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Journal of Experimental Child Psychology|August 28, 2025
Exploring post-error slowing in children aged 8-11: task-specific patterns and associations with cognitive and academic outcomesElena Cravet, Ebru GerJournal of Experimental Child Psychology|October 25, 2019
Developmental transformations in the structure of executive functionsJohanna Hartung, Laura E Engelhardt, Megan L Thibodeaux, et al.Journal of Experimental Child Psychology|May 8, 2020
Mothers' distancing language relates to young children's math and literacy skillsAndrew D Ribner, Catherine S Tamis-LeMonda, Lynn S LibenJournal of Experimental Child Psychology|June 16, 2015
Eliciting promises from children reduces cheatingGail D Heyman, Genyue Fu, Jianyan Lin, et al.Journal of Experimental Child Psychology|July 18, 2016
Children's comprehension skill and the understanding of nominal metaphorsAlix Seigneuric, Hakima Megherbi, Steve Bueno, et al.Journal of Experimental Child Psychology|July 6, 2015
Does a peer model's task proficiency influence children's solution choice and innovation?Lara A Wood, Rachel L Kendal, Emma G FlynnJournal of Experimental Child Psychology|May 24, 2015
The relative importance of heads, bodies, and movement to person recognition across developmentRachel A Robbins, Max ColtheartJournal of Experimental Child Psychology|May 31, 2015
Exploring interactions between semantic and syntactic processes: The role of animacy in syntactic primingMarina Vasilyeva, Perla B GámezJournal of Experimental Child Psychology|June 3, 2015
Dual processes of false recognition in kindergarten children and elementary school pupilsTobias Tempel, Christian Frings, Silvia MecklenbräukerJournal of Experimental Child Psychology|June 17, 2015
The attentional blink in typically developing and reading-disabled childrenBarry J A de Groot, Kees P van den Bos, Bieuwe F van der Meulen, et al.Pageof 397