Developmental cognitive science. theory of concepts; domain-relevant concept learning and conceptual change; causal principles; verbal and non-verbal representations and re-representations of arithmetic; representational tools; math and science literacy.
Publications and Manuscripts:
Books and Monographs
Gelman, R., Brenneman, K., Macdonald, G., and Roman, M., (2010). Preschool Pathways to Science(PrePS), facilitating scientific ways of thinking, talking, doing, and understanding. Baltimore, MD: Brookes Publishing
Gelman, R. and Au, T. (Eds.). (1996). Cognitive and perceptual developmental. Vol. XIII. Handbook of perception and cognition. (Eds.) E. Carterette and M. Friedman, Academic Press.
Carey, S. and Gelman, R. (Eds.). (1991). The epigenesis of mind: Essays on biology and cognition. Hillsdale, NJ: Erlbaum Associates.
Gelman, R. (1990). (Guest editor) Cognitive Science, 14(1): Title of volume: Structural constraints on cognitive development.
Gelman, R. and Gallistel, C. R. (1978). The child's understanding of number. Cambridge, Mass: Harvard University Press. Second printing, 1985. Paperback issue with new preface, 1986. Translated into Japanese (1989) and Italian (1988).
Trabasso, T. R. and Bower, G., with the collaboration of R. S. Gelman. (1968). Attention in learning: Research and theory. New York: Wiley. (A citation classic).
Papers and Chapters
Setoh, P., Wu, D., Baillargeon, R. & Gelman, R (2013). Young infants have biological expectations about animals. PNAS, Early Edition, doi: 10.1073
Chesney, D. L. & Gelman, R. (2012), Visual nesting impacts approximate numer system estimation in Attention, Perception, and Psychophysics 74, pp. 1104-1113
Syrett, K., Musolino, J., & Gelman, R. (2012), How can syntax support number word acquisition? in Language Learning and Development 8, pp. 146-176
Syrett, K., Musolino, J., & Gelman, R. (2012), Number word acquisition: Cardinality, bootstrapping, and beyond (reply to commentaries) in Language Learning and Development 8, pp. 190-195
Nayfeld, I., Brenneman, K., & Gelman, R. (2012), Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings in Early Education and Development 22 (6), pp. 970-988
Gelman, R, & Brenneman, K. (2011), Moving young "scientists-in-waiting" onto science learning pathways in S. Carver & J. Shrager 8, pp. 155-169. Carnegie Symposium: Essays in Honor of David Klahr. APA Press: Washington, DC
Gelman, R. (2011), The case of continuity in Behavioral and Brain Sciences 34 (3), pp. 127-128
Obrecht N.A., Chapman G.B., Gelman, R. (2009), An encounter frequency account of how experience affects likelihood estimation. in Memory & Cognition 37 (5), pp. 632-643
Gelman, R. (2009). Learning in Core and Noncore Domains Tommasi, L., Peterson, M.A., Nadel, L., (Eds) Cognitive Biology: Evolutionary and Development Persepectives on Mind, Brain, and Behavior. MIT Press, (12), pp. 247-260.
Gelman, R. (2009). Innate Learning and beyond. in Piattelli-Palmirini, M, Uriagereka, J.., & Salaburu, P. (Eds) Of minds and language: A dialogue with Noam Chomsky in the Basque country. New York: Oxford University Press, pp. 223-238
Leslie, A. M., Gelman, R., Gallistel, C. R. (2008). The generative basis of natural number concepts, in Trends in Cognitive Sciences, 12(6) , pp. 213-218.
Obrecht N.A., Chapman G.B., Gelman, R. (2007). Intuitive t tests: Lay use of statistical information,, in Psychonimic Bulletin & Review 14 (6), pp. 1147-1152.
Leslie, A. M., Gelman, R., Gallistel, C. R. (2007). Where Integers Come From,, in Carruthers, P., Laurence, S., Stich, S., (Eds) The Innate Mind, Vol. 3: Foundations and the Future., New York: Oxford University Press, (7), pp. 109-138.
Cordes S., Gallistel C.R., Gelman R., & Latham P. (2007). Nonverbal arithmetic in humans: Light from noise, in Perception & Psychophysics, 69, 1185-1203.
Gelman, R. (2006). Young Natural-Number Arithmeticians. Current Directions in Psychological Science 15 (4), 193-197.
