Acceso usuarios
Are ¿late-signing¿ deaf children ¿mindblind¿? Understanding goal directedness in imitation
Stephen C. Want, Merideth Gattis
págs. 159-172
Executive function and children's understanding of false belief: how specific is the relation?
Ulrich Müller, Sarah Imrisek, Philip David Zelazo
págs. 173-189
Birgit Spinath, Frank M. Spinath
págs. 190-204
Gale Kirk, Jane F. Gaultney, Katherine Kipp
págs. 205-213
Analogical reasoning in 2-year-olds: The development of access and relational inference
Karen E. Singer-Freeman
págs. 214-234
The role of necessity in cognitive development
Frank B. Murray, Yanwei Zhang
págs. 235-241
The relationship between preschoolers¿ selective attention and memory for location strategies
Meira Torenberg, Fran C. Blumberg, John D. Randall
págs. 242-255
Color¿object interference in young children: A Stroop effect in children 3¿¿6¿ years old
Meredith B. Prevor, Adele Diamond
págs. 256-278
Reorientation in a rhombic environment: No evidence for an encapsulated geometric module
Almut Hupbach, Lynn Nadel
págs. 279-302
Kazunori Kamewari, Takayuki Kanda, Kazuo Hiraki, Masaharu Kato, Hiroshi Ishiguro
págs. 303-320
¿If it's in your mind, it's in your knowledge¿: Children's developing anatomy of identity
Elisabeth S. Pasquini, Kathleen H. Corriveau, Paul L. Harris
págs. 321-340
