Journal Articles
Schwartz, F. & Chernyak, N. (in press). The good, the rich and the powerful: How young children compensate victims of moral transgressions depending on moral character, wealth and social dominance. Journal of Experimental Child Psychology.
Chernyak, N. (2024). The development of young children's tolerance for inequality: With age, children stop showing numerically-sensitive fairness. Journal of Experimental Child Psychology, 238, 105785.
Midgette, A. J., Ma, D., Stowe, L. M., & Chernyak, N. (2023). US and Chinese preschoolers normalize household inequality. Proceedings of the National Academy of Sciences.
Fish, L. R., Hildebrand, L., Chernyak, N., & Cordes, S. (2023). Registered Report: Who's the winner? Children's math learning in competitive and collaborative scenarios. Child Development.
Wong, A., Cordes, S., Harris, P. L., & Chernyak, N. (2023). Being nice by choice: The effect of counterfactual reasoning on children's social evaluations. Developmental Science.
Chernyak, N., Harris, P. L., & Cordes, S. (2023). A counting intervention promotes fair sharing in preschool-aged children. Child Development, 93, 1365-1379.
Sohail, S., Dunfield, K. A., & Chernyak, N. (2022). Dissociable mechanisms for diverse prosocial behaviors: Counting skills predict sharing behavior, but not instrumental helping. Journal of Cognition and Development, 23, 289-303.
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.
Ceci, S. J., Fitneva, S., Aydin, C., & 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.
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