Hurewitz, F., Gelman, R., and Schnitzer, B. (2006). Sometimes area counts more than number. PNAS 103, 19599-19604
Hurewitz, F., Papafragou, A., Gleitman, L. R., and Gelman, R. (2006). Asymmetries in the acquisition of numbers and quantifiers. Language learning and development, 2, 77-96.
Gabriele, A.J., Subrahmanyam, K., Bertheau, M., Joram, E., Gelman, R. (2005) Children's Use of the Reference Point Strategy for Measurement Estimation Journal for research in mathematics education, Vol. 36(1), 4-23
Gallistel, C. R., and Gelman, R. (2005) Mathematical Cognition In K Holyoak & R. Morrison (Eds) The Cambridge handbook of thinking and reasoning, Cambridge University Press, 23, 559-588.
Gelman, R., and Butterworth, B. (2005) Number and language: how are they related? Trends In Cognitive Science, 9 , 6-10.
Gallistel, C.R., Gelman, R., and Cordes, S. (2005). The cultural and evolutionary history of the real numbers. Fyssen Foundation Symposium, Culture and Evolution, MIT Press, 26 , 247-274.
Cordes, S., and Gelman, R. (2005). The young numerical mind: What does it count? In. Campbell, J. (Ed). Handbook of mathematical cognition. Psychology Press, 128-142.
Gelman, R., and Gallistel, C. R. (2004). Language and the origin of numerical concepts. Science, 306, 441-443.
Zur, O., and Gelman, R. (2004). Young children can add and substract by predicting and checking.Early Childhood Quarterly Review, 19, 121-137.
Gelman, R., & Brenneman, K.(2004) Science learning pathways for young children (in press) Relevant pathways for preschool science learning. Early Childhood Quarterly Review, 19, 150-158.
Francis, W. S., Romo, L. F., & Gelman, R. (2002). Syntactic structure, grammatical accuracy, and content in second-language writing: An Analysis of skill learning and on-line processing. In R. R. Heredia & J. Altarriba (Eds.), Bilingual Sentence Processing. Elsevier Science Publishers.
Gelman, R., and Lucariello, J. (2002). Learning in cognitive development In Pashler, H., and Gallistel, C.R. Stevens Handbook of Experimental Psychology, Third Edition, Vol.3. Wiley: New York., 10, 395-443.
Gelman, R. (2002). Cognitive development. In Pashler, H., and Medin, D.L. Stevens Handbook of Experimental Psychology, Third Edition, Vol.2. Wiley: New York.
Gelman, R. (2002). Animates and other worldly things. In Stein, N., Bauer, P., and M. Rabinowitz (Eds). Representation, Memory, and Development: Essays in Honor of Jean Mandler. Mahwah, NJ: Lawrence Erlbaum Associates. (pp.75-87).
Gelman, R., Romo, L., and Francis, W. (2002). Notebooks as windows on learning: The case of a science-into-ESL program. In Granott, N., and Parziale, J., (Eds.) Microdevelopment. Cambridge, England: Cambridge Univ. Press., 10, 269-292.
Subrahmanyam, K and Gelman, R, in collaboration with A. Lafosse (2002). Animate and other separably moveable objects. In E. Fordes. and G. Humphreys. (Eds.) Category-Specificity in brain and mind. London, England: Psychology Press, 12, 341-373.
Cordes, S., Gelman, R., and Gallistel, C. R. (2001). Variability signatures distinguish verbal from nonverbal counting for both large and small numbers. Psychonomic Bulletin and Review, 8, (4), 698-707.
*Gelman, R., and Cordes, S. A.(2001). Counting in animals and humans. In E. Dupoux (Ed.). Cognition, Cambridge, MA: MIT Press.
Fritz, C. O., Morris, P. E., Bjork, R. A., Gelman, R., and Wickens, T.D. (2000). When further learning fails: Stability and change following repeated presentation of text. British Journal of Psychology,91, 493-511.
Gelman, R. (2000). The epigenesis of mathematical thinking. Journal of Applied Developmental Psychology. 21, 27-37.
Gelman, R. (2000) Domain specificity and variability. Child Development, 71, 854-856.
Gallistel, C.R., and Gelman, R. (2000). Non-verbal cognition: from reals to integers. Trends in Cognitive Science, 4, 59-65.
