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Ori Friedman

Professor

Head shot of Dr. Ori FriedmanBSc (Toronto), PhD (Boston College)

Contact information

uWaterloo Child Cognition Lab home page

Google Scholar profile

Research interests

I am interested in social cognitive development and related topics. My main lines of research concern how children and adults reason about: 1) ownership of property; 2) pretense and fiction; and 3) mental states.
 

Journal articles and chapters

  • Baer, C. & Friedman, O. (in press). Fitting the message to the listener: Children selectively mention general and specific facts. Child Development.
  • Nancekivell, S. & Friedman O. (in press). "Because it's hers": When preschoolers use ownership in their explanations. Cognitive Science.
  • Turri, J., Friedman, O., & Keefner, A. (in press). Knowledge central: A central role for knowledge attributions in social evaluations. Quarterly Journal of Experimental Psychology
  • Baer, C. & Friedman, O. (2016). Children's generic interpretation of pretense. Journal of Experimental Child Psychology, 150, 99-111. 
  • McEwan, S., Pesowski, M.L., & Friedman, O. (2016). Identical but not interchangeable: Preschoolers view owned objects as non-fungible. Cognition, 146, 16-21.
  • Millar, C., Starmans, C., Fugelsang, J., & Friedman, O. (2016). It’s personal: The effect of personal value on utilitarian moral judgments. Judgment and Decision Making, 11, 326-331.
  • Nancekivell, S.E., Millar, J.C., Summers, P.C., & Friedman, O. (2016). Ownership rights. In J. Sytsma & J.W. Buckwalter (Eds.), A companion to experimental philosophy (pp. 247-256). Chichester, UK: John Wiley & Sons. 
  • Pesowski, M. L., Denison, S., & Friedman, O. (2016). Young children infer preferences from a single action, but not if it is constrained. Cognition, 155, 168-175.
  • Starmans, C. & Friedman, O. (2016). If I am free you can't own me: Autonomy makes entities less ownable. Cognition, 148, 145-153.
  • Weatherhead, D., White, K. S., & Friedman, O. (2016). Where are you from? Preschoolers infer background from accent. Journal of Experimental Child Psychology, 143, 171-178.
  • Friedman, O. & Turri, J. (2015). Is probabilistic evidence a source of knowledge? Cognitive Science, 39, 1062-1080.
  • Levene, M., Starmans, C., & Friedman, O. (2015). Creation in judgments about the establishment of ownership. Journal of Experimental Social Psychology, 60, 103-109.
  • Mathy, F., Friedman, O., Courenq, B., Laurent, L., & Millot, J.L. (2015). Rule-based category use in preschool children. Journal of Experimental Child Psychology, 131, 1-18.
  • Pesowski, M. L. & Friedman, O. (2015). Preschoolers and toddlers use ownership to predict basic emotions. Emotion, 15, 104-108.
  • Ross, H., Friedman, O., & Field, A. (2015). Toddlers assert and acknowledge ownership rights. Social Development, 24, 341-356.
  • Van de Vondervoort, J.W. & Friedman, O. (2015). Children have difficulty using object location to recognize when natural objects are owned. Cognitive Development, 35, 50-64.
  • Van de Vondervoort, J.W. & Friedman, O. (2015). Parallels in preschoolers’ and adults’ judgments about ownership rights and bodily rights. Cognitive Science, 39, 184-198.
  • Malcolm, S.L., Defeyter, M.A., & Friedman, O. (2014). Children and adults use gender- and age-stereotypes in ownership judgments. Journal of Cognition and Development15, 123-135.
  • Millar, J.C., Turri, J., & Friedman, O. (2014). For the greater goods? Ownership rights and utilitarian moral judgment. Cognition, 133, 79-84.
  • Nancekivell, S.E. & Friedman, O. (2014). Mine, yours, no-one's: Children’s understanding of how ownership affects object use. Developmental Psychology50, 1845-1853.
  • Nancekivell, S.E. & Friedman, O. (2014). Preschoolers selectively infer history when explaining outcomes: Evidence from explanations of ownership, liking, and use. Child Development85, 1236-1247.
  • Neary, K.R. & Friedman, O. (2014). Young children give priority to ownership when judging who should use an object. Child Development85, 326-337.
  • Turri, J. & Friedman, O. (2014). Winners and losers in the folk epistemology of lotteries. In J. Beebe (Ed.), Advances in experimental epistemology (pp. 45-69). New York: Continuum.
  • Van de Vondervoort, J.W. & Friedman, O. (2014). Preschoolers can infer general rules governing fantastical events in fiction. Developmental Psychology50, 1594-1599.
  • Friedman, O. (2013). How do children represent pretend play? In M. Taylor (Ed.), Oxford handbook of the development of imagination (pp. 186-195). New York: Oxford University Press.
  • Friedman, O, Van de Vondervoort, J.W., Defeyter, M.A., & Neary, K.R. (2013). First possession, history, and young children’s ownership judgments. Child Development, 84, 1519-1525.
  • Nancekivell, S.E., Van de Vondervoort, J.W., & Friedman, O. (2013). Young children’s understanding of ownership. Child Development Perspectives, 7, 243-247.
