-
1
-
-
0038182566
-
Young children's talk about learning events
-
Bartsch, K., Horvath, K., & Estes, D. (2003). Young children's talk about learning events. Cognitive Development, 18, 177-193.
-
(2003)
Cognitive Development
, vol.18
, pp. 177-193
-
-
Bartsch, K.1
Horvath, K.2
Estes, D.3
-
2
-
-
0024712150
-
Young children's attribution of action to beliefs and desires
-
Bartsch, K., & Wellman, H. M. (1989). Young children's attribution of action to beliefs and desires. Child Development, 60, 946-964.
-
(1989)
Child Development
, vol.60
, pp. 946-964
-
-
Bartsch, K.1
Wellman, H.M.2
-
6
-
-
0001980677
-
Developmental differences in scientific discovery processes
-
D. Klahr & K. Kotovsky Eds, Hillsdale, NJ, England: Erlbaum
-
Dunbar, K., & Klahr, D. (1989). Developmental differences in scientific discovery processes. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 109-143). Hillsdale, NJ, England: Erlbaum.
-
(1989)
Complex information processing: The impact of Herbert A. Simon
, pp. 109-143
-
-
Dunbar, K.1
Klahr, D.2
-
7
-
-
0007118283
-
-
Philadelphia, PA: Psychology Press
-
Dweck, C. S. (1999). Self-theories. Philadelphia, PA: Psychology Press.
-
(1999)
Self-theories
-
-
Dweck, C.S.1
-
8
-
-
58149372679
-
A social-cognitive approach to motivation and personality
-
Dweck, C. S., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
-
(1988)
Psychological Review
, vol.95
, pp. 256-273
-
-
Dweck, C.S.1
Leggett, E.2
-
9
-
-
34848877693
-
-
Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of child psychology: 3. Socialization, personality, and social development (5th ed. pp. 1017-1095). New York: Wiley.
-
Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Socialization, personality, and social development (5th ed. pp. 1017-1095). New York: Wiley.
-
-
-
-
10
-
-
0030637306
-
Children's behavioral understanding of knowledge acquisition
-
Esbensen, B. M., Taylor, M., & Stoess, C. (1997). Children's behavioral understanding of knowledge acquisition. Cognitive Development, 12, 53-84.
-
(1997)
Cognitive Development
, vol.12
, pp. 53-84
-
-
Esbensen, B.M.1
Taylor, M.2
Stoess, C.3
-
11
-
-
11944253116
-
Young children's knowledge about thinking
-
Monographs of the Society for Research in Child Development
-
Flavell, J. H., Green, F. L., & Flavell, E. R. (1995). Young children's knowledge about thinking. Monographs of the Society for Research in Child Development, 60, (1, Series No. 243).
-
(1995)
1, Series
, vol.243
, pp. 60
-
-
Flavell, J.H.1
Green, F.L.2
Flavell, E.R.3
-
12
-
-
0031062398
-
The development of children's knowledge about inner speech
-
Flavell, J. H., Green, F. L., Flavell, E. R., & Grossman, J. B. (1997). The development of children's knowledge about inner speech. Child Development, 68, 39-47.
-
(1997)
Child Development
, vol.68
, pp. 39-47
-
-
Flavell, J.H.1
Green, F.L.2
Flavell, E.R.3
Grossman, J.B.4
-
13
-
-
0029355476
-
Taking the intentional stance at 12 months of age
-
Gergeley, G., Nadasdy, Z., Csibra, G., & Biro, S. (1995). Taking the intentional stance at 12 months of age. Cognition, 56, 165-193.
-
(1995)
Cognition
, vol.56
, pp. 165-193
-
-
Gergeley, G.1
Nadasdy, Z.2
Csibra, G.3
Biro, S.4
-
14
-
-
0023959160
-
Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction
-
Gopnik, A., & Astington, J. W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
-
(1988)
Child Development
, vol.59
, pp. 26-37
-
-
Gopnik, A.1
Astington, J.W.2
-
15
-
-
0742271426
-
A theory of causal learning in children: Causal maps and Bayes nets
-
Gopnik, A. Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T, & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 1-30.
