Adi-Japha, E., Levin, I., & Solomon, S. (1998). Emergence of Representation in Drawing: The Relation Between Kinematic and Referential Aspects. Cognitive Development, 13(1), 25–51. https://doi.org/10.1016/S0885-2014(98)90019-3
Ahmed, S. P., Bittencourt-Hewitt, A., & Sebastian, C. L. (2015). Neurocognitive Bases of Emotion Regulation Development in Adolescence. Developmental Cognitive Neuroscience, 15, 11–25. https://doi.org/10.1016/j.dcn.2015.07.006
Anderson, P. (2002). Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology, 8(2), 71–82. https://doi.org/10.1076/chin.8.2.71.8724
Anderson, P. J., & Reidy, N. (2012). Assessing Executive Function in Preschoolers. Neuropsychology Review, 22(4), 345–360. https://doi.org/10.1007/s11065-012-9220-3
Anderson, V. A., & Anderson, P. (2001). Development of Executive Functions Through Late Childhood and Adolescence in an Australian Sample. Developmental Neuropsychology, 20(1), 385–406. https://doi.org/10.1207/S15326942DN2001_5
Bauer, P. J. (2015). A Complementary Processes Account of the Development of Childhood Amnesia and a Personal Past. Psychological Review, 122(2), 204–231. https://doi.org/10.1037/a0038939
Berti, A. E., & Freeman, N. H. (1997). Representational Change in Resources for Pictorial Innovation: A Three-Component Analysis. Cognitive Development, 12(4), 501–522. https://doi.org/10.1016/S0885-2014(97)90020-4
Blakemore, S.-J., & Mills, K. L. (2014). Is Adolescence a Sensitive Period for Sociocultural Processing? Annual Review of Psychology, 65(1), 187–207. https://doi.org/10.1146/annurev-psych-010213-115202
Blakemore, S.-J., & Robbins, T. W. (2012). Decision-Making in the Adolescent Brain. Nature Neuroscience, 15(9), 1184–1191. https://doi.org/10.1038/nn.3177
Bourchier, A., & Davis, A. (2002). Children’s Understanding of the Pretence-Reality Distinction: A Review of Current Theory and Evidence. Developmental Science, 5(4), 397–413. https://doi.org/10.1111/1467-7687.00236_1
Bunge, S. A., & Wright, S. B. (2007). Neurodevelopmental Changes in Working Memory and Cognitive Control. Current Opinion in Neurobiology, 17(2), 243–250. https://doi.org/10.1016/j.conb.2007.02.005
Cantlon, J. F., Pinel, P., Dehaene, S., & Pelphrey, K. A. (2011). Cortical Representations of Symbols, Objects, and Faces Are Pruned Back during Early Childhood. Cerebral Cortex, 21(1), 191–199. https://doi.org/10.1093/cercor/bhq078
Carlson, S. M., Shoda, Y., Ayduk, O., Aber, L., Schaefer, C., Sethi, A., Wilson, N., Peake, P. K., & Mischel, W. (2018). Cohort Effects in Children’s Delay of Gratification. Developmental Psychology, 54(8), 1395–1407. https://doi.org/10.1037/dev0000533
Casey, B. J., & Somerville, L. H. (2011). Behavioral and Neural Correlates of Delay of Gratification 40 Years Later. Proceedings of the National Academy of Sciences of the United States, 108(36). http://www.jstor.org/stable/27979415?seq=1#page_scan_tab_contents
Chein, J., & Albert, D. (2011). Peers Increase Adolescent Risk Taking by Enhancing Activity in the Brain’s Reward Circuitry. Developmental Science, 14(2), F1–F10. https://doi.org/10.1111/j.1467-7687.2010.01035.x
Cristia, A., Seidl, A., Singh, L., & Houston, D. (2016). Test-Retest Reliability in Infant Speech Perception Tasks. Infancy, 21(5), 648–667. https://doi.org/10.1111/infa.12127
Danielson, D. K., Bruderer, A. G., Kandhadai, P., Vatikiotis-Bateson, E., & Werker, J. F. (2017a). The Organization and Reorganization of Audiovisual Speech Perception in the First Year of Life. Cognitive Development, 42, 37–48. https://doi.org/10.1016/j.cogdev.2017.02.004
