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Developmental Science|October 16, 2004
A visit from the Candy Witch: factors influencing young children's belief in a novel fantastical beingJacqueline D Woolley, Elizabeth A Boerger, Arthur B MarkmanDevelopmental Science|October 16, 2004
'Unwilling' versus 'unable': chimpanzees' understanding of human intentional actionJosep Call, Brian Hare, Malinda Carpenter, et al.Developmental Science|August 25, 2004
When left means right: an explanation of the left cradling bias in terms of right hemisphere specializationsVictoria J Bourne, Brenda K ToddDevelopmental Science|August 25, 2004
Task orientation, parental warmth and SES account for a significant proportion of the shared environmental variance in general cognitive ability in early childhood: evidence from a twin studyStephen A Petrill, Kirby Deater-DeckardDevelopmental Science|August 25, 2004
A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skillsEmma Flynn, Claire O'Malley, David WoodDevelopmental Science|October 26, 2005
Young children's rapid learning about artifactsKrista Casler, Deborah KelemenDevelopmental Science|October 26, 2005
Fast mapping between a phrasal form and meaningDevin Casenhiser, Adele E GoldbergDevelopmental Science|October 26, 2005
How do parents respond to children's questions about the identity of artifacts?Deborah G Kemler Nelson, Kelly O'NeilDevelopmental Science|October 26, 2005
Children's implicit knowledge of harmony in Western musicE Glenn Schellenberg, Emmanuel Bigand, Benedicte Poulin-Charronnat, et al.Developmental Science|October 26, 2005
Ambiguous benefits: the effect of bilingualism on reversing ambiguous figuresEllen Bialystok, Dana ShaperoPageof 249