Books

Bloom, P. (2004). Descartes' baby: How the science of child development explains what makes us human. New York: Basic Books.

Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA. MIT Press.

Jackendoff, R., Bloom, P. & Wynn, K. (1999). Language, logic, and concepts: Essays in honor of John Macnamara. Cambridge, MA: MIT Press.

Bloom, P., Peterson, M., Nadel, L., & Garrett, M. (1996) Language and space. Cambridge, MA: MIT Press.

Bloom, P. (1994). Language acquisition: Core readings. Cambridge, MA: MIT Press.

Articles to Appear

Bloom, P. Faith-based science. Natural History.

Bloom, P. & Gelman, S.A. Psychological essentialism in selecting the 14th Dalai Lama. Trends in Cognitive Science.

Birch, S. A. J., Vauthier, S. A., & Bloom, P. Three- and four-year-olds spontaneously use others' past performance to guide their learning. Cognition.

Uhlmann, E.; Pizarro, D.; & Bloom, P. Varieties of social cognition. Journal of the Theory of Social Behavior

Markson, L., Diesendruck, G., & Bloom, P. The shape of thought. Developmental Science.

Jarudi, I., Kreps, T. & Bloom, P. Is a refrigerator good or evil? The moral evaluation of everyday objects. Social Justice Research.

Inbar, Y, Pizarro, D., and Bloom, P. Conservatives are more easily disgusted than liberals. Cognition and Emotion.

Manuscripts Under Review/Revision

Bloom, P. Everything you believe about pleasure is wrong.

Hood, B.M. & Bloom, P. Do children think that duplicating the body also duplicates the mind?

Weisberg, D. S. and Bloom, P. Young children separate multiple pretend worlds.

Danovitch, J. & Bloom, P. Children's extension of disgust to physical and moral events.

Noles, N.S., Keil, F.C., and Bloom, P. Children's and adults' intuitions about who is entitled to own things.

Kuhlmeier, V.; Wynn, K.; & Bloom, P. Attribution of dispositional states by 9-month-olds: The role of faces.

Choe, K.; Keil, F.; & Bloom, P. Developing intuitions about which personal properties are associated with the brain.

Egan, L., Bloom, P., Santos, L.R. Choice-based cognitive dissonance without any real choice: Evidence from young children and capuchin monkeys.

Selected Articles for a General Audience

Bloom, P. (Feb. 3, 2008). Morality studies. The New York Times Book Review.

Bloom, P. (May 18, 2007). Beauty is in the ear of the well informed. The Times Higher Education Supplement.

Bloom, P. & Pizarro, D. A. (2006). Homer's soul. In A. Brown & C. Logan (Eds.), The Psychology of The Simpsons. Benbella Books.

Bloom, P. (Jun. 2006). Seduced by the flickering lights of the brain. Seed Magazine.

Bloom, P. (Dec. 2005). Is God an accident? Atlantic Monthly.

Bloom, P. (Oct. 2005). Worse than creationism. American Psychological Society Observer.

Bloom, P. (Sept. 2004). The duel between body and soul. The New York Times, Op. Ed. section.

Bloom, P. (Jul. 2004). To urgh is human. The Guardian, Op. Ed. section.

Selected Journal Articles

Preissler, M. A. & Bloom, P. (2008). Two-year-olds use artist intention to understand drawings. Cognition, 106, 512-518.

Hood, B. M. & Bloom, P. (2008). Children prefer certain individuals over perfect duplicates. Cognition, 106, 455-462.

Hamlin, J. K.; Wynn, K.; & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557-559

Egan, L.; Santos, L. R.; & Bloom, P. (2007). The origins of cognitive dissonance: Evidence from monkeys and children. Psychological Science, 18, 978-983.

Bloom, P. (2007). More than words: A reply to Malt and Sloman. Cognition, 105, 649-655.

Gelman, S. A. & Bloom, P. (2007). Developmental changes in the understanding of generics. Cognition, 105, 166-183.

Birch, S. & Bloom, P. (2007). The curse of knowledge in reasoning about false beliefs. Psychological Science, 18(5), 382–386.

Bloom, P. & Weisberg, D. S. (18 May 2007). Childhood origins of adult resistance to science. Science, 316(5827), 996-997.

Preissler, M. A. & Bloom, P. (2007). Two-year-olds appreciate the dual nature of pictures. Psychological Science,
18, 1-2.

Bloom, P. (2007). Religion is natural. Developmental Science, 10, 147-151.

Bloom, P. & Jarudi, I. (26 October 2006). The Chomsky of morality? [Review of the book Moral Minds: How Nature Designed Our Universal Sense of Right and Wrong]. Nature, 443, 909-910.

