Peer reviewed publications
Richardson, E., Davis, M., Isaac, & Keil, F. (2025). Agenda setting and the emperor’s new clothes: People diagnose information cascades during sequential testimony by reasoning about informants’ speaking order and social status. Open Mind. https://doi.org/10.31234/osf.io/vkgz5( Manuscript|
code & data)Richardson, E., Hok, H., Shaw, A., & Keil, F. (2025). Herding cats: Children and adults infer collective decision speed from team size and diversity, but disagree about whether consensus strength matters more than team size. Cognition, 263, 106211. https://doi.org/10.1016/j.cognition.2025.106211( PDF |
code & data)Menendez, D., Richardson, E., McNeil, K., & Gelman, S. (2024). Discovering the world of viruses: Testing the influence of anthropomorphic representations on children’s learning about COVID-19. Developmental Psychology, 61, 513–529. https://doi.org/10.1037/dev0001882( PDF |
code & data)Richardson, E., & Keil, F. (2022). The potential for effective reasoning guides children’s preference for small group discussion over crowdsourcing. Scientific Reports, 12, 1193. https://doi.org/10.1038/s41598-021-04680-z( PDF |
code & data)Richardson, E., & Keil, F. (2022). Thinking takes time: Children use agents’ response times to infer the source, quality, and complexity of their knowledge. Cognition, 224. https://doi.org/10.1016/j.cognition.2022.105073( PDF |
code & data)Richardson, E., Sheskin, M., & Keil, F. (2021). An illusion of self‐sufficiency for learning about artifacts in scaffolded learners, but not observers. Child Development, 92, 1523–1538. https://doi.org/https://doi.org/10.1111/cdev.13506( PDF |
code & data)Richardson, E. (2023). Children’s intuitive theories of group collaboration (p. 103) [PhD thesis, Yale University]. https://doi.org/https://elischolar.library.yale.edu/gsas_dissertations/945/([ PDF])(pdfs/dissertation_Richardson2023.pdf)
Conference Proceedings
Richardson, E., Hok, H., Shaw, A., & Keil, F. (2023). Herding cats: Children’s intuitive theories of persuasion predict slower collective decisions in larger and more diverse groups, but disregard factional power. Proceedings of the Cognitive Science Society, 7. https://escholarship.org/content/qt7sj3b4bv/qt7sj3b4bv.pdf( PDF | SPP Poster
Richardson, E., Davis, I., & Keil, F. C. (2023). Agenda setting and The Emperor’s New Clothes: People infer that letting powerful agents make their opinion known early can trigger information cascades and pluralistic ignorance. Proceedings of the Cognitive Science Society, 7. https://escholarship.org/content/qt31k4r1vh/qt31k4r1vh.pdf( PDF
Richardson, E., & Keil, F. C. (2022). “He only changed his answer because they shouted at him”: Children use affective cues to distinguish between genuine and forced consensus. Proceedings of the Cognitive Science Society, 7. https://escholarship.org/uc/item/5m79x64g( PDF | cogsci poster
Richardson, E., Miro-Rivera, D., & Keil, F. C. (2022). Know your network: People infer cultural drift from network structure, and expect collaborating with more distant experts to improve innovation, but collaborating with network-neighbors to improve memory. Proceedings of the Cognitive Science Society, 7. https://escholarship.org/uc/item/85c8h8wp( PDF | cogsci poster
Richardson, E., & Keil, F. (2021, June). You can’t trust an angry group- asymmetric evaluations of angry and surprised rhetoric affect confidence in trending opinions. Proceedings of the Cognitive Science Society. https://doi.org/10.31234/osf.io/y3wv2( PDF | cogsci poster
Richardson, E., & Keil, F. C. (2020). Does informational independence always matter? Children believe small group discussion is more accurate than ten times as many independent informants. Proceedings of the Cognitive Science Society, 7. https://escholarship.org/uc/item/2q69p85v( PDF
Richardson, E., & Keil, F. C. (2020). Children use agents’ response time to distinguish between memory and novel inference. Proceedings of the Cognitive Science Society, 7. https://escholarship.org/uc/item/5zn4353d( PDF
Richardson, E., & Jara-Ettinger, J. (2019). You must know something I don’t: Risky behavior implies privileged information. Proceedings of the Cognitive Science Society, 6. https://escholarship.org/uc/item/3r2767kn( PDF | cogsci poster