Bibliography for PS2040: Developmental Psychology BETA

Adams, M.J. (1990) Beginning to Read: Thinking and Learning About Print. Cambridge, Mass: MIT Press.

Althaus, N. and Westermann, G. (2016) ‘Labels Constructively Shape Object Categories in 10-Month-Old Infants’, Journal of Experimental Child Psychology, 151, pp. 5–17. Available at: https://doi.org/10.1016/j.jecp.2015.11.013.

Antell, S.E. and Keating, D.P. (1983) ‘Perception of Numerical Invariance in Neonates’, Child Development, 54(3). Available at: https://doi.org/10.2307/1130057.

Aslin, R. and Fiser, J. (2005) ‘Methodological Challenges for Understanding Cognitive Development in Infants’, Trends in Cognitive Sciences, 9(3), pp. 92–98. Available at: https://doi.org/10.1016/j.tics.2005.01.003.

Banerjee, R., Watling, D. and Caputi, M. (2011) ‘Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations’, Child Development, 82(6), pp. 1887–1905. Available at: https://doi.org/10.1111/j.1467-8624.2011.01669.x.

Baron-Cohen, S. (1985) ‘Does the Autistic Child Have a "Theory of Mind”?’, Cognition, 21(1), pp. 37–46. Available at: https://doi.org/10.1016/0010-0277(85)90022-8.

Barth, H. et al. (2005) ‘Abstract Number and Arithmetic in Preschool Children’, Proceedings of the National Academy of Sciences, 102(39), pp. 14116–14121. Available at: https://doi.org/10.1073/pnas.0505512102.

Bergen, D. (2002) ‘The Role of Pretend Play in Children’s Cognitive Development.’, Early Childhood Research & Practice, 4(1). Available at: https://eric.ed.gov/?id=ED464763.

Bermejo, V., Morales, S. and deOsuna, J.G. (2004) ‘Supporting Children’s Development of Cardinality Understanding’, Learning and Instruction, 14(4), pp. 381–398. Available at: https://doi.org/10.1016/j.learninstruc.2004.06.010.

Berteletti, I. et al. (2010) ‘Numerical Estimation in Preschoolers’, Developmental Psychology, 46(2), pp. 545–551. Available at: https://doi.org/10.1037/a0017887.

Blakemore, S.-J. and Mills, K.L. (2014) ‘Is Adolescence a Sensitive Period for Sociocultural Processing?’, Annual Review of Psychology, 65(1), pp. 187–207. Available at: https://doi.org/10.1146/annurev-psych-010213-115202.

Broadbent, H.J., Farran, E.K. and Tolmie, A. (2014) ‘Egocentric and Allocentric Navigation Strategies in Williams Syndrome and Typical Development’, Developmental Science, 17(6), pp. 920–934. Available at: https://doi.org/10.1111/desc.12176.

Bruce, V. et al. (2000) ‘Testing Face Processing Skills in Children’, British Journal of Developmental Psychology, 18(3), pp. 319–333. Available at: https://doi.org/10.1348/026151000165715.

Bullens, J. et al. (2010) ‘Developmental Time Course of the Acquisition of Sequential Egocentric and Allocentric Navigation Strategies’, Journal of Experimental Child Psychology, 107(3), pp. 337–350. Available at: https://doi.org/10.1016/j.jecp.2010.05.010.

Bushnell, E.W. et al. (1995) ‘The Spatial Coding Strategies of One-Year-Old Infants in a Locomotor Search Task’, Child Development, 66(4). Available at: https://doi.org/10.2307/1131790.

Cain, K. (2000) ‘Investigating the Causes of Reading Comprehension Failure: The Comprehension-Age Match Designl’, Reading and Writing, 12(1/2), pp. 31–40. Available at: https://doi.org/10.1023/A:1008058319399.

Cain, K. (2010) Reading Development and Difficulties. Chichester, West Sussex, U.K.: BPS Blackwell/John Wiley.