-
(2004)
Psychological Review
, vol.111
, pp. 1-30
-
-
Gopnik, A.1
Glymour, C.2
Sobel, D.M.3
Schulz, L.E.4
Kushnir, T.5
Danks, D.6
-
16
-
-
0001768764
-
Knowing how you know: Young children's ability to identify and remember the sources of their beliefs
-
Gopnik, A., & Graf, P. (1988). Knowing how you know: Young children's ability to identify and remember the sources of their beliefs. Child Development, 59, 1366-1371.
-
(1988)
Child Development
, vol.59
, pp. 1366-1371
-
-
Gopnik, A.1
Graf, P.2
-
18
-
-
0001276093
-
The acquisition of regular and irregular past tense forms
-
Kuczaj, S. A. (1977). The acquisition of regular and irregular past tense forms. Journal of Verbal Learning and Verbal Behavior, 16, 589-600.
-
(1977)
Journal of Verbal Learning and Verbal Behavior
, vol.16
, pp. 589-600
-
-
Kuczaj, S.A.1
-
20
-
-
0024741323
-
Children and adults as intuitive scientists
-
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.
-
(1989)
Psychological Review
, vol.96
, pp. 674-689
-
-
Kuhn, D.1
-
21
-
-
33748497855
-
Connecting scientific reasoning and causal inference
-
Kuhn, D., & Dean, D. (2004). Connecting scientific reasoning and causal inference. Journal of Cognition and Development, 5, 261-288.
-
(2004)
Journal of Cognition and Development
, vol.5
, pp. 261-288
-
-
Kuhn, D.1
Dean, D.2
-
22
-
-
5144221438
-
Learning as a task and a virtue: US and Chinese preschoolers explain learning
-
Li, J. (2004). Learning as a task and a virtue: US and Chinese preschoolers explain learning. Developmental Psychology, 40(4), 595-605.
-
(2004)
Developmental Psychology
, vol.40
, Issue.4
, pp. 595-605
-
-
Li, J.1
-
23
-
-
0026284273
-
Developmental changes in memory source monitoring
-
Lindsey, D. S., Johnson, M. K., & Kwon, P. (1991). Developmental changes in memory source monitoring. Journal of Experimental Child Psychology, 52, 297-318.
-
(1991)
Journal of Experimental Child Psychology
, vol.52
, pp. 297-318
-
-
Lindsey, D.S.1
Johnson, M.K.2
Kwon, P.3
-
25
-
-
2542643070
-
Young Children's Understanding of the Conditions for Knowledge Acquisition
-
Miller, S. A., Hardin, C. A., & Montgomery, D. E. (2003). Young Children's Understanding of the Conditions for Knowledge Acquisition. Journal of Cognition and Development, 4, 325-356.
-
(2003)
Journal of Cognition and Development
, vol.4
, pp. 325-356
-
-
Miller, S.A.1
Hardin, C.A.2
Montgomery, D.E.3
-
26
-
-
58149408227
-
Preschoolers' knowledge about attention
-
Miller, P. H., & Zalenski, R. (1982). Preschoolers' knowledge about attention. Developmental Psychology, 18, 871-875.
-
(1982)
Developmental Psychology
, vol.18
, pp. 871-875
-
-
Miller, P.H.1
Zalenski, R.2
-
27
-
-
21144475872
-
Young children's understanding of interpretive diversity between different-age listeners
-
Montgomery, D. E. (1993). Young children's understanding of interpretive diversity between different-age listeners. Developmental Psychology, 29, 337-345.
-
(1993)
Developmental Psychology
, vol.29
, pp. 337-345
-
-
Montgomery, D.E.1
-
28
-
-
0348069908
-
Some thoughts on ascribing complex intentional concepts to young children
-
B. F. Malle, L. J. Moses, & D. A. Baldwin Eds, Cambridge, MA: MIT Press
-
Moses, L. J. (2001). Some thoughts on ascribing complex intentional concepts to young children. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intentions and intentionality: Foundations of social cognition (pp. 69-84). Cambridge, MA: MIT Press.
