Cognitive development

• 

  Año 2005, Vol. 20, Número 1

  • Seleccionado

    Age-appropriate cues facilitate source-monitoring and reduce suggestibility in 3- to 7-year-olds

    Alexandra Bright-Paul, Christopher Jarrold, Daniel B. Wright

    págs. 1-18

    
  • Seleccionado

    Watching the infant brain learn words: effects of vocabulary size and experience

    Kim Plunkett, Chantel Prat, Debra L. Mills, Graham Schafer

    págs. 19-31

    
  • Seleccionado

    Do children need to learn to collaborate?: The effect of age and age differences on collaborative recall

    Patrick J. Leman, Zoë Oldham

    págs. 33-48

    
  • Seleccionado

    Development of face recognition in infant chimpanzees (Pan troglodytes)

    Masako Myowa-Yamakoshi, Masaki Tomonaga, Masami K. Yamaguchi, Masayuki Tanaka, Tetsuro Matsuzawa

    págs. 49-63

    
  • Seleccionado

    From regularities to concepts: the development of children's understanding of a mathematical relation

    James A. Dixon, Ashley S. Bangert

    págs. 65-86

    
  • Seleccionado

    The influence of complexity and reasoning direction on children's causal reasoning

    Gao Xuemei, Gao Shan, Li Hong, Zheng Chijun, Lin Chongde

    págs. 87-101

    
  • Seleccionado

    Private speech on an executive task: relations with task difficulty and task performance

    Emma Fradley, Charles Fernyhough

    págs. 103-120

    
  • Seleccionado

    The role of frequency in the acquisition of English word order

    Elena Lieven, Michael Tomasello, Danielle Matthews, Anna Theakston

    págs. 121-136

    
  • Seleccionado

    Developing domain-specific causal-explanatory frameworks: the role of insides and immanence

    Susan A. Gelman, Gail M. Gottfried

    págs. 137-158