Susan Carey

Department of Psychology
Harvard University
33 Kirkland St.
Cambridge, MA 02138
Phone: 617-495-3896
Fax: 617-384-7944


Harvard University, Ph.D., 1971
London University, Fulbright Fellowship, 1965
Radcliffe College, B.A., 1964

Fellowships and Honors

  • Cognitive Development Society Book Award 2011
  • Eleanor Maccoby Award for the Best Book in Developmental Psychology (APA) 2010
  • Distinguished Scientific Contribution Award, American Psychological Association, 2009
  • Ottawa Township High School Hall of Fame, 2009
  • David E. Rumelhart Prize, 2008
  • The British Academy, Corresponding Fellow, 2007
  • American Philosophical Society, 2007
  • National Academy of Sciences, 2002
  • William James Fellow, American Psychology Society, 2002
  • American Academy of Arts and Sciences, 2001
  • Society for Experimental Psychology, 1999
  • National Academy of Education, 1999
  • Guggenheim Fellowship, 1999-2000
  • George A. Miller Lecturer, 1998
  • Society of Cognitive Neuroscience
    Nicod Prize, Paris, 1998
  • Cattell Fellowship, 1995-1996
  • Fellow: Institute for Advanced Studies in the Behavioral Sciences, 1984-1985
  • Sloane Fellow, University of California, Berkeley, 1980-1981
  • Radcliffe Institute Fellowship, 1976-1978

Professional experience

  • 2001- Professor, Harvard Department of Psychology
  • 1996-2001 Professor, NYU Department of Psychology
  • 1984-1996 Professor, MIT Department of Brain and Cognitive Sciences
  • 1977-1984 Associate Professor, MIT Psychology Department
  • 1972-1977 Assistant Professor, MIT Psychology Department

Papers in refereed journals:

LeCorre, M., Li, P., Huang, B., Jia, G., & Carey, S. (2016). Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners.  Cognitive Psychology, 88, 162-186.

Mody, S., & Carey, S. (2016).  The Emergence of Reasoning by the Disjunctive Syllogism in Early Childhood.  Cognition, 154, 40-48.

Bascandziev, I., Powell, L., Harris, P. & Carey, S (2016).  A role for executive functions in explanatory understanding of the physical world.  Cognitive Development, 71-85.

Hochmann, J.-R., Mody, S., & Carey, S. (2016).  Infants’ representations of same and different in match- and nonmatch-to-sample.  Cognitive Psychology 86, 87-111.

Feiman, R., Carey, S., & Cushman, F. (2015).  Infants representations of others’ goals: Representing approach over avoidance. Cognition, 136, 204-214.

Carey, S., Zaitchik, D. & Bascandziev, I. (2015) Theories of development: In dialog with Jean Piaget. Developmental Review, 38, 36-54.

Carey, S. (2015). The science of cognitive science. Social Anthropology, 23(2), 204-207.

Feiman, R., Carey, S., & Cushman, F. (2015) Infants’ representations of others’ goals: Representing approach over avoidance. Cognition, 136, 204-214.

Lakusta, L. & Carey, S. (2015) Twelve-Month-Old Infants’ Encoding of Goal and Source Paths in Agentive and Non-Agentive Motion Events, Language Learning and Development, 11(2), 152-175.

Carey, S. (2014) On Learning New Primitives in the Language of Thought: Reply to Rey. Mind & Language, 29, 133–166.

Baron, A. S., Dunham, Y., Banaji, M., & Carey, S. (2014) Constraints on the acquisition of social category concepts. Journal of Cognition and Development15(2), 238-268.

Skerry, A. E., Carey, S. E., & Spelke, E. S. (2013) First-person action experience reveals sensitivity to action efficiency in prereaching infants. Proceedings of the National Academy of Sciences,110(46), 18728-18733.

Schachner, A., & Carey, S. (2013). Reasoning about ‘irrational’ actions: When intentional movements cannot be explained, the movements themselves are seen as the goal. Cognition, 129, 309-327.

Beier, J. S. & Carey, S. (2013) Contingency is not enough: Social context guides third-party attributions of intentional agency. Developmental psychology, 50(3), 889.

Feiman, R., Carey, S., & Cushman, F. (2015)The development of intent-based moral judgment. Cognition127(1), 6-21.

