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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 CarrollJournal of Experimental Child Psychology|September 21, 2007
Choosing between two objects reduces 3-year-olds' errors on a reverse-contingency test of executive functionDaniel J Carroll, Ian A Apperly, Kevin J RiggsChild Development|April 14, 2006
Children's thinking about counterfactuals and future hypotheticals as possibilitiesSarah R Beck, Elizabeth J Robinson, Daniel J Carroll, et al.Journal of Experimental Child Psychology|April 10, 2012
How do alternative ways of responding influence 3- and 4-year-olds' performance on tests of executive function and theory of mind?Daniel J Carroll, Kevin J Riggs, Ian A Apperly, et al.Quarterly Journal of Experimental Psychology (2006)|October 20, 2009
Why are there limits on theory of mind use? Evidence from adults' ability to follow instructions from an ignorant speakerIan A Apperly, Daniel J Carroll, Dana Samson, et al.Cognition|September 18, 2007
Beyond Simulation-Theory and Theory-Theory: why social cognitive neuroscience should use its own concepts to study "theory of mind"Ian A ApperlyThe Behavioral and Brain Sciences|September 13, 2019
How is mindreading really like reading?Ian A ApperlyQuarterly Journal of Experimental Psychology (2006)|April 27, 2012
What is "theory of mind"? Concepts, cognitive processes and individual differencesIan A ApperlyThe British Journal of Developmental Psychology|December 10, 2009
Alternative routes to perspective-taking: imagination and rule-use may be better than simulation and theorisingIan A ApperlyThe Behavioral and Brain Sciences|November 26, 2025
What makes social abilities sophisticated? Not recursive mentalisingIan A ApperlyPageof 11