Call, J., Agnetta, B. and Tomasello, M. (2000) ‘Cues That Chimpanzees Do and Do Not Use to Find Hidden Objects’, Animal Cognition, 3(1), pp. 23–34. Available at: https://doi.org/10.1007/s100710050047.

Call, J. and Tomasello, M. (1999) ‘A Nonverbal False Belief Task: The Performance of Children and Great Apes’, Child Development, 70(2), pp. 381–395. Available at: https://doi.org/10.1111/1467-8624.00028.

Call, J. and Tomasello, M. (2008) ‘Does the Chimpanzee Have a Theory of Mind? 30 Years Later’, Trends in Cognitive Sciences, 12(5), pp. 187–192. Available at: https://doi.org/10.1016/j.tics.2008.02.010.

Callaghan, T. (2005) ‘Synchrony in the Onset of Mental-State Reasoning: Evidence From Five Cultures’, Psychological Science, 16(5), pp. 378–384. Available at: https://doi.org/10.1111/j.0956-7976.2005.01544.x.

Cantlon, J.F. et al. (2006) ‘Functional Imaging of Numerical Processing in Adults and 4-y-Old Children’, PLoS Biology, 4(5). Available at: https://doi.org/10.1371/journal.pbio.0040125.

Carpenter, M. (2005) ‘Twelve- and 18-Month-Olds Copy Actions in Terms of Goals’, Developmental Science, 8(1), pp. F13–F20. Available at: https://doi.org/10.1111/j.1467-7687.2004.00385.x.

Castles, A., Rastle, K. and Nation, K. (2018) ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, 19(1), pp. 5–51. Available at: https://doi.org/10.1177/1529100618772271.

Chen, C. and Stevenson, H.W. (1995) ‘Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students’, Child Development, 66(4). Available at: https://doi.org/10.2307/1131808.

Choudhury, S. (2006) ‘Social Cognitive Development During Adolescence’, Social Cognitive and Affective Neuroscience, 1(3), pp. 165–174. Available at: https://doi.org/10.1093/scan/nsl024.

Clarke, P.J. (2010) ‘Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial’, Psychological Science, 21(8), pp. 1106–1116. Available at: https://doi.org/10.1177/0956797610375449.

Clay, D., Vignoles, V.L. and Dittmar, H. (2005) ‘Body Image and Self-Esteem Among Adolescent Girls: Testing the Influence of Sociocultural Factors’, Journal of Research on Adolescence, 15(4), pp. 451–477. Available at: https://doi.org/10.1111/j.1532-7795.2005.00107.x.

Cohen, L.B. and Marks, K.S. (2002) ‘How Infants Process Addition and Subtraction Events’, Developmental Science, 5(2), pp. 186–201. Available at: https://doi.org/10.1111/1467-7687.00220.

Denham, S. (2014) ‘Emotional and Social Development in Childhood’, in P.K. Smith and C.H. Hart (eds) The Wiley Blackwell Handbook of Childhood Social Development. 2nd Edition. Chichester: Wiley-Blackwell, pp. 413–433.

Diesendruck, G. and Bloom, P. (2003) ‘How Specific is the Shape Bias?’, Child Development, 74(1), pp. 168–178. Available at: https://doi.org/10.1111/1467-8624.00528.

Duff, F.J. and Clarke, P.J. (2011) ‘Practitioner Review: Reading Disorders: What Are the Effective Interventions and How Should They Be Implemented and Evaluated?’, Journal of Child Psychology and Psychiatry, 52(1), pp. 3–12. Available at: https://doi.org/10.1111/j.1469-7610.2010.02310.x.

Durkin, K. (1995) ‘Social Cognition I: Understanding the Social World’, in Developmental Social Psychology: From Infancy to Old Age. Cambridge, Mass: Blackwell, pp. 287–301.

Ensor, R. and Hughes, C. (2008) ‘Content or Connectedness? Mother–Child Talk and Early Social Understanding’, Child Development, 79(1), pp. 201–216. Available at: https://doi.org/10.1111/j.1467-8624.2007.01120.x.