-
(2001)
Intentions and intentionality: Foundations of social cognition
, pp. 69-84
-
-
Moses, L.J.1
-
29
-
-
0026841195
-
Young children's understanding of the role that sensory experiences play in knowledge acquisition
-
O'Neill, D. K., Astington, J. W., & Flavell, J. H. (1992). Young children's understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63, 474-490.
-
(1992)
Child Development
, vol.63
, pp. 474-490
-
-
O'Neill, D.K.1
Astington, J.W.2
Flavell, J.H.3
-
30
-
-
0035348447
-
Preschool children's difficulty understanding the types of information obtained through the five senses
-
O'Neill, D. K., & Chong, S. C. F. (2001). Preschool children's difficulty understanding the types of information obtained through the five senses. Child Development, 72, 803-815.
-
(2001)
Child Development
, vol.72
, pp. 803-815
-
-
O'Neill, D.K.1
Chong, S.C.F.2
-
31
-
-
0000066208
-
Three-year-olds' difficulty with false belief: The case for a conceptual deficit
-
Perner, J. Leekham, S. R., & Wimmer, H. (1987). Three-year-olds' difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137.
-
(1987)
British Journal of Developmental Psychology
, vol.5
, pp. 125-137
-
-
Perner, J.1
Leekham, S.R.2
Wimmer, H.3
-
32
-
-
0032366951
-
Understanding intention in normal development and in autism
-
Phillips, A. T., Baron-Cohen, S., & Rutter, M. (1998). Understanding intention in normal development and in autism. British Journal of Developmental Psychology, 16, 337-348.
-
(1998)
British Journal of Developmental Psychology
, vol.16
, pp. 337-348
-
-
Phillips, A.T.1
Baron-Cohen, S.2
Rutter, M.3
-
33
-
-
0034149867
-
Understanding inference as a source of knowledge: Children's ability to evaluate the certainty of deduction, perception, and guessing
-
Pillow, B. H., Hill, V., Boyce, A., Stein, C. (2000). Understanding inference as a source of knowledge: Children's ability to evaluate the certainty of deduction, perception, and guessing. Developmental Psychology, 36, 169-179.
-
(2000)
Developmental Psychology
, vol.36
, pp. 169-179
-
-
Pillow, B.H.1
Hill, V.2
Boyce, A.3
Stein, C.4
-
34
-
-
0025469004
-
Young children understand that looking leads to knowing (so long as they are looking into a single barrel)
-
Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-982.
-
(1990)
Child Development
, vol.61
, pp. 973-982
-
-
Pratt, C.1
Bryant, P.2
-
35
-
-
0030639725
-
Early reasoning about desires: Evidence from 14- and 18-month-olds
-
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33, 12-21.
-
(1997)
Developmental Psychology
, vol.33
, pp. 12-21
-
-
Repacholi, B.M.1
Gopnik, A.2
-
36
-
-
0025382052
-
Belief revision in children: The role of prior knowledge and strategies for generating evidence
-
Schauble, L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology, 49, 31-57.
-
(1990)
Journal of Experimental Child Psychology
, vol.49
, pp. 31-57
-
-
Schauble, L.1
-
37
-
-
33845742339
-
The development of scientific reasoning in knowledge-rich contexts
-
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102-119.
-
(1996)
Developmental Psychology
, vol.32
, pp. 102-119
-
-
Schauble, L.1
-
38
-
-
0036835009
-
Children's understanding of the distinction between intention and desires
-
Schult, C. A. (2002). Children's understanding of the distinction between intention and desires. Child Development, 73, 1727-1747.
-
(2002)
Child Development
, vol.73
, pp. 1727-1747
-
-
Schult, C.A.1
-
40
-
-
0000368517
-
Developmental change in children's assessment of intellectual competence
-
Stipek, D., & Mac Iver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521-538.