Bloom, P. (6 July 2006). Changing our minds [Review of the book Brain and Culture: Neurobiology, Ideology, and Social Change]. Nature, 442, 27-28.

Bloom, P. (2006). My brain made me do it. Journal of Culture and Cognition, 6, 209-214.

Skolnick, D. & Bloom, P. (2006). What does Batman think about SpongeBob? Children’s understanding of the fantasy/fantasy distinction. Cognition, 101, B9-B18.

Bloom, P. (2005). Word learning, intentions, and discourse. Journal of the Learning Sciences, 14, 311-314.

Bloom, P. (14 Jul 2005). Dissecting the right brain [Review of the book The Ethical Brain]. Nature, 436, 178-179.

Choe, K.; Keil, F.; & Bloom, P. (2005). Children's understanding of the Ulysses conflict. Developmental Science, 8, 387-392.

Bloom, P. (2004). Can a dog learn a word? Science, 304, 1605-1606.

Bloom P. (2004). Children think before they speak. Nature, 430, 410-411.

Birch, S. & Bloom, P. (2004). Understanding children's and adult's limitations in mental state reasoning. Trends in Cognitive Science, 8, 255-260.

Kuhlmeier, V.; Bloom, P.; & Wynn, K. (2005). Do 5-month-old infants see humans as material objects? Cognition, 94, 95-103.

Gutheil, G.; Bloom, P.; Valderrama, N.; & Freedman, R. (2004). The role of historical intuitions in children's and adults' naming of artifacts. Cognition, 91, 23-42.

Birch, S. A. J. & Bloom, P. (2003). Children are cursed: An asymmetric bias in mental state attribution. Psychological Science,14, 283-286

Diesendruck, G.; Markson, L.; & Bloom, P. (2003). Children's reliance on the creator's intent in extending names for artifacts. Psychological Science, 14, 164-168.

Diesendruck, G. & Bloom, P. (2003). How specific is the shape bias? Child Development, 74, 168-178.

Kuhlmeier, V.; Wynn, K.; & Bloom, P. (2003). Attribution of dispositional states by 12-month-olds. Psychological Science, 14, 402-408.

Pizarro, D. & Bloom, P. (2003). The intelligence of the moral emotions: A comment on Haidt (2001). Psychological Review, 110, 293-296.

Pizarro, D.; Uhlmann, E.; & Bloom, P. (2003). Causal deviance and the attribution of moral responsibility. Journal of Experimental Social Psychology, 39, 653-660.

Bloom, P. (2002). Mindreading, communication, and the learning of the names for things. Mind and Language, 17, 37-54.

Wynn, K.; Bloom, P.; & Chiang, W-C. (2002). Enumeration of collections by 5-month-old infants. Cognition, 83, B55-B62.

Birch, S. & Bloom, P. (2002). Preschoolers are sensitive to the speaker's knowledge when learning proper names. Child Development, 73, 434-444.

Bloom, P. & Markson, L. (2001). Are there principles that apply only to the acquisition of words? A reply to Waxman and Booth. Cognition, 78, 89-90.

Bloom, P. & Keil, F. (2001). Thinking through language. Mind and Language.16, 351-367

Bloom, P. (2001). Precis of "How children learn the meanings of words". Behavioral and Brain Sciences, 24, 1095-1103.

Bloom, P. (2001). Word learning. Current Biology, 11, R5 - R6.

Bloom, P. (2000). Language and thought: Does grammar makes us smart? Current Biology, 10, R516-R517.

Bloom, P. & German, T. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25-B31.

Gelman, S. A. & Bloom, P. (2000).Young children are sensitive to how an object was created when deciding what to name it. Cognition, 76(2), 91-103.

Giralt, N. & Bloom, P. (2000). How special are objects? Children's reasoning about objects, parts, and holes. Psychological Science, 11, 497-501.

Bloom, P. & Veres, C. (1999). The perceived intentionality of groups. Cognition, 71, B1-B9.

Bloom, P. (1999). Language capacities: Is grammar special? Current Biology, 9, R127-R128.

Bloom, P. & Markson, L. (1998). Capacities underlying word learning. Trends in Cognitive Sciences, 2(2), 67-73.

Bloom, P. & Markson, L. (1998). Intention and analogy in children's naming of pictorial representations. Psychological Science, 9, 200-204.

Markson, L. & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 385, 813-815.

Bloom, P. & Wynn, K. (1997). Linguistic cues in the acquisition of number words. Journal of Child Language, 24, 511-533.

Bloom, P. (1997). Intentionality and word learning. Trends in Cognitive Sciences, 1(1), 9-12.

Bloom, P. (1996). Intention, history, and artifact concepts. Cognition, 60, 1-29.