Abstract
Rights: UNKNOWN · https://www.elsevier.com/tdm/userlicense/1.0/ · Source: journal-auto-sync:external:CROSSREF_ISSN
Scott A. Miller
Abstract
Rights: UNKNOWN · https://www.elsevier.com/tdm/userlicense/1.0/ · Source: journal-auto-sync:external:CROSSREF_ISSN
Authors
Institutions
No ROR-resolved institution is linked to this work yet.
Provenance
crossref
Confidence 100%
unpaywall
Confidence 95%
datacite
Confidence 0%
No local reference links have been materialized yet.
No local citing links have been materialized yet.
Children's understanding of private keys in referential communication
10.1016/0022-0965(90)90040-f · 1990
Children's use of common ground in interpreting ambiguous referential utterances
10.1037/0012-1649.26.2.234 · 1990
Unresolved referenced work
1993
Knowing you've changed your mind: Children's understanding of representational change
1988
Unresolved referenced work
Kept as external metadata until matched
Children's cognitions about effective helping
10.1037/0012-1649.18.2.267 · 1982
Intentional relations and social understanding
10.1017/s0140525x00041790 · 1996
Perception of epistemic authority and attribution for its choice as a function of knowledge area and age
10.1002/ejsp.2420210603 · 1991
Unresolved referenced work
Kept as external metadata until matched
Unresolved referenced work
Kept as external metadata until matched
The influence of personal involvement on the performance in a false belief task: A structural analysis
10.1080/016502597384893 · 1997
Unresolved referenced work
Kept as external metadata until matched
Unresolved referenced work
Kept as external metadata until matched
Effects of age and achievement goals on children's motives for attending to peers' work
10.1111/j.2044-835x.1996.tb00690.x · 1996
Age trends in the use of social and temporal comparison for self-evaluation: Examination of a novel developmental hypothesis
10.1111/j.1467-8624.1998.tb06160.x · 1998
On the distinction between false belief understanding and subscribing to an interpretive theory of mind
10.2307/1131725 · 1996
Developmental changes in the contributions of shared experiences to social role-taking competence
10.1177/016502548400700203 · 1984
Shifting to an interpretive theory of mind: 5- to-7-year-olds' changing conceptions of mental life
1996
The ability of young children to rank themselves for academic ability
10.1080/0305569880140110 · 1988
The development of children's theory of mind: The working memory explanation
10.1080/00049539508258765 · 1995
Unresolved referenced work
Kept as external metadata until matched
The development of persuasive communication strategies in kindergartners through twelfth-graders
10.1080/03637757909376010 · 1979
Evaluating preschool children's sensitivity to developmental differences in their peers
10.1177/027112149401400107 · 1994
Preschool children's conceptions of disabilities: The salience of disability in children's ideas about others
10.1177/027112149601600406 · 1996
Unresolved referenced work
Kept as external metadata until matched
Children's use of dispositions to predict classmates' behavior
10.1037/0012-1649.29.4.646 · 1993
The speech of two- and three-year-olds to infant siblings: “Baby talk” and the context of communication
10.1017/s030500090000492x · 1982
Unresolved referenced work
Kept as external metadata until matched
Children's behavioral understanding of knowledge acquisition
10.1016/s0885-2014(97)90030-7 · 1997
Unresolved referenced work
Kept as external metadata until matched
Metacognitive development
1978
The development of knowledge about visual perception
1978
Unresolved referenced work
1968
Young children's understanding of fact beliefs versus value beliefs
10.2307/1130865 · 1990
Young children's understanding of different types of beliefs
10.2307/1131247 · 1992
Unresolved referenced work
Kept as external metadata until matched
Theory of mind and rule-based reasoning
10.1016/0885-2014(95)90024-1 · 1995
Onset of theory of mind: Methodological considerations
10.1080/0300443930860104 · 1993
The psychology of folk psychology
10.1017/s0140525x00028648 · 1993
How we know our minds: The illusion of first-person knowledge of intentionality
10.1017/s0140525x00028636 · 1993
Developmental changes in predicting one's own span of short-term memory
10.1016/0022-0965(75)90079-x · doi-reference
The development of metacognitive awareness in memory, communication, and attention
10.1016/0022-0965(79)90091-2 · doi-reference
Children's understanding of informational access as source of knowledge
10.2307/1130318 · doi-reference
Against the Cartesian view on mind: Young children's difficulty with own false beliefs
10.1111/j.2044-835x.1991.tb00866.x · doi-reference
Young children's reasoning about beliefs
10.1016/0010-0277(88)90021-2 · doi-reference
Preschoolers' understanding of memory-relevant variables
10.2307/1128544 · doi-reference
Interviewer knowledge and preschoolers' reasoning about knowledge states moderate suggestibility
10.1016/s0885-2014(99)00013-1 · doi-reference
The effects of verbal feedback and listener type on the speech of preschool children
10.1016/0022-0965(83)90026-7 · doi-reference
Children's understanding of knowledge acquisition: The tendency for children to report that they have always known what they have just learned
10.2307/1131282 · doi-reference
Perspective taking and theory of mind: Do children predict interpretive diversity as a function of differences in observers' knowledge?