Subrahmanyam, K., Gelman, R., and Landau, B. (1999). Shape, material and syntax: interacting forces in children's learning in novel words for objects and substances, Language & Cognitive Processes, 14(5), 1-32.
Whalen, J., Gallistel, C. R., and Gelman, R. (1999). Non-verbal counting in humans: The psychophysics of number representation. Psychological Science (pp. 130-137).
Gelman, R. (1999). Cognitive development. In Wilson, R., and Keil, F. (Eds.), The MIT Encyclopedia of Cognitive Sciences Cambridge, MA: MIT Press/Bradford Press.
Gelman, R. (1999). Naive Mathematics. In Wilson, R., and Keil, F. (Eds.), The MIT Encyclopedia of Cognitive Sciences Cambridge, MA: MIT Press/Bradford Press.
Joram, E., Subrahmanyam, K., and Gelman, R. (1998). Measurement estimation: Learning to map the route from number to quantity and back. Summer. Journal of Educational Review, Vol. 6, 413-449.
Gelman, R, (1997, 1998). Intuitive mathematics. In Wilson, R., and Keil, F. (Eds.), in The MIT Encyclopedia of Cognitive Sciences. Cambridge, MA: MIT Press/Bradford Press.
Gelman, R. (1998). Cognitive development. In H. S. Friedman, (Ed.), International Encyclopedia of Mental Health, San Diego, CA: Academic Press, Vol. 1 (pp. 489-498).
Hartnett, P. M., and Gelman, R. (1998). Early understandings of numbers: Paths or barriers to the construction of new understandings? Learning and Instruction: The Journal of the European Association for Research in Learning and Instruction, 8(4), 341-374.
Gelman, R., and Williams, E. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. In D. Kuhn and R. Siegler, (Eds.). Cognition, perception and language. Vol. 2. Handbook of Child Psychology (Fifth Ed). (pp. 575-630). W. Damon, Editor-in-Chief; New York: John Wiley and Sons.
Gelman, R. (1997). Constructing and using conceptual competence. Cognitive Development. 12, 305-313.
Gelman (1996) Domain specificity in cognitive development: Universals and nonuniversals. In Sabourin, M., Craik, F. and Robert, M. (Eds.) Advances in psychological science Psychology Press Ltd., Vol.2, (25), 567-579.
Brenneman, K., Massey, C., Machado, S. and Gelman, R. (1996). Young children’s plans differ for "writing" and drawing. Cognitive Development, 11, 397-419.
Gelman, R., Meck, G., Romo, L., Meck, B., Francis, W., and Fritz, C.O. (1995). Integrating science concepts into intermediate English as a second language (ESL) instruction. In R. F. Macias and R. Garcia-Ramos (Eds.). Anthology of the Linguistic Minority Research Institute, Vol. 1., Santa Barbara and Santa Cruz, Univ. of California.
Gelman, R. and Lee Gattis, M. (1995). Trends and developments in educational psychology in the United States. In Recent trends and developments in educational psychology: Chinese and American perspectives. UNESCO Publishing: Paris, France.
Gelman, R., Durgin, F., and Kaufman, L. (1995). Distinguishing between animates and inanimates: Not by motion alone. In D. Sperber, D. Premack, and A. Premack, (Eds.), Causality and Culture: Oxford, England: Plenum Press, 6, 150-184.
Gelman, R., and Brenneman, K. (1994). First principles can support both universal and culture-specific learning about number and music. In L. Hirschfeld and S. Gelman (Eds.). Mapping the mind: domains, culture and cognition. Cambridge, England, New York: Cambridge University Press, 14, 369-390.
Gelman, R. (1994). Constructivism and supporting environments. In D. Tirosh (Ed.), Implicit and explicit knowledge: An educational approach. (General Editor) S. Strauss, New York: Ablex, Vol. 6, (pp. 55-82).
Fowler, A. E., Gelman, R., and Gleitman, L. R., (1994). The course of language learning in children with Down Syndrome. In Tager-Flusberg (Ed.), Constraints on language acquisition: studies of atypical populations. Hillsdale, NJ: Erlbaum, 5, 91-140.
Gelman, R. (1993).A rational-constructivist account of early learning about numbers and objects. In D. Medin (Ed.). Learning and motivation. Academic Press: New York, Vol. 30. (pp. 61-96)
Gelman, R., and Meck, E. (1992). [English version of below, with an addendum]. Early principles aid initial but not later conceptions of number. In J. Bideaud, C. Meljac and J. P. Fischer (Eds.). Pathways to number. Hillsdale, NJ.: Erlbaum Associates. pp. 171-189; and addendum to book.
