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Editorial: Early social experience: impact on early and later social-cognitive development

Frontiers in psychology, 2023-08, Vol.14, p.1268725-1268725

2023

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Active Drumming Experience Increases Infants' Sensitivity to Audiovisual Synchrony during Observed Drumming Actions

PloS one, 2015-06, Vol.10 (6), p.e0130960-e0130960

2015

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Toddlers’ action prediction: Statistical learning of continuous action sequences

Journal of experimental child psychology, 2017-05, Vol.157, p.14-28

2017

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Exploring the Benefits of Doll Play Through Neuroscience

Frontiers in human neuroscience, 2020-10, Vol.14, p.560176-560176

2020

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A claw is like my hand: Comparison supports goal analysis in infants

Cognition, 2012-02, Vol.122 (2), p.181-192

2012

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Short-term Motor Training, but Not Observational Training, Alters Neurocognitive Mechanisms of Action Processing in Infancy

Journal of cognitive neuroscience, 2015-06, Vol.27 (6), p.1207-1214

2015

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Learning From Their Own Actions: The Unique Effect of Producing Actions on Infants' Action Understanding

Child development, 2014-01, Vol.85 (1), p.264-277

2014

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Young Children’s Memories for Social Actions: Influences of Age, Theory of Mind, and Motor Complexity

Child development, 2021-01, Vol.92 (1), p.142-156

2021

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Shifting goals: effects of active and observational experience on infants' understanding of higher order goals

Frontiers in psychology, 2015, Vol.6, p.310-310

2015

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The infant motor system predicts actions based on visual statistical learning

NeuroImage (Orlando, Fla.), 2019-01, Vol.185, p.947-954

2019

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Doll play prompts social thinking and social talking: Representations of internal state language in the brain

Developmental science, 2022-03, Vol.25 (2), p.e13163-n/a

2022

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Mirroring and the development of action understanding

Philosophical transactions of the Royal Society of London. Series B. Biological sciences, 2014-06, Vol.369 (1644), p.20130181

2014

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Social models influence visual perspective taking in memory

Journal of cognitive psychology (Hove, England), 2024-08, Vol.36 (6), p.709-719

2024

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Sensitivity to structure in action sequences: An infant event-related potential study

Neuropsychologia, 2019-03, Vol.126, p.92-101

2019

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Embracing neurodiversity in doll play: Investigating neural and language correlates of doll play in a neurodiverse sample

The European journal of neuroscience, 2024-08, Vol.60 (3), p.4097-4114

2024

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Possible disrupted biological movement processing in Developmental Coordination Disorder

Cortex, 2023-11, Vol.168, p.1-13

2023

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Exploring the presence and impact of sensory differences in children with Developmental Coordination Disorder

Research in developmental disabilities, 2024-05, Vol.148, p.104714-104714, Article 104714

2024

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Translating visual information into action predictions: Statistical learning in action and nonaction contexts

Memory & cognition, 2018-05, Vol.46 (4), p.600-613

2018

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Do You Do as I Do?: Young Toddlers Prefer and Copy Toy Choices of Similarly Acting Others

Infancy, 2017-01, Vol.22 (1), p.5-22

2017

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Better all by myself: Gaining personal experience, not watching others, improves 3-year-olds’ performance in a causal trap task

Journal of experimental child psychology, 2020-06, Vol.194, p.104792-104792, Article 104792

2020

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The joint role of trained, untrained, and observed actions at the origins of goal recognition

Infant behavior & development, 2014-02, Vol.37 (1), p.94-104

2014

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Sharing and Comparing: How Comparing Shared Goals Broadens Goal Understanding in Development

Child development perspectives, 2014-03, Vol.8 (1), p.24-29

Gerson, Sarah A.

2014

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Hypervigilance to rejecting stimuli in rejection sensitive individuals: Behavioral and neurocognitive evidence

Personality and individual differences, 2015-10, Vol.85, p.7-12

2015

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The Goal Trumps the Means: Highlighting Goals is More Beneficial than Highlighting Means in Means-End Training

Infancy, 2013-03, Vol.18 (2), p.289-302

2013

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Labels Facilitate Infants' Comparison of Action Goals

Journal of cognition and development, 2014-04, Vol.15 (2), p.197-212

2014

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Editorial: Early social experience: impact on early and later social-cognitive development

Active Drumming Experience Increases Infants' Sensitivity to Audiovisual Synchrony during Observed Drumming Actions

Toddlers’ action prediction: Statistical learning of continuous action sequences

Exploring the Benefits of Doll Play Through Neuroscience

A claw is like my hand: Comparison supports goal analysis in infants

Short-term Motor Training, but Not Observational Training, Alters Neurocognitive Mechanisms of Action Processing in Infancy

Learning From Their Own Actions: The Unique Effect of Producing Actions on Infants' Action Understanding

Young Children’s Memories for Social Actions: Influences of Age, Theory of Mind, and Motor Complexity

Shifting goals: effects of active and observational experience on infants' understanding of higher order goals

The infant motor system predicts actions based on visual statistical learning

Doll play prompts social thinking and social talking: Representations of internal state language in the brain

Mirroring and the development of action understanding

Social models influence visual perspective taking in memory

Sensitivity to structure in action sequences: An infant event-related potential study

Embracing neurodiversity in doll play: Investigating neural and language correlates of doll play in a neurodiverse sample

Possible disrupted biological movement processing in Developmental Coordination Disorder

Exploring the presence and impact of sensory differences in children with Developmental Coordination Disorder

Translating visual information into action predictions: Statistical learning in action and nonaction contexts

Do You Do as I Do?: Young Toddlers Prefer and Copy Toy Choices of Similarly Acting Others

Better all by myself: Gaining personal experience, not watching others, improves 3-year-olds’ performance in a causal trap task

The joint role of trained, untrained, and observed actions at the origins of goal recognition

Sharing and Comparing: How Comparing Shared Goals Broadens Goal Understanding in Development

Hypervigilance to rejecting stimuli in rejection sensitive individuals: Behavioral and neurocognitive evidence

The Goal Trumps the Means: Highlighting Goals is More Beneficial than Highlighting Means in Means-End Training

Labels Facilitate Infants' Comparison of Action Goals

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