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Developmental Science|October 21, 2022
Young children interpret number gestures differently than nonsymbolic setsDominic J Gibson, Talia Berkowitz, Jacob Butts, et al.Developmental Science|October 8, 2022
Rectifying inequities in resource collection in young childrenDavid M Sobel, Jayd Blankenship, Mary Rose Yockel, et al.Developmental Science|October 8, 2022
Bi-directional relations between behavioral problems and executive function: Assessing the longitudinal development of self-regulationChen Li, Emma R Hart, Robert J Duncan, et al.Developmental Science|October 12, 2022
Longitudinal investigation of executive function development employing task-based, teacher reports, and fNIRS multimethodology in 4- to 5-year-old childrenCassondra M Eng, Melissa Pocsai, Virginia E Fulton, et al.Developmental Science|October 9, 2022
Children's use of pragmatic inference to learn about the social worldRoya Baharloo, Ny Vasil, Monica E Ellwood-Lowe, et al.Developmental Science|September 6, 2022
Childhood separation from parents with cognitive and psychopathological outcomes in adolescenceXudong Zhao, Anhui Zhang, Wanxu Liu, et al.Developmental Science|June 17, 2011
Tracking speakers' false beliefs: is theory of mind available earlier for word learning?Carmel Houston-Price, Kate Goddard, Catherine Séclier, et al.Developmental Science|June 17, 2011
Evidence for a specific cross-modal association deficit in dyslexia: an electrophysiological study of letter-speech sound processingDries Froyen, Gonny Willems, Leo BlomertDevelopmental Science|June 17, 2011
Effects of joint attention on long-term memory in 9-month-old infants: an event-related potentials studyFranziska Kopp, Ulman LindenbergerDevelopmental Science|June 17, 2011
Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievementRebecca Bull, Kimberly Andrews Espy, Sandra A Wiebe, et al.Pageof 248