-
(1989)
Child Development
, vol.60
, pp. 521-538
-
-
Stipek, D.1
Mac Iver, D.2
-
41
-
-
84948874139
-
Teachers' pedagogical content knowledge about children's minds and learning: Implications for teacher education
-
Strauss, S. (1993). Teachers' pedagogical content knowledge about children's minds and learning: Implications for teacher education. Educational Psychologist, 28, 279-290.
-
(1993)
Educational Psychologist
, vol.28
, pp. 279-290
-
-
Strauss, S.1
-
42
-
-
84927042785
-
Teaching as a natural cognitive ability: Implications for classroom practice and teacher education
-
D. B. Pillemer & W. Sheldon Eds, New York: Cambridge University Press
-
Strauss, S. (2005). Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In D. B. Pillemer & W. Sheldon (Eds.), Developmental psychology and social change: Research, history, and policy (pp. 368-388). New York: Cambridge University Press.
-
(2005)
Developmental psychology and social change: Research, history, and policy
, pp. 368-388
-
-
Strauss, S.1
-
43
-
-
34848821522
-
-
Strauss, S., & Shilony, T. (1994). Teachers' models of children's minds and learning. In L. Hirschfeld & S. Gelman (Fads.), Mapping the mind: Domain-specificity in cognition and culture (pp. 455-473). Cambridge, UK: Cambridge University Press.
-
Strauss, S., & Shilony, T. (1994). Teachers' models of children's minds and learning. In L. Hirschfeld & S. Gelman (Fads.), Mapping the mind: Domain-specificity in cognition and culture (pp. 455-473). Cambridge, UK: Cambridge University Press.
-
-
-
-
44
-
-
0036748423
-
Teaching as a natural cognition and its relations to preschoolers' developing theory of mind
-
Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers' developing theory of mind. Cognitive Development, 17, 1473-1787.
-
(2002)
Cognitive Development
, vol.17
, pp. 1473-1787
-
-
Strauss, S.1
Ziv, M.2
Stein, A.3
-
45
-
-
0028707607
-
Children's understanding of knowledge acquisition: The tendency for children to report that they have always known what they have just learned
-
Taylor, M., Esbensen, B. M., & Bennett, R. T. (1994). Children's understanding of knowledge acquisition: The tendency for children to report that they have always known what they have just learned. Child Development, 65, 1581-1604.
-
(1994)
Child Development
, vol.65
, pp. 1581-1604
-
-
Taylor, M.1
Esbensen, B.M.2
Bennett, R.T.3
-
46
-
-
0002504531
-
First steps in the child's theorizing about the mind
-
J. W. Astington, P. L. Harris, & D. R. Olsen Eds, New York: Cambridge University Press
-
Wellman, H. M. (1988). First steps in the child's theorizing about the mind. In J. W. Astington, P. L. Harris, & D. R. Olsen (Eds.), Developing theories of mind (pp. 64-92). New York: Cambridge University Press.
-
(1988)
Developing theories of mind
, pp. 64-92
-
-
Wellman, H.M.1
-
48
-
-
0025443514
-
From simple desires to ordinary beliefs: The early development of everyday psychology
-
Wellman, H. M., & Woolley, J. D. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35, 245-275.
-
(1990)
Cognition
, vol.35
, pp. 245-275
-
-
Wellman, H.M.1
Woolley, J.D.2
-
49
-
-
33845407162
-
Children's understanding of informational access as source of knowledge
-
Wimmer, H., Hogrefe, G. J., & Perner, J. (1988). Children's understanding of informational access as source of knowledge. Child Development, 59, 386-396.
-
(1988)
Child Development
, vol.59
, pp. 386-396
-
-
Wimmer, H.1
Hogrefe, G.J.2
Perner, J.3
-
50
-
-
0032196876
-
Infants selectively encode the goal object of an actor's reach
-
Woodward, A. L. (1998). Infants selectively encode the goal object of an actor's reach. Cognition, 69, 1-34.
-
(1998)
Cognition
, vol.69
, pp. 1-34
-
-
Woodward, A.L.1
|