| Invited Commentary: Interpreting failed replications of early false-belief findings: Methodological and theoretical considerations |
22 |
| How (not) to measure infant Theory of Mind: Testing the replicability and validity of four non-verbal measures |
18 |
| From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension |
17 |
| Replications of implicit theory of mind tasks with varying representational demands |
12 |
| How robust are anticipatory looking measures of Theory of Mind? Replication attempts across the life span |
12 |
| Helping as an early indicator of a theory of mind: Mentalism or Teleology? |
11 |
| Implicit false belief across the lifespan: Non-replication of an anticipatory looking task |
9 |
| Longitudinal evidence for 4-year-olds' but not 2-and 3-year-olds' false belief-related action anticipation |
9 |
| Maternal mental state language during storytelling versus free-play contexts and its relation to child language and socioemotional outcomes at 12 and 30 months of age |
8 |
| The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways |
8 |
| Infants' false belief understanding: A non-replication of the helping task |
7 |
| The development of self-views across adolescence: Investigating self-descriptions with and without social comparison using a novel experimental paradigm |
7 |
| Short-and long-term memory determinants of novel word form learning |
7 |
| The development of face expertise: Evidence for a qualitative change in processing |
7 |
| Learning about social category-based obligations |
6 |
| The effects of gender and age on inhibition and working memory organization in 14-to 19-year-old adolescents and young adults |
6 |
| Spatial scaling, proportional thinking, and numerical understanding in 5-to 7-year-old children |
6 |
| Inductive reasoning, food neophobia, and domain-specificity in preschoolers |
6 |
| Young adults learning executive function skills by playing focused video games |
6 |
| The effect of adaptive difficulty adjustment on the effectiveness of a game to develop executive function skills for learners of different ages |
6 |
| Who do I believe? Children's epistemic trust in internet, teacher, and peer informants |
6 |
| First, I will get the marbles. Children's foresight abilities in a modified spoon task |
5 |
| The interaction of social and perceivable causal factors in shaping 'over-imitation' |
5 |
| Healthy? Tasty? Children's evaluative categorization of novel foods |
5 |
| Minimal group formation influences on over-imitation |
5 |
| Do action-based tasks evidence false-belief understanding in young children? |
5 |
| Infants' looking times in a dynamic mental rotation task: Clarifying inconsistent results |
5 |
| Hysteresis-induced changes in preverbal infants' approximate number precision |
5 |
| A cross-cultural examination of selective attention in Canada and Japan: The role of social context |
5 |
| The development of scientific reasoning: Hypothesis testing and argumentation from evidence in young childrenn |
5 |
| The curious case of adults' interpretations of violation-of-expectation false belief scenarios |
4 |
| Approximate number system development in preschool: What factors predict change? |
4 |
| How US And Chinese children talk about personal, moral and conventional choices |
4 |
| Social-ecological relations among animals serve as a conceptual framework among the Wichi |
4 |
| Shape or substance? Children's strategy when labeling a food and its healthfulness |
4 |
| Children can create a new emotion category through a process of elimination |
4 |
| Do verbal reminders improve preschoolers' prospective memory performance? It depends on age and individual differences |
4 |
| From domain-specific to domain-general? The developmental path of metacognition for strategy selection |
4 |
| How executive functions are associated with event-based and time-based prospective memory during childhood |
4 |
| Disentangling the effects of video pace and story realism on children's attention and response inhibition |
4 |
| Behavioral performance and neural areas associated with memory processes contribute to math and reading achievement in 6-year-old children |
3 |
| Cognizance in cognitive development: A longitudinal study |
3 |
| Detailing the understanding of moral judgements in autism. A study with Spanish-speaking children |
3 |
| Certainty in numerical judgments develops independently of the approximate number system |
3 |
| We're going to the zoo: Interactive educational activities with animals boost category-based induction in children |
3 |
| Singing to the self: Children's private speech, private song, and executive functioning |
3 |
| The future and me: Imagining the future and the future self in adolescent decision making |
3 |
| Cross-cultural differences in children's theory of mind in Iran and New Zealand: The role of caregiver mental state talk |
3 |
| Questions asked by Turkish preschoolers from middle-SES and low-SES families |
3 |
| Stage fright: Internal reflection as a domain general enabling constraint on the emergence of explicit thought |
3 |
