Adams, Marilyn Jager, Beginning to Read: Thinking and Learning About Print (Cambridge, Mass: MIT Press, 1990)
Althaus, Nadja, and Gert Westermann, ‘Labels Constructively Shape Object Categories in 10-Month-Old Infants’, Journal of Experimental Child Psychology, 151 (2016), 5–17 <https://doi.org/10.1016/j.jecp.2015.11.013>
Antell, Sue Ellen, and Daniel P. Keating, ‘Perception of Numerical Invariance in Neonates’, Child Development, 54.3 (1983) <https://doi.org/10.2307/1130057>
Aslin, R, and J Fiser, ‘Methodological Challenges for Understanding Cognitive Development in Infants’, Trends in Cognitive Sciences, 9.3 (2005), 92–98 <https://doi.org/10.1016/j.tics.2005.01.003>
Banerjee, Robin, Dawn Watling, and Marcella Caputi, ‘Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations’, Child Development, 82.6 (2011), 1887–1905 <https://doi.org/10.1111/j.1467-8624.2011.01669.x>
Baron-Cohen, Simon, ‘Does the Autistic Child Have a "Theory of Mind”?’, Cognition, 21.1 (1985), 37–46 <https://doi.org/10.1016/0010-0277(85)90022-8>
Barth, H., K. La Mont, J. Lipton, and E. S. Spelke, ‘Abstract Number and Arithmetic in Preschool Children’, Proceedings of the National Academy of Sciences, 102.39 (2005), 14116–21 <https://doi.org/10.1073/pnas.0505512102>
Bergen, Doris, ‘The Role of Pretend Play in Children’s Cognitive Development.’, Early Childhood Research & Practice, 4.1 (2002) <https://eric.ed.gov/?id=ED464763>
Bermejo, Vicente, Soledad Morales, and Jenny Garcia deOsuna, ‘Supporting Children’s Development of Cardinality Understanding’, Learning and Instruction, 14.4 (2004), 381–98 <https://doi.org/10.1016/j.learninstruc.2004.06.010>
Berteletti, Ilaria, Daniela Lucangeli, Manuela Piazza, Stanislas Dehaene, and Marco Zorzi, ‘Numerical Estimation in Preschoolers’, Developmental Psychology, 46.2 (2010), 545–51 <https://doi.org/10.1037/a0017887>
Blakemore, Sarah-Jayne, and Kathryn L. Mills, ‘Is Adolescence a Sensitive Period for Sociocultural Processing?’, Annual Review of Psychology, 65.1 (2014), 187–207 <https://doi.org/10.1146/annurev-psych-010213-115202>
Broadbent, Hannah J., Emily K. Farran, and Andy Tolmie, ‘Egocentric and Allocentric Navigation Strategies in Williams Syndrome and Typical Development’, Developmental Science, 17.6 (2014), 920–34 <https://doi.org/10.1111/desc.12176>
Bruce, Vicki, Robin N. Campbell, Gwyneth Doherty-Sneddon, Steve Langton, Sandra McAuley, and Richard Wright, ‘Testing Face Processing Skills in Children’, British Journal of Developmental Psychology, 18.3 (2000), 319–33 <https://doi.org/10.1348/026151000165715>
Bullens, Jessie, Kinga Iglói, Alain Berthoz, Albert Postma, and Laure Rondi-Reig, ‘Developmental Time Course of the Acquisition of Sequential Egocentric and Allocentric Navigation Strategies’, Journal of Experimental Child Psychology, 107.3 (2010), 337–50 <https://doi.org/10.1016/j.jecp.2010.05.010>
Bushnell, Emily W., Beryl E. McKenzie, Deborah A. Lawrence, and Sheryl Connell, ‘The Spatial Coding Strategies of One-Year-Old Infants in a Locomotor Search Task’, Child Development, 66.4 (1995) <https://doi.org/10.2307/1131790>
Cain, Kate, ‘Investigating the Causes of Reading Comprehension Failure: The Comprehension-Age Match Designl’, Reading and Writing, 12.1/2 (2000), 31–40 <https://doi.org/10.1023/A:1008058319399>
———, Reading Development and Difficulties (Chichester, West Sussex, U.K.: BPS Blackwell/John Wiley, 2010), BPS Textbooks in Psychology
Call, J., B. Agnetta, and M. Tomasello, ‘Cues That Chimpanzees Do and Do Not Use to Find Hidden Objects’, Animal Cognition, 3.1 (2000), 23–34 <https://doi.org/10.1007/s100710050047>