  • Neary, K.R. & Friedman, O. (2013). The origin of children’s appreciation of ownership rights. In M.R. Banaji & S.A. Gelman (Eds.), Navigating the social World: What infants, children, and other species can teach us (pp. 356-360). New York: Oxford University Press. 
  • Starmans, C. & Friedman, O. (2013). Taking 'know' for an answer: A reply to Nagel, San Juan, and Mar. Cognition, 129, 662-665.
  • Sutherland, S.L. & Friedman, O. (2013). Just pretending can be really learning: Children use pretend-play as a source for acquiring generic knowledge. Developmental Psychology49, 1660-1668.
  • Neary, K.R., Van de Vondervoort, J.W., & Friedman, O. (2012). Artifacts and natural kinds: Children's judgments about whether objects are owned. Developmental Psychology, 48, 149-158.
  • Palamar, M., Le, D.T., Friedman, O. (2012). Acquiring ownership and the attribution of responsibility. Cognition, 124, 201-208.
  • Starmans, C. & Friedman, O. (2012). The folk conception of knowledge. Cognition124, 272-283.
  • Sutherland, S. & Friedman, O. (2012). Preschoolers acquire general knowledge by sharing in pretense. Child Development, 83, 1064-1071. 
  • Friedman, O., Neary, K.R., Defeyter, M.A., & Malcolm, S.L. (2011). Ownership and object history. New Directions for Child and Adolescent Development, 132, 79-89.
  • Friedman, O. & Ross, H. (2011). Twenty-one reasons to care about the psychological basis of ownership. New Directions for Child and Adolescent Development, 132, 1-8.
  • Petrashek, A.R. & Friedman, O. (2011). The signature of inhibition in theory of mind: Children’s predictions of behavior based on avoidance desire. Psychonomic Bulletin and Review, 18, 199-203
  • Baker, S., Friedman, O., & Leslie, A.M. (2010). The opposites task: Using general rules to test cognitive flexibility in preschoolers. Journal of Cognition and Development, 11, 240-254.
  • Friedman, O. (2010). Necessary for possession: How people reason about the acquisition of ownership. Personality and Social Psychology Bulletin, 36, 1161-1169.
  • Friedman, O., Neary, K.R., Burnstein, C.L., & Leslie, A.M. (2010). Is young children's recognition of pretense metarepresentational or merely behavioral? Evidence from 2- and 3-year-olds' understanding of pretend sounds and speech. Cognition, 115, 314-319.
  • Neary, K.R., Friedman, O., & Burnstein, C.L. (2009). Preschoolers infer ownership from “control of permission”. Developmental Psychology, 45, 873-876.
  • Friedman, O. & Neary, K.R. (2009). First possession beyond the law: Adults' and young children's intuitions about ownership. Tulane Law Review, 83, 679-690.
  • Friedman, O. & Petrashek, A.R. (2009). Children do not follow the rule ‘ignorance means getting it wrong’. Journal of Experimental Child Psychology, 102, 114-121.
  • Friedman, O. (2008). First possession: An assumption guiding inferences about who owns what. Psychonomic Bulletin & Review, 15, 290-295.
  • Friedman, O., & Neary, K.R. (2008). Determining who owns what: Do children infer ownership from first possession? Cognition, 107, 829-849.
  • Friedman, O., & Leslie, A.M. (2007). The conceptual underpinnings of pretense: Pretending is not 'behaving-as-if'. Cognition, 105, 103-124.
  • Bosco, F.M., Friedman, O., & Leslie, A.M. (2006). Recognition of pretend and real actions in play by one- and two-year-olds: Early success and why they fail (PDF). Cognitive Development, 21, 3-10.
  • Griffin, R., Friedman, O., Ween, J., Winner, E., Happé, F. & Brownell, H. (2006). Theory of Mind and the Right Cerebral Hemisphere: Refining the scope of impairment (PDF). Laterality, 11, 195-225.
  • Friedman, O., & Leslie, A.M. (2005). A developmental shift in processes underlying successful belief-desire reasoning (PDF)Developmental Science, 8, 218-225.
  • Friedman, O., & Leslie, A.M. (2004). A developmental shift in processes underlying successful belief-desire reasoning (PDF). Cognitive Science, 28, 963-977.
  • Leslie, A.M., Friedman, O., & German, T. P. (2004). Core mechanisms in 'theory of mind' (PDF). Trends in Cognitive Sciences, 8, 528-533.
  • Friedman, O. & Leslie, A.M. (2004). Mechanisms of belief-desire reasoning: Inhibition and bias (PDF). Psychological Science, 15, 547-552.
  • Friedman, O., Griffin, R., Brownell, H. & Winner, E. (2003). Problems with the seeing = knowing rule (PDF). Developmental Science, 6, 505-513.
  • Brownell, H., & Friedman, O. (2001). Discourse ability in patients with unilateral left and right hemisphere brain damage. In R. S. Berndt (Ed.),  Handbook of Neuropsychology, 2nd edition, Vol. 3. (pp. 189-203). Amsterdam: Elsevier.
  • Brownell, H., Griffin, R., Winner, E., Friedman, O., & Happe, F. (2000). Cerebral lateralization and theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.),  Understanding other minds: Perspectives from autism and developmental cognitive neuroscience, 2nd edition (pp. 311-338). Oxford: Oxford University Press.
Affiliation: 
University of Waterloo

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