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PUBLICATIONS

Haber, A.S., & Corriveau, K.H. (2023). Social robots as social learning partners: Exploring children’s early understanding and learning from social robots. Behavioral and Brain Sciences. 46, E36.

Kumar, S.C., Haber, A.S., Ghossainy, M.E. +Barbero, S., & Corriveau, K.H. (2023). The impact of visualizing the group on children’s persistence in STEM. Acta Psychologica. 233, 103845. DOI: 10.1016/j.actpsy.2023.103845. PDF
Haber, A.S., Kumar, S., Puttre, H., Dashoush, N. & Corriveau, K.H. (2022). “Why can’t I see my friends and family?”: Children's questions and parental explanations about Coronavirus. Mind, Brain, and Education. DOI: 10.1002/MBE.12309. PDF
Haber, A.S.*, Kumar, S.C.* & Corriveau, K.H. (2022). Boosting children’s persistence in science through storybook reading. Journal of Cognition and Development. 1-11, DOI: 10.1080/15248372.2021.1998063 [*First authorship shared]. PDF
Haber, A.S., Puttre, H., Ghossainy, M.E., Corriveau, K.H. (2021). “How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations. Journal of Childhood, Education & Society. 2(3), 338–363. DOI: 10.37291/2717638X.202123117. PDF
Haber, A.S., Leech, K., Benton D., Dashoush, N., & Corriveau, K. H. (2021). Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children’s scientific questions. Early Childhood Research Quarterly, 57, 121–132. DOI: 10.1016/j.ecresq.2021.05.008. PDF
Haber, A.S. & Corriveau, K.H. (2020). Putting social cognitive mechanisms back into Cumulative Technological Culture: Social interactions serve as a mechanism for children's early knowledge acquisition. Behavioral and Brain Sciences. DOI: 10.1017/S0140525X20000084. 
Leech, K.A., Haber, A.S., + Jalkh, Y., & Corriveau, K.H. (2020). Embedding explanations into storybooks impacts children's scientific discourse and learning. Frontiers in Psychology. 11:1016. DOI: 10.3389/fpsyg.2020.01016. PDF
Leech, K.A.*, Haber, A.S.*,, Arunachalam, S., Kurkil, K. & Corriveau, K.H. (2019). On the malleability of selective trust. Journal of Experimental Child Psychology. 183, 65-74. DOI: 10. 1016/j.jecp.2019.01.013.  [*First Authorship Shared]. PDF
Haber, A.S., Sobel, D.M., & Weisberg, D.S. (2019). Fostering children's reasoning about disagreements through an inquiry-based curriculum. Journal of Cognition and Development, 20(4), 592-610. DOI: 10. 1080/15248372.2019.1639713. PDF

MANUSCRIPTS UNDER REVIEW

Kumar, S.*, Haber, A.S.*, & Corriveau, K.H. (revise & resubmit). Teachers’ scientific questions differ by child gender in the preschool classroom. Mind, Brain, and Education. [*First authorship shared].

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Puttre, H., Haber, A.S., Ghossainy, M.E. & Corriveau, K.H. (under review). Exploring individual variability in questions and explanations in inquiry-based learning. Early Education and Development.

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Kumar, S. Haber, A.S., & Corriveau, K.H. (under review). Young children’s selective trust of achievement-oriented versus effort-oriented scientists. Journal of Cognition and Development.

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Haber, A.S., +Conner, M. L., Gutwill, J., Allen, S. & Corriveau, K.H. (under review). Scientific inquiry intervention fosters parent-child conversation in the museum. Visitor Studies.

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Haber, A.S., & Corriveau, K.H. (under review). “Why is the stem green?”: Investigating how teacher-child scientific conversations shape children’s learning in an inquiry-based preschool classroom. Early Education and Development.

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MANUSCRIPTS IN PREPARATION

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Haber, A.S., Kumar, S., Leech, K. A., & Corriveau, K.H. (in prep). How does caregiver-child conversation during a scientific storybook reading impact children’s mindset beliefs and persistence?

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Haber, A.S., Leech, K.A., & Corriveau, K.H. (in prep). Investigating how a scientific storybook intervention impacts caregiver--child discourse and fosters children’s science learning in racial and ethnic minoritized families.

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Haber, A.S., Kumar, S. Chandler-Campbell, I. & Corriveau, K. (in prep). “Siri, how do children learn from smart speakers?” Cognitive Development

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Haber, A.S. & McNally S. (in prep). “Why do we see shadows?”: Examining teacher-child scientific conversations during shared storybook and wordless bookreading sessions.

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