Call, Josep, and Michael Tomasello, ‘A Nonverbal False Belief Task: The Performance of Children and Great Apes’, Child Development, 70.2 (1999), 381–95 <https://doi.org/10.1111/1467-8624.00028>
———, ‘Does the Chimpanzee Have a Theory of Mind? 30 Years Later’, Trends in Cognitive Sciences, 12.5 (2008), 187–92 <https://doi.org/10.1016/j.tics.2008.02.010>
Callaghan, T., ‘Synchrony in the Onset of Mental-State Reasoning: Evidence From Five Cultures’, Psychological Science, 16.5 (2005), 378–84 <https://doi.org/10.1111/j.0956-7976.2005.01544.x>
Cantlon, Jessica F, Elizabeth M Brannon, Elizabeth J Carter, and Kevin A Pelphrey, ‘Functional Imaging of Numerical Processing in Adults and 4-y-Old Children’, PLoS Biology, 4.5 (2006) <https://doi.org/10.1371/journal.pbio.0040125>
Carpenter, Malinda, ‘Twelve- and 18-Month-Olds Copy Actions in Terms of Goals’, Developmental Science, 8.1 (2005), F13–20 <https://doi.org/10.1111/j.1467-7687.2004.00385.x>
Castles, Anne, Kathleen Rastle, and Kate Nation, ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, 19.1 (2018), 5–51 <https://doi.org/10.1177/1529100618772271>
Chen, Chuansheng, and Harold W. Stevenson, ‘Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students’, Child Development, 66.4 (1995) <https://doi.org/10.2307/1131808>
Choudhury, Suparna, ‘Social Cognitive Development During Adolescence’, Social Cognitive and Affective Neuroscience, 1.3 (2006), 165–74 <https://doi.org/10.1093/scan/nsl024>
Clarke, P. J., ‘Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial’, Psychological Science, 21.8 (2010), 1106–16 <https://doi.org/10.1177/0956797610375449>
Clay, Daniel, Vivian L. Vignoles, and Helga Dittmar, ‘Body Image and Self-Esteem Among Adolescent Girls: Testing the Influence of Sociocultural Factors’, Journal of Research on Adolescence, 15.4 (2005), 451–77 <https://doi.org/10.1111/j.1532-7795.2005.00107.x>
Cohen, Leslie B., and Kathryn S. Marks, ‘How Infants Process Addition and Subtraction Events’, Developmental Science, 5.2 (2002), 186–201 <https://doi.org/10.1111/1467-7687.00220>
Denham, S., ‘Emotional and Social Development in Childhood’, in The Wiley Blackwell Handbook of Childhood Social Development, ed. by Peter K. Smith and Craig H. Hart, 2nd Edition (Chichester: Wiley-Blackwell, 2014), Handbooks of Developmental Psychology, 413–33
Diesendruck, Gil, and Paul Bloom, ‘How Specific Is the Shape Bias?’, Child Development, 74.1 (2003), 168–78 <https://doi.org/10.1111/1467-8624.00528>
Duff, Fiona J., and Paula J. Clarke, ‘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 (2011), 3–12 <https://doi.org/10.1111/j.1469-7610.2010.02310.x>
Durkin, Kevin, ‘Social Cognition I: Understanding the Social World’, in Developmental Social Psychology: From Infancy to Old Age (Cambridge, Mass: Blackwell, 1995), pp. 287–301
Ensor, Rosie, and Claire Hughes, ‘Content or Connectedness? Mother–Child Talk and Early Social Understanding’, Child Development, 79.1 (2008), 201–16 <https://doi.org/10.1111/j.1467-8624.2007.01120.x>
Feigenson, Lisa, Susan Carey, and Marc Hauser, ‘The Representations Underlying Infants’ Choice of More: Object Files Versus Analog Magnitudes’, Psychological Science, 13.2 (2002), 150–56 <https://doi.org/10.1111/1467-9280.00427>
Gao, Xiaoqing, and Daphne Maurer, ‘A Happy Story: Developmental Changes in Children’s Sensitivity to Facial Expressions of Varying Intensities’, Journal of Experimental Child Psychology, 107.2 (2010), 67–86 <https://doi.org/10.1016/j.jecp.2010.05.003>
