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Theory of Mind and Children's Trait Attributions About Average and Typically Stigmatized Peers→
/Lapan, C., & Boseovski, J.J. (2015, early view). Infant and Child Development. doi: 10.1002/icd.1923
Read MoreIs Science Learning Magic? [Review of "The Journey From Child to Scientist: Integrating Cognitive Development and the Education Sciences," by S. Carver and J. Shrager (Eds.)] (PDF)→
/Marcovitch, S. & Guttentag, R. E. (2012). PsycCRITIQUES, 57(44).
Read MoreHow Theory of Mind and Executive Function Co-Develop (PDF)→
/Miller, S. E., & Marcovitch, S. (2012). The Review of Philosophy and Psychology, 3, 597-625.
Read MoreDevelopment of Executive Function Across the Life Span (PDF)→
/Jacques, S., & Marcovitch, S. (2010). In W. F. Overton (Ed.), Cognition, Biology, and Methods. Volume 1 of the Handbook of Life-Span Development (pp. 431-466), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
Read MoreVideo Reminders in a Representational Change Task: Memory for Cues But Not Beliefs or Statements→
/Zelazo, P. D., & Boseovski, J. J. (2001). Journal of Experimental Child Psychology, 78(2), 107-129.
Read MoreA Cognitive Complexity and Control Framework for the Study of Autism→
/Zelazo P. D., Burack, J. A., Boseovski, J. J., Jacques, S. & Frye, D. (2001). In T. Charman, J. A. Burack, N. Yirmiya, & P. R. Zelazo (Eds.), Development and Autism: Perspectives From Theory and Research (pp. 195-217). Mahwah, NJ: Erlbaum.
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