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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 CarrollDevelopmental Science|February 9, 2010
Spontaneous analog number representations in 3-year-old childrenJessica F Cantlon, Kelley E Safford, Elizabeth M BrannonDevelopmental Science|February 9, 2010
Representing intentions in self and other: studies of autism and typical developmentDavid Williams, Francesca HappéDevelopmental Science|February 9, 2010
Testing the limits of statistical learning for word segmentationElizabeth K Johnson, Michael D TylerDevelopmental Science|February 9, 2010
Two-year-olds are vigilant of others' non-verbal cues to credibilitySusan A J Birch, Nazanin Akmal, Kristen L FramptonDevelopmental Science|February 9, 2010
The emergence of a novel representation from action: evidence from preschoolersRebecca Boncoddo, James A Dixon, Elizabeth KelleyDevelopmental Science|February 9, 2010
The neural basis of speech parsing in children and adultsKristin McNealy, John C Mazziotta, Mirella DaprettoDevelopmental Science|September 18, 2014
Whose idea is it anyway? The importance of reputation in acknowledgementAlex Shaw, Kristina OlsonDevelopmental Science|January 21, 2015
Signal clarity: an account of the variability in infant quantity discrimination tasksLisa Cantrell, Ty W Boyer, Sara Cordes, et al.Developmental Science|October 21, 2017
Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stressMadeline B Harms, Katherine E Shannon Bowen, Jamie L Hanson, et al.Pageof 249