1.
Ahmed, S.P., Bittencourt-Hewitt, A., Sebastian, C.L.: Neurocognitive Bases of Emotion Regulation Development in Adolescence. Developmental Cognitive Neuroscience. 15, 11–25 (2015). https://doi.org/10.1016/j.dcn.2015.07.006.
2.
Blakemore, S.-J., Robbins, T.W.: Decision-Making in the Adolescent Brain. Nature Neuroscience. 15, 1184–1191 (2012). https://doi.org/10.1038/nn.3177.
3.
Blakemore, S.-J., Mills, K.L.: Is Adolescence a Sensitive Period for Sociocultural Processing? Annual Review of Psychology. 65, 187–207 (2014). https://doi.org/10.1146/annurev-psych-010213-115202.
4.
Johnson, M.H., Griffin, R.: The Emergence of the Social Brain Network: Evidence From Typical and Atypical Development. Development and Psychopathology. 17, (2005). https://doi.org/10.1017/S0954579405050297.
5.
Paus, T., Keshavan, M., Giedd, J.N.: Why Do Many Psychiatric Disorders Emerge During Adolescence? Nature Reviews Neuroscience. (2010). https://doi.org/10.1038/nrn2513.
6.
Cantlon, J.F., Pinel, P., Dehaene, S., Pelphrey, K.A.: Cortical Representations of Symbols, Objects, and Faces Are Pruned Back during Early Childhood. Cerebral Cortex. 21, 191–199 (2011). https://doi.org/10.1093/cercor/bhq078.
7.
Chein, J., Albert, D.: Peers Increase Adolescent Risk Taking by Enhancing Activity in the Brain’s Reward Circuitry. Developmental Science. 14, F1–F10 (2011). https://doi.org/10.1111/j.1467-7687.2010.01035.x.
8.
Hare, T.A., Tottenham, N.: Biological Substrates of Emotional Reactivity and Regulation in Adolescence During an Emotional Go-Nogo Task. Biological Psychiatry. 63, 927–934 (2008). https://doi.org/10.1016/j.biopsych.2008.03.015.
9.
Sebastian, C., Viding, E., Williams, K.D., Blakemore, S.-J.: Social Brain Development and the Affective Consequences of Ostracism in Adolescence. Brain and Cognition. 72, 134–145 (2010). https://doi.org/10.1016/j.bandc.2009.06.008.
10.
Shaw, P., Kabani, N.J.: Neurodevelopmental Trajectories of the Human Cerebral Cortex. Journal of Neuroscience. 28, 3586–3594 (2008). https://doi.org/10.1523/JNEUROSCI.5309-07.2008.
11.
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.: ‘Willpower’ Over the Life Span: Decomposing Self-Regulation. Social Cognitive and Affective Neuroscience. 6, 252–256 (2011). https://doi.org/10.1093/scan/nsq081.
12.
Anderson, P.: Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology. 8, 71–82 (2002). https://doi.org/10.1076/chin.8.2.71.8724.
13.
Anderson, P.J., Reidy, N.: Assessing Executive Function in Preschoolers. Neuropsychology Review. 22, 345–360 (2012). https://doi.org/10.1007/s11065-012-9220-3.
14.
Bunge, S.A., Wright, S.B.: Neurodevelopmental Changes in Working Memory and Cognitive Control. Current Opinion in Neurobiology. 17, 243–250 (2007). https://doi.org/10.1016/j.conb.2007.02.005.
15.
Diamond, A., Lee, K.: Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science. 333, 959–964 (2011). https://doi.org/10.1126/science.1204529.
16.
Melby-Lervåg, M., Hulme, C.: Is Working Memory Training Effective? a Meta-Analytic Review. Developmental Psychology. 49, 270–291 (2013). https://doi.org/10.1037/a0028228.
17.
Watts, TW.., Duncan, G.J., Quan, H.: Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes. (2018).
18.
Kidd, C., Palmeri, H., Aslin, R.N.: Rational Snacking: Young Children’s Decision-Making on the Marshmallow Task Is Moderated by Beliefs About Environmental Reliability. Cognition. 126, 109–114 (2013). https://doi.org/10.1016/j.cognition.2012.08.004.
19.