Gallistel, C. R., and Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74.
Gelman, R., and Meck, E. (1991). Premiers principles et conception du nombre. (Early principles aid initial but not later conceptions of number). In J. Bideaud, C. Meljac and J. P. Fischer (Eds.), Les chemins du nombre. Lille, France: Presses Universitaires de Lille. (pp. 211-234)
Starkey, P., Spelke, E. S., and Gelman, R. (1991). Toward a comparative psychology of number. Cognition, 39, 171-172.
Gelman, R., Massey, C., and McManus, M. (1991). Characterizing supporting environments for cognitive development: Lessons from children in a museum. In J. M. Levine, L. B. Resnick, and S. D. Teasley (Eds.), Perspectives on socially shared cognition, Washington, DC.: American Psychological Association. (pp. 226-256).
Gelman, R. (1991). Epigenetic foundations of knowledge structures: Initial and transcendent constructions. In S. Carey and R. Gelman, (Eds.). The epigenesis of mind: Essays on biology and cognition Hillsdale, NJ: Erlbaum Associates. (pp. 293-322).
Gallistel, C. R., Gelman, R., Brown, A., Carey, S., and Keil, F. (1991). Lessons from animal learning for the study of cognitive development. In S. Carey and R. Gelman, (Eds.), The epigenesis of mind: Essays on biology and cognition. Hillsdale, NJ: Erlbaum Associates, 1, 3-36.
Gallistel, C.R., and Gelman, R. (1991). Subitizing: The preverbal counting process. In Craik, F., Kessen W., and Ortony A. (Eds.), Essays in honor of George Mandler Hillsdale, NJ: Erlbaum Associates, (pp. 65-81).
Starkey, P., Spelke, E.,and Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127.
Gelman, R. (1990). First principles organize attention to relevant data: Number and the animate-inanimate distinction as examples. Cognitive Science, 14, 79-106.
Gallistel, C. R., and Gelman, R. (1990). The what and how of counting. Cognition, 34, 197-199.
Gelman, R. (1990). Structural constraints on cognitive development: Introduction to a special issue. Cognitive Science, 14, 3-9.
Waxman, S. R., Chambers, D.W., Yntema, D.B., and Gelman, R. (1989). Complementary versus contrastive classification in preschool children. Journal of Experimental Child Psychology, 48, 410-422.
Gelman, R., and Greeno, J. G. (1989). On the nature of competence: Principles for understanding in a domain. In L. B. Resnick (Ed.), Knowing and learning: Essays in honor of Robert Glaser, Hillsdale, NJ: Erlbaum Associates, (pp. 125-186).
Gelman, R., Cohen, M., and Hartnett, P. (1989). To know mathematics is to go beyond thinking that "Fractions aren’t numbers". Proceedings of Psychology of Mathematics Education. Volume 11 of the North American Chapter of the International Group of Psychology. Also published as a Technical Report in the UCLA Cognitive Science Research Program Series, UCLA-CSCR-90-5, (pp. 1-39).
Massey, C., and Gelman, R. (1988). Preschoolers ability to decide whether a photographed unfamiliar object can move itself. Developmental Psychology, 24(3), 307-317.
Gelman, R., and Massey, C. R. (1988). The cultural unconscious as contributor to the supporting environments for cognitive development. Commentary on Saxe, Guberman and Gearhart. Society for Research in Child Development Monographs. Serial No. 216, 52, (2) (pp. 138-151).
Gelman, R., and Cohen, M. (1988). Qualitative differences in the way Down Syndrome and normal children solve a novel counting problem. In L. Nadel (Ed.). The psychobiology of Down Syndrome. Cambridge, MA: MIT Press/Bradford Books, (pp. 51-99).
Gelman, R. (January, 1987). Commentary on Gelman's (1969) Conservation acquisition: A problem of learning to attend to relevant attributes. Citation Classic, Current Contents/Social and Behavioral Sciences, 20(4), 14.
Feldman, H. and Gelman, R. (1987). Otitis media and cognitive development: Theoretical perspectives. In J. F. Kavanagh (Ed.). Otitis Media and Child Development. Parkton, MD: York Press, 3, 27-41.
Waxman, S., and Gelman, R. (1986). Preschoolers' use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.