Gardner, Margo, ‘Peer Influence on Risk Taking, Risk Preference, and Risky Decision Making in Adolescence and Adulthood: An Experimental Study.’, Developmental Psychology, 41.4 (2005), 625–35 <http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-08221-004&site=ehost-live>
Gelman, Susan A., and Meredith Meyer, ‘Child Categorization’, Wiley Interdisciplinary Reviews: Cognitive Science, 2.1 (2011), 95–105 <https://doi.org/10.1002/wcs.96>
Goswami, Usha, and Peter Bryant, ‘Children’s Cognitive Development and Learning’, 2007 <https://www.cne.psychol.cam.ac.uk/pdfs/publication-pdfs/Primary_Review_2-1a_report_CogDevLearn_Goswami-Bryant_2007.pdf>
Hare, Brian, and Michael Tomasello, ‘Chimpanzees Are More Skilful in Competitive Than in Cooperative Cognitive Tasks’, Animal Behaviour, 68.3 (2004), 571–81 <https://doi.org/10.1016/j.anbehav.2003.11.011>
Hepach, Robert, ‘A New Look at Children’s Prosocial Motivation’, Infancy, 18.1 (2013), 67–90 <https://doi.org/10.1111/j.1532-7078.2012.00130.x>
Herba, Catherine M., ‘The Development of Emotion-Processing in Children: Effects of Age, Emotion, and Intensity’, Journal of Child Psychology and Psychiatry, 47.11 (2006), 1098–1106 <https://doi.org/10.1111/j.1469-7610.2006.01652.x>
Herba, Catherine, and Mary Phillips, ‘Annotation: Development of Facial Expression Recognition From Childhood to Adolescence: Behavioural and Neurological Perspectives’, Journal of Child Psychology and Psychiatry, 45.7 (2004), 1185–98 <https://doi.org/10.1111/j.1469-7610.2004.00316.x>
Hermer, Linda, and Elizabeth S. Spelke, ‘A Geometric Process for Spatial Reorientation in Young Children’, Nature, 370.6484 (1994), 57–59 <https://doi.org/10.1038/370057a0>
Hooper, Catalina J, ‘Adolescents’ Performance on the Iowa Gambling Task: Implications for the Development of Decision Making and Ventromedial Prefrontal Cortex.’, Developmental Psychology, 40.6 (2004), 1148–58 <http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2004-20098-018&site=ehost-live>
Hopper, Lydia M, Susan P Lambeth, Steven J Schapiro, and Andrew Whiten, ‘Observational Learning in Chimpanzees and Children Studied Through “Ghost” Conditions’, Proceedings of the Royal Society B: Biological Sciences, 275.1636 (2008), 835–40 <https://doi.org/10.1098/rspb.2007.1542>
Hulme, Charles, and Margaret J. Snowling, ‘Reading Disorders I: Developmental Dyslexia’, in Developmental Disorders of Language Learning and Cognition (Oxford: Wiley-Blackwell, 2009), pp. 37–89
———, ‘Reading Disorders II: Reading Comprehension Impairment’, in Developmental Disorders of Language Learning and Cognition (Oxford: Wiley-Blackwell, 2009)
Hyde, Daniel C., David A. Boas, Clancy Blair, and Susan Carey, ‘Near-Infrared Spectroscopy Shows Right Parietal Specialization for Number in Pre-Verbal Infants’, NeuroImage, 53.2 (2010), 647–52 <https://doi.org/10.1016/j.neuroimage.2010.06.030>
Hyde, Janet Shibley, ‘Gender Similarities and Differences’, Annual Review of Psychology, 65.1 (2014), 373–98 <https://doi.org/10.1146/annurev-psych-010213-115057>
Ingalhalikar, M., ‘Sex Differences in the Structural Connectome of the Human Brain’, Proceedings of the National Academy of Sciences, 111.2 (2014), 823–28 <https://doi.org/10.1073/pnas.1316909110>
Joel, Daphna, ‘Sex Beyond the Genitalia: The Human Brain Mosaic’, Proceedings of the National Academy of Sciences, 112.50 (2015), 15468–73 <https://doi.org/10.1073/pnas.1509654112>
Joel, Daphna, and Ricardo Tarrasch, ‘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 (2014), E637–E637 <https://doi.org/10.1073/pnas.1323319111>
Keller, Heidi, ‘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 (2005), 496–504 <https://doi.org/10.1177/01650250500147485>
