Publications

Ahn, S., Amemiya, J., & Heyman, G. D. (in press). Children’s evaluative judgments of conformers and nonconformers. Infant and Child Development. https://doi.org/10.1002/icd.2439

Amemiya, J., Heyman, G. D., & Walker, C. M. (in press). Emphasizing others’ persistence can promote unwarranted social inferences in children and adults. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001428

Amemiya, J., Widjanarko, K., Chung, I., Bian, L., & Heyman, G. D. (in press). Children can represent complex social status hierarchies: Evidence from Indonesia. Child Development. https://doi.org/10.1111/cdev.13951

Ma, F., Gu, X., Tang, L., Luo, X., Compton, B. J., & Heyman, G. D. (in press). If they won’t know, I won’t wait: Anticipated social consequences drive children’s performance on self-control tasks. Psychological Science. https://doi.org/10.1177/09567976231198194

Amemiya, J., Mortenson, E., Heyman, G. D., & Walker, C. M. (2023). Thinking structurally: A cognitive framework for understanding how people attribute inequality to structural causes. Perspectives on Psychological Science, 18, 259–274. https://doi.org/10.1177/17456916221093593

Creel, S. C., Mizrahi, R., Escobedo, A. G., Zhao, L., & Heyman, G. D. (2023). No heightened musical pitch weighting for tone language speakers in early childhood. Music Perception, 40, 193-201. https://doi.org/10.1525/mp.2023.40.3.193

Ding, X. P., Cheng, J. K. T., Cheng, Q., & Heyman, G. D. (2023). An assessment of when moral stories promote children’s honesty. Applied Developmental Science. https://doi.org/10.1080/10888691.2023.2195182

Shao, S., Huang, J., Zhao, L., & Heyman, G. D. (2023). The profit motive: Implications for children’s reasoning about merit-based resource distribution. Journal of Experimental Child Psychology, 226, 105563. https://doi.org/10.1016/j.jecp.2022.105563

Waltzer, T., Cox, R. L., & Heyman, G. D. (2023). Testing the ability of teachers and students to differentiate between essays generated by ChatGPT and high school students. Human Behavior and Emerging Technologies, 2023, 1-9. https://doi.org/10.1155/2023/1923981

Zhao, L., Mao, H., Zheng, J., Fu, G., Compton, B. J., Heyman, G. D., & Lee, K. (2023). Default settings affect children’s decisions about whether to be honest. Cognition, 235, 105390. https://doi.org/10.1016/j.cognition.2023.105390

Zhao, L., Peng, J., Dong, L. D., Compton, B. J., Zhong, Z., Li, Y., Mao, H., Ye, J., Heyman, G. D., & Lee, K. (2023). Academic cheating interferes with learning among middle school children. Journal of Experimental Child Psychology, 105566. https://doi.org/10.1016/j.jecp.2022.105566

Zhao, L., Zheng, Y., Zhao, J., Li, G., Compton, B. J., Zhang, R., Fang, F., Heyman, G. D., & Lee, K. (2023). Cheating among elementary school children: A machine learning approach. Child Development, 94, 922-940. https://doi.org/10.1111/cdev.13910

Amemiya, J., Mortenson, E., Ahn, S., Walker, C.M., & Heyman, G.D. (2022). Children acknowledge physical constraints less when actors behave stereotypically: Gender stereotypes as a case study. Child Development, 93, 72-83. https://doi.org/10.1111/cdev.13643 

Ding, X. P., Lim, H. Y., & Heyman, G. D. (2022). Training young children in strategic deception promotes epistemic vigilance. Developmental Psychology, 58, 1128–1138. https://doi.org/10.1037/dev0001350

Liu, X., Zhao, C., Zhang, X., Compton, B. J., Sai, L., & Heyman, G. D. (2022). Messaging about descriptive and injunctive norms can promote honesty in young children. Child Development, 93, 1635-1652. https://doi.org/10.1111/cdev.13830

Qian, M., Heyman, G. D., Wu, M., & Fu, G. (2022). Individuating multiple (not one) persons reduces implicit racial bias. Frontiers in Psychology, 13, 939811. https://doi.org/10.3389/fpsyg.2022.939811

Sai, L., Shang, S., Zhao, C., Liu, X., Jiang, Y., Compton, B. J., Fu, G., & Heyman, G. D. (2022). The developmental origins of a default moral response: A shift from honesty to dishonesty. Child Development, 93, 1154-1161. https://doi.org/10.1111/cdev.13755

Yu, C., Qian, M., Amemiya, J., Fu, G., Lee, K., & Heyman, G. D. (2022). Young children form generalized attitudes based on a single encounter with an outgroup member. Developmental Science, 25, e13191. https://doi.org/10.1111/desc.13191

