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Mental files theory of mind: When do children consider agents acquainted with different object identities?.

Cognition

Huemer M, Perner J, Leahy B.
PMID: 29156240
Cognition. 2018 Feb;171:122-129. doi: 10.1016/j.cognition.2017.10.011. Epub 2017 Nov 16.

Mental files theory explains why children pass many perspective taking tasks like the false belief test around age 4 (Perner & Leahy, 2016). It also explains why older children struggle to understand that beliefs about an object depend on...

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Huemer M, Perner J, Leahy B. Mental files theory of mind: When do children consider agents acquainted with different object identities?. Cognition. 2017;171:122-129doi: 10.1016/j.cognition.2017.10.011.
Huemer, M., Perner, J., & Leahy, B. (2018). Mental files theory of mind: When do children consider agents acquainted with different object identities?. Cognition, 171122-129. https://doi.org/10.1016/j.cognition.2017.10.011
Huemer, Michael, et al. "Mental files theory of mind: When do children consider agents acquainted with different object identities?." Cognition vol. 171 (2018): 122-129. doi: https://doi.org/10.1016/j.cognition.2017.10.011
Huemer M, Perner J, Leahy B. Mental files theory of mind: When do children consider agents acquainted with different object identities?. Cognition. 2018 Feb;171:122-129. doi: 10.1016/j.cognition.2017.10.011. Epub 2017 Nov 16. PMID: 29156240; PMCID: PMC7100039.
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Theorizing and researching levels of processing in self-regulated learning.

The British journal of educational psychology

Winne PH.
PMID: 28791689
Br J Educ Psychol. 2018 Mar;88(1):9-20. doi: 10.1111/bjep.12173. Epub 2017 Aug 09.

BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels...

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Winne PH. Theorizing and researching levels of processing in self-regulated learning. Br J Educ Psychol. 2017;88(1):9-20doi: 10.1111/bjep.12173.
Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. The British journal of educational psychology, 88(1), 9-20. https://doi.org/10.1111/bjep.12173
Winne, Philip H. "Theorizing and researching levels of processing in self-regulated learning." The British journal of educational psychology vol. 88,1 (2018): 9-20. doi: https://doi.org/10.1111/bjep.12173
Winne PH. Theorizing and researching levels of processing in self-regulated learning. Br J Educ Psychol. 2018 Mar;88(1):9-20. doi: 10.1111/bjep.12173. Epub 2017 Aug 09. PMID: 28791689.
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What will I like best when I'm all grown up? Preschoolers' understanding of future preferences.

Child development

Bélanger MJ, Atance CM, Varghese AL, Nguyen V, Vendetti C.
PMID: 25109689
Child Dev. 2014 Nov-Dec;85(6):2419-31. doi: 10.1111/cdev.12282. Epub 2014 Aug 11.

Three experiments investigated 3-, 4-, and 5-year-olds' (N = 240) understanding that their future or "grown-up" preferences may differ from their current ones (self-future condition). This understanding was compared to children's understanding of the preferences of a grown-up (adult-now...

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Bélanger MJ, Atance CM, Varghese AL, et al. What will I like best when I'm all grown up? Preschoolers' understanding of future preferences. Child Dev. 2014;85(6):2419-31doi: 10.1111/cdev.12282.
Bélanger, M. J., Atance, C. M., Varghese, A. L., Nguyen, V., & Vendetti, C. (2014). What will I like best when I'm all grown up? Preschoolers' understanding of future preferences. Child development, 85(6), 2419-31. https://doi.org/10.1111/cdev.12282
Bélanger, Michèle J, et al. "What will I like best when I'm all grown up? Preschoolers' understanding of future preferences." Child development vol. 85,6 (2014): 2419-31. doi: https://doi.org/10.1111/cdev.12282
Bélanger MJ, Atance CM, Varghese AL, Nguyen V, Vendetti C. What will I like best when I'm all grown up? Preschoolers' understanding of future preferences. Child Dev. 2014 Nov-Dec;85(6):2419-31. doi: 10.1111/cdev.12282. Epub 2014 Aug 11. PMID: 25109689.
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Homo heuristicus outnumbered: comment on Gigerenzer and Brighton (2009).

Topics in cognitive science

Hilbig BE, Richter T.
PMID: 25164181
Top Cogn Sci. 2011 Jan;3(1):187-96. doi: 10.1111/j.1756-8765.2010.01123.x.

Gigerenzer and Brighton (2009) have argued for a "Homo heuristicus" view of judgment and decision making, claiming that there is evidence for a majority of individuals using fast and frugal heuristics. In this vein, they criticize previous studies that...

