| 2025 | CogSci | The Impact of Short-Term Model Familiarity on Two-Year-Olds' Word Learning. | Jina Ahn, Erica A. Cartmill, Catherine M. Sandhofer |
| 2025 | CogSci | Balancing Conventional Pairings and Semantic Fit: Classifier Production in Mandarin-Speaking Children. | Erjing Zhang, Ying Hao, Catherine M. Sandhofer |
| 2024 | CogSci | The Effect of Modality on Children's Higher-Order Concept Learning. | Emily M. Neer, Raymond Shao, Catherine M. Sandhofer |
| 2024 | CogSci | The Effect of Event Boundaries on 3-Year-Olds' Novel Category Learning. | Alice (Zhongrui) Xu, James W. Stigler, Catherine M. Sandhofer |
| 2023 | CogSci | How Do Emotion Labels Help Emotion Learning? The Role of Novelty Versus Familiarity. | Marissa Ogren, Catherine M. Sandhofer |
| 2023 | CogSci | The association between types of caregiver mental state language and toddler perspective-taking. | Urvi Shah, Emily M. Neer, Siobhan Sive Glynn, Catherine M. Sandhofer |
| 2022 | CogSci | Children's Acquisition of the Concept of Antonym Across Different Lexical Classes. | Amalia Ionescu, Hongjing Lu, Keith J. Holyoak, Catherine M. Sandhofer |
| 2022 | CogSci | Supporting Word Learning from Shared Book Reading Sessions with Preschoolers. | Michelle Lynn Luna, Catherine M. Sandhofer |
| 2021 | CogSci | The Effects of Messages About Intellectual Ability on Children's Activity Preferences. | Amalia Ionescu, Christina M. Tworek, Catherine M. Sandhofer, Andrei Cimpian |
| 2021 | CogSci | The Role of Attention in Learning through Overheard Speech. | Emily M. Neer, Catherine M. Sandhofer |
| 2021 | CogSci | Emotion Words May Connect Complex Emotional Events and Facial Expressions in Early Childhood. | Marissa Ogren, Catherine M. Sandhofer |
| 2021 | CogSci | Effects on word learning from spacing and category variability. | Gwendolyn Price, Catherine M. Sandhofer |
| 2019 | CogSci | The Effects of Contextual Cues on the Learning of Prepositions. | Michelle Lynn Luna, Catherine M. Sandhofer |
| 2019 | CogSci | The Influence of Emotional Cues on Toddler Word Learning. | Marissa Ogren, Catherine M. Sandhofer |
| 2019 | CogSci | Parent comparison and contrast speech is affected by variation of present visual display and child language comprehension. | Gwendolyn Price, Catherine M. Sandhofer |
| 2018 | CogSci | Developmental Differences in Semantic Search Strategies Between Monolingual and Bilingual Children. | Naomi Kline, Natsuki Atagi, Maxim Bushmakin, Catherine M. Sandhofer |
| 2018 | CogSci | Contextual Separation Shifts Attentional Biases. | Michelle Lynn Luna, Catherine M. Sandhofer |
| 2018 | CogSci | A Disadvantage of Comparison and Contrast in Object Label Learning. | Gwendolyn Price, Catherine M. Sandhofer |
| 2018 | CogSci | How do pragmatic and object cues affect monolingual and bilingual toddlers' visual attention during word learning? | Christina Schonberg, Catherine M. Sandhofer, Scott P. Johnson |
| 2017 | CogSci | Analytic knowledge for constructing useable empirical causal knowledge: Two experiments on preschoolers. | Patricia W. Cheng, Mimi Liljeholm, Catherine M. Sandhofer |
| 2015 | CogSci | Cognitive Flexibility in Mathematics: Bilingual Children Show Cognitive Advantages. | Natsuki Atagi, Catherine M. Sandhofer |
| 2015 | CogSci | Apple, pomme, manzana: Productive vocabulary and cognitive flexibility in bilingual preschoolers. | Christina Schonberg, Natsuki Atagi, Catherine M. Sandhofer |
| 2013 | CogSci | Logical Consistency and Objectivity in Causal Learning. | Patricia W. Cheng, Mimi Liljeholm, Catherine M. Sandhofer |
| 2012 | CogSci | What do children hear? Japanese parents' use of numeral classifiers. | Natsuki Atagi, Catherine M. Sandhofer |
| 2011 | CogSci | Retrieval Dynamics of In-the-Moment and Long-Term Statistical Word Learning. | Haley A. Vlach, Catherine M. Sandhofer |