Feigenson, L., Carey, S. and Hauser, M. (2002) ‘The Representations Underlying Infants’ Choice of More: Object Files Versus Analog Magnitudes’, Psychological Science, 13(2), pp. 150–156. Available at: https://doi.org/10.1111/1467-9280.00427.

Gao, X. and Maurer, D. (2010) ‘A Happy Story: Developmental Changes in Children’s Sensitivity to Facial Expressions of Varying Intensities’, Journal of Experimental Child Psychology, 107(2), pp. 67–86. Available at: https://doi.org/10.1016/j.jecp.2010.05.003.

Gardner, M. (2005) ‘Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study.’, Developmental Psychology, 41(4), pp. 625–635. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-08221-004&site=ehost-live.

Gelman, S.A. and Meyer, M. (2011) ‘Child Categorization’, Wiley Interdisciplinary Reviews: Cognitive Science, 2(1), pp. 95–105. Available at: https://doi.org/10.1002/wcs.96.

Goswami, U. and Bryant, P. (2007) ‘Children’s Cognitive Development and Learning’. Available at: https://www.cne.psychol.cam.ac.uk/pdfs/publication-pdfs/Primary_Review_2-1a_report_CogDevLearn_Goswami-Bryant_2007.pdf.

Hare, B. and Tomasello, M. (2004) ‘Chimpanzees Are More Skilful in Competitive Than in Cooperative Cognitive Tasks’, Animal Behaviour, 68(3), pp. 571–581. Available at: https://doi.org/10.1016/j.anbehav.2003.11.011.

Hepach, R. (2013) ‘A New Look at Children’s Prosocial Motivation’, Infancy, 18(1), pp. 67–90. Available at: https://doi.org/10.1111/j.1532-7078.2012.00130.x.

Herba, C. and Phillips, M. (2004) ‘Annotation: Development of Facial Expression Recognition From Childhood to Adolescence: Behavioural and Neurological Perspectives’, Journal of Child Psychology and Psychiatry, 45(7), pp. 1185–1198. Available at: https://doi.org/10.1111/j.1469-7610.2004.00316.x.

Herba, C.M. (2006) ‘The Development of Emotion-Processing in Children: Effects of Age, Emotion, and Intensity’, Journal of Child Psychology and Psychiatry, 47(11), pp. 1098–1106. Available at: https://doi.org/10.1111/j.1469-7610.2006.01652.x.

Hermer, L. and Spelke, E.S. (1994) ‘A Geometric Process for Spatial Reorientation in Young Children’, Nature, 370(6484), pp. 57–59. Available at: https://doi.org/10.1038/370057a0.

Hooper, C.J. (2004) ‘Adolescents’ Performance on the Iowa Gambling Task: Implications for the Development of Decision Making and Ventromedial Prefrontal Cortex.’, Developmental Psychology, 40(6), pp. 1148–1158. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2004-20098-018&site=ehost-live.

Hopper, L.M. et al. (2008) ‘Observational Learning in Chimpanzees and Children Studied Through “Ghost” Conditions’, Proceedings of the Royal Society B: Biological Sciences, 275(1636), pp. 835–840. Available at: https://doi.org/10.1098/rspb.2007.1542.

Hulme, C. and Snowling, M.J. (2009a) ‘Reading Disorders I: Developmental Dyslexia’, in Developmental Disorders of Language Learning and Cognition. Oxford: Wiley-Blackwell, pp. 37–89.

Hulme, C. and Snowling, M.J. (2009b) ‘Reading Disorders II: Reading Comprehension Impairment’, in Developmental Disorders of Language Learning and Cognition. Oxford: Wiley-Blackwell.

Hyde, D.C. et al. (2010) ‘Near-Infrared Spectroscopy Shows Right Parietal Specialization for Number in Pre-Verbal Infants’, NeuroImage, 53(2), pp. 647–652. Available at: https://doi.org/10.1016/j.neuroimage.2010.06.030.