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.: Waiting for the Second Treat: Developing Culture-Specific Modes of Self-Regulation. Child Development. 89, e261–e277 (2018). https://doi.org/10.1111/cdev.12847.
20.
Carlson, S.M., Shoda, Y., Ayduk, O., Aber, L., Schaefer, C., Sethi, A., Wilson, N., Peake, P.K., Mischel, W.: Cohort Effects in Children’s Delay of Gratification. Developmental Psychology. 54, 1395–1407 (2018). https://doi.org/10.1037/dev0000533.
21.
Casey, B.J., Somerville, L.H.: Behavioral and Neural Correlates of Delay of Gratification 40 Years Later. Proceedings of the National Academy of Sciences of the United States. 108, (2011).
22.
Anderson, V.A., Anderson, P.: Development of Executive Functions Through Late Childhood and Adolescence in an Australian Sample. Developmental Neuropsychology. 20, 385–406 (2001). https://doi.org/10.1207/S15326942DN2001_5.
23.
Kwon, H., Reiss, A.L., Menon, V.: Neural Basis of Protracted Developmental Changes in Visuo-Spatial Working Memory. Proceedings of the National Academy of Sciences of the United States. 99, (2002).
24.
Huizinga, M., Dolan, C.V., van der Molen, M.W.: Age-Related Change in Executive Function: Developmental Trends and a Latent Variable Analysis. Neuropsychologia. 44, 2017–2036 (2006). https://doi.org/10.1016/j.neuropsychologia.2006.01.010.
25.
Moffitt, T.E., Arseneault, L.: A Gradient of Childhood Self-Control Predicts Health, Wealth, and Public Safety. Proceedings of the National Academy of Sciences. 108, 2693–2698 (2011). https://doi.org/10.1073/pnas.1010076108.
26.
Haith, M.M.: Who Put the Cog in Infant Cognition? Is Rich Interpretation Too Costly? Infant Behavior and Development. 21, 167–179 (1998). https://doi.org/10.1016/S0163-6383(98)90001-7.
27.
Shinskey, J.L., Munakata, Y.: Something Old, Something New: A Developmental Transition From Familiarity to Novelty Preferences With Hidden Objects. Developmental Science. 13, (2010). https://doi.org/10.1111/j.1467-7687.2009.00899.x.
28.
Shinskey, J.L.: The Sound of Darkness: Why Do Auditory Cues Aid Infants’ Search for Objects Hidden by Darkness but Not by Visible Occluders? Developmental Psychology. 44, 1715–1725 (2008).
29.
Shinskey, J., Munakata, Y.: Are Infants in the Dark About Hidden Objects? Developmental Science. 6, 273–282 (2003).
30.
Shinskey, J.L., Munakata, Y.: Detecting Transparent Barriers: Clear Evidence Against the Means-End Deficit Account of Search Failures. Infancy. 2, 395–404 (2001). https://doi.org/10.1207/S15327078IN0203_7.
31.
Spelke, E.S.: Nativism, Empiricism, and the Origins of Knowledge. Infant Behavior and Development. 21, 181–200 (1998). https://doi.org/10.1016/S0163-6383(98)90002-9.
32.
Banerjee, R., Yuill, N.: Children’s Understanding of Self-Presentational Display Rules: Associations With Mental-State Understanding. British Journal of Developmental Psychology. 17, 111–124 (1999). https://doi.org/10.1348/026151099165186.
33.
Kelsey, C., Grossmann, T., Vaish, A.: Early Reputation Management: Three-Year-Old Children Are More Generous Following Exposure to Eyes. Frontiers in Psychology. 9, (2018). https://doi.org/10.3389/fpsyg.2018.00698.
34.
Engelmann, J.M., Rapp, D.J.: The Influence of Reputational Concerns on Children’s Prosociality. Current Opinion in Psychology. 20, 92–95 (2018). https://doi.org/10.1016/j.copsyc.2017.08.024.
35.
Engelmann, J.M., Herrmann, E., Tomasello, M.: Five-Year Olds, but Not Chimpanzees, Attempt to Manage Their Reputations. PLoS ONE. 7, (2012). https://doi.org/10.1371/journal.pone.0048433.
36.
Fu, G., Lee, K.: Social Grooming in the Kindergarten: The Emergence of Flattery Behavior. Developmental Science. 10, 255–265 (2007). https://doi.org/10.1111/j.1467-7687.2007.00583.x.
