Faculty Profiles

Warnell, K. R., Huang, R., Weimer, A. A., & Kuri, D. (n.d.). Exploring advanced theory of mind development across sociocultural contexts: an evaluation of the Strange Stories in children from Mexico and U.S.-Mexico border communities. Infant and Child Development.

Weimer, A. A., Huang, R., Rojo, L., & Warnell, K. R. (n.d.). Language Dominance Moderates Links Between Theory of Mind and Children’s Externalizing Behaviors in a Multilingual Community. Cognitive Development. https://doi.org/10.1016/j.cogdev.2024.101540

McNaughton, K. A., Kirby, L. A., Warnell, K. R., Alkire, D., Merchant, J., Moraczewski, D., … Redcay, E. (2023). Social-interactive reward elicits similar neural response in autism and typical development and predicts future social experiences. Developmental Cognitive Neuroscience, 59, 101197. https://doi.org/10.1016/j.dcn.2023.101197

Schenk, K., Weimer, A. A., & Warnell, K. R. (n.d.). Assessing Child Life Specialists’ Management of Challenging Behaviors in Autistic Pediatric Patients. Journal of Autism and Developmental Disabilities. https://doi.org/10.1007/s10803-023-06032-4

De La Cerda, C., Clegg, J. M., & Warnell, K. R. (2023). Everyone’s a Critic (Sometimes): Young Children Show High Awareness of, But Lower Adherence to, Prosocial Lying Norms. The Journal of Genetic Psychology: Research and Theory on Human Development. https://doi.org/10.1080/00221325.2022.2158439

Warnell, K. R., De La Cerda, C., & Frost, A. (2022). Disentangling relations between attention to the eyes and empathy. Emotion, 22(3), 586–596. https://doi.org/10.1037/emo0000998

Pluymen, P., Pequet, A., Thomas, H., & Warnell, K. R. (2021). Capturing individual differences in social motivation using a novel interactive task. Personality and Individual Differences, 177, 110725. https://doi.org/10.1016/j.paid.2021.110725

Mittal, S. E., Warnell, K. R., & Silvera, D. H. (2021). In the world of plastics: How thinking style influences preference for cosmetic surgery. Marketing Letters, 32, 425–439. https://doi.org/10.1007/s11002-021-09576-6

Stegall-Rodriguez, S., Weimer, A., & Warnell, K. R. (2021). Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children. Infant and Child Development, 30, e2258. https://doi.org/10.1002/icd.2258

Warnell, K. R., & Redcay, E. (2021). Neural bases of theory of mind in middle childhood and adolescence. In R. T. Devine & S. Lecce (Eds.), Theory of mind in middle childhood and adolescence: Integrating multiple perspectives (pp. 77–98). Routledge.

Alkire, D., Warnell, K. R., Kirby, L. A., Moraczewski, D., & Redcay, E. (2021). Explaining variance in social symptoms of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 1249–1265. https://doi.org/10.1007/s10803-020-04598-x

Weimer, A. A., Warnell, K. R., Ettekal, I., Cartwright, K. B., Guajardo, N. R., & Liew, J. (2021). Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. Developmental Review, 59, 100945. https://doi.org/10.1016/j.dr.2020.100945

Pequet, A., & Warnell, K. R. (2021). Thinking of you: Relations between theory of mind, mind-mindedness, and social anxiety traits in middle childhood and adulthood. Social Development, 30(1), 95–112. https://doi.org/10.1111/sode.12468

De La Cerda, C. B., & Warnell, K. R. (2020). Young children’s willingness to deceive shows in-group bias only in specific social contexts. Journal of Experimental Child Psychology, 198, 104906. https://doi.org/10.1016/j.jecp.2020.104906

Warnell, K. R., & Redcay, E. (2019). Minimal coherence among varied theory of mind measures in childhood and adulthood. Cognition, 191, 103997. https://doi.org/10.1016/j.cognition.2019.06.009

Warnell, K. R., Maniscalco, S., Baker, S., Yi, R., & Redcay, E. (2019). Social and delay discounting in autism spectrum disorder. Autism Research, 12(6), 870–877. https://doi.org/10.1002/aur.2085

