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Developmental Science|October 21, 2009
How do symbols affect 3- to 4-year-olds' executive function? Evidence from a reverse-contingency taskIan A Apperly, Daniel J CarrollThe British Journal of Developmental Psychology|December 31, 2013
Why do alternative ways of responding improve children's performance on tests of strategic reasoning?Daniel J Carroll, Lily Fitzgibbon, Anna CritchleyChild Development|December 15, 2015
Different Executive Functions Support Different Kinds of Cognitive Flexibility: Evidence From 2-, 3-, and 4-Year-OldsEmma Blakey, Ingmar Visser, Daniel J CarrollFrontiers in Psychology|February 28, 2014
Primed to be inflexible: the influence of set size on cognitive flexibility during childhoodLily Fitzgibbon, Lucy Cragg, Daniel J CarrollCompendium (Yardley, PA)|March 28, 2013
Applied dermatology: sebaceous adenitis in dogsAndrew Simpson, Lindsay McKayTaiwan Journal of Linguistics|May 13, 2024
THE USE OF CLASSIFIERS IN VIETNAMESE IN TYPICAL AND ATYPICAL LANGUAGE DEVELOPMENTGiang Pham, Andrew SimpsonDevelopmental 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 SimpsonPageof 18