comprehension (1996) (4)
Infants' Indexing of Objects vs. Non-Cohesive Entities (2006) (4)
On the acquisition of pattern encoding skills (1990) (4)
Addition in human infants and nonhuman primates (1996) (4)
Cues to object persistence in infancy: Tracking objects through occlusion vs. implosion (2010) (4)
Representations of Agents Affect Infants' Causal Attributions (2006) (3)
The importance of inference in relational reasoning: Relational matching as a case study. (2022) (3)
The Process of Conceptual Change (2009) (3)
You cannot find what you are not looking for: Population differences in relational reasoning are sometimes differences in inductive biases alone (2022) (3)
Real-world size is automatically encoded in preschoolers’ object representations (2018) (3)
What is the domain of causal perception? Investigating causal perception of motion and non-motion state change events in infancy (2010) (3)
Do constraints on word meanings reflect prelinguistic cognitive architecture (1997) (3)
Reasoning: Domain-Specific Knowledge and Conceptual Change (2008) (3)
The Formal Structure of Kind Representations (2021) (3)
The making of an abstract concept: Natural number (2010) (3)
Early-Developing Causal Perception is Sensitive to Multiple Physical Constraints (2018) (3)
Discussion Perception , ontology , and word meaning * (2001) (3)
V. STUDY 4. REASONING ABOUT ANIMALS AND SPECIES KIND (2004) (2)
What Junior High School Students Do, Can, and Should Know about the Nature of Science and Scientific Inquiry. Technical Report 88-2. (1988) (2)
Concepts and Characterizations (2013) (2)
15 Nonfiction Books for Developing Adult Readers. (1984) (2)
Minimal representations of possibility at age 3 (2022) (2)
Au th or ' s pe rs on al co py The perception of causality in infancy (2006) (2)
Spatial Reasoning in Tenejapan Mayans Acknowledgments We Wish to Thank (2)
Infants' Attributions of Insides and Animacy in Causal Interactions (2022) (2)
Animacy and object size are reflected in perceptual similarity computations by the preschool years (2019) (2)
of same and different in matchand matchand matchand nonmatch nonmatch nonmatch (2016) (1)
Conclusion I: The Origins of Concepts (2009) (1)
Understanding Global Politics (2009) (1)
The science of cognitive science (2015) (1)
Object categorization and object individuation in infancy: A conceptual distinction (1996) (1)
Maturational Factors in Human Development (1)
The Bird's Nest Fungi. (1976) (1)
Beyond Core Cognition: Natural Number (2009) (1)
Spontaneous goal inference without concrete external goals (2011) (1)
Acquisition of scientific knowledge: The problem of reorganization. (1983) (1)
Object individuation: Evidence from a new reaching time method (1998) (1)
Chapter 5 – Cognitive Development (1999) (1)
Twelve-month-old infants represent sortal concepts more specific than object: Further evidence from reaching (1996) (1)
Naive physical reasoning in two-year-olds: Discrepancies with the infant data (1996) (1)
Hands-On Alphabet Activities for Young Children: A Whole Language Plus Phonics Approach to Reading (1995) (1)
III. STUDY 2. CHILDREN: FAMILY RESEMBLANCE AND GROUP IDENTITY (2004) (1)
Infants' Understanding of Non-Cohesion as a Projectable Property of Material Entities (2006) (0)
1. the theory-theory of concepts (2007) (0)
Core Cognition: Number (2009) (0)
Language and Core Cognition (2009) (0)
Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution (2020) (0)
Should Philosophy and Psychology Remarry (1973) (0)
Philosophy of Science Association Science and Core Knowledge Author ( s ) : (2008) (0)
Modal concepts: developing thoughts of the possible and the impossible (2019) (0)
Fielder, Jennifer (2018)Knowledge enrichment and conceptual construction: Which domain-general cognitive mechanisms are required for a three-year- (2019) (0)