Zhao, L., Li, Y., Qin, W., Amemiya, J., Fang, F., Compton, B. J., & Heyman, G. D. (2022). Overheard evaluative comments: Implications for beliefs about effort and ability. Child Development, 93, 1889-1902. https://doi.org/10.1111/cdev.13829

Zhao, L., Mao, H., Compton, B.J., Peng, J., Fu, G., Fang, F., Heyman, G.D., & Lee, K. (2022). Academic dishonesty and its relations to peer cheating and culture: A meta-analysis of the perceived peer cheating effect. Educational Research Review, 36, 100455. https://doi.org/10.1016/j.edurev.2022.100455

Zhao, L., Peng, J., Dong, L. D., Li, Y., Mao, H., Compton, B. J., Ye, J., Li, G., Heyman, G. D., & Lee, K. (2022). Effects of test difficulty messaging on academic cheating among middle school children. Journal of Experimental Child Psychology, 220, 105417. https://doi.org/10.1016/j.jecp.2022.105417

Zhao, L., Zheng, Y., Compton, B. J., Qin, W., Sun, W., Fang, F., Fu, G., Heyman, G. D., & Lee, K. (2022). Subtle alterations of the physical environment can nudge young children to cheat less. Developmental Science, 25, e13190. https://doi.org/10.1111/desc.13190

Amemiya, J., Liu, Z., Compton, B.J., & Heyman, G.D. (2021). Children’s judgments of positive claims people make about themselves. Infant and Child Development, 30, e2212. https://doi.org/10.1002/icd.2212

Amemiya, J., Walker, C.M., & Heyman, G.D. (2021). Children’s developing ability to resolve disagreements by integrating perspectives. Child Development, 92, e1228-e1241. https://doi.org/10.1111/cdev.13603

Heyman, G.D., Compton, A.M., Amemiya, J., Ahn, S., & Shao, S. (2021). Children’s reputation management: Learning to identify what is socially valued and acting upon it. Current Directions in Psychological Science, 30, 315-320. https://doi.org/10.1177/09637214211009516

Qian, M., Heyman, G.D., Quinn, P. C., Messi, F. A., Fu, G., & Lee, K. (2021). Age-related differences in implicit and explicit racial biases in Cameroonians. Developmental Psychology, 57, 386–396. https://doi.org/10.1037/dev0001149

Qin, W., Zhao, L., Compton, B.J., Zheng, Y., Mao, H., Zheng, J., Heyman, G.D. (2021). Overheard conversations can influence children’s generosity. Developmental Science, 24, e13068.  https://doi.org/10.1111/desc.13068

Stevens, S.M., Jago, C. P., Jasko, K., & Heyman, G.D. (2021). Trustworthiness and ideological similarity (but not ideology) promote empathy. Personality and Social Psychology Bulletin, 47, 1452-1465. https://doi.org/10.1177/0146167220972245

Ye, N.N., Heyman, G.D., & Ding, X.P. (2021). Linking young children’s teaching to their reasoning of mental states: Evidence from Singapore. Journal of Experimental Child Psychology, 209, 105175. https://doi.org/10.1016/j.jecp.2021.105175

Zhao, L., Zheng, J., Mao, H., Yu, X., Ye, J., Chen, H., Compton, B.J., Heyman, G.D., & Lee, K. (2021). Effects of trust and threat messaging on academic cheating: A field study. Psychological Science, 32, 735–742. https://doi.org/10.1177/0956797620977513

Zhao, L., Zheng, Y., Mao, H., Zheng, J., Compton, B.J., Fu, G., Heyman, G.D., & Lee, K. (2021). Using environmental nudges to reduce academic cheating in young children. Developmental Science, 24, e13108. https://doi.org/10.1111/desc.13108

Ahn, S., Amemiya, J., Compton, B.J., & Heyman, G.D. (2020). Children approve of lying to benefit another person’s reputation. Cognitive Development, 56, 100960. https://doi.org/10.1016/j.cogdev.2020.100960

Banerjee, R., Heyman, G.D., & Lee, K. (2020). The development of moral self-presentation. In L.A. Jensen (Ed.), Handbook of moral development: An interdisciplinary perspective (pp. 92-109). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190676049.013.6

Heyman, G.D. (2020). Praise and the development of reputation management. In E. Brummelman (Ed.), Psychological perspectives on praise (pp. 111-118). London: Routledge. https://doi.org/10.4324/9780429327667-17

Heyman, G.D., Ding, X.P., Fu, G., Xu, F., Compton, B.J., & Lee, K. (2020). Young children selectively hide the truth about sensitive topics. Cognitive Science, 44, 1-17. https://doi.org/10.1111/cogs.12824