Danielson, D. K., Bruderer, A. G., Kandhadai, P., Vatikiotis-Bateson, E., & Werker, J. F. (2017b). The Organization and Reorganization of Audiovisual Speech Perception in the First Year of Life. Cognitive Development, 42, 37–48. https://doi.org/10.1016/j.cogdev.2017.02.004
de Boysson-Bardies, B., & Vihman, M. M. (1991). Adaptation to Language: Evidence from Babbling and First Words in Four Languages. Language, 67(2). https://doi.org/10.2307/415108
DeLoache, J. S. (2004). Becoming Symbol-Minded. Trends in Cognitive Sciences, 8(2), 66–70. https://doi.org/10.1016/j.tics.2003.12.004
Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
Dore, R. A., Smith, E. D., & Lillard, A. S. (2015). How Is Theory of Mind Useful? Perhaps to Enable Social Pretend Play. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01559
Goffin, C., & Ansari, D. (2019). How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy. Mind, Brain, and Education, 13(3), 143–156. https://doi.org/10.1111/mbe.12206
Haight, W. L., & Wang, X.-L. (1999). Universal, Developmental, and Variable Aspects of Young Children’s Play: A Cross-Cultural Comparison of Pretending at Home. Child Development, 70(6), 1477–1488. http://www.jstor.org/stable/1132319
Haith, M. M. (1998). Who Put the Cog in Infant Cognition? Is Rich Interpretation Too Costly? Infant Behavior and Development, 21(2), 167–179. https://doi.org/10.1016/S0163-6383(98)90001-7
Hare, T. A., & Tottenham, N. (2008). Biological Substrates of Emotional Reactivity and Regulation in Adolescence During an Emotional Go-Nogo Task. Biological Psychiatry, 63(10), 927–934. https://doi.org/10.1016/j.biopsych.2008.03.015
Hayne, H. (2004). Infant Memory Development: Implications for Childhood Amnesia. Developmental Review, 24(1), 33–73. https://doi.org/10.1016/j.dr.2003.09.007
Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006). Age-Related Change in Executive Function: Developmental Trends and a Latent Variable Analysis. Neuropsychologia, 44(11), 2017–2036. https://doi.org/10.1016/j.neuropsychologia.2006.01.010
Izard, V., Sann, C., Spelke, E. S., & Streri, A. (2009). Newborn Infants Perceive Abstract Numbers. Proceedings of the National Academy of Sciences, 106(25), 10382–10385. https://doi.org/10.1073/pnas.0812142106
Jack, F. (2009). Maternal Reminiscing Style During Early Childhood Predicts the Age of Adolescents’ Earliest Memories.(Report). Child Development, 80(2), 496–505. https://www.jstor.org/stable/29738629
Johnson, M. H., & Griffin, R. (2005). The Emergence of the Social Brain Network: Evidence From Typical and Atypical Development. Development and Psychopathology, 17(03). https://doi.org/10.1017/S0954579405050297
Jusczyk, P. W., Friederici, A. D., Wessels, J. M. I., Svenkerud, V. Y., & Jusczyk, A. M. (1993). Infants′ Sensitivity to the Sound Patterns of Native Language Words. Journal of Memory and Language, 32(3), 402–420. https://doi.org/10.1006/jmla.1993.1022
Karmiloff-Smith, A. (1990). Constraints on Representational Change: Evidence From Children’s Drawing. Cognition, 34(1), 57–83. https://doi.org/10.1016/0010-0277(90)90031-E
Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational Snacking: Young Children’s Decision-Making on the Marshmallow Task Is Moderated by Beliefs About Environmental Reliability. Cognition, 126(1), 109–114. https://doi.org/10.1016/j.cognition.2012.08.004
Kwon, H., Reiss, A. L., & Menon, V. (2002). Neural Basis of Protracted Developmental Changes in Visuo-Spatial Working Memory. Proceedings of the National Academy of Sciences of the United States, 99(20). http://www.jstor.org/stable/3073397?seq=1#page_scan_tab_contents