Kersken, Verena, Juan-Carlos Gómez, Ulf Liszkowski, Adrian Soldati, and Catherine Hobaiter, ‘A Gestural Repertoire of 1- to 2-Year-Old Human Children: In Search of the Ape Gestures’, Animal Cognition, 22 (2018), 577–95 <https://doi.org/10.1007/s10071-018-1213-z>
Kirby, John R., and Robert S. Savage, ‘Can the Simple View Deal With the Complexities of Reading?’, Literacy, 42.2 (2008), 75–82 <https://doi.org/10.1111/j.1741-4369.2008.00487.x>
Kroger, Jane, M Martinussen, and J E Marcia, ‘Identity Status Change During Adolescence and Young Adulthood: A Meta-Analysis’, Journal of Adolescence, 33.5 (2010), 683–98 <https://doi.org/10.1016/j.adolescence.2009.11.002>
Krupenye, C., F. Kano, S. Hirata, J. Call, and M. Tomasello, ‘Great Apes Anticipate That Other Individuals Will Act According to False Beliefs’, Science, 354.6308 (2016), 110–14 <https://doi.org/10.1126/science.aaf8110>
Learmonth, Amy E., Lynn Nadel, and Nora S. Newcombe, ‘Children’s Use of Landmarks: Implications for Modularity Theory’, Psychological Science, 13.4 (2002), 337–41 <https://doi.org/10.1111/j.0956-7976.2002.00461.x>
Learmonth, Amy E., Nora S. Newcombe, and Janellen Huttenlocher, ‘Toddlers’ Use of Metric Information and Landmarks to Reorient’, Journal of Experimental Child Psychology, 80.3 (2001), 225–44 <https://doi.org/10.1006/jecp.2001.2635>
Leman, Patrick, ‘Emotional Development and Attachment’, in Developmental Psychology (Maidenhead: McGraw-Hill, 2012), pp. 157–95
Liddard, Angeline, Ashley M. Pinkham, and Eric Smith, ‘Pretend Play and Cognitive Development’, in The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd ed (Malden, MA: Wiley-Blackwell, 2011)
Lillard, Angeline, Ashley M. Pinkham, and Eric Smith, ‘Pretend Play and Cognitive Development’, in The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2011 <http://faculty.virginia.edu/ASLillard/PDFs/Lillard%20(2010).pdf>
Liszkowski, Ulf, ‘Twelve-Month-Olds Point to Share Attention and Interest’, Developmental Science, 7.3 (2004), 297–307 <https://doi.org/10.1111/j.1467-7687.2004.00349.x>
Luna, Beatriz, ‘Maturation of Cognitive Processes From Late Childhood to Adulthood’, Child Development, 75.5 (2004), 1357–72 <https://doi.org/10.1111/j.1467-8624.2004.00745.x>
Ma, Lili, and Angeline S. Lillard, ‘What Makes an Act a Pretense One? Young Children’s Pretend-Real Judgments and Explanations’, Child Development Research, 2013 (2013), 1–9 <https://doi.org/10.1155/2013/467872>
Maccoby, Eleanor E., ‘Perspectives on Gender Development’, International Journal of Behavioral Development, 24.4 (2000), 398–406 <https://doi.org/10.1080/016502500750037946>
Mann, M., ‘Self-Esteem in a Broad-Spectrum Approach for Mental Health Promotion’, Health Education Research, 19.4 (2004), 357–72 <https://doi.org/10.1093/her/cyg041>
Marsh, Abigail A., and Nalini Ambady, ‘The Influence of the Fear Facial Expression on Prosocial Responding’, Cognition & Emotion, 21.2 (2007), 225–47 <https://doi.org/10.1080/02699930600652234>
Marshall, Catherine, ‘Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers With Dyslexia.’, Journal of Speech, Language & Hearing Research, 44.4 (2001), 925–40 <http://search.ebscohost.com/login.aspx?direct=true&db=cms&AN=5813581&site=ehost-live>
Martin, Carol Lynn, and Diane Ruble, ‘Children’s Search for Gender Cues’, Current Directions in Psychological Science, 13.2 (2004), 67–70 <https://doi.org/10.1111/j.0963-7214.2004.00276.x>
‘Mathematical Cognition’
McHale, Susan M., ‘The Family Contexts of Gender Development in Childhood and Adolescence’, Social Development, 12.1 (2003), 125–48 <https://doi.org/10.1111/1467-9507.00225>