Jia, L., Zhang, C., Heyman, G.D., Wang, C., Wang, J. (2020). The neural correlates of Chinese children’s spontaneous trait inferences: Behavioral and electrophysiological evidence. PsyCh Journal, 9, 853-863. https://doi.org/10.1002/pchj.392

Li, Q., Zhang, W., Heyman, G.D., Compton, B.J., & Lee, K. (2020). Susceptibility to being lured away by a stranger: A real-world field test of selective trust in early childhood. Psychological Science, 31, 1488-1496. https://doi.org/10.1177/0956797620966526

Ma, F., Zeng, D., Xu, F., Compton, B.J., & Heyman, G.D. (2020). Delay of gratification as reputation management. Psychological Science, 31, 1174–1182. https://doi.org/10.1177/0956797620939940

Ng, C.S.M., Chiu, M.M., Zhou, Q, & Heyman, G.D. (2020). Impact of differential parenting: Study protocol on a longitudinal study investigating child and parent factors on children’s psychosocial health in Hong Kong. Frontiers in Psychology, 28, 11:1656. https://doi.org/10.3389/fpsyg.2020.01656

Sai, L., Liu, X., Li, H., Compton, B.J., & Heyman, G.D. (2020). Promoting honesty through overheard conversations. Developmental Psychology, 56, 1073-1079. https://doi.org/10.1037/dev0000933

Sai, L., Zhao, C., Heyman, G.D., Compton, B.J., & Fu. G. (2020). Young children’s lying and early mental state understanding. Infant and Child Development, 29, e2197. https://doi.org/10.1002/icd.2197

Setoh, P., Zhao, S., Santos, R., Heyman, G.D., & Lee, K. (2020). Parenting by lying in childhood is associated with negative developmental outcomes in adulthood. Journal of Experimental Child Psychology, 189:104680. https://doi.org/10.1016/j.jecp.2019.104680

Yazdi, H., Barner, D., & Heyman, G.D. (2020). Children’s intergroup attitudes: Insights from Iran. Child Development, 19, 1733–1744. https://doi.org/10.1111/cdev.13363

Yazdi, H., Heyman, G.D., & Barner, D. (2020). Children are sensitive to reputation when giving to both ingroup and outgroup members. Journal of Experimental Child Psychology, 194:104814. https://doi.org/10.1016/j.jecp.2020.104814

Zhao, L., Chen, L., Sun, W., Compton, B.J., Lee, K., & Heyman, G.D. (2020). Young children are more likely to cheat after overhearing that a classmate is smart. Developmental Science, 23, 1-7. https://doi.org/10.1111/desc.12930

Zhao, L., Zheng, Y., Compton, B.J., Qin, W., Zheng, J., Fu, G., Lee, K., & Heyman, G.D. (2020). The moral barrier effect: Real and imagined barriers can reduce cheating. Proceedings of the National Academy of Sciences, 117, 19101–19107. https://doi.org/10.1073/pnas.2002249117

Zheng, Y., Compton, B.J., Heyman, G.D., & Jiang, Z. (2020). Vocal attractiveness and voluntarily pitch-shifted voices. Evolution and Human Behavior, 41, 170-175. https://doi.org/10.1016/j.evolhumbehav.2020.01.002

Carstensen, A., Zhang, J., Heyman, G.D., Fu, G., Lee, K., & Walker, C.M. (2019). Context shapes the developmental trajectory of relational reasoning. Proceedings of the National Academy of Sciences, 201818365, 1-6. https://doi.org/10.1073/pnas.1818365116

Heyman, G.D., & Yazdi, H. (2019). The role of individuation in the development of ingroup preferences. Infant and Child Development, 28, e2121. https://doi.org/10.1002/icd.2121

Heyman, G.D., Zhao, L., Compton, B.J., & Lee, K. (2019). Dishonesty in young children. In A. Bucciol and N. Montinari (Eds.), Dishonesty in behavioral economics (pp. 17-29). London: Elsevier Science & Technology Books. https://doi.org/10.1016/B978-0-12-815857-9.00002-9

Li, Q., Heyman, G.D., Mei, J., & Lee, K. (2019). Judging a book by its cover: Children’s facial trustworthiness as judged by strangers predicts their real-world trustworthiness and peer relationships. Child Development, 90, 562-575. https://doi.org/10.1111/cdev.12907

Ma, F., Heyman, G.D., Xiao, L., Xu, F., Compton, B.J., & Lee, K. (2019). Modesty can promote trust: Evidence from China. Social Development, 28, 218–233. https://doi.org/10.1111/sode.12327