Hyde, J.S. (2014) ‘Gender Similarities and Differences’, Annual Review of Psychology, 65(1), pp. 373–398. Available at: https://doi.org/10.1146/annurev-psych-010213-115057.

Ingalhalikar, M. (2014) ‘Sex Differences in the Structural Connectome of the Human Brain’, Proceedings of the National Academy of Sciences, 111(2), pp. 823–828. Available at: https://doi.org/10.1073/pnas.1316909110.

Joel, D. (2015) ‘Sex Beyond the Genitalia: The Human Brain Mosaic’, Proceedings of the National Academy of Sciences, 112(50), pp. 15468–15473. Available at: https://doi.org/10.1073/pnas.1509654112.

Joel, D. and Tarrasch, R. (2014) ‘On the Mis-Presentation and Misinterpretation of Gender-Related Data: The Case of Ingalhalikar’s Human Connectome Study’, Proceedings of the National Academy of Sciences, 111(6), pp. E637–E637. Available at: https://doi.org/10.1073/pnas.1323319111.

Keller, H. (2005) ‘Parenting Styles and the Development of the Categorical Self: A Longitudinal Study on Mirror Self-Recognition in Cameroonian Nso and German Families’, International Journal of Behavioral Development, 29(6), pp. 496–504. Available at: https://doi.org/10.1177/01650250500147485.

Kersken, V. et al. (2018) ‘A Gestural Repertoire of 1- to 2-Year-Old Human Children: In Search of the Ape Gestures’, Animal Cognition, 22, pp. 577–595. Available at: https://doi.org/10.1007/s10071-018-1213-z.

Kirby, J.R. and Savage, R.S. (2008) ‘Can the Simple View Deal With the Complexities of Reading?’, Literacy, 42(2), pp. 75–82. Available at: https://doi.org/10.1111/j.1741-4369.2008.00487.x.

Kroger, J., Martinussen, M. and Marcia, J.E. (2010) ‘Identity Status Change During Adolescence and Young Adulthood: A Meta-Analysis’, Journal of Adolescence, 33(5), pp. 683–698. Available at: https://doi.org/10.1016/j.adolescence.2009.11.002.

Krupenye, C. et al. (2016) ‘Great Apes Anticipate That Other Individuals Will Act According to False Beliefs’, Science, 354(6308), pp. 110–114. Available at: https://doi.org/10.1126/science.aaf8110.

Learmonth, A.E., Nadel, L. and Newcombe, N.S. (2002) ‘Children’s Use of Landmarks: Implications for Modularity Theory’, Psychological Science, 13(4), pp. 337–341. Available at: https://doi.org/10.1111/j.0956-7976.2002.00461.x.

Learmonth, A.E., Newcombe, N.S. and Huttenlocher, J. (2001) ‘Toddlers’ Use of Metric Information and Landmarks to Reorient’, Journal of Experimental Child Psychology, 80(3), pp. 225–244. Available at: https://doi.org/10.1006/jecp.2001.2635.

Leman, P. (2012) ‘Emotional Development and Attachment’, in Developmental Psychology. Maidenhead: McGraw-Hill, pp. 157–195.

Liddard, A., Pinkham, A.M. and Smith, E. (2011) ‘Pretend Play and Cognitive Development’, in The Wiley-Blackwell Handbook of Childhood Cognitive Development. 2nd ed. Malden, MA: Wiley-Blackwell.

Lillard, A., Pinkham, A.M. and Smith, E. (2011) ‘Pretend Play and Cognitive Development’, in The Wiley-Blackwell Handbook of Childhood Cognitive Development. Available at: http://faculty.virginia.edu/ASLillard/PDFs/Lillard%20(2010).pdf.

Liszkowski, U. (2004) ‘Twelve-Month-Olds Point to Share Attention and Interest’, Developmental Science, 7(3), pp. 297–307. Available at: https://doi.org/10.1111/j.1467-7687.2004.00349.x.