Lamm, B., Keller, H., Teiser, J., Gudi, H., Yovsi, R. D., Freitag, C., Poloczek, S., Fassbender, I., Suhrke, J., Teubert, M., Vöhringer, I., Knopf, M., Schwarzer, G., & Lohaus, A. (2018). Waiting for the Second Treat: Developing Culture-Specific Modes of Self-Regulation. Child Development, 89(3), e261–e277. https://doi.org/10.1111/cdev.12847
Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool Acuity of the Approximate Number System Correlates With School Math Ability. Developmental Science, 14(6), 1292–1300. https://doi.org/10.1111/j.1467-7687.2011.01080.x
Lillard, A. (2001). Pretend Play as Twin Earth: A Social-Cognitive Analysis. Developmental Review, 21(4), 495–531. https://doi.org/10.1006/drev.2001.0532
Lyons, I. M., Bugden, S., Zheng, S., De Jesus, S., & Ansari, D. (2018). Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners. Developmental Psychology, 54(3), 440–457. https://doi.org/10.1037/dev0000445
May, L., Byers-Heinlein, K., Gervain, J., & Werker, J. F. (2011). Language and the Newborn Brain: Does Prenatal Language Experience Shape the Neonate Neural Response to Speech? Frontiers in Psychology, 2. https://doi.org/10.3389/fpsyg.2011.00222
Melby-Lervåg, M., & Hulme, C. (2013). Is Working Memory Training Effective? a Meta-Analytic Review. Developmental Psychology, 49(2), 270–291. https://doi.org/10.1037/a0028228
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., Kross, E., Teslovich, T., Wilson, N. L., Zayas, V., & Shoda, Y. (2011). ‘Willpower’ Over the Life Span: Decomposing Self-Regulation. Social Cognitive and Affective Neuroscience, 6(2), 252–256. https://doi.org/10.1093/scan/nsq081
Moffitt, T. E., & Arseneault, L. (2011). A Gradient of Childhood Self-Control Predicts Health, Wealth, and Public Safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Morra, S. (2005). Cognitive Aspects of Change in Drawings: A Neo-Piagetian Theoretical Account. British Journal of Developmental Psychology, 23(3), 317–341. https://doi.org/10.1348/026151005X27182
Paus, T., Keshavan, M., & Giedd, J. N. (2010). Why Do Many Psychiatric Disorders Emerge During Adolescence? Nature Reviews Neuroscience. https://doi.org/10.1038/nrn2513
Petitto, L., & Marentette, P. (1991). Babbling in the Manual Mode: Evidence for the Ontogeny of Language. Science, 251(5000), 1493–1496. https://doi.org/10.1126/science.2006424
Rubin, K. H., Watson, K. S., & Jambor, T. W. (1978). Free-Play Behaviors in Preschool and Kindergarten Children. Child Development, 49(2). https://doi.org/10.2307/1128725
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical Learning by 8-Month-Old Infants. Science, 274(5294), 1926–1928. https://doi.org/10.1126/science.274.5294.1926
Saffran, J. R., & Kirkham, N. Z. (2018). Infant Statistical Learning. Annual Review of Psychology, 69(1), 181–203. https://doi.org/10.1146/annurev-psych-122216-011805
Sebastian, C., Viding, E., Williams, K. D., & Blakemore, S.-J. (2010). Social Brain Development and the Affective Consequences of Ostracism in Adolescence. Brain and Cognition, 72(1), 134–145. https://doi.org/10.1016/j.bandc.2009.06.008
Shaw, P., & Kabani, N. J. (2008). Neurodevelopmental Trajectories of the Human Cerebral Cortex. Journal of Neuroscience, 28(14), 3586–3594. https://doi.org/10.1523/JNEUROSCI.5309-07.2008
Shinskey, J. L. (2008). The Sound of Darkness: Why Do Auditory Cues Aid Infants’ Search for Objects Hidden by Darkness but Not by Visible Occluders? Developmental Psychology, 44(6), 1715–1725. http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2008-16008-015&site=ehost-live
