Faculty Profiles

Ezra, P. R., Goble, P. M., Trahan, M. H., & Clegg, J. M. (2025). Moderating Effects of Religiosity on Depression and Paternal Involvement. Journal of Child and Family Studies, 34, 476–489. https://doi.org/https://doi.org/10.1007/s10826-024-02984-y

Nissel, J., Xu, J., Wu, L., Li, H., Clegg, J. M., & Woolley, J. (2024). Why Wearing a Yellow Hat is Impossible: Chinese and U.S. Children’s Possibility Judgments. Cognition, 251, 105856. https://doi.org/10.1016/j.cognition.2024.105856

Wen, N. J., Amir, D., Clegg, J. M., Davis, H., Dutra, N., Kline, M., … Rawlings, B. (n.d.). Construct validity in cross-cultural, developmental research: Challenges and strategies for improvement. Evolutionary Human Sciences.

Clegg, J. M., Wen, N. J., & Legare, C. H. (2023). Cooperative signaling in the sandbox: Future directions for examining collective ritual in child development. In Invited, refereed commentary on Lang & Kundt (2023) in Religion, Brain, and Behavior. https://doi.org/10.1080/2153599X.2023.2214398

McLoughlin, N., Cui, Y. K., Davoodi, T., Payir, A., Clegg, J. M., Harris, P. L., & Corriveau, K. H. (2023). Expressions of uncertainty in invisible scientific and religious phenomena during naturalistic conversation. Cognition, 237. https://doi.org/10.1016/j.cognition.2023.105474

Davoodi, T., Jamshidi‐Sianaki, M., Payir, A., Cui, Y. K., Clegg, J. M., McLoughlin, N., … Corriveau, K. H. (2023). Miraculous, magical, or mundane? The development of beliefs about stories with divine, magical, or realistic causation. Memory & Cognition, 51, 695–707. https://doi.org/10.3758/s13421-021-01270-2

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

Coughlin, C., Nissel, J., Kelley, K., Clegg, J. M., Li, H., & Woolley, J. (2022). Cross-cultural sensitivity to context when reasoning about the impossible. In Proceedings of the Cognitive Science Society (Vol. 44, pp. 3594–3600).

Davis, S., Rawlings, B., Clegg, J. M., Ikejimba, D., Watson-Jones, R., Whiten, A., & Legare, C. H. (2022). Cognitive flexibility supports the development of cumulative cultural learning in children. Scientific Reports, 12(1), 1–12. https://doi.org/10.1038/s41598-022-18231-7

Davoodi, T., & Clegg, J. M. (2022). When is cultural input central? The development of beliefs about religious and scientific unobservables ‘as real.’ Child Development Perspectives, 16, 34–40. https://doi.org/10.1111/cdep.12435

DiYanni, C. J., Clegg, J. M., & Corriveau, K. H. (2022). If I told you everyone picked that (non-affordant) tool, would you? Children attend to normative language when imitating and transmitting tool use. Journal of Experimental Child Psychology, 214, 105293. https://doi.org/10.1016/j.jecp.2021.105293

Clegg, J. M., Wen, N. J., & Rawlings, B. (2022). Culture is an optometrist: Cultural contexts adjust the prescription of social learning bifocals. In Refereed commentary on Jagiello et al. (2022) in Behavioral and Brain Sciences (Vol. 45, pp. 25–27). https://doi.org/10.1017/S0140525X22001376

Payir, A., Mcloughlin, N., Cui, Y. K., Davoodi, T., Clegg, J. M., Harris, P. L., & Corriveau, K. H. (2021). Children’s ideas about what can really happen: The impact of age and religious background. Cognitive Science, 45(10), e13054. https://doi.org/10.1111/cogs.13054

Mcloughlin, N., Davoodi, T., Cui, Y. K., Clegg, J. M., Harris, P. L., & Corriveau, K. H. (2021). Parents’ Beliefs about Their Influence on Children’s Scientific and Religious Views: Perspectives from Iran, China and the United States. Journal of Cognition and Culture, 21(1–2), 49–75. https://doi.org/10.1163/15685373-12340096