Luna, B. (2004) ‘Maturation of Cognitive Processes From Late Childhood to Adulthood’, Child Development, 75(5), pp. 1357–1372. Available at: https://doi.org/10.1111/j.1467-8624.2004.00745.x.

Ma, L. and Lillard, A.S. (2013) ‘What Makes an Act a Pretense One? Young Children’s Pretend-Real Judgments and Explanations’, Child Development Research, 2013, pp. 1–9. Available at: https://doi.org/10.1155/2013/467872.

Maccoby, E.E. (2000) ‘Perspectives on Gender Development’, International Journal of Behavioral Development, 24(4), pp. 398–406. Available at: https://doi.org/10.1080/016502500750037946.

Mann, M. (2004) ‘Self-Esteem in a Broad-Spectrum Approach for Mental Health Promotion’, Health Education Research, 19(4), pp. 357–372. Available at: https://doi.org/10.1093/her/cyg041.

Marsh, A.A. and Ambady, N. (2007) ‘The Influence of the Fear Facial Expression on Prosocial Responding’, Cognition & Emotion, 21(2), pp. 225–247. Available at: https://doi.org/10.1080/02699930600652234.

Marshall, C. (2001) ‘Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia.’, Journal of Speech, Language & Hearing Research, 44(4), pp. 925–940. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=cms&AN=5813581&site=ehost-live.

Martin, C.L. and Ruble, D. (2004) ‘Children’s Search for Gender Cues’, Current Directions in Psychological Science, 13(2), pp. 67–70. Available at: https://doi.org/10.1111/j.0963-7214.2004.00276.x.

‘Mathematical cognition’ (no date).

McHale, S.M. (2003) ‘The Family Contexts of Gender Development in Childhood and Adolescence’, Social Development, 12(1), pp. 125–148. Available at: https://doi.org/10.1111/1467-9507.00225.

Mejía-Arauz, R., Rogoff, B. and Paradise, R. (2005) ‘Cultural Variation in Children’s Observation During a Demonstration’, International Journal of Behavioral Development, 29(4), pp. 282–291. Available at: https://doi.org/10.1177/01650250544000062.

Meltzoff, A.N. (2007) ‘“Like Me”: A Foundation for Social Cognition’, Developmental Science, 10(1), pp. 126–134. Available at: https://doi.org/10.1111/j.1467-7687.2007.00574.x.

Mendle, J. (2007) ‘Detrimental Psychological Outcomes Associated With Early Pubertal Timing in Adolescent Girls’, Developmental Review, 27(2), pp. 151–171. Available at: https://doi.org/10.1016/j.dr.2006.11.001.

Miller, K.F. and Stigler, J.W. (1987) ‘Counting in Chinese: Cultural Variation in a Basic Cognitive Skill’, Cognitive Development, 2(3), pp. 279–305. Available at: https://doi.org/10.1016/S0885-2014(87)90091-8.

Mitchell, P. (2011) ‘Acquiring a Theory of Mind’, in An Introduction to Developmental Psychology. 2nd Edition. Chichester: BPS Blackwell, pp. 357–384.

Moll, H. and Tomasello, M. (2004) ‘12- and 18-Month-Old Infants Follow Gaze to Spaces Behind Barriers’, Developmental Science, 7(1), pp. 1–9. Available at: https://doi.org/10.1111/j.1467-7687.2004.00315.x.

Moore, C. (2007) ‘The Development of Body Self-Awareness’, Infancy, 11(2), pp. 157–174. Available at: https://doi.org/10.1111/j.1532-7078.2007.tb00220.x.

Muter, V. et al. (2004) ‘Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.’, Developmental Psychology, 40(5), pp. 665–681. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2004-17950-002&site=ehost-live.

Muzzatti, B. (2007) ‘Gender and Mathematics: Attitudes and Stereotype Threat Susceptibility in Italian Children.’, Developmental Psychology, 43(3), pp. 747–759. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2007-06280-017&site=ehost-live.