Zaitchik, D., Iqbal, Y., & Carey, S. (2013). The Effect of Executive Function on Biological Reasoning in Young Children: An Individual Differences Study. Child Development. 85(1), 160-175.

Winkler-Rhoades, N.*, Carey, S. & Spelke, E.S. (2013). Two-year-old children interpret abstract, purely geometric maps.  Developmental Science, 16(3), 365-376.

Pepperberg, I. & Carey, S.  (2012). Grey Parrot Number Acquisition: The Inference of Cardinal Value from Ordinal Position on the Numeral List. Cognition, 125(2), 219-232.

Carey, S. (2011). Concept Innateness, Concept Continuity, and Bootstrapping: A Response to Commentaries on The Origin of Concepts. Behavioral and Brain Sciences, 34, 113-167.

Carey, S. (2011). The Origin of Concepts: A précis. Behavioral and Brain Sciences, 34, 113-167.

Spaepen, E., Coppola, M., Spelke. E, Carey, S., & Goldin-Meadow, S. (2011). Number Without a Language Model. Proceedings of the National Academy of Sciences, 108(8), 3163-3168.

Thomsen, L., Frankenhuis, W., Ingold-Smith, M. & Carey, S (2011) The Big and the Mighty: Preverbal Infants Represent Social Dominance. Science, 331(6016), 477-480.

Dunham, Y., Baron, A., & Carey, S. (2011) Consequences of ‘Minimal’ Group Affiliations. Child Development, 82(3), 293-811.

Hyde, D., Boas, D., Blair, C., & Carey, S. (2010). Near-infrared spectroscopy shows right parietal specialization for number in pre-verbal infants. Neuroimage, 53(2), 647-652.

Srinivasan, M. & Carey, S. (2010). The long and the short of it: On the nature and origin of functional overlap between representations of space and time. Cognition, 116(2), 217-241.

Muentener, P. & Carey, S. (2010). Infants’ causal representations of state change events. Cognitive Psychology, 61(2010), 63-86.

Carey, S. (2010). Beyond Fast Mapping. Language Learning and Development, 6(3), 184-205.

Ganea, P.A., Allen, M.A., Butler, L., & Carey, S., DeLoache, J.S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104, 283-295.

Li, P., Dunham, Y. & Carey, S (2009). Of Substance: The Nature of Language Effects on Entity Construal. Cognitive Psychology, 58, 487-524.

Li, P., Ogura, T., Barner, D., Yang, S., & Carey, S. (2009). Does the conceptual distinction between singular and plural sets depend on language? Developmental Psychology, 45, 1644-1653.

Carey, S. (2009). Where our number concepts come from. Journal of Philosophy, 106 (4), 220-254.

Barth, H., Baron, A., Spelke, E., & Carey, S. (2009). Children’s multiplicative transformations of discrete and continuous quantities. Journal of Experimental Child Psychology, 103, 441-454.

Wood, J.N., Kouider, S., & Carey, S. (2009). Acquisition of singular-plural morphology. Developmental Psychology, 45(1), 202-206.

Carey, S. (2008). Math schemata and the origins of number representations. Behavioral and Brain Sciences, 31(6), 645-646.

Sarnecka, B.W. & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108(3), 662-674.

LeCorre, M. & Carey, S. (2008). Why the verbal counting principles are constructed out of representations of small sets of individuals: A reply to Gallistel. Cognition, 107(2), 650-662.

Barner, D., Wood, J., Hauser, M. & Carey, S. (2008). Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys. Cognition, 107(2), 603-622.

Shtulman, A. & Carey, S. (2007). Improbable or Impossible? How Children Reason About the Possibility of Extraordinary Events. Child Development, 78(3), 1015-1032.

Le Corre, M. & Carey, S. (2007). One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition, 105, 395-438.

Barner, D., Thalwitz, D., Wood, J., Yang, S., & Carey, S. (2007). On the relation between the acquisition of singular-plural morpho-syntax and the conceptual distinction between one and more than one. Developmental Science, 10(3), 365-373.

Saxe, R., Tzelnic, T., & Carey, S. (2007). Knowing Who Dunnit: Infants identify the causal agent in an unseen causal interaction. Developmental Psychology, 43(1), 149-158.