10.2307/1130810 · doi-reference
The relation between individual differences in fantasy and theory of mind
10.2307/1131670 · doi-reference
Conceptual perspective taking: Children's ability to distinguish what they know from what they see
10.2307/1130570 · doi-reference
Integrating relationship constructs and emotional experience into false belief tasks in preschool children
10.1006/jecp.1997.2416 · doi-reference
Perceived versus meta-analytic effect sizes: An assessment of the accuracy of gender stereotypes
10.1037/0022-3514.66.1.21 · doi-reference
When 3-year-olds understand ignorance, false beliefs and representational change
10.1111/j.2044-835x.1991.tb00868.x · doi-reference
Children's judgments of their own and their peers' academic competence
10.1037/0022-0663.76.1.75 · doi-reference
Developmental change in children's assessment of intellectual competence
10.2307/1130719 · doi-reference
Children's use of dispositional attributions in predicting the performance and behavior of classmates
10.1016/0193-3973(90)90029-j · doi-reference
Children's perceptions of their own and their classmates' ability
10.1037/0022-0663.73.3.404 · doi-reference
The development of referential communication: Speaking to different listeners
10.2307/1130569 · doi-reference
Development of referential communication skills: How familiarity with a listener affects a speaker's production of redundant messages
10.1037/0012-1649.22.4.549 · doi-reference
Children's understanding of inference as a source of knowledge
10.2307/1130519 · doi-reference
The development of deception in young children
10.1111/j.2044-835x.1991.tb00869.x · doi-reference
Children's attributions of knowledge to the listener in a referential communication task
10.2307/1130317 · doi-reference
Conceptual coherence in the child's theory of mind: Training children to understand belief
10.2307/1131762 · doi-reference
Developmental differences in children's gender schemata about others: A meta-analytic review
10.1006/drev.1993.1007 · doi-reference
The development of communication skills: Modifications in the speech of young children as a function of listener
10.2307/1165783 · doi-reference
Peer academic rankings and the Piers–Harris Children's Self-Concept Scale
10.2466/pms.1986.62.2.517 · doi-reference
Children's attitudes toward the elderly: Educational implications
10.1080/0360127770020308 · doi-reference
Strategic game playing in children through the windows task
10.1111/j.2044-835x.1996.tb00699.x · doi-reference
Realism and children's early grasp of mental representation: Belief-based judgments in the state change task
10.1016/0010-0277(95)00675-5 · doi-reference
Young children's use of age appropriate speech styles in social interaction and role-playing
10.1017/s030500090000132x · doi-reference
Children's understanding of visual ambiguity
10.1111/j.2044-835x.1991.tb00864.x · doi-reference
Children's ascription of knowledge to others
10.1037/0012-1649.25.4.601 · doi-reference
What people say and what they think: Children's judgments of false belief in relation to their recall of false messages
10.1111/j.2044-835x.1995.tb00679.x · doi-reference
Perception of epistemic authorities by children and adolescents
10.1007/bf01537477 · doi-reference
Development in children's perceptions of epistemic authorities
10.1111/j.2044-835x.1990.tb00830.x · doi-reference
Young children understand that looking leads to knowing (so long as they are looking through a single barrel)
10.2307/1130869 · doi-reference
Preschool children's use of information about age and perceptual access to infer another person's knowledge
10.1080/00221329709596675 · doi-reference
Children's understanding of biased interpretation: Generality and limitations
10.1111/j.2044-835x.1995.tb00685.x · doi-reference