Room: 3304P Benjamin Building
Phone: (301) 314-1815
Lucas Butler (Ph.D., Stanford University)
Asst Prof; Developmental Science Program
Human Development and Quantitative Methodology (HDQM)
Research Labs, Centers, Affiliations and Special Appointments:
The Social Learning Lab
_______________________________________________Research Interests | Bio | Publications | Curriculum Vitae |
Social learning, social cognition, and cognitive development in early childhood. How children's early learning is fundamentally shaped by the social context in which it occurs.
Dr. Butler's research program explores the nuanced interplay between two critical components of early learning: the capacity to learn important information about the world by making inductive inferences on the basis of limited evidence, and the ability to flexibly and selectively learn from others. By investigating this interplay across several important areas of learning—causal reasoning, inductive generalization, categorization, and normative judgment—as well as over the course of development, he is working to generate broad conclusions about how early cognitive development is fundamentally shaped both by the social context in which it occurs, and by children’s developing social cognitive capacities.
Prior to joining the department, Dr. Butler completed his Ph.D. in Psychology from Stanford University, and was an Alexander von Humboldt Postdoctoral Fellow at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany.
Butler, L. P., & Markman, E. M. (2014). Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. Cognition, 130, 116-12.
Butler, L.P., & Walton, G.M., (2013). The opportunity to collaborate increases preschoolers' motivation for challenging tasks. Journal of Experimental Child Psychology, 116, 953-961.
Butler, L. P., & Markman, E. M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration. Child Development, 83, 1416-1428.
Butler, L. P., & Markman, E. M. (2012). Finding the cause: Verbal framing helps children extract causal evidence embedded in a complex scene. Journal of Cognition & Development, 13, 38-66.