Nardini, M. et al. (2006) ‘Differential Developmental Trajectories for Egocentric, Environmental and Intrinsic Frames of Reference in Spatial Memory’, Cognition, 101(1), pp. 153–172. Available at: https://doi.org/10.1016/j.cognition.2005.09.005.

Nation, K. (1999) ‘Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments’, Journal of Experimental Child Psychology, 73(2), pp. 139–158. Available at: https://doi.org/10.1006/jecp.1999.2498.

Nation, K. (2010) ‘A Longitudinal Investigation of Early Reading and Language Skills in Children With Poor Reading Comprehension’, Journal of Child Psychology and Psychiatry, 51(9), pp. 1031–1039. Available at: https://doi.org/10.1111/j.1469-7610.2010.02254.x.

Nation, K. and Hulme, C. (2011) ‘Learning to Read Changes Children’s Phonological Skills: Evidence From a Latent Variable Longitudinal Study of Reading and Nonword Repetition’, Developmental Science, 14(4), pp. 649–659. Available at: https://doi.org/10.1111/j.1467-7687.2010.01008.x.

Newcombe, N.S. (2002) ‘The Nativist-Empiricist Controversy in the Context of Recent Research on Spatial and Quantitative Development’, Psychological Science, 13(5), pp. 395–401. Available at: https://doi.org/10.1111/1467-9280.00471.

Newcombe, N.S., Levine, S.C. and Mix, K.S. (2015) ‘Thinking About Quantity: The Intertwined Development of Spatial and Numerical Cognition’, Wiley Interdisciplinary Reviews: Cognitive Science, 6(6), pp. 491–505. Available at: https://doi.org/10.1002/wcs.1369.

Oostenbroek, J. (2016) ‘Comprehensive Longitudinal Study Challenges the Existence of Neonatal Imitation in Humans’, Current Biology, 26(10), pp. 1334–1338. Available at: https://doi.org/10.1016/j.cub.2016.03.047.

Peterson, C.C., Wellman, H.M. and Liu, D. (2005) ‘Steps in Theory-of-Mind Development for Children With Deafness or Autism’, Child Development, 76(2), pp. 502–517. Available at: https://doi.org/10.1111/j.1467-8624.2005.00859.x.

Phinney, J.S. (1990) ‘Ethnic Identity in Adolescents and Adults: Review of Research’, Psychological Bulletin, 108(3), pp. 499–514. Available at: https://doi.org/10.1037/0033-2909.108.3.499.

Plotnik, J.M., de Waal, F.B.M. and Reiss, D. (2006) ‘Self-Recognition in an Asian Elephant’, Proceedings of the National Academy of Sciences, 103(45), pp. 17053–17057. Available at: https://doi.org/10.1073/pnas.0608062103.

Powell, D. (2006) ‘Does the PMSP Connectionist Model of Single Word Reading Learn to Read in the Same Way as a Child?’, Journal of Research in Reading, 29(2), pp. 229–250. Available at: https://doi.org/10.1111/j.1467-9817.2006.00300.x.

Prior, H., Schwarz, A. and Güntürkün, O. (2008) ‘Mirror-Induced Behavior in the Magpie (Pica pica): Evidence of Self-Recognition’, PLoS Biology, 6(8). Available at: https://doi.org/10.1371/journal.pbio.0060202.

Pruden, S.M., Levine, S.C. and Huttenlocher, J. (2011) ‘Children’s Spatial Thinking: Does Talk About the Spatial World Matter?’, Developmental Science, 14(6), pp. 1417–1430. Available at: https://doi.org/10.1111/j.1467-7687.2011.01088.x.

Quinn, P.C. and Eimas, P.D. (1996) ‘Perceptual Cues That Permit Categorical Differentiation of Animal Species by Infants’, Journal of Experimental Child Psychology, 63(1), pp. 189–211. Available at: https://doi.org/10.1006/jecp.1996.0047.

Range, F., Viranyi, Z. and Huber, L. (2007) ‘Selective Imitation in Domestic Dogs’, Current Biology, 17(10), pp. 868–872. Available at: https://doi.org/10.1016/j.cub.2007.04.026.