Qian, M.K., Heyman, G.D., Quinn, P.C., Fu, G., & Lee, K. (2019). Differential developmental courses of implicit and explicit biases for different other-race classes. Developmental Psychology, 55, 1440–1452. https://doi.org/10.1037/dev0000730

Qian, M. K., Quinn, P. C., Heyman, G.D., Pascalis, O., Fu, G., & Lee, K. (2019). A long‐term effect of perceptual individuation training on reducing implicit racial bias in preschool children. Child Development, 90, e290-e305. https://doi.org/10.1111/cdev.12971

Setoh, P., Lee, K.J.J., Zhang, L., Qian, M.K., Quinn, P.C., Heyman, G.D., & Lee, K. (2019). Racial categorization predicts implicit racial bias in preschool children. Child Development, 90, 162-179. https://doi.org/10.1111/cdev.12851

Zhao, L., Heyman, G.D., Chen, L., Sun, W., Zhang, R., & Lee, K. (2019). Cheating in the name of others: Offering prosocial justifications promotes unethical behavior in young children. Journal of Experimental Child Psychology, 177, 187–196. https://doi.org/10.1016/j.jecp.2018.08.006

Zhao, L., Sun, W., Jia, X., He, X., Liu, Y., Lee, K., Fu, G., Compton, B.J., & Heyman, G.D. (2019). Young children selectively ignore quality to promote self-interest. Journal of Experimental Child Psychology, 188:104679. https://doi.org/10.1016/j.jecp.2019.104679

Creel, S.C., Weng, M., Fu, G., Heyman, G.D., & Lee, K. (2018). Speaking a tone language enhances musical pitch perception in 3-5-year-olds. Developmental Science, 21, 1-7. https://doi.org/10.1111/desc.12503

Ding, X.P., Heyman, G.D., Fu, G., Zhu, B., & Lee, K. (2018). Young children discover how to deceive in 10 days: A microgenetic study. Developmental Science, 21, e12566. https://doi.org/10.1111/desc.12566

Ding, X.P., Heyman, G.D., Sai, L., Yuan, F., Winkielman, P., Fu, G., & Lee, K. (2018). Learning to deceive has cognitive benefits. Journal of Experimental Child Psychology, 176c, 26–38. https://doi.org/10.1016/j.jecp.2018.07.008

Heyman, G.D., & Lee, K. (2018). Honesty and lying. In M. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development. Thousand Oaks, CA: SAGE Publications. https://doi.org//10.4135/9781506307633.n394

Ma, F., Chen, B., Xu, F., Lee, K., & Heyman, G.D. (2018). Generalized trust predicts young children’s willingness to delay gratification. Journal of Experimental Child Psychology, 169, 118–125. https://doi.org/10.1016/J.JECP.2017.12.015

Ma, F., Heyman, G.D., Jing, C., Fu, Y., Compton, B.J., Xu, F., & Lee, K. (2018). Promoting honesty in young children through observational learning. Journal of Experimental Child Psychology, 167, 234–245. https://doi.org/10.1016/j.jecp.2017.11.003

Vanderbilt, K.E., Heyman, G.D. & Liu, D. (2018). Young children show more vigilance against individuals with poor knowledge than those with antisocial motives. Infant and Child Development, 27, 1-12. https://doi.org/10.1002/icd.2078

Zhao, L., & Heyman, G.D. (2018). Hiding effort to gain a competitive advantage: Evidence from China. International Journal of Psychology. Vol. 53, 228–236. https://doi.org/10.1002/ijop.12285

Zhao, L., Heyman, G.D., Chen, L., & Lee, K. (2018). Telling young children they have a reputation for being smart promotes cheating. Developmental Science, 21, e12585. https://doi.org/10.1111/desc.12585

Lee, K., Quinn, P.C., & Heyman, G.D. (2017). Rethinking the emergence and development of implicit racial bias: A perceptual-social linkage hypothesis. In N. Budwig, E. Turiel, & P. Zelazo (Eds.), New perspectives on human development (pp. 27-46). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781316282755.004

Qian, M.K., Heyman, G.D., Quinn, P.C., Fu, G., & Lee, K. (2017). When the majority becomes the minority: a longitudinal study of the effects of immersive experience with racial out-group members on implicit and explicit racial biases. Journal of Cross-Cultural Psychology, 48, 914–930. https://doi.org/10.1177/0022022117702975

Qian, M.K., Quinn, P.C., Heyman, G.D., Pascalis, O., Fu, G., & Lee, K. (2017). Perceptual individuation training (but not mere exposure) reduces implicit racial bias in preschool children. Developmental Psychology, 53, 845–859. https://doi.org/10.1037/dev0000290

