Sifana, S., Dunfield, K. A., & Chernyak, N. (in press). Dissociable mechanisms for diverse prosocial behaviors: Counting skills predict sharing behavior, but not instrumental helping. Journal of Cognition and Development.
Chernyak, N., Turnbull, V., Gordon, R. J., Harris, P. L., & Cordes, S. (2020). Prompting children to count promotes proportional social evaluation. Cognitive Development, 56, 100969.
Hurst, M. A., Shaw, A. W., Chernyak, N., & Levine, S. C. (2020). Giving a larger amount or a larger proportion: Stimulus format impacts children’s social evaluations. Developmental Psychology, 56, 2212-2222.
Hamamouche, K. A., Chernyak, N., & Cordes, S. (2020). Sharing scenarios facilitate division performance in preschool-aged children. Cognitive Development, 56, 100954.
McLoughlin, N., Leech, K. A., Chernyak, N., Blake, P. R., & Corriveau, K. A. (2020). “I think I know what that is”: Relations between parent and preschoolers’ self-referent mental state talk during collaboration. British Journal of Developmental Psychology, 38, 255-267.
Gordon, R., Chernyak, N., & Cordes, S. (2019). Children's spontaneous use of gesture during a numerical task. Cognitive Development, 52, 100818
Chernyak, N., Leimgruber, K. L., Dunham, Y. C., Hu, J., & Blake, P. R. (2019). Paying back those who harm us but not those who help us: Negative direct reciprocity precedes positive direct reciprocity in early development. Psychological Science, 30, 1273-1286.
Chernyak, N., Kang, C., & Kushnir, T. (2019). The cultural roots of free will beliefs: How Singaporean and U.S. children explain possibilities for action in interpersonal contexts. Developmental Psychology, 55, 866-876.
Chernyak, N., Harris, P. L., & Cordes, S. (2019). Explaining moral hypocrisy: Numerical cognition explains age-related changes in preschoolers' sharing behavior. Developmental Science, 22, e12695.
Chernyak, N. (2019). Number-based sharing: Parent-child conversation about quantity in the context of resource distribution. Early Childhood Research Quarterly.
Chernyak, N., Harvey, T., Tarullo, A. C., Rockers, P., & Blake, P. R. (2018). Varieties of young children's prosocial behavior in Zambia: the role of cognitive ability, wealth, and inequality beliefs. Frontiers in Developmental Psychology, 9, 2209.
Heck, I. A., Chernyak, N., & Sobel, D. M. (2018). Preschoolers' compliance with others' violation of fairness norms: The roles of intentionality and affective perspective taking. Journal of Cognition & Development, 19, 568-592.
Chernyak, N., & Kushnir, T. (2017). The influence of having and understanding choice on preschoolers' prosocial behavior. Current Opinion in Psychology, 20, 107-110.
Chernyak, N., Leech, K. A., & Rowe, M. L. (2017). Training preschoolers' prospective abilities through conversation about the extended self. Developmental Psychology, 53, 652-661.
Chernyak, N., Trieu, B. Y., & Kushnir, T. (2017). Preschoolers' selfish sharing is reduced by experience with proportional generosity. OPEN Mind: Discoveries in Cognitive Science.
Chernyak, N., Sandham, B., Harris, P. L., & Cordes S. (2016). Numerical cognition explains age-related changes in third-party fairness. Developmental Psychology, 52, 1555-1562.
Chernyak, N., & Gary, H. E. (2016). Children's cognitive and behavioral reactions to an autonomous versus controlled social robot dog. Early Education & Development, 27, 1175-1189.
Chernyak, N., & Sobel, D. M. (2016). "But he didn't mean to do it": Preschoolers spontaneously correct punishments imposed on accidental transgressors. Cognitive Development, 39, 13-20.
Kushnir, T., Gopnik, A., Chernyak, N., Seiver, E., & Wellman, H. M. (2015). Developing intuitions about free will and constraint between ages four and six. Cognition, 138, 79-101.
Chernyak, N., & Kushnir T. (2014). The self as a moral agent: Preschoolers behave morally but believe in the freedom to do otherwise. Journal of Cognition and Development, 15, 453-464.
Chernyak, N., & Kushnir T. (2013). Giving preschoolers choice increases sharing behavior. Psychological Science, 24, 1971-1979.
Chernyak, N., Kushnir T., Sullivan, K. M., & Wang, Q. (2013). A comparison of Nepalese and American children's concepts of freedom of choice and social constraint. Cognitive Science, 37, 1343-1355.
Chernyak, N., & Zayas, V. (2010). Being excluded by one means being excluded by all: Cognitive and affective consequences of social exclusion. Journal of Experimental Social Psychology, 46, 582-585.
Peer-Reviewed Conference Proceedings
Chernyak, N., & Blake, P. R. (2017). The relationship between cognitive control, numerical encoding, and principles of fairness. Proceedings of the Cognitive Science Society, 1764-1769.
Chernyak, N., Leech, K. A., & Rowe, M. L. (2016). Training children's prospective abilities through conversation about the extended self. Proceedings of the Cognitive Science Society, 2159-2164.
Chernyak, N., Sandham, B., Harris, P. L., & Cordes, S. (2016). Explaining the knowledge-behavior gap: Numerical cognition explained age-related changes in fairness. Proceedings of the Cognitive Science Society, 1607-1612.
Chernyak, N., & Gary, H.E. (2014). Autonomous movement predicts children's moral regard and prosocial behavior towards a social robot dog. Proceedings of the Cognitive Science Society, 2032-2037.
Chernyak, N., & Kushnir, T. (2013). Inferring one's own prosociality through choice: Giving preschoolers choice increases subsequent sharing behavior. Proceedings of the Cognitive Science Society, 2040-2045.
Chernyak, N., Kushnir, T., Sullivan, K. M., & Wang, Q. (2011). A comparison of Nepalese and American children's concepts of free will. Proceedings of the Cognitive Science Society, 144-149.
Chernyak, N., Kushnir, T., & Wellman, H. M. Developing notions of free will: Preschoolers' understanding of how intangible constraints bind their freedom of choice. Proceedings of the Cognitive Science Society, 2602-2606.
Kushnir, T., Wellman, H. M., & Chernyak, N. Preschoolers' understanding of freedom of choice. Proceedings of the Cognitive Science Society, 87-92.
Book Chapters and Commentaries
Kushnir, T., & Chernyak, N. (2011). Understanding the adult moralist requires first understanding the child scientist. Behavioral and Brain Sciences, 33, 343-344.
Chernyak, N. (2011/2015). Memory development and eyewitness testimony. In A. Slater and G. Bremner (Eds.), Developmental Psychology: An Introduction (pp. 417-452). London: Blackwell.Ceci, S. J., Fitneva, S., Aydin, C., &
Popular Press Articles
Chernyak, N., Dunham, Y., & Blake, P. R. (2019). Grudges come naturally - gratitude must be taught. http://theconversation.com/grudges-come-naturally-to-kids-gratitude-must-be-taught-119732
Chernyak, N., Cordes, S., & Harris, P. L. (2018). Why is your preschooler not sharing? Greater Good Magazine. https://greatergood.berkeley.edu/article/item/why_is_your_preschooler_not_sharing