Kuzmak, S., and Gelman, R. (1986). Young children's understanding of random phenomena. Child Development, 57, 559-566.
Gelman, R., Meck, E., and Merkin, S. (1986). Young children’s numerical competence. Cognitive Development, 1, 1-29.
Gelman, R., and Meck, E. (1986). The notion of principle: the case of counting. In J. Hiebert (Ed.), The relationship between procedural and conceptual competence. Hillsdale, NJ: Erlbaum Associates, 2, 29-57.
Gelman, R., and Brown, A. L. (1986). Changing views of cognitive competence in the young. In N. Smelser and D. Gerstein (Eds.), Discoveries and trends in behavioral and social sciences Commission on Behavioral and Social Sciences and Education, Washington, DC: National Research Council Press, (pp. 175-207).
Gelman, R. (1986). Toward an understanding-based theory of mathematics learning and instruction, or, in praise of Lampert on teaching multiplication. Cognition and Instruction, 3(4), 349-355.
Gelman, R., and Brown, A. L. (1985). Early foundations of cognitive development. (Center for Advanced Study in the Behavioral Sciences Annual Report). Palo Alto, CA, (pp. 46-56).
Starkey, P., Spelke, E. S., Gelman, R. (1985). Detection of number or numerousness by human infants: Reply to Davis et al. Science, Vol. 228, 1228-1229.
Gelman, R. (1985). The developmental perspective on the problem of knowledge acquisition: A discussion. In S. Chipman, J. Segal and R. Glaser (Eds.), Thinking and learning skills. Vol. 2. Hillsdale, NJ: Erlbaum, Vol. 2, (23), 537-544.
Resnick, L. B., and Gelman, R. (1984). Mathematical and scientific knowledge: An overview. In H. Stevenson and Q. C. Ching (Eds.), Issues in cognition. Proceedings of a joint conference in Psychology: National Academy of Sciences/Chinese Academy of Sciences. American Psychological Association, Washington, D. C, (pp. 267-285)
Greeno, J. G., Riley, M. S., and Gelman, R. (1984). Conceptual competence and children's counting. Cognitive Psychology, Vol. 16, 94-143.
Gelman, R., and Meck, E. (1983). Preschoolers' counting: Principles before skill. Cognition, 13, 343-359.
Starkey, P., Spelke, E. S. and Gelman, R. (1983). Detection of intermodal numerical correspondences by human infants. Science, Vol. 222, 179-181.
Gelman, R. (1983). Les bébés et le calcul. La Recherche, 14, 1382-1389.
Miller, K. and Gelman, R. (1983). The child's representation of number: A multidimensional scaling analysis. Child Development, 54, 1470-1479.
Gelman, R., Spelke, E. S., and Meck, E. (1983). What preschoolers know about animate and inanimate objects. In Rogers, D., and Sloboda, J. (Eds.), The development of symbolic thought. London: Plenum. (Translated into Japanese), (pp. 297-328).
Gelman, R. (1983). Recent trends in cognitive development. In J. Schierer and A. Rogers (Eds.), The G. Stanley Hall Lecture Series, APA. Washington, D. C., Vol. 3, (pp. 145-175)
Gelman, R. (1983). Overview remarks on the transition from prelinguistic to linguistic communication. In R. Golinkoff (Ed.), The translation from prelinguistic to linguistic communication: Issues and implications. Hillsdale, N. J.: Erlbaum.
Gelman, R. and Baillargeon, R. (1983). A review of some Piagetian concepts. In J. H. Flavell and E. Markman (Eds.), Cognitive Development: Vol. 3. (Handbook of child development)., . New York: Wiley, (pp. 167-230)
Starkey, P. and Gelman, R. (1982). The development of addition and subtraction abilities prior to formal schooling in arithmetic. In Carpenter, T. P., Moser, J. M. and Romberg, T. A. (Eds.), Addition and subtraction: A developmental perspective. Hillsdale, N. J.: Erlbaum.
Bullock, M., Gelman, R., and Baillargeon, R. (1982). The development of causal reasoning. In Friedman (Ed.), Development of time concepts. New York: Academic Press, (pp. 209-253)
Gelman, R.(1982). Accessing one-to-one correspondence: Still another paper about conservation. British Journal of Psychology, 73, 209-220.