Mejía-Arauz, Rebeca, Barbara Rogoff, and Ruth Paradise, ‘Cultural Variation in Children’s Observation During a Demonstration’, International Journal of Behavioral Development, 29.4 (2005), 282–91 <https://doi.org/10.1177/01650250544000062>
Meltzoff, Andrew N., ‘“Like Me”: A Foundation for Social Cognition’, Developmental Science, 10.1 (2007), 126–34 <https://doi.org/10.1111/j.1467-7687.2007.00574.x>
Mendle, Jane, ‘Detrimental Psychological Outcomes Associated With Early Pubertal Timing in Adolescent Girls’, Developmental Review, 27.2 (2007), 151–71 <https://doi.org/10.1016/j.dr.2006.11.001>
Miller, Kevin F., and James W. Stigler, ‘Counting in Chinese: Cultural Variation in a Basic Cognitive Skill’, Cognitive Development, 2.3 (1987), 279–305 <https://doi.org/10.1016/S0885-2014(87)90091-8>
Mitchell, Peter, ‘Acquiring a Theory of Mind’, in An Introduction to Developmental Psychology, 2nd Edition (Chichester: BPS Blackwell, 2011), pp. 357–84
Moll, Henrike, and Michael Tomasello, ‘12- and 18-Month-Old Infants Follow Gaze to Spaces Behind Barriers’, Developmental Science, 7.1 (2004), 1–9 <https://doi.org/10.1111/j.1467-7687.2004.00315.x>
Moore, Chris, ‘The Development of Body Self-Awareness’, Infancy, 11.2 (2007), 157–74 <https://doi.org/10.1111/j.1532-7078.2007.tb00220.x>
Muter, Valerie, Charles Hulme, Margaret J. Snowling, and Jim Stevenson, ‘Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.’, Developmental Psychology, 40.5 (2004), 665–81 <http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2004-17950-002&site=ehost-live>
Muzzatti, Barbara, ‘Gender and Mathematics: Attitudes and Stereotype Threat Susceptibility in Italian Children.’, Developmental Psychology, 43.3 (2007), 747–59 <http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2007-06280-017&site=ehost-live>
Nardini, Marko, Neil Burgess, Kate Breckenridge, and Janette Atkinson, ‘Differential Developmental Trajectories for Egocentric, Environmental and Intrinsic Frames of Reference in Spatial Memory’, Cognition, 101.1 (2006), 153–72 <https://doi.org/10.1016/j.cognition.2005.09.005>
Nation, Kate, ‘A Longitudinal Investigation of Early Reading and Language Skills in Children With Poor Reading Comprehension’, Journal of Child Psychology and Psychiatry, 51.9 (2010), 1031–39 <https://doi.org/10.1111/j.1469-7610.2010.02254.x>
———, ‘Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments’, Journal of Experimental Child Psychology, 73.2 (1999), 139–58 <https://doi.org/10.1006/jecp.1999.2498>
Nation, Kate, and Charles Hulme, ‘Learning to Read Changes Children’s Phonological Skills: Evidence From a Latent Variable Longitudinal Study of Reading and Nonword Repetition’, Developmental Science, 14.4 (2011), 649–59 <https://doi.org/10.1111/j.1467-7687.2010.01008.x>
Newcombe, Nora S., ‘The Nativist-Empiricist Controversy in the Context of Recent Research on Spatial and Quantitative Development’, Psychological Science, 13.5 (2002), 395–401 <https://doi.org/10.1111/1467-9280.00471>
Newcombe, Nora S., Susan C. Levine, and Kelly S. Mix, ‘Thinking About Quantity: The Intertwined Development of Spatial and Numerical Cognition’, Wiley Interdisciplinary Reviews: Cognitive Science, 6.6 (2015), 491–505 <https://doi.org/10.1002/wcs.1369>
Oostenbroek, Janine, ‘Comprehensive Longitudinal Study Challenges the Existence of Neonatal Imitation in Humans’, Current Biology, 26.10 (2016), 1334–38 <https://doi.org/10.1016/j.cub.2016.03.047>
Peterson, Candida C., Henry M. Wellman, and David Liu, ‘Steps in Theory-of-Mind Development for Children With Deafness or Autism’, Child Development, 76.2 (2005), 502–17 <https://doi.org/10.1111/j.1467-8624.2005.00859.x>
