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Frontiers in Psychology|August 4, 2016
Get Your Facts Right: Preschoolers Systematically Extend Both Object Names and Category-Relevant FactsAmanda K Holland, Emily Mather, Andrew Simpson, et al.Cognitive Science|June 26, 2015
Parallels Between Action-Object Mapping and Word-Object Mapping in Young ChildrenKevin J Riggs, Emily Mather, Grace Hyde, et al.Journal of Experimental Child Psychology|February 13, 2018
Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learnedAmanda K Holland, Grace Hyde, Kevin J Riggs, et al.Developmental Psychology|April 6, 2011
Three- and 4-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulationAndrew Simpson, Kevin J RiggsDevelopmental Psychology|March 14, 2007
Under what conditions do young children have difficulty inhibiting manual actions?Andrew Simpson, Kevin J RiggsJournal of Experimental Child Psychology|April 5, 2011
Under what conditions do children have difficulty in inhibiting imitation? Evidence for the importance of planning specific responsesAndrew Simpson, Kevin J RiggsDevelopmental Science|June 30, 2005
Factors responsible for performance on the day-night task: response set or semantics?Andrew Simpson, Kevin J RiggsDevelopmental Science|April 12, 2005
Young children have difficulty ascribing true beliefsKevin J Riggs, Andrew SimpsonJournal of Experimental Child Psychology|December 6, 2005
Conditions under which children experience inhibitory difficulty with a "button-press" go/no-go taskAndrew Simpson, Kevin J RiggsJournal of Experimental Child Psychology|August 28, 2016
Reprint of "Young children's referent selection is guided by novelty for both words and actions"Erin L Dysart, Emily Mather, Kevin J RiggsPageof 18