Ricketts, J. (2011) ‘Research Review: Reading Comprehension in Developmental Disorders of Language and Communication’, Journal of Child Psychology and Psychiatry, 52(11), pp. 1111–1123. Available at: https://doi.org/10.1111/j.1469-7610.2011.02438.x.

Robins, R.W. and Trzesniewski, K.H. (2005) ‘Self-Esteem Development Across the Lifespan’, Current Directions in Psychological Science, 14(3), pp. 158–162. Available at: https://doi.org/10.1111/j.0963-7214.2005.00353.x.

Ross, J. et al. (2017) ‘Cultural Differences in Self-Recognition: The Early Development of Autonomous and Related Selves?’, Developmental Science, 20(3). Available at: https://doi.org/10.1111/desc.12387.

Rothbart, M.K. (2000) ‘Temperament and Personality: Origins and Outcomes’, Journal of Personality and Social Psychology, 78(1), pp. 122–135. Available at: https://doi.org/10.1037/0022-3514.78.1.122.

Ruble, D.N. (1981) ‘Gender Constancy and the Effects of Sex-Typed Televised Toy Commercials’, Child Development, 52(2), pp. 667–673. Available at: https://doi.org/10.2307/1129188.

Ruffman, T. (1998) ‘Older (But Not Younger) Siblings Facilitate False Belief Understanding.’, Developmental Psychology, 34(1), pp. 161–174. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1997-42746-013&site=ehost-live.

Shutts, K. (2009) ‘Social Categories Guide Young Children’s Preferences for Novel Objects’, Developmental Science, 13(4), pp. 599–610. Available at: https://doi.org/10.1111/j.1467-7687.2009.00913.x.

Sluzenski, J., Newcombe, N.S. and Satlow, E. (2004) ‘Knowing Where Things Are in the Second Year of Life: Implications for Hippocampal Development’, Journal of Cognitive Neuroscience, 16(8), pp. 1443–1451. Available at: https://doi.org/10.1162/0898929042304804.

Somerville, L.H. (2013) ‘The Teenage Brain: Sensitivity to Social Evaluation’, Current Directions in Psychological Science, 22(2), pp. 121–127. Available at: https://doi.org/10.1177/0963721413476512.

‘Spatial cognition’ (no date).

Steinberg, L. (2005) ‘Cognitive and Affective Development in Adolescence’, Trends in Cognitive Sciences, 9(2), pp. 69–74. Available at: https://doi.org/10.1016/j.tics.2004.12.005.

Steinberg, L. (2008) ‘A Social Neuroscience Perspective on Adolescent Risk-Taking’, Developmental Review, 28(1), pp. 78–106. Available at: https://doi.org/10.1016/j.dr.2007.08.002.

Stuart, M. (2008) ‘Literacy as a Complex Activity: Deconstructing the Simple View of Reading’, Literacy, 42(2), pp. 59–66. Available at: https://doi.org/10.1111/j.1741-4369.2008.00490.x.

Thoermer, C. et al. (2012) ‘Continuity From an Implicit to an Explicit Understanding of False Belief From Infancy to Preschool Age’, British Journal of Developmental Psychology, 30(1), pp. 172–187. Available at: https://doi.org/10.1111/j.2044-835X.2011.02067.x.

Tomasello, M. (2007) ‘A New Look at Infant Pointing’, Child Development, 78(3), pp. 705–722. Available at: https://doi.org/10.1111/j.1467-8624.2007.01025.x.

Tomasello, M. and Carpenter, M. (2007a) ‘Shared Intentionality’, Developmental Science, 10(1), pp. 121–125. Available at: https://doi.org/10.1111/j.1467-7687.2007.00573.x.

Tomasello, M. and Carpenter, M. (2007b) ‘Shared Intentionality’, Developmental Science, 10(1), pp. 121–125. Available at: https://doi.org/10.1111/j.1467-7687.2007.00573.x.

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