Saxe, R., & Carey, S. (2006). The Perception of causation in infancy. Acta Psychologica, 123 (1-2), 144-165.

Kouider, S., Halberda, J., Wood, J.N. & Carey, S. (2006). The acquisition of English number marking: the singular-Plural distinction. Language Learning and Development, 2(1), pp. 1-25.

Le Corre, M.*, Brannon, E.M.*, Van de Walle, G.*, & Carey, S. (2006). Re-visiting the competence/performance debate in the acquisition of the counting principles. Cognitive Psychology, 52(3), pp. 130-169.

Lombrozo, T.* & Carey, S. (2006). Functional explanation and the function of explanation. Cognition, 99(2), 167-204.

Saxe, R., Tzelnic, T., & Carey, S. (2006). Five month-old infants know humans are solid, like inanimate objects. Cognition, 101(1), B1-B8.

Feigenson, L*. & Carey, S. (2005). On the limits of infantsí quantification of small object arrays. Cognition, 97(3), 295-313.

Preissler, M.A*. & Carey, S. (2005). The role of inferences about referential intent in word learning: Evidence from autism. Cognition, 97(1), B13-B23.

Saxe, R., Tenenbaum, J., and Carey, S. (2005). Secret agents: 10 and 12-month-olds infer an unseen cause of the motion of an inanimate object. Psychological Science, 16(12), 995-1001.

Smith, C., Solomon, G.*, and Carey, S. (2005). Never getting to zero: Elementary school studentsí understanding of the infinite divisibility of number and matter. Cognitive Psychology, 51(2), 101-140.

Wagner, L.* & Carey, S. (2005). 12-month-old infants represent probable endings of motion events. Infancy, 7(1), pp. 73-83.

Saxe, R., Carey, S., & Kanwisher, N. (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87-124.

Carey, S. (2004). Bootstrapping and the origins of concepts. Daedalus, 59-68.

Preissler, M. A. & Carey, S. (2004). Do pictures and words function as symbols for 18- and 24-month-old children? Journal of Cognition & Development, 5(2), 185-212.

Xu, F., Carey, S., and Quint, N. (2004). The emergence of kind-based object individuation in infancy. Cognitive Psychology, 45, 155-190.

Feigenson, L. & Carey, S. (2003). Tracking individuals via object files: Evidence from infants manual search. Developmental Science, 6(5), 568-584.

Hauser, M.D. & Carey, S. (2003). Spontaneous representations of small numbers of objects by rhesus macaques: Examinations of content and format. Cognitive Psychology, 47, 367-401.

Wagner, L. and Carey, S. (2003). Individuation of Objects and Events: A Developmental Study. Cognition, 90, 163-191.

Carey, S. (2002). Evidence for numerical abilities in young infants: A fatal flaw? Developmental Science, 5(2), 202-205.

Feigenson, L., Carey, S., & Hauser, M. (2002). The representations underlying infants choice of more: Object files vs. analog magnitudes. Psychological Science, 13, 150-156.

Feigenson, L., Carey, S., &: Spelke, E. (2002). Infants discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66.

Huntley-Fenner, G, Carey, S., & Solimando, A. (2002). Objects are individuals but stuff doesnít count: Perceived rigidity and cohesiveness influence infantsí representations of small numbers of discrete entities. Cognition, 85, 203-221.

Bloch, M., Solomon, G., & Carey, S. (2001). Zafimaniry: An understanding of what is passed on from parents to children. A cross-cultural investigation. Journal of Cognition and Culture, 1(1), 43-68.

Carey, S. (2001). Evolutionary and Ontogenetic Foundations of Arithmetic. Mind and Language, 16(1), 37-55.

Carey, S., & Williams, T. (2001). The role of object recognition in young infants’ object segregation. Journal of Experimental Child Psychology, 78, 55-60.

Carey, S., & Xu, F. (2001). Infants knowledge of objects: Beyond object-files and object tracking.Cognition, 80, 179-213.

Matan, A., & Carey, S. (2001). Developmental changes within the core of artifact concepts. Cognition, 78, 1-26.

Uller, C., Hauser, M., & Carey, S. (2001). The spontaneous representation of number in a New World primate species, Cotton-top tamarins. Journal of Comparative Psychology, 115(3), 248-257.

Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21, 13-19.

Carey, S. (2000). The origin of concepts. Journal of Cognition and Development, 1, 37-41.

Hauser, M., Carey, S., & Hauser, L. (2000). Spontaneous number representation in semi-free-ranging rhesus monkeys. Proceedings of the Royal Society: Biological Sciences.

Hood, B., Carey, S., & Prasada, S. (2000). Predicting the outcomes of†physical events: Two-year-olds fail to reveal knowledge of solidity and support. Child Development, 71(6), 1540-1554.

Van de Walle, G., Carey, S ., & Prevor, M. (2000). Bases for object individuation in infancy: Evidence from manual search. Journal of Cognition and Development,1, 249-280.

Xu, F. & Carey, S. (2000). The emergence of kind concepts: A rejoinder to Needham & Baillargeon. Cognition, 74, 285-301.

Uller, C., Carey, S., Huntley-Fenner, G., & Klatt, L. (1999). What representations might underlie infant numerical knowledge. Cognitive Development, 14, 1-36.

Xu, F., Carey, S., & Welch, J. (1999). Infants’ ability to use object kind information for†object individuation. Cognition, 70. 137-166.

Carey, S. (1998). Knowledge of number: Its evolution and ontogenesis. Science, 242, 641-642.

Johnson, S., & Carey, S. (1998). Knowledge enrichment and conceptual change in folkbiology: Evidence from Williams Syndrome. Cognitive Psychology, 37, 156-200.

Johnson, S., Slaughter, V., & Carey, S (1998). Whose gaze would infants follow? The elicitation of gaze following in 12-month-olds. Developmental Science, 1, 233-238.

Rhodes, G., Carey, S., Byatt, G., & Proffitt, F. (1998). Coding spatial variations in faces and Simple shapes: A test of two models. Vision Research, 38, 2307-2321.

Carey, S. (1997) Do constraints on word meaning reflect prelinguistic cognitive architecture? The Japanese Journal of Cognitive Science, 4(1), 35-58.

Carey, S. & Spelke, E. (1996). Science and core knowledge. Philosophy of Science, 63(4), 515-533.

Solomon, G., Johnson, S., Zaitchik, D., & Carey, S. (1996). Like father, like son: Young†children’s understanding of how and why offspring resemble their parents. Child Development, 67, 151-171.

Xu, F., & Carey, S. (1996). Infants’ metaphysics: The case of numerical identity. Cognitive†Psychology, 30(2), 111-153.

Carey, S. (1994). Does learning a language require conceptual change? Lingua, 92, 143-167.

Carey, S., & Diamond, R. (1994). Are faces perceived as configurations more by adults than by children? Visual Cognition, 1, 253-274.

Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235-251.

Carey, S. (1992). Becoming a face expert. Philosophical Transactions of the Royal Society of London, 335, 95-103.

Soja, N.N., Carey, S., & Spelke, E.S. (1992). Perception, ontology, and word meaning. Cognition, 45, 101-107.

Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children’s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766.

Soja, N.N., Carey, S., & Spelke, E.S. (1991). Ontological categories guide young children’s inductions of word meaning: Object terms and substance terms. Cognition, 38(2), 179-211.

Diamond, R., & Carey, S. (1990). On the acquisition of pattern encoding skills. Cognitive Development, 5(4), 345-368.

Carey, S., Evans, R., Honda, M., Unger, C., & Jay, E. (1989). An experiment is when you try and see if it works: middle school conception of science. International Journal of Science Education, 11, 514-529.

Shapiro, L., Zurif, E., Carey, S., & Grossman, M. (1989). Comprehension of lexical subcategory distinctions by aphasic patients: Proper / common and mass / count nouns. Journal of Speech and Hearing Research, 32, 481-488.

Carey, S. (1988). †Conceptual differences between children and adults. Mind and Language, 3,167-181.

Rhodes, G., Brennan, S., & Carey, S. (1987). Identification and ratings of caricatures: implications for mental representations of faces. Cognitive Psychology, 19(4), 473-479.

Carey, S. (1986). Cognitive science and science education. American Psychologist, 41, 1123-1130. Reprinted in Open University Press, Readings in the Psychology of Education and in C. Hedley, J. Houtz, & A. Baratta (eds.), Cognition, Curriculum, and Literacy. Norwood, NJ: Ablex, 1990.