Comprar Constraints on Conceptual Development: A Case Study of the Acquisition of Folkbiological and Folksociological Knowledge in Madagascar | Rita Astuti | 9781405132299 | Wiley (2008) (0)
Pre-verbal infants automatically activate real-world object size information (2016) (0)
Numbers 1, 2 Special Issue: Objects and Attention (2001) (0)
Conclusion 2: Implications for a Theory of Concepts (2009) (0)
The Co-Existence of Naïve and Scientific Concepts in Learning and Development (2013) (0)
Is contingency sufficient for detecting intentionality (2010) (0)
IV. STUDY 3. ADOLESCENTS: FAMILY RESEMBLANCE AND GROUP IDENTITY (2004) (0)
Core Object Cognition (2009) (0)
II. STUDY 1. ADULTS: FAMILY RESEMBLANCE AND GROUP IDENTITY (2004) (0)
Infants form expectations about others' emotions based on context and perceptual access (2012) (0)
Hands-on Word Family Activites for Young Readers: Ready-to- use Lessons and Activities for Building Literacy Skills. (2003) (0)
Beyond Core Object Cognition (2009) (0)
Core knowledge of social dominance (2009) (0)
Beyond the Numeral List Representation of Integers (2009) (0)
Lyn Frazier, Maria nella Carminati, Anne E. cook, Helen Majewski and Keith Rayner (university of massachusetts) semantic evaluation of syntactic structure: Evidence from eye movements, b53–b62 Andrea Weber (saarland university), Martine Grice (university of cologne) and Matthew W. Crocker (saarland (2006) (0)
Labeling and young children’s understanding of symbols (2009) (0)
Editorial overview: Same-different conceptualization (2021) (0)
Cognitive development (1990) (0)
Do 10-month-old infants individuate objects on the basis of the person/inanimate distinction? (1996) (0)
Nancy N. Soja (1992) (0)
New Concepts Can Be Learned Review of The Origin of Concepts , Susan Carey (2009) (0)
Representations of Cause (2009) (0)
Influence Continues: The Impact of One Social Studies Department on Preservice Social Studies Teachers. (2000) (0)
The representation of recursive center-embedded and cross-serial sequences in children and adults (2020) (0)
The development of human conceptual representations - eScholarship (2006) (0)
Cognitive Development in Childhood (2022) (0)
Acknowledgment (2009) (0)
The Initial Representational Repertoire: The Empiricist Picture (2009) (0)
Becoming a Cognitive Scientist (2022) (0)
Reaching for objects in a box: Object individuation by 12-month-old infants (1998) (0)
The Origin of Concepts: E-Book (2016) (0)
Infants' inferences about insides reveal parallel causal representations (2020) (0)
What is Passed on from Parents to Children (2020) (0)
Teleological Explanation: Why We Answer “Why?” the Way We Do (2003) (0)
VOICES OF THE POOR (2007) (0)
9.402 Language and Thought, Fall 2002 (2002) (0)
Susan Carey Bootstrapping & the origin of concepts (2004) (0)
Why Would 'Same' Go With 'Same'? Exploring New Factors Required For Relational Reasoning (2017) (0)
Preschoolers’ recognition of and inferences from observed imitation (2019) (0)
Pragmatically natural assessment of novel and familiar nouns (1998) (0)
Do young children’s representations of possibility influence logical inferences? (2018) (0)
Representation of number: How do data bear on the debate? (1998) (0)
Critical comments most welcome ! THE ORIGIN OF CONCEPTS (2004) (0)
Measuring the Complexity of Two-Dimensional Binary Patterns — Sub-Symmetries versus Papentin Complexity — (2015) (0)
Core Cognition: Agency (2009) (0)
Developmental changes in the capacity to discriminate unfamiliar voices (1978) (0)
Representations of Entropy and of the Relations Same and Different Early in Human Development (2016) (0)
FA Judgement of Numerical Equivalence and Numerical Categorization by Young Children with Disabilities (2005) (0)

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