Brosseau-Liard, P. E. (In press). The roots of critical thinking: Selective learning strategies in childhood and their implications. Canadian Psychology (special Issue on Learning).
166, 447-458. doi: 10.1016/j.cognition.2017.04.015 Link to article on journal page, S. (2017). A curse of knowledge in the absence of knowledge? People misattribute their feelings of familiarity when judging how common knowledge is among their peers. Cognition,
52, 185-226. Link to chapter on journal page
Poulin-Dubois, D., & Brosseau-Liard, P. (2016). The Developmental Origins of Selective Social Learning. Current Directions in Psychological Science, 25, 60-64. doi: 10.1177/0963721415613962 Link to article on journal page
Brosseau-Liard, P. E., Penney, D., & Poulin-Dubois, D. (2015). Theory of mind selectively predicts preschoolers’ knowledge-based selective word learning. British Journal of Developmental Psychology, 33, 464-475. doi: 10.1111/bjdp.12107 Link to article on journal page
Brosseau-Liard, P. E., & Savalei, V. (2014). Adjusting incremental fit indices for nonnormality. Multivariate Behavioral Research, 49, 460-470. doi: 10.1080/00273171.2014.933697 Link to article on journal page
Brosseau-Liard, P., Cassels, T., & Birch, S. (2014). You seem certain but you were wrong before: Developmental change in preschoolers’ relative trust in accurate versus confident speakers. PLoS One 9(9): e108308. doi: 10.1371/journal.pone.0108308 Link to article on journal page Full Text
Brosseau-Liard, P. E., & Poulin-Dubois, D. (2014). Sensitivity to confidence cues increases during the second year of life. Infancy, 19, 461-475. Link to article on journal page
Brosseau-Liard, P. E. (2014). Selective, but only if it’s free: Children trust inaccurate individuals more when alternative sources are costly. Infant and Child Development, 23, 194-209. Link to article on journal page
Chudek, M., Brosseau-Liard, P., Birch, S., & Henrich, J. (2013). Culture-gene coevolutionary theory and children’s selective social learning. In M. Banaji and S. Gelman (Eds.), Navigating the Social World: What Infants, Children, and Other Species Can Teach Us (pp. 181-185). Oxford University Press.
Brosseau-Liard, P. E. (2013). Abstract: RMSEA with nonnormal data: A comparison of two robust corrections. Multivariate Behavioral Research, 48, 150-151. Link to article on journal page
Brosseau-Liard, P. E., Savalei, V., & Li, L. (2012). An investigation of the sample performance of two nonnormality corrections for RMSEA. Multivariate Behavioral Research, 47, 904-930. Link to article on journal page
Rhemtulla, M., Brosseau-Liard, P. E., & Savalei, V. (2012). How many categories is enough to treat data as continuous? A comparison of robust continuous and categorical SEM estimation method under a range of non-ideal situations. Psychological Methods, 17, 354-373. Link to article on journal page
Vouloumanos, A., Brosseau-Liard, P. E., Balaban, E., & Hager, A. D. (2012). Are products of statistical learning abstract or stimulus-specific? Frontiers in Language Science, 3:70. DOI: 10.3389/fpsyg.2012.00070
Brosseau-Liard, P. E., & Birch, S. A. J. (2011). Epistemic states and traits: Preschoolers appreciate the differential informativeness of situation-specific and person-specific cues to knowledge. Child Development, 82, 1788-1796. Link to article on journal page Full text
Brosseau-Liard, P. E., & Hall, D. G. (2011).Explaining the disambiguation effect in lexical development: New evidence favoring constraints over social-pragmatic knowledge. Proceedings of the 35th annual Boston University Conference on Language Development, 85-96.
Brosseau-Liard, P. E., & Birch, S. A. J. (2010). ‘I bet you know more and are nicer too!’ What children infer from others’ accuracy. Developmental Science, 13, 772-778. Link to article on journal page Full text