Jedediah Allen
Associate Professor, Department of Psychology
Education
- PhD in Developmental Psychology & Cognitive Science, Lehigh University, 2012
- MS in Cognitive Psychology, Lehigh University
- BS in Cognitive Science, Simon Fraser University
- Former Affiliations: Post-doctoral researcher at Rutgers, Robert Wood Johnson Medical School, 2013
Research
Most broadly, I am interested in the nature, learning, and development of knowledge within the specific domains of socio-cognitive and cognitive development in infancy and early childhood. Areas of interest include: cultural evolution, imitation, theory of mind, infant research methodology, the nativist-empiricist debate and the emergence of new knowledge.
Selected Publications
Allen, J. W. P., Hasan, D. B., & Esendemir, Y. (2025). Emergence unleashed: An interactivistontology for implicit versus explicit theory of mind. Phenomenology and the Cognitive Sciences.
Allen, J. W. P. & Andrews, K. (2024). How Not to Find Over-imitation in Animals. Human Development, 68, 77-89.
Allen, J. W. P., Sümer, C., & Ilgaz, H. (2021). Cultural affordances: Does model reliability effect over-imitation, Cognitive Development, 57, 1-12. https://doi.org/10.1016/j.cogdev.2020.100999
Ilgaz, H., & Allen, J. W. P. (2020). (Co-)Constructing a theory of mind: From language or through language?, Synthese, 1-22. https://doi.org/10.1007/s11229-020-02581-8
Allen, J. W. P. & Bickhard, M. H. (2018). Stage fright: Internal reflection as a domain-general enabling constraint on the emergence of explicit thought. Cognitive Development, 45, 77-91. https://doi.org/10.1016/j.cogdev.2017.12.005
Allen, J. W. P. (2015). How to help: Can more active behavioral measure help transcend the infant false-belief debate? New Ideas in Psychology, 39, 63-72. http://dx.doi.org/10.1016/j.newideapsych.2015.07.008
Allen, J. W. P. & Bickhard, M. H. (2013a, this paper is a target article with commentary and response). Stepping off the pendulum: Why only an action-based approach can transcend the nativist-empiricist debate. Cognitive Development, 28, 96-133. http://dx.doi.org/10.1016/j.cogdev.2013.01.002
