Publications

Bridgers, S., De Simone, C., Gweon, H., & Ruggeri, A. (2023). Children seek help based on how others learn. Child Development, 94(5), 1259–1280. https://doi.org/10.1111/cdev.13926

Chai, K.-X., Xu, F., Swaboda, N., & Ruggeri, A. (2023). Preschoolers' information search strategies: Inefficient but adaptive. Frontiers in Psychology, 13, Article 1080755. https://doi.org/10.3389/fpsyg.2022.1080755

Giron, A. P., Ciranka, S., Schulz, E., van den Bos, W., Ruggeri, A., Meder, B., & Wu, C. M. (2023). Developmental changes in exploration resemble stochastic optimization. Nature Human Behaviour. Advance online publication. https://doi.org/10.1038/s41562-023-01662-1

Ruggeri, A., Stanciu, O., Pelz, M., Gopnik, A., & Schulz, E. (2023). Preschoolers search longer when there is more information to be gained. Developmental Science. Advance online publication. https://doi.org/10.1111/desc.13411

Török, G., Swaboda, N., & Ruggeri, A. (2023). Smart or just lucky? Inferring question-asking competence from strategies' efficiency versus effectiveness. Developmental Psychology, 59(6), 1136–1152. https://doi.org/10.1037/dev0001516

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

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

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. (2021). What is a good question asker better at? From unsystematic generalization to adult-like selectivity across childhood. Cognitive Development, 59, Article 101082. https://doi.org/10.1016/j.cogdev.2021.101082

Jones, A., Markant, D. B., Pachur, T., Gopnik, A., & Ruggeri, A. (2021). How is the hypothesis space represented? Evidence from young children’s active search and predictions in a multiple-cue inference task. Developmental Psychology, 57(7), 1080–1093. https://doi.org/10.1037/dev0001201

Meder, B., Wu, C. M., Schulz, E., & Ruggeri, A. (2021). Development of directed and random exploration in children. Developmental Science, 24(4), Article e13095. https://doi.org/10.1111/desc.13095

Musculus, L., Ruggeri, A., & Raab, M. (2021). Movement matters! Understanding the developmental trajectory of embodied planning. Frontiers in Psychology, 12, Article 633100. https://doi.org/10.3389/fpsyg.2021.633100

Oranç, C., & Ruggeri, A. (2021). "Alexa, let me ask you something different": Children's adaptive information search with voice assistants. Human Behavior and Emerging Technologies, 3(4), 595–605. https://doi.org/10.1002/hbe2.270

Ruggeri, A., Walker, C. M., Lombrozo, T., & Gopnik, A. (2021). How to help young children ask better questions? Frontiers in Psychology, 11, Article 586819. https://doi.org/10.3389/fpsyg.2020.586819

Fantasia, V., Markant, D. B., Valeri, G., Perri, N., & Ruggeri, A. (2020). Memory enhancements from active control of learning in children with autism spectrum disorder. Autism, 24(8), 1995–2007. https://doi.org/10.1177/1362361320931244

Coenen, A., Ruggeri, A., Bramley, N. R., & Gureckis, T. M. (2019). Testing one or multiple: How beliefs about sparsity affect causal experimentation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(11), 1923–1941. https://doi.org/10.1037/xlm0000680