37.
Leimgruber, K.L., Shaw, A., Santos, L.R., Olson, K.R.: Young Children Are More Generous when Others Are Aware of Their Actions. PLoS ONE. 7, (2012). https://doi.org/10.1371/journal.pone.0048292.
38.
Albert, D., Chein, J., Steinberg, L.: The Teenage Brain. Current Directions in Psychological Science. 22, 114–120 (2013). https://doi.org/10.1177/0963721412471347.
39.
Tennie, C., Frith, U., Frith, C.D.: Reputation Management in the Age of the World-Wide Web. Trends in Cognitive Sciences. 14, 482–488 (2010). https://doi.org/10.1016/j.tics.2010.07.003.
40.
Fu, G., Heyman, G.D., Qian, M., Guo, T., Lee, K.: Young Children With a Positive Reputation to Maintain Are Less Likely to Cheat. Developmental Science. 19, 275–283 (2016). https://doi.org/10.1111/desc.12304.
41.
Cage, E., Bird, G., Pellicano, E.: Reputation Management in Children on the Autism Spectrum. Journal of Autism and Developmental Disorders. 46, 3798–3811 (2016). https://doi.org/10.1007/s10803-016-2923-1.
42.
Rochat, P., Broesch, T., Jayne, K.: Social Awareness and Early Self-Recognition. Consciousness and Cognition. 21, 1491–1497 (2012). https://doi.org/10.1016/j.concog.2012.04.007.
43.
DeLoache, J.S.: Becoming Symbol-Minded. Trends in Cognitive Sciences. 8, 66–70 (2004). https://doi.org/10.1016/j.tics.2003.12.004.
44.
Shinskey, J.L., Jachens, L.J.: Picturing Objects in Infancy. Child Development. 1813–1820 (2014). https://doi.org/10.1111/cdev.12243.
45.
Strouse, G.A., Nyhout, A., Ganea, P.A.: The Role of Book Features in Young Children’s Transfer of Information from Picture Books to Real-World Contexts. Frontiers in Psychology. 9, (2018). https://doi.org/10.3389/fpsyg.2018.00050.
46.
Adi-Japha, E., Levin, I., Solomon, S.: Emergence of Representation in Drawing: The Relation Between Kinematic and Referential Aspects. Cognitive Development. 13, 25–51 (1998). https://doi.org/10.1016/S0885-2014(98)90019-3.
47.
Berti, A.E., Freeman, N.H.: Representational Change in Resources for Pictorial Innovation: A Three-Component Analysis. Cognitive Development. 12, 501–522 (1997). https://doi.org/10.1016/S0885-2014(97)90020-4.
48.
Karmiloff-Smith, A.: Constraints on Representational Change: Evidence From Children’s Drawing. Cognition. 34, 57–83 (1990). https://doi.org/10.1016/0010-0277(90)90031-E.
49.
Morra, S.: Cognitive Aspects of Change in Drawings: A Neo-Piagetian Theoretical Account. British Journal of Developmental Psychology. 23, 317–341 (2005). https://doi.org/10.1348/026151005X27182.
50.
Silk, A.M.J., Thomas, G.V.: Development and Differentiation in Children’s Figure Drawings. British Journal of Psychology. 77, 399–410 (1986). https://doi.org/10.1111/j.2044-8295.1986.tb02206.x.
51.
Spensley, F., Taylor, J.: The Development of Cognitive Flexibility: Evidence From Children’s Drawings. Human Development. 42, 300–324 (1999). https://doi.org/10.1159/000022639.
52.
Dunfield, K.A.: A Construct Divided: Prosocial Behavior as Helping, Sharing, and Comforting Subtypes. Frontiers in Psychology. 5, (2014). https://doi.org/10.3389/fpsyg.2014.00958.
53.
Hamlin, J.K., Wynn, K., Bloom, P.: Social Evaluation by Preverbal Infants. Nature. 450, 557–559 (2007). https://doi.org/10.1038/nature06288.
54.
Martin, A., Olson, K.R.: Beyond Good and Evil: What Motivations Underlie Children’s Prosocial Behavior? Perspectives on Psychological Science. 10, 159–175 (2015). https://doi.org/10.1177/1745691615568998.
