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- 2001/05 Child
Development Volume 72: Issue 3, 691 - 695
Reasoning about Beliefs: A Human Specialization?
2001/05 Child
Development Volume 72: Issue 3, 696 - 701 Minds, Modules, and Meta-Analysis
2001/05 Child
Development Volume 72: Issue 3, 708 - 717 Infants Parse Dynamic Action
2001/05 Child
Development Volume 72: Issue 3, 718 - 735
Evidence for Referential Understanding in the Emotions Domain at Twelve and Eighteen
Months
2001/05 Child
Development Volume 72: Issue 3, 736 - 747
A Further Look at the Prognostic Power of Young Children's Reports of Depressed
Mood and Feelings
2001/05 Child
Development Volume 72: Issue 3, 803 - 815
Preschool Children's Difficulty Understanding the Types of Information Obtained
through the Five Senses
2001/05 Child
Development Volume 72: Issue 3, 834 - 843 Children's Understanding of Emotion
in Speech
2001/05 Child
Development Volume 72: Issue 3, 844 - 861
Analytic and Heuristic Processing Influences on Adolescent Reasoning and Decision-Making
2001/05 Child
Development Volume 72: Issue 3, 862 - 878
Dyadic Analyses of Friendship in a Sample of Preschool-Age Children Attending
Head Start: Correspondence between Measures and Implications for Social Competence
2001/05 Child
Development Volume 72: Issue 3, 887 - 906
A Meta-Analysis of Measures of Self-Esteem for Young Children: A Framework for
Future Measures
2001/05 Child
Development Volume 72: Issue 3, 921 - 928
The Influence of Group Size on Children's Competitive Behavior
2001/05 Child
Development Volume 72: Issue 3, 929 - 946
Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes
2001/05 Child
Development Volume 72: Issue 3, 879 - 886
Evidence That Children and Adolescents Have Internal Models of Peer Interactions
That Are Gender Differentiated
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