Diamond, R., & Carey, S. (1986). Why faces are and are not special: An effect of expertise. ††Journal of Experimental Psychology: General, 115(3), 107-117.

Grossman, M., Carey, S., Zurif, E., & Diller, L. (1986). Proper and common nouns: Form class judgments in Broca’s aphasia. Brain and Language, 28, 114-125.

Smith, C., Carey, S., & Wiser, M. (1985). On differentiation: a case study of the development of size, weight, and density. Cognition, 21 (3), 177-237.

Diamond, R., Carey, S., & Black K. (1983). Genetic influences on the development of spatial skills during early adolescence. Cognition, 13, 167-185.

Levine, S., & Carey, S. (1982). Up front: Acquisition of a concept and a word. Journal of Child Language, 9, 645-657.

Carey, S., Diamond, R., & Woods, B. (1980). The development of face recognition–a maturational component? Developmental Psychology, 16(4), 257-269.

Mann, V., Diamond, R., & Carey, S., (1979). Development of voice recognition: Parallels with face recognition. Journal of Experimental Child Psychology, 27, 153-165.

Woods, B., & Carey, S. (1979). Language deficits after apparent clinical recovery from childhood aphasia. Annals of Neurology, 6, 405-409.

Dricker, J., Butters, N., Berman, G., Samuels, I., & Carey, S. (1978). The recognition and encoding of faces by alcoholic Korsakoff and right hemisphere patients. Neuropsychologia, 16, 683-695.

Leehey, S., Carey, S., Diamond, R., & Cahn, A. (1978). Upright and inverted faces: The right hemisphere knows the difference. Cortex, 14(3), 411-420.

Carey, S., & Diamond, R. (1977). From piecemeal to configurational representation of faces. Science, 195, 312-313.

Diamond, R., & Carey, S. (1977). Developmental changes in the representation of faces. Journal of Experimental Child Psychology, 23, 1-22.

Chipman, S., & Carey, S. (1975). Anatomy of a stimulus domain: The relation between multi-dimensional and unidimensional sealing of noise bands. Perception and Psychophysics, 17, 417-424.

Alexander, C.W.F., & Carey, S. (1968). Subsymmetries. Perception and Psychophysics, 4, 73-77.


Books and Monographs

Carey, S. (2009). The Origin of Concepts. New York: Oxford University Press.

Astuti, R., Solomon, G., and Carey, S. (2004). Constraints on Conceptual Development: A Case Study of the Acquisition of Folkbiological and Folksociological Knowledge in Madagascar. Monographs of the Society for Research in Child Development.

Carey, S. & Gelman, R. (Eds.) (1991). The Epigenesis of Mind: Essays on Biology and†Cognition. Hillsdale, NJ: Erlbaum.

Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: Bradford Books, MIT Press.

Book Chapters

Carey, S. (2015).  Why theories of concepts should not ignore the problem of acquisition.  In E. Margolis & S. Laurence (eds).  Concepts:  New Directions. Cambridge:  MIT Press, 415-454.

Thomsen, L.* & Carey, S. (2013). Core Cognition of relational models.  In M. R. Banaji and S. A. Gelman (Eds). Navigating the social world:  What infants, children, and other species can teach us. New York: Oxford University Press, 17-22.

Baillargeon, R. & Carey, S. (2012). Core cognition and beyond: The acquisition of physical and numerical knowledge.  In S. M. Pauen (Ed.), Early Childhood Development and Later Outcome. New York:  Cambridge University Press, 33-65.

Rosenberg, R.D., & Carey, S. (2009). Infants’ reasoning about material entities. In B.M. Hood and L.R. Santos (Eds.), The Origins of Object Knowledge. Oxford University Press.

Carey, S. (2009). The Making of Abstract Concepts: A Case Study of Natural Number. In Marischal, D. (Ed). The Making of Abstract Concepts. Oxford University Press.

Keleman, D. & Carey, S. (2007). The essence of artifacts: Developing the design stance. In E. Margolis & S. Lawrence, (Eds.), Creation of the mind: Essays on artifacts and their representation. Oxford University Press.

