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The Contribution of Symbolic Skills to the Development of an Explicit Theory of Mind

Child development, 2014-07, Vol.85 (4), p.1535-1551

2014

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The real thing: preschoolers prefer actual activities to pretend ones

Developmental science, 2018-05, Vol.21 (3), p.e12582-n/a

2018

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What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions

Journal of cognition and development, 2020-03, Vol.21 (2), p.261-281

2020

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Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Educational psychology review, 2019-12, Vol.31 (4), p.939-965

Lillard, Angeline S.

2019

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Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs

Journal of school psychology, 2012-06, Vol.50 (3), p.379-401

Lillard, Angeline S.

2012

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Montessori Education's Impact on Academic and Nonacademic Outcomes: A Systematic Review

Campbell Systematic Reviews, 2023-09, Vol.19 (3), p.e1330-e1330

2023

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“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Psychology in the schools, 2023-03, Vol.60 (3), p.541-565

2023

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Montessori as an alternative early childhood education

Early child development and care, 2021-07, Vol.191 (7-8), p.1196-1206

Lillard, Angeline S.

2021

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Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks

Journal of cognition and development, 2023-01, Vol.24 (1), p.129-141

2023

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Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Child development, 2006-11, Vol.77 (6), p.1762-1777

2006

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Math achievement outcomes associated with Montessori education

Early child development and care, 2021-07, Vol.191 (7-8), p.1207-1218

2021

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Learning from Apps and Objects: The Human Touch

Mind, brain and education, 2020-02, Vol.14 (1), p.16-23

2020

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Old dogs learning new tricks: Neuroplasticity beyond the juvenile period

Developmental review, 2011-12, Vol.31 (4), p.207-239

2011

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Play on: Retrospective Reports of the Persistence of Pretend Play Into Middle Childhood

Journal of cognition and development, 2012-11, Vol.13 (4), p.524-549

2012

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The Development of Substitute Object Pretense: The Differential Importance of Form and Function

Journal of cognition and development, 2016-03, Vol.17 (2), p.197-220

2016

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The informative value of emotional expressions: 'social referencing' in mother-child pretense

Developmental science, 2007-03, Vol.10 (2), p.205-212

2007

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Observers’ proficiency at identifying pretense acts based on behavioral cues

Cognitive development, 2004-04, Vol.19 (2), p.223-240

2004

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Preschooler's Understanding of the Role of Mental States and Action in Pretense

Journal of cognition and development, 2004-01, Vol.5 (2), p.213-238

2004

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Children's Understanding of the Animacy Constraint on Pretense

Merrill-Palmer Quarterly, 2000-01, Vol.46 (1), p.21-44

2000

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Young Children's Preference for Mental State versus Behavioral Descriptions of Human Action

Child development, 1990-06, Vol.61 (3), p.731-741

1990

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Pretend Play as Twin Earth: A Social-Cognitive Analysis

Developmental review, 2001-12, Vol.21 (4), p.495-531

Lillard, Angeline

2001

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Dissociations, Developmental Psychology, and Pedagogical Design

Child development, 2006-11, Vol.77 (6), p.1563-1567

Lillard, Angeline

2006

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Verbal-Behavioral Dissociations in Development

Child development, 2006-11, Vol.77 (6), p.1539-1553

Woolley, Jacqueline D.

2006

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Theories behind Theories of Mind

Human development, 1998-01, Vol.41 (1), p.40-46

Lillard, Angeline

1998

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The Contribution of Symbolic Skills to the Development of an Explicit Theory of Mind

The real thing: preschoolers prefer actual activities to pretend ones

What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs

Montessori Education's Impact on Academic and Nonacademic Outcomes: A Systematic Review

“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Montessori as an alternative early childhood education

Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Math achievement outcomes associated with Montessori education

Learning from Apps and Objects: The Human Touch

Old dogs learning new tricks: Neuroplasticity beyond the juvenile period

Play on: Retrospective Reports of the Persistence of Pretend Play Into Middle Childhood

The Development of Substitute Object Pretense: The Differential Importance of Form and Function

The informative value of emotional expressions: 'social referencing' in mother-child pretense

Observers’ proficiency at identifying pretense acts based on behavioral cues

Preschooler's Understanding of the Role of Mental States and Action in Pretense

Children's Understanding of the Animacy Constraint on Pretense

Young Children's Preference for Mental State versus Behavioral Descriptions of Human Action

Pretend Play as Twin Earth: A Social-Cognitive Analysis

Dissociations, Developmental Psychology, and Pedagogical Design

Verbal-Behavioral Dissociations in Development

Theories behind Theories of Mind

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