Santos, R.M., Zanette, S., Kwok, S.M., Heyman, G.D. & Lee, K. (2017). Exposure to parenting by lying in childhood: Associations with negative outcomes in adulthood. Frontiers in Psychology, 8, 1240. https://doi.org/10.3389/fpsyg.2017.01240

Zhao, L., Chen, L., He, L., & Heyman, G.D. (2017). Strategic communication related to academic performance: Evidence from China. British Journal of Developmental Psychology, 35, 469–475. https://doi.org/10.1111/bjdp.12190

Zhao, L., Heyman, G.D., Chen, L., & Lee, K. (2017). Praising young children for being smart promotes cheating. Psychological Science, 28, 1868–1870. https://doi.org/10.1177/0956797617721529

Fu, G., Heyman, G.D., Cameron, C.A., & Lee, K. (2016). Learning to be unsung heroes: Development of reputation management in two cultures. Child Development, 87, 689–699. https://doi.org/10.1111/cdev.12494

Fu, G., Heyman, G.D., Qian, M., Guo, T., & Lee, K. (2016). Young children with a positive reputation to maintain are less likely to cheat. Developmental Science, 19, 275–283. https://doi.org/10.1111/desc.12304

Fu, G., Luo, Y.C., Heyman, G.D., Wang, B., Cameron, C.A., & Lee, K. (2016). Moral evaluations of lying for one’s own group. Infant and Child Development, 25, 355–370. https://doi.org/10.1002/icd.1941

Heyman, G.D., Chiu Loke, I., & Lee, K. (2016). Children spontaneously police adults’ transgressions. Journal of Experimental Child Psychology, 150, 155–164. https://doi.org/10.1016/j.jecp.2016.05.012

Heyman, G.D., Fu, G., Barner, D., Zhishan, H., Zhou, L., & Lee, K. (2016). Children’s evaluation of public and private generosity and its relation to behavior: Evidence from China. Journal of Experimental Child Psychology, 150, 16–30. https://doi.org/10.1016/j.jecp.2016.05.001

Jones, A.C., Wardlow, L., Pan, S.C., Zepeda, C., Heyman, G.D., Dunlosky, J., & Rickard, T.C. (2016). Beyond the rainbow: Retrieval practice leads to better spelling than does rainbow writing. Educational Psychology Review, 28, 385-400. https://doi.org/10.1007/s10648-015-9330-6

Qian, M.K., Heyman, G.D., Quinn, P.C., Messi, F.A., Fu, G., & Lee, K. (2016). Implicit racial biases in preschool children and adults from Asia and Africa. Child Development, 87, 285–296. https://doi.org/10.1111/cdev.12442

Wardlow, L., & Heyman, G.D. (2016). The roles of feedback and working memory in children’s reference production. Journal of Experimental Child Psychology, 150, 180-193. https://doi.org/10.1016/j.jecp.2016.05.016

Fu, G., Heyman, G.D., Chen, G., Liu, P., & Lee, K. (2015). Children trust people who lie to benefit others. Journal of Experimental Child Psychology, 129, 127-139. https://doi.org/10.1016/j.jecp.2014.09.006

Heyman, G.D., Fu, G., Lin, J., Qian, M.K., & Lee, K. (2015). Eliciting promises from children reduces cheating. Journal of Experimental Child Psychology, 139, 242–248. https://doi.org/10.1016/j.jecp.2015.04.013

Hicks, C., Liu, D., & Heyman, G.D. (2015). Young children’s beliefs about self-disclosure of performance failure and success. British Journal of Developmental Psychology, 33, 123-135. https://doi.org/10.1111/bjdp.12077

Ng, R., Fillet, P., DeWitt, M., Heyman, G.D., & Bellugi, U. (2015). Reasoning about trust among individuals with Williams syndrome. American Journal on Intellectual and Developmental Disabilities, 120, 527–541. https://doi.org/10.1352/1944-7558-120.6.527

Tuller, H.M., Bryan, C.J., Heyman, G.D., & Christenfeld, N. (2015). Seeing the other side: Perspective taking and the moderation of extremity. Journal of Experimental Social Psychology, 59, 18-23. https://doi.org/10.1016/j.jesp.2015.02.003

Zhang, Z., Heyman, G.D., Fu, G., Zhang, D., Yang, Y., & Lee, K. (2015). Children’s beliefs about self-disclosure to friends regarding academic achievement. Social Development, 24, 128–141. https://doi.org/10.1111/sode.12090

Chiu Loke, I., Heyman, G.D., Itakura, S., Toriyama, R., & Lee, K. (2014). Japanese and American children’s moral evaluations of reporting on transgressions. Developmental Psychology, 50, 1520-1531. https://doi.org/10.1037/a0035993