Carey, S. & Sarnecka, B.W. (2006). The Development of Human Conceptual Representations.In M. Johnson & Y. Munakata (Eds.), Attention and Performance: Vol XXI. Processes of Change in Brain and Cognitive Development. Oxford University Press: Oxford, UK, 473-496.

Carey, S. (2002). On the very possibility of discontinuities in development. In DePoux, E. (Ed). Essays in Honor of Jacques Mehler. Cambridge, MA., MIT Press.

Carey, S. (2002). The origin of concepts: continuing the conversation. Stein, N.L., Bauer, P. J., & Rabinowitz, M. (Eds.), Representation, Memory, and Development: Essays in Honor of Jean Mandler. Mahwah, NJ: Lawrence Erlbaum Associates, 43-52.

Carey, S. (2001). Bridging the gap between cognitive development and developmental neuroscience: A case study of the representation of number. In C. A. Nelson & M. Luciana (Eds.) The Handbook of Developmental Cognitive Neuroscience. Cambridge, MA: MIT Press, 415-432.

Carey, S. (2001). Whorf vs. Continuity Theorists: Bringing data to bear on the debate.†in M. Bowerman and D. Levinson (Eds.), Cross-linguistic variation in the cognitive substrate of language. Cambridge: Cambridge University Press, 155-214.

Carey, S. & Johnson, S. (2000). Metarepresentation and conceptual change: Evidence from Williams Syndrome. In Sperber, D. (Ed.), Metarepresentation. †Cambridge: Cambridge University Press, 225-264.

Carey, S., & Markman, E. (1999). Cognitive Development. In R.E. Rumelhart & B.O. Martin (Eds.), Handbook of Cognition and Perception, Vol. 1: Cognitive Science, 201-254.

Slaughter, V., Jaakkola, K., & Carey, S. (1999). Constructing a coherent theory. Childrenís Biological understanding of life and death. In M. Siegel & C. Peterson (Eds.) Childrenís Understanding of Biology and Health. Cambridge: Cambridge University Press, 71-98.

Carey, S.& Xu, F. (1999) Sortals and kinds: an appreciation of John Macnamara. In R. Jackendoff, P. Bloom, & K. Wynn, (Eds.), John Macnamara: On the Border. Cambridge, MA: MIT Press, 311-336.

Carey, S. (1999). Sources of conceptual change. In E. K. Scholnick, K. Nelson, S. A. Gelman & P. Miller (Eds.), Conceptual Development: Piagetís Legacy. Hillsdale, NJ: Erlbaum, 293-326.

Hauser, M. & Carey, S. (1998). Building a cognitive creature from a set of primitives: Evolutionary and developmental insights. In C. Allen & D. Cummings eds). The Evolution of Mind. Oxford: Oxford University Press, 51-106.

Carey, S. (1998). Knowledge of Number: Evolutionary and Ontogenetic Origins. In M. S. Gazzaniga & J. S. Altman (Eds.), Brain and Mind: Evolutionary Perspectives. Strasbourg: Human Frontier Science Program, 131-149.

Carey, S. (1996). Cognitive domains as modes of thought. In D. Olson (Ed.), Modes of Thought. Cambridge: Cambridge University Press, 187-215.

Carey, S. (1996). Perceptual development. In R. Gelman and T. Au (Eds.), Handbook of Perception and Cognition: Perceptual and Cognitive Development; New York: Academic Press, 49-69.

Carey, S. (1995). Continuity and discontinuity in cognitive development. In D.N. Osherson (Ed.), An Invitation to Cognitive Science, Vol. 3: Thinking. Cambridge, MA: MIT Press, 101-129.

Carey, S. (1995). On the origins of causal understanding. In D. Sperber, D. Premack, and A.J. Premack (eds.), Causal Cognition. Oxford: Clarendon Press, 268-308.

Carey, S., & Spelke, E.S. (1994). Domain specific knowledge and conceptual change. In L.†Hirschfeld & S. Gelman (eds.), Mapping the Mind: Domain Specificity in Cognition and Culture. Cambridge: Cambridge University Press, 169-200.

Carey, S. (1993). Speaking of objects, as such. In G. Harman (ed.), Conceptions of the Mind: Essays in Honor of G.A. Miller. Hillsdale, NJ: Erlbaum, 139-159.

