SELECTED PUBLICATIONS
Bae, E. S., Rosaz Shariyf, L., & Foster-Hanson, E. (2026, July). Social norms and explanations
about family technology rules. Submitted to Proceedings of the Annual Meeting of the Cognitive
Science Society, 48. https://escholarship.org/uc/item/39f6b897
Benítez, J., Foster-Hanson, E., & Rhodes, M. (2026). Generic references to gender predict
essentialism and stereotyping even when they express counter-stereotypic ideas. Journal of
Experimental Psychology: General. https://doi.org/10.1037/xge0001871
Reid, G., Yigit, S., Orvell, A, Foster-Hanson, E., & Lei, R. L. (2025). A developmental
perspective on the racial socialization of white children: Linguistic and social-cognitive
considerations. Social and Personality Psychology Compass,19(10), e70095.
https://doi.org/10.1111/spc3.70095
Foster-Hanson, E., Lombrozo, T., Oktar, K., & Kelts, S. (2025, June). Psychological
measurement of technology ethics education using the REGAIN empirical framework. In IEEE
Ethics-2025: Emerging Technologies, Ethics, and Social Justice.
https://doi.org/10.1109/ETHICS65148.2025.11098444
Received the National Ethics Project's Ethics Education Research Award
Foster-Hanson, E., & Venkatagiri, S. (2024, July). Promoting ethical technology design
practices by leveraging human psychology. In Companion Publication of the 2024 ACM
Designing Interactive Systems Conference. https://doi.org/10.1145/3656156.366371
Lei, R. L., Foster-Hanson, E., & Goh, J. (2023). A sociohistorical model of intersectional
prototypes. Nature Reviews Psychology 2, 297–308 (2023). https://doi.org/10.1038/s44159-023-
00165-0
Foster-Hanson, E., & Rhodes, M. (2022). Stereotypes as prototypes in children’s gender
concepts. Developmental Science, 26(4), e13345. https://doi.org/10.1111/desc.13345
Foster-Hanson, E., Leslie, S. J., & Rhodes, M. (2022). Speaking of kinds: How correcting
generic statements can shape children's concepts. Cognitive Science, 46(12), e13223.
https://doi.org/10.1111/cogs.13223
Foster-Hanson, E., & Lombrozo, T. (2022). How “is” shapes “ought” for folk-biological
concepts. Cognitive Psychology, 139, 101507. https://doi.org/10.1016/j.cogpsych.2022.101507
Foster-Hanson, E., & Rhodes, M. (2020a). The psychology of natural kind terms. In S.T. Biggs,
& H. Geirsson (Eds.) The Routledge Handbook on Linguistic Reference. London: Routledge.
Rhodes, M., Rizzo, M., Foster-Hanson, E., Moty, K., Leshin, R., Wang, M. M., Benítez, J., &
Ocampo, J. D. (2020). Advancing developmental science via unmoderated remote research
with children. Journal of Cognition and Development, 21 (4), 477-493.
https://doi.org/10.1080/15248372.2020.1797751
Foster-Hanson, E. & Rhodes, M. (2019a). Is the most representative skunk the average or the
stinkiest? Developmental changes in representations of biological categories. Cognitive
Psychology, 110, 1-15. https://doi.org/10.1016/j.cogpsych.2018.12.004
Foster-Hanson, E., Cimpian, A., Leshin, R., & Rhodes, M. (2018). Asking children to “be
helpers” can backfire after setbacks. Child Development, 91, 236-248.
https://doi.org/10.1111/cdev.13147