Publications

Bramley, N. R., Jones, A., Gureckis, T. M., & Ruggeri, A. (2022). Children’s failure to control variables may reflect adaptive decision‑making. Psychonomic Bulletin & Review, 29, 2314–2324. https://doi.org/10.3758/s13423-022-02120-1

Bramley, N. R., & Ruggeri, A. (2022). Children's active physical learning is as effective and goal-targeted as adults'. Developmental Psychology, 58(12), 2310–2321. https://doi.org/10.1037/dev0001435

De Simone, C., Battisti, A., & Ruggeri, A. (2022). Differential impact of web habits and active navigation on adolescents' online learning. Computers in Human Behavior Reports, 8, Article 100246. https://doi.org/10.1016/j.chbr.2022.100246

Kanero, J., Oranç, C., Koşkulu, S., Kumkale, G. T., Göksun, T., & Küntay, A. C. (2022). Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot‑led language learning. International Journal of Social Robotics, 14, 297–312. https://doi.org/10.1007/s12369-021-00789-3

Meder, B., Mayrhofer, R., & Ruggeri, A. (2022). Developmental trajectories in the understanding of everyday uncertainty terms. Topics in Cognitive Science, 14(2), 258–281. https://doi.org/10.1111/tops.12564

Nelson, J. D., Rosenauer, C., Crupi, V., Tentori, K., & Meder, B. (2022). The likelihood difference heuristic and binary test selection given situation-specific utilities. Decision, 9(3), 285–319. https://doi.org/10.1037/dec0000160

Ruggeri, A. (2022). An introduction to ecological active learning. Current Directions in Psychological Science, 31(6), 471–479. https://doi.org/10.1177/09637214221112114

Swaboda, N., Meder, B., & Ruggeri, A. (2022). Finding the (most efficient) way out of a maze is easier than asking (good) questions. Developmental Psychology, 58(9), 1730–1746. https://doi.org/10.1037/dev0001386

Vasil, N., Ruggeri, A., & Lombrozo, T. (2022). When and how children use explanations to guide generalizations. Cognitive Development, 61, Article 101144. https://doi.org/10.1016/j.cogdev.2021.101144

De Simone, C., & Ruggeri, A. (2022). Searching for information, from infancy to adolescence. In I. Cogliati Dezza, E. Schulz, & C. M. Wu (Eds.), The drive for knowledge: The science of human information seeking (pp. 77–97). Cambridge University Press.

Meder, B., Crupi, V., & Nelson, J. D. (2022). What makes a good query? Prospects for a comprehensive theory of human information acquisition. In I. Cogliati Dezza, E. Schulz, & C. M. Wu (Eds.), The drive for knowledge: The science of human information seeking (pp. 101–123). Cambridge University Press. https://doi.org/10.1017/9781009026949.006

Serko, D., Leonard, J., & Ruggeri, A. (2022). Developmental changes in children’s training strategies. In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 44, pp. 3425–3431). Retrieved from https://escholarship.org/uc/item/5cz5n57d.