Heyman, G.D. (2014). Children’s reasoning about deception: A cross-cultural perspective. In Elizabeth J. Robinson & Shiri Einav (Eds.), Trust and skepticism: Children’s selective learning from testimony (pp. 83-94). New York: Psychology Press. https://doi.org/10.4324/9781315849362

Heyman, G.D., Barner, D., Heumann, J., & Schenck, L. (2014). Children’s sensitivity to ulterior motives when evaluating prosocial behavior. Cognitive Science, 38, 683-700. https://doi.org/10.1111/cogs.12089

Li, Q., Heyman, G.D., Xu, F., & Lee, K. (2014). Young children’s use of honesty as a basis for selective trust. Journal of Experimental Child Psychology, 117, 59-72. https://doi.org/10.1016/j.jecp.2013.09.002

Vanderbilt, K.E., Heyman, G.D., & Liu, D. (2014). In the absence of conflicting testimony young children trust inaccurate informants. Developmental Science, 17, 443-451. https://doi.org/10.1111/desc.12134

Cluver, A., Heyman, G.D., & Carver, L.J. (2013). Young children selectively seek help when solving problems. Journal of Experimental Child Psychology, 115, 570–578. https://doi.org/10.1016/j.jecp.2012.12.011

Dobkins, K.A., & Heyman, G.D. (2013). Using neuroscience and behavioural data to tailor visual environments for infants and children. Intelligent Buildings International, 5, 79-93. https://doi.org/10.1080/17508975.2013.817324

Heyman, G.D. (2013). Social evaluation. In M.R. Banaji & S.A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 749-756). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199890712.003.0013

Heyman, G.D., & Legare, C.H. (2013). Social cognitive development: Learning from others. In D. E. Carlston (Ed.), The Oxford Handbook of Social Cognition (pp. 749-766). New York, NY: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730018.013.0036

Heyman, G.D., Fu, G., & Lee, K. (2013). Selective skepticism: American and Chinese children’s reasoning about evaluative academic feedback. Developmental Psychology, 49, 543-553. https://doi.org/10.1037/a0031282

Heyman, G.D., Hsu, A.S., Fu, G., & Lee, K. (2013). Instrumental lying by parents in the US and China. International Journal of Psychology, 48, 1176-1184. https://doi.org/10.1080/00207594.2012.746463

Heyman, G.D., Sritanyaratana, L., & Vanderbilt, K.E. (2013). Young children’s trust in overtly misleading advice. Cognitive Science, 37, 646-667. https://doi.org/10.1111/cogs.12020

Liu, D., Vanderbilt, K.E., & Heyman, G.D. (2013). Selective trust: Children’s use of intention and outcome of past testimony. Developmental Psychology, 49, 439-445. https://doi.org/10.1037/a0031615

Xu, F., Evans, A.D., Li, C., Li, Q., Heyman, G.D., & Lee, K. (2013). The role of honesty and benevolence in children’s judgments of trustworthiness. International Journal of Behavioral Development, 37, 257–265. https://doi.org/10.1177/0165025413479861

Heyman, G.D. (2012). Children’s critical assessment of the reliability of others. In Norbert Seel (Ed.), Encyclopedia of the sciences of learning (pp. 530-531). New York: Springer. https://doi.org/10.1007/978-1-4419-1428-6_1079

Heyman, G.D., & Lee, K. (2012). Moral development: Revisiting Kohlberg’s stages. In A.M. Slater & P.C. Quinn (Eds.), Developmental psychology: Revisiting the classic studies (pp. 164-175). London: Sage.

Chiu Loke, I., Heyman, G.D., Forgie, J., McCarthy, A., & Lee, K. (2011). Children’s moral evaluations of reporting the transgressions of peers: Age differences in evaluations of tattling. Developmental Psychology, 47, 1757-1762. https://doi.org/10.1037/a0025357

Fu, G., Heyman, G.D., & Lee, K. (2011). Reasoning about modesty among adolescents and adults in China and the U.S. Journal of Adolescence, 34, 599-608. https://doi.org/10.1016%2Fj.adolescence.2010.10.003

Heyman, G.D., Itakura, S., & Lee, K. (2011). Japanese and American children’s reasoning about accepting credit for prosocial behavior. Social Development, 20, 171-184. https://doi.org/10.1111/j.1467-9507.2010.00578.x

Ma, F., Xu, F., Heyman, G.D., & Lee, K. (2011). Chinese children’s evaluations of white lies: Weighing the consequences for recipients. Journal of Experimental Child Psychology, 108, 308-321. https://doi.org/10.1016%2Fj.jecp.2010.08.015

