The cow on the high street: effects of background context on early naming
Paul L. Harris, Kim Plunkett, Kerstin Meints, Debbie Dimmock
págs. 275-290
Do young children acquire number words through subitizing or counting?
Laurent Benoit, François Jouen, Henri Lehalle
págs. 291-307
Infants¿ enumeration of dynamic displays
Melissa W. Clearfield
págs. 309-324
Factors associated with the early emergence of intense interests within conceptual domains
Steven Spencer, Joyce M. Alexander, Mary E. Leibham, Kathy E. Johnson, Carin Neitzel
págs. 325-343
The development of representational insight: beyond the model/room paradigm
Amy MacConnell, Marvin W. Daehler
págs. 345-362
Are dinosaurs the rule or the exception?: Developing concepts of death and extinction
E. Margaret Evans, Devereaux A. Poling
págs. 363-383
Effects of age, reminders, and task difficulty on young children¿s rule-switching flexibility
Gedeon O. Deák, Shanna D. Ray, Anne D. Pick
págs. 385-400
Children¿s reasoning about norms and traits as motives for behavior
Sean M. Shiverick, Charles W. Kalish
págs. 401-416
Task demands and knowledge influence how children learn to read words
Rebecca Treiman, Shannon Ross, Suzanne Bick
págs. 417-431
Pascale Colé, Florence Bara, Edouard Gentaz, Liliane Sprenger-Charolles
págs. 433-449