Phinney, Jean S., ‘Ethnic Identity in Adolescents and Adults: Review of Research’, Psychological Bulletin, 108.3 (1990), 499–514 <https://doi.org/10.1037/0033-2909.108.3.499>
Plotnik, J. M., F. B. M. de Waal, and D. Reiss, ‘Self-Recognition in an Asian Elephant’, Proceedings of the National Academy of Sciences, 103.45 (2006), 17053–57 <https://doi.org/10.1073/pnas.0608062103>
Powell, Daisy, ‘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 (2006), 229–50 <https://doi.org/10.1111/j.1467-9817.2006.00300.x>
Prior, Helmut, Ariane Schwarz, and Onur Güntürkün, ‘Mirror-Induced Behavior in the Magpie (Pica Pica): Evidence of Self-Recognition’, PLoS Biology, 6.8 (2008) <https://doi.org/10.1371/journal.pbio.0060202>
Pruden, Shannon M., Susan C. Levine, and Janellen Huttenlocher, ‘Children’s Spatial Thinking: Does Talk About the Spatial World Matter?’, Developmental Science, 14.6 (2011), 1417–30 <https://doi.org/10.1111/j.1467-7687.2011.01088.x>
Quinn, Paul C., and Peter D. Eimas, ‘Perceptual Cues That Permit Categorical Differentiation of Animal Species by Infants’, Journal of Experimental Child Psychology, 63.1 (1996), 189–211 <https://doi.org/10.1006/jecp.1996.0047>
Range, Friederike, Zsófia Viranyi, and Ludwig Huber, ‘Selective Imitation in Domestic Dogs’, Current Biology, 17.10 (2007), 868–72 <https://doi.org/10.1016/j.cub.2007.04.026>
Ricketts, Jessie, ‘Research Review: Reading Comprehension in Developmental Disorders of Language and Communication’, Journal of Child Psychology and Psychiatry, 52.11 (2011), 1111–23 <https://doi.org/10.1111/j.1469-7610.2011.02438.x>
Robins, Richard W., and Kali H. Trzesniewski, ‘Self-Esteem Development Across the Lifespan’, Current Directions in Psychological Science, 14.3 (2005), 158–62 <https://doi.org/10.1111/j.0963-7214.2005.00353.x>
Ross, Josephine, M Yilmaz, R Dale, R Cassidy, I Yildirim, and S Zeedyk, ‘Cultural Differences in Self-Recognition: The Early Development of Autonomous and Related Selves?’, Developmental Science, 20.3 (2017) <https://doi.org/10.1111/desc.12387>
Rothbart, Mary K., ‘Temperament and Personality: Origins and Outcomes’, Journal of Personality and Social Psychology, 78.1 (2000), 122–35 <https://doi.org/10.1037/0022-3514.78.1.122>
Ruble, Diane N., ‘Gender Constancy and the Effects of Sex-Typed Televised Toy Commercials’, Child Development, 52.2 (1981), 667–73 <https://doi.org/10.2307/1129188>
Ruffman, Ted, ‘Older (But Not Younger) Siblings Facilitate False Belief Understanding.’, Developmental Psychology, 34.1 (1998), 161–74 <http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1997-42746-013&site=ehost-live>
Shutts, Kristin, ‘Social Categories Guide Young Children’s Preferences for Novel Objects’, Developmental Science, 13.4 (2009), 599–610 <https://doi.org/10.1111/j.1467-7687.2009.00913.x>
Sluzenski, Julia, Nora S. Newcombe, and Eric Satlow, ‘Knowing Where Things Are in the Second Year of Life: Implications for Hippocampal Development’, Journal of Cognitive Neuroscience, 16.8 (2004), 1443–51 <https://doi.org/10.1162/0898929042304804>
Somerville, L. H., ‘The Teenage Brain: Sensitivity to Social Evaluation’, Current Directions in Psychological Science, 22.2 (2013), 121–27 <https://doi.org/10.1177/0963721413476512>
‘Spatial Cognition’
Steinberg, Laurence, ‘A Social Neuroscience Perspective on Adolescent Risk-Taking’, Developmental Review, 28.1 (2008), 78–106 <https://doi.org/10.1016/j.dr.2007.08.002>
———, ‘Cognitive and Affective Development in Adolescence’, Trends in Cognitive Sciences, 9.2 (2005), 69–74 <https://doi.org/10.1016/j.tics.2004.12.005>