Gelman, R. (1982). Complexity in development and developmental studies. In A. Collins (Ed.), 1980 Minnesota Symposium on Child Development. Hillsdale, NJ: Erlbaum, Vol. 15, (6), 145-154.
Gelman, R. (1982). Basic numerical abilities. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence Hillsdale, N. J.: Erlbaum. (Translated into Japanese), Vol. 1., (4) 181-205.
Gelman, R., and Spelke, E. (1981). The development of thoughts about animate and inanimate objects: Implications for research on social cognition. In J. H. Flavell and L. Ross (Eds.), Social cognitive development: Frontiers and possible futures. Cambridge, England: Cambridge University Press, 2, 43-66.
Gelman, R., Bullock, M., and Meck, E. (1980). Preschoolers' understanding of simple object transformations. Child Development, 51, 691-699.
Gelman, R. (1980). What young children know about numbers. Educational Psychologist, (Translated into Chinese.), Vol. 15, (1), 54-68.
Gelman, R. (1979). Why we will continue to read Piaget. The Genetic Epistemologist, Vol. 8, (4), 1-3.
Gelman, R. (1979). Preschool thought. American Psychologist (Reprinted in 6 collections of readings and translated into Japanese.), Vol. 34, (10), 900-905.
Bullock, M., and Gelman, R. (1979). Preschool children’s assumptions about cause and effect: Temporal ordering. Child Development, 50, 89-96.
Gelman, R. (1978). Cognitive development. Annual Review of Psychology, 29, 297-332.
Gelman, R. (1978). Counting in the preschooler: What does and does not develop. In R. S. Siegler (Ed.), Children's thinking: What develops? Hillsdale, N. J: Erlbaum, 8, 213-240.
Shatz, M. and Gelman, R. (1977). Beyond syntax: The influence of conversational constraints on speech modifications. In C. Ferguson and C. Snow (Eds.), Talking to children: Language input and acquisition. Cambridge, England: Cambridge University Press, 7, 189-198.
Bullock, M., and Gelman, R. (1977). Numerical reasoning in young children: The ordering principle. Child Development, 48, 427-434.
Gelman, R., and Shatz, M. (1977). Appropriate speech adjustments: The operation of conversational constraints on talk to two-year-olds. In M. Lewis and L. Rosenblum (Eds.), Interaction, conversation and the development of language. New York: Wiley.
Gelman, R. (1977). How young children reason about small numbers. In N. Castellan, D. B. Pisoni and G. Potts (Eds.), Cognitive Theory. Hillsdale, NJ: Erlbaum, Vol. 2, (8), 219-238.
Goldin-Meadow, S., Seligman, M. E. P., and Gelman, R. (1976). Language in the two-year old. Cognition, 4(2), 189-202.
Gelman, R., and Tucker, M. F. (1975). Further investigations of the young child's conception of number. Child Development, 46, 167-175.
Shatz, M., and Gelman, R. (1973). The development of communication skills: Modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38 (5, Serial No. 152).
Gelman, R. (1972). The nature and development of early number concepts. In H. W. Reese (Ed.), Advances in Child Development, New York: Academic Press, 3 115-167.
Gelman, R. S. and Weinberg, D. H. (1972). The relationship between liquid conservation and compensation. Child Development, 43, 371-383.
Gelman, R. S. (1972). Logical capacity of very young children: Number invariance rules. Child Development, 43, 75-90.
Gelman, R. (1971). Piaget and education. Contemporary Psychology, 16, 312-313.
Gelman, R. (1970). A review of H. Furth's Piaget and Knowledge and Phillip's The origins of intellect: Piaget's theory. American Scientist
Gelman, R. S. (1969). Conservation acquisition: A problem of learning to attend to relevant attributes. Journal of Experimental Child Psychology, 7, 167-187. (repeatedly reprinted; a citation classic.)
Trabasso, T. R., Deutsch, J. A., and Gelman, R. S. (1966). Attention in discrimination learning of young children. Journal of Experimental Child Psychology, 4, 9-19.
Berlyne, D. E., Borsa, D. M., Craw, M. A., Gelman, R. S., and Mandell, E. E. (1965). Effects of stimulus complexity and induced arousal on paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 291-299.
Berlyne, D. E., Salapatek, P. H., Gelman, R. S., and Zener, L. S. (1964). Is light increment really rewarding to the rat? Journal of Comparative and Physiological Psychology, 58, 148-151.