Redcay, E., & Warnell, K. R. (2018). A social-interactive neuroscience approach to understanding the developing brain. In Advances in Child Development and Behavior (Vol. 54, pp. 1–44). Elsevier. https://doi.org/https://doi.org/10.1016/bs.acdb.2017.10.001

Alkire, D., Levitas, D., Warnell, K. R., & Redcay, E. (2018). Social interaction recruits mentalizing and reward systems in middle childhood. Human Brain Mapping, 39, 3928–3942. https://doi.org/10.1002/hbm.24221

Warnell, K. R., Pecukonis, M., & Redcay, E. (2018). Developmental relations between amygdala volume and anxiety traits: Effects of informant, sex, and age. Development and Psychopathology, 30, 1503–1515. https://doi.org/10.1017/S0954579417001626

Warnell, K. R., Sadikova, E., & Redcay, E. (2018). Let’s chat: Developmental neural bases of social motivation during real-time peer interaction. Developmental Science, 21(3), e12581. https://doi.org/10.1111/desc.12581

Anderson, L. C., Moraczewski, D., Warnell, K. R., Velnoskey, V., & Redcay, E. (2018). Social network size relates to developmental neural sensitivity to biological motion. Developmental Cognitive Neuroscience, 30, 169–177. https://doi.org/10.1016/j.dcn.2018.02.012

Rice, K., Moraczewski, D., & Redcay, E. (2016). Perceived live interaction modulates the developing social brain. Social Cognitive and Affective Neuroscience, (9), 1354–1362. https://doi.org/10.1093/scan/nsw060

Rice, K., Anderson, L. C., Velnoskey, K., Thompson, J. C., & Redcay, E. (2016). Biological motion perception links diverse facets of theory of mind during middle childhood. Journal of Experimental Child Psychology, 146, 238–246. https://doi.org/10.1016/j.jecp.2015.09.003

Rice, K., & Redcay, E. (2016). Interaction matters: A perceived social partner alters the neural processing of human speech. NeuroImage, 129, 480–488. https://doi.org/10.1016/j.neuroimage.2015.11.041

Anderson, L. C., Rice, K., Chrabaszcz, J., & Redcay, E. (2015). Tracking the neurodevelopmental correlates of social cognition in early childhood. Developmental Neuropsychology, 40, 379–394. https://doi.org/10.1080/87565641.2015.1119836

Sherman, L. J., Rice, K., & Cassidy, J. (2015). Infant capacities related to building internal working models of attachment figures: A theoretical and empirical review. Developmental Review, 37, 109–141. https://doi.org/10.1016/j.dr.2015.06.001

Rice, K., & Redcay, E. (2015). Spontaneous mentalizing captures variability in the cortical thickness of social brain regions. Social Cognitive and Affective Neuroscience, 10(3), 327–334. https://doi.org/10.1093/scan/nsu081

Riggins, T., Blankenship, S. L., Mulligan, E., Rice, K., & Redcay, E. (2015). Developmental Differences in Relations Between Episodic Memory and Hippocampal Subregion Volume During Early Childhood. Child Development, 86(6), 1710–1718. https://doi.org/10.1111/cdev.12445

Rice, K., Viscomi, B., Riggins, T., & Redcay, E. (2014). Amygdala volume linked to individual differences in mental state inference in preschool-aged children and adults. Developmental Cognitive Neuroscience, 8, 153–163. https://doi.org/10.1016/j.dcn.2013.09.003

Redcay, E., Rice, K., & Saxe, R. (2013). Interaction versus observation: a finer look at this distinction and its importance to autism. Behavioral and Brain Sciences, 36(4), 435. https://doi.org/10.1017/S0140525X12002026

Rice, K., Moriuchi, J. M., Jones, W., & Klin, A. (2012). Parsing heterogeneity in autism spectrum disorders: visual scanning of dynamic social scenes in school-aged children. Journal of the American Academy of Child and Adolescent Psychiatry, 51(3), 238–248. https://doi.org/10.1016/j.jaac.2011.12.017