Stuart, Morag, ‘Literacy as a Complex Activity: Deconstructing the Simple View of Reading’, Literacy, 42.2 (2008), 59–66 <https://doi.org/10.1111/j.1741-4369.2008.00490.x>
Thoermer, Claudia, Beate Sodian, Maria Vuori, Hannah Perst, and Susanne Kristen, ‘Continuity From an Implicit to an Explicit Understanding of False Belief From Infancy to Preschool Age’, British Journal of Developmental Psychology, 30.1 (2012), 172–87 <https://doi.org/10.1111/j.2044-835X.2011.02067.x>
Tomasello, Michael, ‘A New Look at Infant Pointing’, Child Development, 78.3 (2007), 705–22 <https://doi.org/10.1111/j.1467-8624.2007.01025.x>
Tomasello, Michael, and Malinda Carpenter, ‘Shared Intentionality’, Developmental Science, 10.1 (2007), 121–25 <https://doi.org/10.1111/j.1467-7687.2007.00573.x>
———, ‘Shared Intentionality’, Developmental Science, 10.1 (2007), 121–25 <https://doi.org/10.1111/j.1467-7687.2007.00573.x>
Tunmer, W. E., and J. W. Chapman, ‘The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis’, Journal of Learning Disabilities, 45.5 (2012), 453–66 <https://doi.org/10.1177/0022219411432685>
Vasilyeva, Marina, and Stella F. Lourenco, ‘Development of Spatial Cognition’, Wiley Interdisciplinary Reviews: Cognitive Science, 3.3 (2012), 349–62 <https://doi.org/10.1002/wcs.1171>
Ware, Elizabeth A., ‘Individual and Developmental Differences in Preschoolers’ Categorization Biases and Vocabulary Across Tasks’, Journal of Experimental Child Psychology, 153 (2017), 35–56 <https://doi.org/10.1016/j.jecp.2016.08.009>
Warneken, Felix, and Michael Tomasello, ‘Helping and Cooperation at 14 Months of Age’, Infancy, 11.3 (2007), 271–94 <https://doi.org/10.1111/j.1532-7078.2007.tb00227.x>
Watling, Dawn, Lance Workman, and Victoria J. Bourne, ‘Emotion Lateralisation: Developments Throughout the Lifespan’, Laterality: Asymmetries of Body, Brain and Cognition, 17.4 (2012), 389–411 <https://www.tandfonline.com/doi/full/10.1080/1357650X.2012.682160?src=recsys>
Waxman, Sandra R., and Laura L. Namy, ‘Challenging the Notion of a Thematic Preference in Young Children.’, Developmental Psychology, 33.3 (1997), 555–67 <https://doi.org/10.1037/0012-1649.33.3.555>
Wellman, Henry M., ‘Meta-Analysis of Theory-of-Mind Development: The Truth About False Belief’, Child Development, 72.3 (2001), 655–84 <http://www.jstor.org/stable/1132444>
Westermann, Gert, Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael W. Spratling, and Michael S.C. Thomas, ‘Neuroconstructivism’, Developmental Science, 10.1 (2007), 75–83 <https://doi.org/10.1111/j.1467-7687.2007.00567.x>
Workman, Lance, Louise Chilvers, Heather Yeomans, and Sandie Taylor, ‘Development of Cerebral Lateralisation for Recognition of Emotions in Chimeric Faces in Children Aged 5 to 11’, Laterality: Asymmetries of Body, Brain and Cognition, 11.6 (2006), 493–507 <https://doi.org/10.1080/13576500600724963>
Wynn, Karen, ‘Addition and Subtraction by Human Infants’, Nature, 358.6389 (1992), 749–50 <https://doi.org/10.1038/358749a0>
Yamaguchi, Mariko, Valerie A. Kuhlmeier, Karen Wynn, and Kristy vanMarle, ‘Continuity in Social Cognition From Infancy to Childhood’, Developmental Science, 12.5 (2009), 746–52 <https://doi.org/10.1111/j.1467-7687.2008.00813.x>
Yazdi, Amir Amin, Tim P. German, Margaret Anne Defeyter, and Michael Siegal, ‘Competence and Performance in Belief-Desire Reasoning Across Two Cultures: The Truth, the Whole Truth and Nothing but the Truth About False Belief?’, Cognition, 100.2 (2006), 343–68 <https://doi.org/10.1016/j.cognition.2005.05.004>