Carey, S. (1992). The origin and evolution of everyday concepts. In R. Giere (ed.), Cognitive Models of Science (Minnesota Studies in the Philosophy of Science, Vol. XV). Minneapolis: University of Minnesota Press, 89-128.

Carey, S. (1992). Ontology and meaning–two contrasting views. In E. Dromi (ed.), Language and Cognition: A Developmental Perspective. Norwood, NJ: Ablex, 88-103.

Carey, S. (1991). Knowledge acquisition: enrichment or conceptual change? In S. Carey & R. Gelman (eds.), The Epigenesis of Mind: Essays in Biology and Cognition. Hillsdale, NJ: Erlbaum, 257-291.

Gallistel, R., Brown, A., Carey, S., Gelman, R., & Keil, F. (1991). Lessons from animal learning for the study of cognitive development. In S. Carey & R. Gelman (eds.), The Epigenesis of Mind: Essays in Biology and Cognition. Hillsdale, NJ: Erlbaum, 3-36.

Carey, S. (1990). Cognitive development. In D. Osherson & E. Smith (eds.),Invitation to Cognitive Science, 3. Bradford Books, MIT Press, 147-172.

Carey, S. (1988). Why Jane and Johnny aren’t learning science. Washington, DC: Federation of Behavioral, Psychological, and†Cognitive Sciences: Science and Public Policy Seminars.

Carey, S. (1988). Cognitive development in childhood. In S. Schiffer and S. Steele (eds.), Cognition and Representation.†Westview Press, 131-160.

Carey, S. (1988). Lexical Development–The Rockefeller Years. In B. Hirst (ed.), The Making of Cognitive Science: Essays in Honor of George A. Miller. Cambridge: Cambridge University Press, 197-209.

Carey, S. (1987). Theory changes in childhood. In B. Inhelder, D. Caprona & A. Cornce-Wells (eds.), Piaget Today. †Hillsdale, NJ: Erlbaum, 141-163.

Carey, S. (1986). The Acquisition of Scientific Knowledge–The Problem of Reorganization. In S. Strauss (ed.), Ontogeny, Phylogeny, and the History of Science. Norwood, NJ: Ablex.

Carey, S. (1985). Are children fundamentally different thinkers and learners from adults? In S.F. Chipman, J.W. Segal & R. Glaser (eds.), Thinking and Learning Skills, 2. Hillsdale, NJ: Erlbaum, 485-517. Reprinted by Open University Press: Open University Readings in Cognitive Development.

Carey, S. (1985). Constraints on semantic development. In J. Mehler (ed.), Neonate Cognition. Hillsdale, NJ: Erlbaum, 381-398.

Carey, S. (1984). Cognitive development–the descriptive problem. M. Gazzaniga (ed.), Handbook for Cognitive Neurology. Plenum, 37-66.

Wiser, M. & Carey, S. (1983). When heat and temperature were one. In D. Genter and A. Stevens (eds.)., Mental Models. †Hillsdale, NJ: Erlbaum, 267-297.

Carey, S. (1983). Constraints on natural kind terms. In T. Seiler and W. Wannenmacher (eds.), Concept Development and the Development of Word Meaning. Springer, 126-146.

Carey, S. (1982). Semantic development, state of the art. In L. Gleitman and E. Wanner (eds.), Language Acquisition, State of the Art.†Cambridge: Cambridge University Press, 347-389.

Carey, S. (1982). Face recognition–anomalies of development. In S. Strauss (ed.), U-Shaped Curves in Development. New York: Academic Press, 169-190.

Carey, S. (1981). The development of face perception. In G. Davies, H. Ellis & J. Shephard (eds.), Perceiving and Remembering Faces, New York: Academic Press, 9-38.

Carey, S. & Diamond, R. (1980). Maturational determination of the developmental course of face coding.In D. Kaplan (ed.), The Biological Bases of Cognitive Processes.†Cambridge, MA:†MIT Press, 60-93.

Carey, S. (1980). Maturational factors in human development. In D. Kaplan (ed.), Biological Bases of Mental Processes.Cambridge, MA: MIT Press, 1-7.

Carey, S. & Bartlett, E. (1978).†Acquiring a single new word. Proceedings of the Stanford Child Language Conference, 15, 17-29.

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