Azzurra Ruggeri
Marie Curie International Outgoing Fellow • University of California, Berkeley (December, 2013 - November, 2016)
Fei Xu, Tania Lombrozo, Alison Gopnik
Ph.D. in Psychology • Humboldt University of Berlin(December, 2012)
Gerd Gigerenzer, Konstantinos Katsikopoulos
Thesis: Opening Up the Cuebox: A Developmental Perspective
Ph.D. in Cognitive Science • University of Siena (June, 2012)
Advisor: Alessandro Innocenti
Thesis: New perspectives on children development: Tracing causes, generating hypothesis, making tragic choices.
M.A. in Philosophy • Decision Making and Philosophy of Science • University of Pisa (July, 2008)
Advisor: Tiziano Raffaelli
Thesis: Bounded Rationality and Fast and Frugal Heuristics
My research focuses on how children and adults actively search for information when making decisions, drawing causal inferences and solving categorization tasks. Search strategies, as any other kind of strategies, are not always effective, because their efficiency depends on the domain and on the tasks structure. In this sense, I am interested in how adaptive children and adults’ search for information strategies are, how sensitive and responsive they are to various characteristics and to the structure of the tasks. I am interested in how actively searching for information, being able to generate the information we are interested in and to focus on what we consider most relevant, can impact our learning, understanding and explanations.
Ruggeri, A., Sim, Z. L., & Xu, F. (in press). "Why is Toma late to school again?" Preschoolers identify the most informative questions. Developmental Psychology.
Ruggeri, A., Gummerum, M., Luan, S., & Keller, M. (in press). The influence of adult and peer models on children’s and adolescents’ sharing decisions. Child Development.
Ruggeri, A., Lombrozo, T., Griffiths, T. L., & Xu, F. (2016) Sources of developmental change in the efficiency of information search. Developmental Psychology, 52(12), 2159-2173. doi: 10.1037/dev0000240
Horn, S. S., Ruggeri, A., & Pachur, T. (2016). The development of adaptive decision making: Recognition-based inference in children and adolescents. Developmental Psychology, 52(9), 1470–1485. doi: 10.1037/dev0000181
Markant, D. B., Ruggeri, A., Gureckis, T. M., & Xu, F. (2016). Enhanced Memory as a Common Effect of Active Learning. Mind, Brain, and Education, 10(3), 142–152. doi: 10.1111/mbe.12117
Ruggeri, A.,& Lombrozo, T. (2015). Children adapt their questions to achieve efficient search. Cognition, 143, 203–216. doi:10.1016/j.cognition.2015.07.004
Curriculum Vitae
Publikationen
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Jones, A., Swaboda, N., & Ruggeri, A. (in press). Developmental changes in question asking. In L. Butler, S. Ronfard, & K. Coriveau (Eds.), The questioning child: Insights from psychology & education. Cambridge: Cambridge University Press. Musculus, L., Ruggeri, A., Raab, M., & Lobinger, B. (2019). A developmental perspective on option generation and selection. Developmental Psychology, 55, 745-753. doi:10.1037/dev0000665 Full text Ruggeri, A., Markant, D. B., Gureckis, T. M., Bretzke, M., & Xu, F. (2019). Memory enhancements from active control of learning emerge across development. Cognition, 186, 82-94. doi:10.1016/j.cognition.2019.01.010 Full text Ruggeri, A., Swaboda, N., Sim, Z. L., & Gopnik, A. (2019). Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task. Cognition, 193. Advance online publication. doi:10.1016/j.cognition.2019.104013 Full text Ruggeri, A., Xu, F., & Lombrozo, T. (2019). Effects of explanation on children's question asking. Cognition, 191. Advance online publication. doi:10.1016/j.cognition.2019.05.003 Full text Bridgers, S., Gweon, H., Bretzke, M., & Ruggeri, A. (2018). How you learned matters: The process by which others learn informs young children's decisions about whom to ask for help. In C. Kalish, M. Rau, J. Zhu, & T. T. Rogers (Eds.), COGSCI 2018: Changing / minds. 40th Annual Cognitive Science Society Meeting, Madison, Wosconsin, USA, July 25-28 (pp. 1402-1407). Austin, TX: Cognitive Science Society. Full text Jones, A., Schulz, E., Meder, B., & Ruggeri, A. (2018). Active function learning. In C. Kalish, M. Rau, J. Zhu, & T. T. Rogers (Eds.), COGSCI 2018: Changing / minds. 40th Annual Cognitive Science Society Meeting, Madison, Wosconsin, USA, July 25-28 (pp. 580-585). Austin, TX: Cognitive Science Society. Full text Markant, D., Jones, A., Pachur, T., Gopnik, A., & Ruggeri, A. (2018). Identifying the structure of hypotheses that guide search during development. In C. Kalish, M. Rau, J. Zhu, & T. T. Rogers (Eds.), COGSCI 2018: Changing / minds. 