Show me the theory!

British Journal of Developmental Psychology

Volumn 25, Issue 1, 2007, Pages 39-43

  Moore, Chris ^a  

^a DALHOUSIE UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847616989     PISSN: 0261510X     EISSN: None     Source Type: Journal    
DOI: 10.1348/026151006X136946     Document Type: Review

References (12)

1. Barresi, J., & Moore, C. (1996). Intentional relations and social understanding. Behavioral and Brain Sciences, 19, 107-122.
2. Corkum, V., & Moore, C. (1998). The origins of joint visual attention in infants. Developmental Psychology, 34, 28-38.
3. Henriques, J., Hollway, W., Urwin, C., Venn, C., & Walkerdine, V. (1984). Changing the subject. London: Methuen.
4. Meltzoff, A. N., & Brooks, R. (2001). 'Like me' as a building block for understanding other minds: Bodily acts, attention, and intention. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intentions and intentionality (pp. 171-191). Cambridge, MA: MIT Press.
5. Moore, C. (1996). Theories of mind in infancy. British Journal of Developmental Psychology, 14, 19-40.
6. Moore, C. (1999). Gaze following and the control of attention. In P. Rochat (Ed.), Early social cognition (pp. 241-256). Mahwah, NJ: Erlbaum.
7. Moore, C. (2006). The development of commonsensepsychology. Mahwah, NJ: Erlbaum.
8. Moore, C. (in press). Understanding self and other in the second year. In C. A. Brownell & C. B. Kopp (Eds.), Transitions in early socioemotional development: The toddler years. New York: Guilford Press.
9. Moore, C., & Corkum, V. (1994). Social understanding at the end of the first year of life. Developmental Review, 14, 349-372.
10. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press.
11. Racine, T.P., & Carpendale, J.I.M. (2007). The role of shared practice in joint attention. British Journal of Developmental Psychology, 25, 3-25.
12. Woodward, A. (2005). The infant origins of intentional understanding. In R. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 229-262). Oxford: Elsevier.