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Hilbig BE, Richter T. Homo heuristicus outnumbered: comment on Gigerenzer and Brighton (2009). Top Cogn Sci. 2011;3(1):187-96doi: 10.1111/j.1756-8765.2010.01123.x.
Hilbig, B. E., & Richter, T. (2011). Homo heuristicus outnumbered: comment on Gigerenzer and Brighton (2009). Topics in cognitive science, 3(1), 187-96. https://doi.org/10.1111/j.1756-8765.2010.01123.x
Hilbig, Benjamin E, and Richter, Tobias. "Homo heuristicus outnumbered: comment on Gigerenzer and Brighton (2009)." Topics in cognitive science vol. 3,1 (2011): 187-96. doi: https://doi.org/10.1111/j.1756-8765.2010.01123.x
Hilbig BE, Richter T. Homo heuristicus outnumbered: comment on Gigerenzer and Brighton (2009). Top Cogn Sci. 2011 Jan;3(1):187-96. doi: 10.1111/j.1756-8765.2010.01123.x. PMID: 25164181.
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Singular thought: object-files, person-files, and the sortal PERSON.

Topics in cognitive science

Murez M, Smortchkova J.
PMID: 25155025
Top Cogn Sci. 2014 Oct;6(4):632-46. doi: 10.1111/tops.12110. Epub 2014 Aug 26.

In philosophy, "singular thought" refers to our capacity to represent entities as individuals, rather than as possessors of properties. Philosophers who defend singularism argue that perception allows us to mentally latch onto objects and persons directly, without conceptualizing them...

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Murez M, Smortchkova J. Singular thought: object-files, person-files, and the sortal PERSON. Top Cogn Sci. 2014;6(4):632-46doi: 10.1111/tops.12110.
Murez, M., & Smortchkova, J. (2014). Singular thought: object-files, person-files, and the sortal PERSON. Topics in cognitive science, 6(4), 632-46. https://doi.org/10.1111/tops.12110
Murez, Michael, and Smortchkova, Joulia. "Singular thought: object-files, person-files, and the sortal PERSON." Topics in cognitive science vol. 6,4 (2014): 632-46. doi: https://doi.org/10.1111/tops.12110
Murez M, Smortchkova J. Singular thought: object-files, person-files, and the sortal PERSON. Top Cogn Sci. 2014 Oct;6(4):632-46. doi: 10.1111/tops.12110. Epub 2014 Aug 26. PMID: 25155025.
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Is understanding regret dependent on developments in counterfactual thinking?.

The British journal of developmental psychology

Beck SR, Crilly M.
PMID: 19998545
Br J Dev Psychol. 2009 Jun;27:505-10. doi: 10.1348/026151008x401697.

Children's understanding of counterfactual emotions such as regret and relief develops relatively late compared to their ability to imagine counterfactual worlds. We tested whether a late development in counterfactual thinking: understanding counterfactuals as possibilities, underpinned children's understanding of regret....

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Beck SR, Crilly M. Is understanding regret dependent on developments in counterfactual thinking?. Br J Dev Psychol. 2009;27:505-10doi: 10.1348/026151008x401697.
Beck, S. R., & Crilly, M. (2009). Is understanding regret dependent on developments in counterfactual thinking?. The British journal of developmental psychology, 27505-10. https://doi.org/10.1348/026151008x401697
Beck, Sarah R, and Crilly, Maria. "Is understanding regret dependent on developments in counterfactual thinking?." The British journal of developmental psychology vol. 27 (2009): 505-10. doi: https://doi.org/10.1348/026151008x401697
Beck SR, Crilly M. Is understanding regret dependent on developments in counterfactual thinking?. Br J Dev Psychol. 2009 Jun;27:505-10. doi: 10.1348/026151008x401697. PMID: 19998545.
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Testing primary-school children's understanding of the nature of science.

The British journal of developmental psychology

Koerber S, Osterhaus C, Sodian B.
PMID: 25295692
Br J Dev Psychol. 2015 Mar;33(1):57-72. doi: 10.1111/bjdp.12067. Epub 2014 Oct 08.

Understanding the nature of science (NOS) is a critical aspect of scientific reasoning, yet few studies have investigated its developmental beginnings and initial structure. One contributing reason is the lack of an adequate instrument. Two studies assessed NOS understanding...

