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Developmental Science|June 26, 2008
Preschoolers' sensitivity to referential ambiguity: evidence for a dissociation between implicit understanding and explicit behaviorElizabeth S Nilsen, Susan A Graham, Shannon Smith, et al.Developmental Science|June 26, 2008
Developmental changes in the weighting of prosodic cuesAmanda Seidl, Alejandrina CristiàDevelopmental Science|August 13, 2020
18-month-olds fail to use recent experience to infer the syntactic category of novel wordsNaomi Havron, Mireille Babineau, Anne ChristopheDevelopmental Science|April 24, 2023
An individual differences perspective on pragmatic abilities in the preschool yearsManuel Bohn, Michael Henry Tessler, Clara Kordt, et al.Developmental Science|April 8, 2015
Cumulative risk disparities in children's neurocognitive functioning: a developmental cascade modelMark Wade, Dillon T Browne, Andre Plamondon, et al.Developmental Science|April 8, 2015
The over-pruning hypothesis of autismMichael S C Thomas, Rachael Davis, Annette Karmiloff-Smith, et al.Developmental Science|May 2, 2023
Colour perception changes with basic colour word comprehensionSamuel H Forbes, Kim PlunkettDevelopmental Science|May 4, 2023
Colour vision is aligned with natural scene statistics at 4 months of ageAlice E Skelton, Anna Franklin, Jenny M BostenDevelopmental Science|May 23, 2023
Dynamics of cognitive predictors during reading acquisition in a sample of children overrepresented for dyslexia riskLauren Blockmans, Rogier Kievit, Jan Wouters, et al.Developmental Science|April 19, 2023
Being nice by choice: The effect of counterfactual reasoning on children's social evaluationsAlyson Wong, Sara Cordes, Paul L Harris, et al.Pageof 248