40th Annual Cognitive Science Society Meeting, Madison, Wosconsin, USA, July 25-28 (p. 2911). Austin, TX: Cognitive Science Society. Full text Ruggeri, A., Luan, S., Keller, M., & Gummerum, M. (2018). The influence of adult and peer role models on children' and adolescents' sharing decisions. Child Development, 89, 1589-1598. doi:10.1111/cdev.12916 Full text Ruggeri, A., Vagharchakian, L., & Xu, F. (2018). Icon arrays help younger children's proportional reasoning. British Journal of Developmental Psychology, 36, 313-333. doi:10.1111/bjdp.12233 Full text Schulz, E., Wu, C. M., Ruggeri, A., & Meder, B. (2018). Searching for rewards like a child means less generalization and more directed exploration. BioRxiv, 327593. doi:10.1101/327593 Full text Swaboda, N., Ruggeri, A., & Gopnik, A. (2018). Preschoolers adapt their exploratory strategies to the information structure of the task. In C. Kalish, M. Rau, J. Zhu, & T. T. Rogers (Eds.), COGSCI 2018: Changing / minds. 40th Annual Cognitive Science Society Meeting, Madison, Wosconsin, USA, July 25-28 (pp. 1102-1107). Austin, TX: Cognitive Science Society. Full text Vasilyeva, N., Ruggeri, A., & Lombrozo, T. (2018). When and how children use explanations to guide generalizations. In C. Kalish, M. Rau, J. Zhu, & T. T. Rogers (Eds.), COGSCI 2018: Changing / minds. 40th Annual Cognitive Science Society Meeting, Madison, Wosconsin, USA, July 25-28. Austin, TX: Cognitive Science Society. Full text Coenen, A., Bramley, N., Ruggeri, A., & Gureckis, T. M. (2017). Beliefs about sparsity affect causal experimentation. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (pp. 1788-1793). London, UK: Cognitive Science Society. Full text Musculus, L., Ruggeri, A., Raab, M., & Lobinger, B. (2017). The ecological rationality of children's option generation and decision making. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (pp. 823-828). London, UK: Cognitive Science Society. Full text Ruggeri, A., Sim, Z. L., & Xu, F. (2017). "Why is Toma late to school again?" Preschoolers identify the most informative questions. Developmental Psychology, 53, 1620-1632. doi:10.1037/dev0000340 Full text Horn, S. S., Ruggeri, A., & Pachur, T. (2016). The development of adaptive decision making: Recognition-based inference in children and adolescents. Developmental Psychology, 52, 1470-1485. doi:10.1037/dev0000181 Full text Markant, D. B., Ruggeri, A., Gureckis, T. M., & Xu, F. (2016). Enhanced memory as a common effect of active learning. Mind, Brain, and Education, 10, 142-152. doi:10.1111/mbe.12117 Full text McMahon, K., Ruggeri, A., Kämmer, J. E., & Katsikopoulos, K. V. (2016). Beyond idea generation: The power of groups in developing ideas. Creativity Research Journal, 28, 247-257. doi:10.1080/10400419.2016.1195637 Ruggeri, A., Lombrozo, T., Griffiths, T. L., & Xu, F. (2016). Sources of developmental change in the efficiency of information search. Developmental Psychology, 52, 2159-2173. doi:10.1037/dev0000240 Full text Ruggeri, A., Markant, D. B., Gureckis, T. M., & Xu, F. (2016). Active control of study leads to improved recognition memory in children. In A. Papafragou, D. Grodner, D. Mirman, & J. C. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. Full text Ruggeri, A., & Feufel, M. A. (2015). How basic-level objects facilitate question-asking in a categorization task. Frontiers in Psychology, 6:918. doi:10.3389/fpsyg.2015.00918 Full text Ruggeri, A., & Lombrozo, T. (2015). Children adapt their questions to achieve efficient search. Cognition, 143, 203-216. doi:10.1016/j.cognition.2015.07.004 Full text Ruggeri, A., Olsson, H., & Katsikopoulos, K. V. (2015). Opening the cuebox: The information children and young adults generate and rely on when making inferences from memory. British Journal of Developmental Psychology, 33, 355-374. doi:10.1111/bjdp.12100 Full text Ruggeri, A., Gummerum, M., & Hanoch, Y. (2014). Braving difficult choices alone: Children's and adolescents' medical decision making. PLoS ONE, 9(8):e103287. doi:10.1371/journal.pone.0103287 Full text Ruggeri, A., & Lombrozo, T. (2014). Learning by asking: How children ask questions to achieve efficient search. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1335-1340). Austin, TX: Cognitive Science Society. Full text Bodemer, N., Ruggeri, A., & Galesic, M. (2013). When dread risks are more dreadful than continuous risks: Comparing cumulative population losses over time. PLoS ONE, 8(6):e66544. doi:10.1371/journal.pone.0066544 Full text Bodemer, N., Ruggeri, A., & Galesic, M. (2013). Why 100 once is worse than 10 times 10: Dread risks versus "continuous" risks. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Cooperative minds: Social interaction and group dynamics. Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1923-1927). Austin, TX: Cognitive Science Society. Full text Ruggeri, A., & Katsikopoulos, K. V. (2013). Make your own kinds of cues: When children make more accurate inferences than adults. Journal of Experimental Child Psychology, 115, 517-535. doi:10.1016/j.jecp.2012.11.007 Full text Bodemer, N., & Ruggeri, A. (2012). Finding a good research question, in theory. Science, 335(6075), 1439. Full text Ruggeri, A. (2012). Opening up the cuebox: A developmental perspective. Doctoral dissertation. Humboldt-Universität zu Berlin, Germany. |