| 2025 | CogSci | Children's Differentiation of Fake News from Real News is Facilitated by Cognitive Reflection. | Andrew Shtulman, Lucy Rose Stoll, Lesly Sabroso, Andrew G. Young |
| 2022 | CogSci | Can Children Detect Fake News? | Shiao Xu, Andrew Shtulman, Andrew G. Young |
| 2019 | CogSci | Symbol grounding boosts transfer in addition learning. | Clint Jensen, April D. Murphy, Andrew G. Young, Martha W. Alibali, Timothy T. Rogers, Chuck Kalish |
| 2019 | CogSci | Tensions Between Science and Intuition in School-Age Children. | Andrew G. Young, Isabel Geddes, Claire Weider, Andrew Shtulman |
| 2018 | CogSci | Can Science Beat Out Intuition? Increasing the Accessibility of Counterintuitive Scientific Ideas. | Andrew G. Young, Jasper Laca, Giovanna Dieffenbach, Eushrah Hossain, Devon Mann, Andrew Shtulman |
| 2018 | CogSci | Developing A Cognitive Reflection Test for School-Age Children. | Andrew G. Young, Allison Powers, Lesley Pilgrim, Andrew Shtulman |
| 2017 | CogSci | Bridging a Conceptual Divide: How Peer Collaboration Facilitates Science Learning. | Andrew Shtulman, Andrew G. Young |
| 2011 | CogSci | Incomplete sampling leads to broader category generalizations in preschoolers. | Andrew G. Young, Sunae Kim, Charles W. Kalish |