Cognitive Development

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  Publication Venue For

  • Who can be in a group? 3- to 5-year-old children construe realistic social groups through mutual intentionality.  60. 2021
  • Young children's understanding of justifications for breaking a promise.  60. 2021
  • Young children's moral judgments depend on the social relationship between agents.  57. 2021
  • Young children show positive emotions when seeing someone get the help they deserve.  56. 2020
  • Children choose to reason with partners who submit to reason.  52. 2019
  • Cognitive control and phonological awareness in the acquisition of second language vocabulary within the Spanish-English dual immersion context.  48:176-189. 2018
  • Why should I trust you? Investigating young children's spontaneous mistrust in potential deceivers.  48:146-154. 2018
  • A cross-sectional examination of response inhibition and working memory on the Stroop task.  47:19-31. 2018
  • Do young children accept responsibility for the negative actions of ingroup members?.  40:24-32. 2016
  • Young children (sometimes) do the right thing even when their peers do not.  39:86-92. 2016
  • Children's developing understanding of legitimate reasons for allocating resources unequally.  37:42-52. 2016
  • The rational adolescent: Strategic information processing during decision making revealed by eye tracking.  36:20-30. 2015
  • Reasoning during joint decision-making by preschool peers.  32:74-85. 2014
  • Young children's creation and transmission of social norms.  30:81-95. 2014
  • Young children's planning in a collaborative problem-solving task.  31:48-58. 2014
  • Differences in cognitive processes underlying the collaborative activities of children and chimpanzees.  27:136-153. 2012
  • Individual differences in social, cognitive, and morphological aspects of infant pointing.  26:16-29. 2011
  • Young children's comprehension of English SVO word order revisited: Testing the same children in act-out and intermodal preferential looking tasks.  25:30-45. 2010
  • Normativity and context in young children's pretend play.  24:146-155. 2009
  • Infants appreciate the social intention behind a pointing gesture: Commentary on "Children's understanding of communicative intentions in the middle of the second year of life" by T. Aureli, P. Perucchini and M. Genco.  24:13-15. 2009
  • One-year-olds' understanding of nonverbal gestures directed to a third person.  24:23-33. 2009
  • Young children's selective learning of rule games from reliable and unreliable models.  24:61-69. 2009
  • Graded representations in the acquisition of English and German transitive constructions.  23:48-66. 2008
  • "This way!", "No! That way!"-3-year olds know that two people can have mutually incompatible desires.  22:47-68. 2007
  • Examining the role of lexical frequency in the acquisition and processing of sentential complements.  21:93-107. 2006
  • The distributed learning effect for children's acquisition of an abstract syntactic construction.  21:174-193. 2006
  • The role of frequency in the acquisition of English word order.  20:121-136. 2005
  • What preschool children do and do not do with ungrammatical word orders.  16:679-692. 2001
  • Two-year-olds use pragmatic cues to differentiate reference to objects and actions.  10:201-224. 1995
  • Twenty-five-month-old children do not have a grammatical category of verb.  8:245-272. 1993
  • Twenty-three-month-old children have a grammatical category of noun.  8:451-464. 1993
  • Adult age differences in the effects of word frequency during visual letter identification.  4:283-294. 1989
  • Development in causal reasoning: information sampling and judgment rule.  4:269-281. 1989
  • Visual word identification and age-related slowing.  4:1-29. 1989
  • Aging, attention, and the use of meaning during visual search.  2:201-216. 1987
  • Adult Age Differences in the Attentional Capacity Demands of Visual Search.  1:335-363. 1986