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Probing the depth of infants’ theory of mind: disunity in performance across paradigms

Developmental science, 2018-07, Vol.21 (4), p.e12600-n/a

2018

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Infants attribute false beliefs to a toy crane

Developmental science, 2020-03, Vol.23 (2), p.e12887-n/a

2020

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Knowing who knows: Metacognitive and causal learning abilities guide infants’ selective social learning

Developmental science, 2020-05, Vol.23 (3), p.e12904-n/a

2020

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Selective social learning in infancy: looking for mechanisms

Developmental science, 2018-05, Vol.21 (3), p.e12592-n/a

2018

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Social motivation and implicit theory of mind in children with autism spectrum disorder

Autism research, 2017-11, Vol.10 (11), p.1834-1844

2017

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Children's anthropomorphism of inanimate agents

Wiley interdisciplinary reviews. Cognitive science, 2024-07, Vol.15 (4), p.e1676-n/a

2024

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Specifying links between infants' theory of mind, associative learning, and selective trust

Infancy, 2021-09, Vol.26 (5), p.664-685

2021

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“Are You Really Sad?” Infants Show Selectivity in Their Behaviors Toward an Unconventional Emoter

Infancy, 2018-05, Vol.23 (3), p.453-470

2018

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Theory of mind selectively predicts preschoolers' knowledge-based selective word learning

British journal of developmental psychology, 2015-11, Vol.33 (4), p.464-475

2015

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Looking and touching: what extant approaches reveal about the structure of early word knowledge

Developmental science, 2015-09, Vol.18 (5), p.723-735

2015

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Selective Attention to the Mouth of Talking Faces in Monolinguals and Bilinguals Aged 5 Months to 5 Years

Developmental psychology, 2019-08, Vol.55 (8), p.1640-1655

2019

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Sensitivity to Confidence Cues Increases during the Second Year of Life

Infancy, 2014-09, Vol.19 (5), p.461-475

2014

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Cry Babies and Pollyannas: Infants Can Detect Unjustified Emotional Reactions

Infancy, 2013-08, Vol.18 (s1), p.E81-E96

2013

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Testing the stability of theory of mind: A longitudinal approach

PloS one, 2020-11, Vol.15 (11), p.e0241721-e0241721

2020

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Implicit false belief across the lifespan: Non-replication of an anticipatory looking task

Cognitive development, 2018-04, Vol.46, p.4-11

2018

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Testing the Bilingual Cognitive Advantage in Toddlers Using the Early Executive Functions Questionnaire

Languages (Basel), 2022-06, Vol.7 (2), p.122

2022

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Preschoolers' anthropomorphizing of robots: Do human-like properties matter?

Frontiers in psychology, 2023-02, Vol.13, p.1102370

2023

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Do infants understand false beliefs? We don’t know yet – A commentary on Baillargeon, Buttelmann and Southgate’s commentary

Cognitive development, 2018-10, Vol.48, p.302-315

2018

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Developmental changes in maternal education and minimal exposure effects on vocabulary in English- and Spanish-learning toddlers

Journal of experimental child psychology, 2017-12, Vol.164, p.250-259

2017

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Infants Generalize Beliefs Across Individuals

Frontiers in psychology, 2020-09, Vol.11, p.547680-547680

2020

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I think therefore I learn: metacognition is a better predictor of school readiness than executive functions

Frontiers in Developmental Psychology, 2024-05, Vol.2

2024

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Rattling the developmental psychologist's cage?

Developmental science, 2017-03, Vol.20 (2), p.n/a

Poulin‐Dubois, Diane

2017

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Infants prefer to imitate a reliable person

Infant behavior & development, 2011-04, Vol.34 (2), p.303-309

2011

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Biological motion primes the animate/inanimate distinction in infancy

PloS one, 2015-02, Vol.10 (2), p.e0116910

2015

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Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Journal of experimental child psychology, 2017-06, Vol.158, p.95-111

2017

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Probing the depth of infants’ theory of mind: disunity in performance across paradigms

Infants attribute false beliefs to a toy crane

Knowing who knows: Metacognitive and causal learning abilities guide infants’ selective social learning

Selective social learning in infancy: looking for mechanisms

Social motivation and implicit theory of mind in children with autism spectrum disorder

Children's anthropomorphism of inanimate agents

Specifying links between infants' theory of mind, associative learning, and selective trust

“Are You Really Sad?” Infants Show Selectivity in Their Behaviors Toward an Unconventional Emoter

Theory of mind selectively predicts preschoolers' knowledge-based selective word learning

Looking and touching: what extant approaches reveal about the structure of early word knowledge

Selective Attention to the Mouth of Talking Faces in Monolinguals and Bilinguals Aged 5 Months to 5 Years

Sensitivity to Confidence Cues Increases during the Second Year of Life

Cry Babies and Pollyannas: Infants Can Detect Unjustified Emotional Reactions

Testing the stability of theory of mind: A longitudinal approach

Implicit false belief across the lifespan: Non-replication of an anticipatory looking task

Testing the Bilingual Cognitive Advantage in Toddlers Using the Early Executive Functions Questionnaire

Preschoolers' anthropomorphizing of robots: Do human-like properties matter?

Do infants understand false beliefs? We don’t know yet – A commentary on Baillargeon, Buttelmann and Southgate’s commentary

Developmental changes in maternal education and minimal exposure effects on vocabulary in English- and Spanish-learning toddlers

Infants Generalize Beliefs Across Individuals

I think therefore I learn: metacognition is a better predictor of school readiness than executive functions

Rattling the developmental psychologist's cage?

Infants prefer to imitate a reliable person

Biological motion primes the animate/inanimate distinction in infancy

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

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