Publications

note: PDFs are provided to ensure timely dissemination of this work, and are intended for individual and noncommercial purposes. These PDFs may not be reposted without permission. Copyright resides with the respective copyright holders.

      * = joint first authorship

In Prep

Hok, H., Morris, B., & Shaw, A. (in prep). Children believe fair rules are unfair when they are used inconsistently.

Morris, B., & Shaw, A. (in prep). “Oh! Um. . . Sure”: Children and adults use other’s linguistic surprisal to reason about expectations and learn stereotypes.

Submitted/Under Revision

Bergey, C.*, Morris, B.*, & Yurovsky, D. (invited revision). Children hear more about what is atypical than what is typical.

Morris, B., Yurovsky, D., & Shaw, S. (invited revision). “Um…” Thinking out loud: Children infer the social meaning of speech disfluencies.

Morris, B., Shaw, A., Liberman, Z. (invited revision). Children use knowledge gaps to evaluate disagreement.

Morris, B., & Yurovsky, D. (invited revision). Communicative pressure on caregivers leads to language input that supports children’s word learning. Link to paper.

Published

Suwal, U.*, Morris, B.*, Lin, Q., Rubio-Fernandez, R., & Jara-Ettinger, J. (2025). Speakers strategically adjust their descriptions based on perceived memorability. In Proceedings of the 47th Annual Conference of the Cognitive Science Society.

Morris, B., & Shaw, A. (2024). “Oh! Um. . . Sure”: Children and adults use other’s linguistic surprisal to reason about expectations and learn stereotypes. In Proceedings of the 46th Annual Conference of the Cognitive Science Society. Link to paper.

Leung, A.C.*, Morris, B.*, & Yurovsky, D. (2021). Children know what words other children know. In Proceedings of the 43rd Annual Conference of the Cognitive Science Society. Link to paper.

Bergey, C.*, Morris, B.*, & Yurovsky, D. (2020). Children hear more about what is atypical than what is typical. In Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Link to paper.

ManyBabies Consortium (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science. Link to paper.

Morris, B., & Yurovsky, D. (2019). Pressure to communicate across knowledge asymmetries leads to pedagogically supportive language input. In Proceedings of the 41st Annual Conference of the Cognitive Science Society. Link to paper.