Ng, R., Heyman, G.D., & Barner, D. (2011). Collaboration promotes proportional reasoning about resource distribution in young children. Developmental Psychology, 47, 1230-1238. https://doi.org/10.1037/a0024923

Vanderbilt, K.E., Liu, D, & Heyman, G.D. (2011). The development of distrust. Child Development, 82, 1372-1380. https://doi.org/10.1111/j.1467-8624.2011.01629.x

Fu, G., Brunet, M.K., Lv, Y., Ding, X., Heyman, G.D., Cameron, C.A., & Lee, K. (2010). Chinese children’s moral evaluation of lies and truths—Roles of context and parental individualism-collectivism tendencies. Infant and Child Development, 19, 498-515. https://doi.org/10.1002/icd.680

Sweet, M.A., Heyman, G.D., Fu, G. & Lee, K. (2010). Are there limits to collectivism? Culture and children’s reasoning about lying to conceal a group transgression. Infant and Child Development. 19, 422-442. https://doi.org/10.1002/icd.669

Heyman, G.D. (2009). Children’s reasoning about traits. In P.J. Bauer (Ed.), Advances in child development and behavior (Vol. 37, pp. 105-143). New York: Academic Press. https://doi.org/10.1016/S0065-2407(09)03703-3

Heyman, G.D., Fu, G., Sweet, M.A., & Lee, K. (2009). Children’s reasoning about evaluative feedback. British Journal of Developmental Psychology, 27, 875–890. https://doi.org/10.1348/026151008X390870

Heyman, G.D., Luu, D.H., & Lee, K. (2009). Parenting by lying. Journal of Moral Education, 38, 353–369. https://doi.org/10.1080/03057240903101630

Heyman, G.D., Sweet, M.A., & Lee, K. (2009). Children’s reasoning about lie-telling and truth-telling in politeness contexts. Social Development, 18, 728-746. https://doi.org/10.1111/j.1467-9507.2008.00495.x

Heyman, G.D. (2008). Children’s critical thinking when learning from others. Current Directions in Psychological Science, 17, 344-347. https://doi.org/10.1111/j.1467-8721.2008.00603.x

Heyman, G.D. (2008). Talking about success: Implications for achievement motivation. Journal of Applied Developmental Psychology, 29, 361-370. https://doi.org/10.1016/j.appdev.2008.06.003

Heyman, G.D., Fu, G., & Lee, K. (2008). Reasoning about the disclosure of success and failure to friends among children in the U.S. and China. Developmental Psychology, 44, 908-918. https://doi.org/10.1037/0012-1649.44.4.908

Fu, G., Xu, F., Cameron, C.A., Heyman, G.D., & Lee, K. (2007). Cross-cultural differences in children’s choices, categorizations, and evaluations of truths and lies. Developmental Psychology, 43, 278-293. https://doi.org/10.1037/0012-1649.43.2.278

Gee, C.L., & Heyman, G.D. (2007). Children’s evaluation of other people’s self-descriptions. Social Development, 16, 800-810. https://doi.org/10.1111/j.1467-9507.2007.00408.x

Gelman, S.A., Heyman, G.D., & Legare, C.H. (2007). Developmental changes in the coherence of essentialist beliefs about psychological characteristics. Child Development, 78, 757-774. https://doi.org/10.1111/j.1467-8624.2007.01031.x

Heyman, G.D., Fu, G., & Lee, K. (2007). Evaluating claims people make about themselves: The development of skepticism. Child Development, 78, 367-375. https://doi.org/10.1111/j.1467-8624.2007.01003.x

Heyman, G.D., & Compton, B.J. (2006). Context sensitivity in children’s reasoning about ability across the elementary school years. Developmental Science, 9, 616-627. https://doi.org/10.1111/j.1467-7687.2006.00540.x

Heyman, G.D., & Giles, J.W. (2006). Gender and psychological essentialism. Enfance, 58, 293-310. https://doi.org/10.3917/enf.583.0293

Giles, J.W., & Heyman, G.D. (2005). Preschoolers use trait-relevant information to evaluate the appropriateness of an aggressive response. Aggressive Behavior, 31, 498-509. https://doi.org/10.1002/ab.20086

Giles, J.W., & Heyman, G.D. (2005). Young children’s beliefs about the relationship between gender and aggressive behavior. Child Development, 76, 107-121. https://doi.org/10.1111/j.1467-8624.2005.00833.x

Heyman, G.D., & Legare, C.H. (2005). Children’s evaluation of sources of information about traits. Developmental Psychology, 41, 636-647. https://doi.org/10.1037/0012-1649.41.4.636

