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Bonawitz, Elizabeth, Patrick Shafto, Hyowon Gweon, Noah D. Goodman, Elizabeth Spelke, and Laura Schulz. “The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery.” Cognition 120, no. 3 (2011): 322–330. doi: 10.1016/j.cognition.2010.10.001.

Bonawitz, Elizabeth Baraff, Tessa J. P. van Schijndel, Daniel Friel, and Laura Schulz. “Children Balance Theories and Evidence in Exploration, Explanation, and Learning.” Cognitive Psychology 64, no. 4 (2012): 215–234. doi: 0.1016/j.cogpsych.2011.12.002.

Bongard, Josh, Victor Zykov, and Hod Lipson. “Resilient Machines Through Continuous Self-Modeling.” Science 314, no. 5802 (2006): 1118–1121. doi: 10.1126/science.1133687.

Boyce, W. Thomas, and Bruce J. Ellis. “Biological Sensitivity to Context: I. An Evolutionary-Developmental Theory of the Origins and Functions of Stress Reactivity.” Development and Psychopathology 17, no. 2 (2005): 271–301. doi: 10.1017/S0954579405050145.

Boyd, Danah. It’s Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press, 2014.

Boyd, Robert, and Peter J. Richerson. Culture and the Evolutionary Process. Chicago: University of Chicago Press, 1988.

Brandone, Amanda C., and Susan A. Gelman. “Generic Language Use Reveals Domain Differences in Young Children’s Expectations About Animal and Artifact Categories.” Cognitive Development 28, no. 1 (2013): 63–75. doi: 10.1016/j.cogdev.2012.09.002.

Bransford, John D., Ann L. Brown, and Rodney R. Cocking. How People Learn: Brain, Mind, Experience, and School. Washington, D. C.: National Academy Press, 1999.

Bridgers, Sophie, Daphna Buchsbaum, Elizabeth Seiver, Thomas L. Griffiths, and Alison Gopnik. “Children’s Causal Inferences from Conflicting Testimony and Observations.” Developmental Psychology 52, no. 1 (2016): 9–18.

Buchsbaum, Daphna, Sophie Bridgers, Deena Skolnick Weisberg, and Alison Gopnik. “The Power of Possibility: Causal Learning, Counterfactual Reasoning, and Pretend Play.” Philosophical Transactions of the Royal Society B: Biological Sciences 367, no. 1599 (2012): 2202–2212. doi: 10.1098/rstb.2012.0122.

Buchsbaum, Daphna, Alison Gopnik, Thomas L. Griffiths, and Patrick Shafto. “Children’s Imitation of Causal Action Sequences Is Influenced by Statistical and Pedagogical Evidence.” Cognition 120, no. 3 (2011): 331–340. doi: 10.1016/j.cognition.2010.12.001.

Bufi ll, Enric, Jordi Agustí, and Rafael Blesa. “Human Neoteny Revisited: The Case of Synaptic Plasticity.” American Journal of Human Biology 23, no. 6 (2011): 729–739. doi: 10.1002/ajhb.21225.

Burghardt, Gordon M. The Genesis of Animal Play: Testing the Limits. Cambridge, Mass.: MIT Press, 2005.

Buttelmann, David, Norbert Zmyj, Moritz Daum, and Malinda Carpenter. “Selective Imitation of In-Group Over Out-Group Members in 14-Month-Old Infants.” Child Development 84, no. 2 (2013): 422–428. doi: 10.1111/j.1467–8624.2012.01860.x.

Byrne, Richard W. “The Technical Intelligence Hypothesis: An Additional Evolutionary Stimulus to Intelligence?” In Machiavellian Intelligence II: Extensions and Evaluations, edited by Andrew Whiten and Richard W. Byrne, 289–311. Cambridge: Cambridge University Press, 1997.

Byrne, Richard, and Andrew Whiten. Machiavellian Intelligence: Social Expertise and the Evolution of Intellect in Monkeys, Apes, and Humans. Oxford Science Publications, 1989.

Callanan, Maureen A., and Lisa M. Oakes. “Preschoolers’ Questions and Parents’ Explanations: Causal Thinking in Everyday Activity.” Cognitive Development 7, no. 2 (1992): 213–233. doi: 10.1016/0885–2014 (92) 90012-G.

Capelli, Carol A., Noreen Nakagawa, and Cary M. Madden. “How Children Understand Sarcasm: The Role of Context and Intonation.” Child Development 61, no. 6 (1990): 1824–41. doi: 10.1111/j.1467–8624.1990.tb03568.x.

Carandini, Matteo, Jonathan B. Demb, Valerio Mante, David J. Tolhurst, Yang Dan, Bruno A. Olshausen, Jack L. Gallant, and Nicole C. Rust. “Do We Know What the Early Visual System Does?” The Journal of Neuroscience 25, no. 46 (2005): 10577–10597. doi: 10.1523/JNEUROSCI.3726–05.2005.

Carey, Susan. Conceptual Change in Childhood. Cambridge, Mass.: MIT Press, 1985.