Shinskey, J. L., & Jachens, L. J. (2014). Picturing Objects in Infancy. Child Development, 1813–1820. https://doi.org/10.1111/cdev.12243
Shinskey, J. L., & Munakata, Y. (2001). Detecting Transparent Barriers: Clear Evidence Against the Means-End Deficit Account of Search Failures. Infancy, 2(3), 395–404. https://doi.org/10.1207/S15327078IN0203_7
Shinskey, J. L., & Munakata, Y. (2010). Something Old, Something New: A Developmental Transition From Familiarity to Novelty Preferences With Hidden Objects. Developmental Science, 13(2). https://doi.org/10.1111/j.1467-7687.2009.00899.x
Shinskey, J., & Munakata, Y. (2003). Are Infants in the Dark About Hidden Objects? Developmental Science, 6(3), 273–282. http://onlinelibrary.wiley.com/doi/10.1111/1467-7687.00283/abstract
Siegler, R. S. (2016). Magnitude Knowledge: The Common Core of Numerical Development. Developmental Science, 19(3), 341–361. https://doi.org/10.1111/desc.12395
Silk, A. M. J., & Thomas, G. V. (1986). Development and Differentiation in Children’s Figure Drawings. British Journal of Psychology, 77(3), 399–410. https://doi.org/10.1111/j.2044-8295.1986.tb02206.x
Skeide, M. A., & Friederici, A. D. (2016). The Ontogeny of the Cortical Language Network. Nature Reviews Neuroscience, 17(5), 323–332. https://doi.org/10.1038/nrn.2016.23
Smith, P. (2017). Play and the Beginning of Peer Relations. In A. Slater & G. Bremner (Eds.), An Introduction to Developmental Psychology (3rd ed., pp. 477–506). John Wiley & Sons.
Spelke, E. S. (1998). Nativism, Empiricism, and the Origins of Knowledge. Infant Behavior and Development, 21(2), 181–200. https://doi.org/10.1016/S0163-6383(98)90002-9
Spensley, F., & Taylor, J. (n.d.). The Development of Cognitive Flexibility: Evidence From Children’s Drawings. Human Development, 42(6), 300–324. https://search-proquest-com.ezproxy01.rhul.ac.uk/docview/224018166?OpenUrlRefId=info:xri/sid:primo&accountid=11455
Spensley, F., & Taylor, J. (1999). The Development of Cognitive Flexibility: Evidence From Children’s Drawings. Human Development, 42(6), 300–324. https://doi.org/10.1159/000022639
Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The Role of Book Features in Young Children’s Transfer of Information from Picture Books to Real-World Contexts. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00050
Thompson, B. N., & Goldstein, T. R. (2019). Disentangling Pretend Play Measurement: Defining the Essential Elements and Developmental Progression of Pretense. Developmental Review, 52, 24–41. https://doi.org/10.1016/j.dr.2019.100867
Tustin, K., & Hayne, H. (2010). Defining the Boundary: Age-Related Changes in Childhood Amnesia. Developmental Psychology, 46(5), 1049–1061. https://doi.org/10.1037/a0020105
Vouloumanos, A., & Werker, J. F. (2007). Listening to Language at Birth: Evidence for a Bias for Speech in Neonates. Developmental Science, 10(2), 159–164. https://doi.org/10.1111/j.1467-7687.2007.00549.x
Wang, Q. (2003). Infantile Amnesia Reconsidered: A Cross-Cultural Analysis. Memory, 11(1), 65–80. https://doi.org/10.1080/741938173
Watts, TW. ., Duncan, G. J., & Quan, H. (2018). Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes. http://journals.sagepub.com/doi/abs/10.1177/0956797618761661
Werker, J. F., & Hensch, T. K. (2015). Critical Periods in Speech Perception: New Directions. Annual Review of Psychology, 66(1), 173–196. https://doi.org/10.1146/annurev-psych-010814-015104
Werker, J. F., & Tees, R. C. (1999). Influences on Infant Speech Processing: Toward a New Synthesis. Annual Review of Psychology, 50(1), 509–535. https://doi.org/10.1146/annurev.psych.50.1.509