Giles, J.W., & Heyman, G.D. (2004). Conceptions of aggression and withdrawal in early childhood. Infant and Child Development, 13, 407-421. https://doi.org/10.1002/icd.367

Giles, J.W., & Heyman, G.D. (2004). When to cry over spilled milk: Young children’s use of category information to guide inferences about ambiguous behavior. Journal of Cognition and Development, 5, 359-382. https://doi.org/10.1207/s15327647jcd0503_4

Heyman, G.D., & Giles, J.W. (2004). Valence effects in reasoning about evaluative traits. Merrill-Palmer Quarterly, 50, 86-109. https://doi.org/10.1353/mpq.2004.0004

Heyman, G.D., & Legare, C.H. (2004). Children’s beliefs about gender differences in the academic and social domains. Sex Roles, 50, 227-236. https://doi.org/10.1023/B:SERS.0000015554.12336.30

Giles, J.W., & Heyman, G.D. (2003). Preschoolers’ beliefs about the stability of antisocial behavior: Implications for navigating social challenges. Social Development, 12, 182-197. https://doi.org/10.1111/1467-9507.00228

Heyman, G.D., Gee, C.L., & Giles, J.W. (2003). Preschool children’s reasoning about ability. Child Development, 74, 516-534. https://doi.org/10.1111/1467-8624.7402013

Heyman, G.D., Phillips, A.T., & Gelman, S.A. (2003). Children’s reasoning about physics within and across ontological kinds. Cognition, 89, 43-61. https://doi.org/10.1016/S0010-0277(03)00072-6

Giles, J.W., Gopnik, A., & Heyman, G.D. (2002). Source monitoring reduces the suggestibility of preschool children. Psychological Science, 13, 228-291. https://doi.org/10.1111/1467-9280.00453

Heyman, G.D., & Diesendruck, G. (2002). The Spanish ser/estar distinction in bilingual children’s reasoning about human psychological characteristics. Developmental Psychology, 38, 407-417. https://doi.org/10.1037/0012-1649.38.3.407

Heyman, G.D., Martyna, B., & Bhatia, S. (2002). Gender and achievement-related beliefs among engineering students. Journal of Women and Minorities in Science and Engineering, 8, 43-54. https://doi.org/10.1615/JWomenMinorScienEng.v8.i1.30

Heyman, G.D. (2001). Children’s interpretation of ambiguous behavior: Evidence for a “boys are bad” bias. Social Development, 10, 230-247. https://doi.org/10.1111/1467-9507.00161

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Heyman, G.D., & Gelman, S.A. (2000). Beliefs about the origins of human psychological traits. Developmental Psychology, 36, 663-678. https://doi.org/10.1037/0012-1649.36.5.663

Heyman, G.D., & Gelman, S.A. (2000). Preschool children’s use of novel predicates to make inductive inferences about people. Cognitive Development, 15, 263-280. https://doi.org/10.1016/S0885-2014(00)00028-9

Heyman, G.D., & Gelman, S.A. (2000). Preschool children’s use of trait labels to make inductive inferences. Journal of Experimental Child Psychology, 77, 1-19. https://doi.org/10.1006/jecp.1999.2555

Gelman, S.A., & Heyman, G.D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories. Psychological Science, 10, 489-493. https://doi.org/10.1111/1467-9280.00194

Heyman, G.D., & Gelman, S.A. (1999). The use of trait labels in making psychological inferences. Child Development, 70, 604-619. https://doi.org/10.1111/1467-8624.00044

Heyman, G.D., & Dweck, C.S. (1998). Children’s thinking about traits: Implications for judgments of the self and others. Child Development, 69, 391-403. https://doi.org/10.2307/1132173

Heyman, G.D., & Gelman, S.A. (1998). Young children use motive information to make trait inferences. Developmental Psychology, 34, 310-321. https://doi.org/10.1037/0012-1649.34.2.310

Cain, K.M., Heyman, G.D., & Walker, M.E. (1997). Preschoolers’ ability to make dispositional predictions within and across domains. Social Development, 6, 53-75. https://doi.org/10.1111/j.1467-9507.1997.tb00094.x

Heyman, G.D., & Dweck, C.S. (1994). The development of motivation. International Encyclopedia of Education. Oxford: Pergamon Press.

Heyman, G.D., & Dweck, C.S. (1992). Achievement goals and intrinsic motivation: Their role and their relation in adaptive motivation. Motivation and Emotion, 16, 231-247. https://doi.org/10.1007/BF00991653

Heyman, G.D., Dweck, C.S. & Cain, K.M. (1992). Young children’s vulnerability to self-blame and helplessness: Relationship to beliefs about goodness. Child Development, 63, 401-415. https://doi.org/10.2307/1131488