55.
Vaish, A., Carpenter, M., Tomasello, M.: Sympathy Through Affective Perspective Taking and Its Relation to Prosocial Behavior in Toddlers. Developmental Psychology. 45, 534–543 (2009). https://doi.org/10.1037/a0014322.
56.
Warneken, F., Tomasello, M.: Helping and Cooperation at 14 Months of Age. Infancy. 11, 271–294 (2007). https://doi.org/10.1111/j.1532-7078.2007.tb00227.x.
57.
van den Bos, W., Westenberg, M., van Dijk, E., Crone, E.A.: Development of Trust and Reciprocity in Adolescence. Cognitive Development. 25, 90–102 (2010). https://doi.org/10.1016/j.cogdev.2009.07.004.
58.
Blake, P.R., McAuliffe, K.: "I Had So Much It Didn’t Seem Fair”: Eight-Year-Olds Reject Two Forms of Inequity. Cognition. 120, 215–224 (2011). https://doi.org/10.1016/j.cognition.2011.04.006.
59.
Margoni, F.: Infants’ Evaluation of Prosocial and Antisocial Agents: A Meta-Analysis. Developmental Psychology. 54, 1445–1455 (2018).
60.
Schmidt, M.F.H., Sommerville, J.A.: Fairness Expectations and Altruistic Sharing in 15-Month-Old Human Infants. PLoS ONE. 6, (2011). https://doi.org/10.1371/journal.pone.0023223.
61.
Vaish, A., Carpenter, M., Tomasello, M.: Young Children Selectively Avoid Helping People With Harmful Intentions. Child Development. 81, 1661–1669 (2010). https://doi.org/10.1111/j.1467-8624.2010.01500.x.
62.
Bauer, P.J.: A Complementary Processes Account of the Development of Childhood Amnesia and a Personal Past. Psychological Review. 122, 204–231 (2015). https://doi.org/10.1037/a0038939.
63.
Hayne, H.: Infant Memory Development: Implications for Childhood Amnesia. Developmental Review. 24, 33–73 (2004). https://doi.org/10.1016/j.dr.2003.09.007.
64.
Jack, F.: Maternal Reminiscing Style During Early Childhood Predicts the Age of Adolescents’ Earliest Memories.(Report). Child Development. 80, 496–505 (2009).
65.
Nelson, K., Fivush, R.: The Emergence of Autobiographical Memory: A Social Cultural Developmental Theory. Psychological Review. 111, 486–511 (2004). https://doi.org/10.1037/0033-295X.111.2.486.
66.
Tustin, K., Hayne, H.: Defining the Boundary: Age-Related Changes in Childhood Amnesia. Developmental Psychology. 46, 1049–1061 (2010). https://doi.org/10.1037/a0020105.
67.
Wang, Q.: Infantile Amnesia Reconsidered: A Cross-Cultural Analysis. Memory. 11, 65–80 (2003). https://doi.org/10.1080/741938173.
68.
Smith, P.: Play and Peer Relations. In: An Introduction to Developmental Psychology. pp. 453–485. BPS Blackwell, Chichester (2011).
69.
Bourchier, A., Davis, A.: Children’s Understanding of the Pretence-Reality Distinction: A Review of Current Theory and Evidence. Developmental Science. 5, 397–413 (2002). https://doi.org/10.1111/1467-7687.00236_1.
70.
Dore, R.A., Smith, E.D., Lillard, A.S.: How Is Theory of Mind Useful? Perhaps to Enable Social Pretend Play. Frontiers in Psychology. 6, (2015). https://doi.org/10.3389/fpsyg.2015.01559.
71.
Haight, W.L., Wang, X.-L.: Universal, Developmental, and Variable Aspects of Young Children’s Play: A Cross-Cultural Comparison of Pretending at Home. Child Development. 70, 1477–88 (1999).
72.
Lillard, A.: Pretend Play as Twin Earth: A Social-Cognitive Analysis. Developmental Review. 21, 495–531 (2001). https://doi.org/10.1006/drev.2001.0532.
73.
Rubin, K.H., Watson, K.S., Jambor, T.W.: Free-Play Behaviors in Preschool and Kindergarten Children. Child Development. 49, (1978). https://doi.org/10.2307/1128725.