Payir, A., Davoodi, T., Cui, Y. K., Clegg, J. M., Harris, P. L., & Corriveau, K. H. (2021). Are high levels of religiosity inconsistent with a high valuation of science? Evidence from the United States, China and Iran. International Journal of Psychology, 56(2), 216–227. https://doi.org/10.1002/ijop.12701

Clegg, J. M., Wen, N. J., DeBaylo, P. E., Alcott, A., Elena, & Legare, C. H. (2021). Teaching through collaboration: Flexibility and diversity in caregiver-child interaction across cultures. Child Development, 92(1), e56–e75. https://doi.org/10.1111/cdev.13443

Davoodi, T., Cui, Y. K., Clegg, J. M., Yan, F. E., Payir, A., Harris, P. L., & Corriveau, K. H. (2020). Epistemic justifications for belief in the unobservable: The impact of minority status. Cognition, 200, 104273. https://doi.org/10.1016/j.cognition.2020.104273

Cui, Y. K., Clegg, J. M., Yan, E. F., Davoodi, T., Harris, P. L., & Corriveau, K. H. (2020). Religious testimony in a secular society: Belief in unobservable entities among Chinese  parents and their children. Developmental Psychology, 56(1), 117–127. https://doi.org/10.1037/dev0000846

Wen, N. J., Clegg, J. M., & Legare, C. H. (2019). Smart conformists: Children and adolescents associate conformity with intelligence across cultures. Child Development, 90(3), 746–758. https://doi.org/10.1111/cdev.12935

Clegg, J. M., Kurkul, K., & Corriveau, K. H. (2019). Trust me, I’m a competent  expert: Developmental changes in children’s use of an expert’s explanation  quality to infer trustworthiness. Journal of Experimental Child Psychology, 188, 104670. https://doi.org/10.1016/j.jecp.2019.104670

Clegg, J. M., Cui, Y. K., Harris, P. L., & Corriveau, K. H. (2019). God, germs, and  evolution: Belief in unobservable religious and scientific entities in the U.S. and  China. Developmental Psychology, 53, 93–106. https://doi.org/10.1007/s12124-019-9471-0

Legare, C. H., Clegg, J. M., & Wen, N. J. (2018). Evolutionary developmental psychology: 2017 redux. Child Development, 89(6), 2282–2287. https://doi.org/10.1111/cdev.13018

Clegg, J. M., & Corriveau, K. H. (2017). Children begin with the same start-up software, but their software updates are cultural. In Refereed commentary on Lake et al. (2017) in Behavioral and Brain Sciences (Vol. 40, p. e260). https://doi.org/10.1017/S0140525X17000097

Corriveau, K. H., DiYanni, C. J., Clegg, J. M., Min, G., Chin, J., & Nasrini, J. (2017). Cultural differences in the imitation and transmission of inefficient actions. Journal of Experimental Child Psychology, 161, 1–18. https://doi.org/10.1016/j.jecp.2017.03.002

Clegg, J. M., Wen, N. J., & Legare, C. H. (2017). Is non-conformity WEIRD?: Cultural  variation in adults’ beliefs about children’s conformity and competency. Journal of  Experimental Psychology: General, 146(3), 428–441. https://doi.org/10.1037/xge0000275

Clegg, J. M., & Legare, C. H. (2017). Parents scaffold flexible imitation during early childhood. Journal of Experimental Child Psychology, 153, 1–14. https://doi.org/10.1016/j.jecp.2016.08.004

Clegg, J. M., & Legare, C. H. (2016). A cross-cultural comparison of children’s imitative flexibility. Developmental Psychology, (52), 1435–1444. https://doi.org/10.1037/dev0000131

Clegg, J. M., & Legare, C. H. (2016). Instrumental and conventional interpretations of behavior are associated with distinct outcomes in early childhood. Child Development, 87(2), 527–542. https://doi.org/10.1111/cdev.12472

Legare, C. H., Clegg, J. M., Robson, S., & Flannery Quinn, S. (2015). The development of children’s causal explanations. In The Routledge International Handbook of Young Children’s Thinking and Understanding (pp. 65–73). New York, NY: Routledge.

Watson-Jones, R., Legare, C. H., Whitehouse, H., & Clegg, J. M. (2014). Task-specific effects of ostracism on imitative fidelity in early childhood. Evolution & Human Behavior, 35(3), 204–210. https://doi.org/10.1016/j.evolhumbehav.2014.01.004