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Gaskins, Suzanne. “Children’s Daily Lives in a Mayan Village: A Case Study of Culturally Constructed Roles and Activities.” In Children’s Engagement in the World: Sociocultural Perspectives, edited by Artin Göncü, 25–60. Cambridge: Cambridge University Press, 1999.

Gavrilets, Sergey. “Human Origins and the Transition from Promiscuity to Pair-Bonding.” Proceedings of the National Academy of Sciences 109, no. 25 (2012): 9923–9928. doi: 10.1073/pnas.1200717109.

Gelman, Susan A. The Essential Child: Origins of Essentialism in Everyday Thought. New York: Oxford University Press, 2003.

Gelman, Susan A. “Psychological Essentialism in Children.” Trends in Cognitive Sciences 8, no. 9 (2004): 404–409. doi: 10.1016/j.tics.2004.07.001.

Gelman, Susan A., Peggy J. Goetz, Barbara W. Sarnecka, and Jonathan Flukes. “Generic Language in Parent-Child Conversations.” Language Learning and Development 4, no. 1 (2008): 1–31. doi: 10.1080/15475440701542625.042.

Gelman, Susan A., and Gail D. Heyman. “Carrot-Eaters and Creature-Believers: The Effects of Lexicalization on Children’s Inferences About Social Categories.” Psychological Science 10, no. 6 (1999): 489–493. doi: 10.1111/1467–9280.00194.

Gelman, Susan A., and Lawrence A. Hirschfeld. “How Biological Is Essentialism.” In Folkbiology, edited by Douglas L. Medin and Scott Atran, 403–446. Cambridge, Mass.: MIT Press, 1999.

Gelman, Susan A., Michelle Hollander, Jon Star, and Gail D. Heyman. “The Role of Language in the Construction of Kinds.” In The Psychology of Learning and Motivation: Advances in Research and Theory, edited by Douglas L. Medin, 201–263. San Diego: Academic Press, 2000.

Gelman, Susan A., Sarah-Jane Leslie, Alexandra M. Was, and Christina M. Koch. “Children’s Interpretations of General Quantifiers, Specific Quantifiers and Generics.” Language, Cognition and Neuroscience 30, no. 4 (2015): 448–461. doi: 10.1080/23273798.2014.931591.

Gelman, Susan A., and Ellen M. Markman. “Categories and Induction in Young Children.” Cognition 23, no. 3 (1986): 183–209. doi: 10.1016/0010–0277 (86) 90034-X.

Gelman, Susan A., Marianne G. Taylor, Simone P. Nguyen, Campbell Leaper, and Rebecca S. Bigler. “Mother-Child Conversations About Gender: Understanding the Acquisition of Essentialist Beliefs.” Monographs of the Society for Research in Child Development (2004): i – 142. doi: 10.1111/j.1540–5834.2004.06901002.x.

George, Madeleine, and Candice L. Odgers. “Seven Fears and the Science of How Mobile Technologies May Be Influencing Adolescents in the Digital Age.” Perspectives on Psychological Science 10 (November 2015): 832–851.

Gergely, György, Harold Bekkering, and Ildikó Király. “Rational Imitation in Preverbal Infants.” Nature 415, no. 6873 (2002): 755–756. doi: 10.1038/415755a.

Gettler, Lee T., Thomas W. McDade, Alan B. Feranil, and Christopher W. Kuzawa. “Longitudinal Evidence That Fatherhood Decreases Testosterone in Human Males.” Proceedings of the National Academy of Sciences 108, no. 39 (2011): 16194–16199. doi: 10.1073/pnas.1105403108.

Giedd, Jay N., Jonathan Blumenthal, Neal O. Jeffries, F. Xavier Castellanos, Hong Liu, Alex Zijdenbos, Tomáš Paus, Alan C. Evans, and Judith L. Rapoport. “Brain Development During Childhood and Adolescence: A Longitudinal MRI Study.” Nature Neuroscience 2, no. 10 (1999): 861–863. doi:10.1038/13158.

Glocker, Melanie L., Daniel D. Langleben, Kosha Ruparel, James W. Loughead, Jeffrey N. Valdez, Mark D. Griffin, Norbert Sachser, and Ruben C. Gur. “Baby Schema Modulates the Brain Reward System in Nulliparous Women.” Proceedings of the National Academy of Sciences 106, no. 22 (2009): 9115–9119. doi: 10.1073/pnas.0811620106.

Goldin-Meadow, Susan, Susan A. Gelman, and Carolyn Mylander. “Expressing Generic Concepts with and without a Language Model.” Cognition 96, no. 2 (2005): 109–126. doi: 10.1016/j.cognition.2004.07.003.

Gopnik, Alison. The Philosophical Baby: What Children’s Minds Tell Us About Truth, Love, and the Meaning of Life. New York: Farrar, Straus and Giroux, 2009.

Gopnik, Alison. “Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications.” Science 337, no. 6102 (2012): 1623–1627. doi: 10.1126/science.1223416.

Gopnik, Alison, Thоmas L. Griffiths, and Christopher G. Lucas. “When Younger Learners Can Be Better (or at Least More Open-Minded) Than Older Ones.” Current Directions in Psychological Science 24, no. 2 (2015): 87–92. doi: 10.1177/0963721414556653.

Gopnik, Alison, and Henry M. Wellman. “Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory.” Psychological Bulletin 138, no. 6 (2012): 1085. doi: 10.1037/a0028044.

Gould, Stephen Jay. Ontogeny and Phylogeny. Cambridge, Mass.: Harvard University Press, 1977.

Graham, Susan A., Samantha L. Nayer, and Susan A. Gelman. “Two-Year-Olds Use the Generic/Nongeneric Distinction to Guide Their Inferences About Novel Kinds.” Child Development 82, no. 2 (2011): 493–507. doi: 10.1111/j.1467–8624. 2010.01572.x.

Graves, Christopher J., Vera I. D. Ros, Brian Stevenson, Paul D. Sniegowski, and Dustin Brisson. “Natural Selection Promotes Antigenic Evolvability.” PLOS Pathogens 9, no. 11 (2013): e1003766. doi: 10.1371/journal.ppat.1003766.

Grossmann, Karin, Klaus E. Grossmann, Heinz Kindler, and Peter Zimmermann. “A Wider View of Attachment and Exploration: The Influence of Mothers and Fathers on the Development of Psychological Security from Infancy to Young Adulthood.” In Handbook of Attachment: Theory, Research, and Clinical Applications (2nd ed.), edited by Jude Cassidy and Phillip R. Shaver, 857–879. New York: Guilford Press, 2008.

Haight, Wendy L., Xiao-lei Wang, Heidi Han-tih Fung, Kimberley Williams, and Judith Mintz. “Universal, Developmental, and Variable Aspects of Young Children’s Play: A Cross-Cultural Comparison of Pretending at Home.” Child Development 70, no. 6 (1999): 1477–1488. doi: 10.1111/1467–8624.00107.

Halberda, Justin, Michele M. M. Mazzocco, and Lisa Feigenson. “Individual Differences in Non-verbal Number Acuity Correlate with Maths Achievement.” Nature 455, no. 7213 (2008): 665–668. doi: 10.1038/nature07246.

Harris, Paul L. Trusting What You’re Told: How Children Learn from Others. Cambridge, Mass.: Harvard University Press, 2012.

Harris, Paul L. The Work of the Imagination. Oxford: Blackwell Publishing, 2000.

Harris, Paul L., and Kathleen H. Corriveau. “Young Children’s Selective Trust in Informants.” Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (2011): 1179–1187. doi: 10.1098/rstb.2010.0321.