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Koerber S, Osterhaus C, Sodian B. Testing primary-school children's understanding of the nature of science. Br J Dev Psychol. 2014;33(1):57-72doi: 10.1111/bjdp.12067.
Koerber, S., Osterhaus, C., & Sodian, B. (2015). Testing primary-school children's understanding of the nature of science. The British journal of developmental psychology, 33(1), 57-72. https://doi.org/10.1111/bjdp.12067
Koerber, Susanne, et al. "Testing primary-school children's understanding of the nature of science." The British journal of developmental psychology vol. 33,1 (2015): 57-72. doi: https://doi.org/10.1111/bjdp.12067
Koerber S, Osterhaus C, Sodian B. Testing primary-school children's understanding of the nature of science. Br J Dev Psychol. 2015 Mar;33(1):57-72. doi: 10.1111/bjdp.12067. Epub 2014 Oct 08. PMID: 25295692.
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Feeling or thought--both or neither? A short review.

Organon

Zaborowski R.
PMID: 25046910
Organon. 2012;(44):27-42.

No abstract available.

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Zaborowski R. Feeling or thought--both or neither? A short review. Organon. 2012;(44):27-42
Zaborowski, R. (2012). Feeling or thought--both or neither? A short review. Organon, (44), 27-42.
Zaborowski, Robert. "Feeling or thought--both or neither? A short review." Organon vol. ,44 (2012): 27-42.
Zaborowski R. Feeling or thought--both or neither? A short review. Organon. 2012;(44):27-42. PMID: 25046910.
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Young Children's Ability to Produce Valid and Relevant Counter-Arguments.

Child development

Köymen B, O'Madagain C, Domberg A, Tomasello M.
PMID: 31729752
Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15.

In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad...

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Köymen B, O'Madagain C, Domberg A, et al. Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child Dev. 2019;91(3):685-693doi: 10.1111/cdev.13338.
Köymen, B., O'Madagain, C., Domberg, A., & Tomasello, M. (2020). Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child development, 91(3), 685-693. https://doi.org/10.1111/cdev.13338
Köymen, Bahar, et al. "Young Children's Ability to Produce Valid and Relevant Counter-Arguments." Child development vol. 91,3 (2020): 685-693. doi: https://doi.org/10.1111/cdev.13338
Köymen B, O'Madagain C, Domberg A, Tomasello M. Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15. PMID: 31729752.
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Young children's counterfactual thinking: Triggered by the negative emotions of others.

Journal of experimental child psychology

Nakamichi K.
PMID: 31382204
J Exp Child Psychol. 2019 Nov;187:104659. doi: 10.1016/j.jecp.2019.06.012. Epub 2019 Aug 02.

Three experiments examined the influence of other people's negative emotions on young children's counterfactual thinking. Experiment 1 (N = 48) explored whether 4- to 6-year-olds could think counterfactually about both physical and emotional events using the discriminating counterfactual tasks...

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Nakamichi K. Young children's counterfactual thinking: Triggered by the negative emotions of others. J Exp Child Psychol. 2019;187:104659doi: 10.1016/j.jecp.2019.06.012.
Nakamichi, K. (2019). Young children's counterfactual thinking: Triggered by the negative emotions of others. Journal of experimental child psychology, 187104659. https://doi.org/10.1016/j.jecp.2019.06.012
Nakamichi, Keito. "Young children's counterfactual thinking: Triggered by the negative emotions of others." Journal of experimental child psychology vol. 187 (2019): 104659. doi: https://doi.org/10.1016/j.jecp.2019.06.012
Nakamichi K. Young children's counterfactual thinking: Triggered by the negative emotions of others. J Exp Child Psychol. 2019 Nov;187:104659. doi: 10.1016/j.jecp.2019.06.012. Epub 2019 Aug 02. PMID: 31382204.
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Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves.

Cognition

Yuan L, Prather RW, Mix KS, Smith LB.
PMID: 30933877
Cognition. 2019 Aug;189:89-104. doi: 10.1016/j.cognition.2019.03.013. Epub 2019 Mar 29.

Numerous studies from developmental psychology have suggested that human symbolic representation of numbers is built upon the evolutionally old capacity for representing quantities that is shared with other species. Substantial research from mathematics education also supports the idea that...

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Yuan L, Prather RW, Mix KS, et al. Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves. Cognition. 2019;189:89-104doi: 10.1016/j.cognition.2019.03.013.
Yuan, L., Prather, R. W., Mix, K. S., & Smith, L. B. (2019). Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves. Cognition, 18989-104. https://doi.org/10.1016/j.cognition.2019.03.013
Yuan, Lei, et al. "Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves." Cognition vol. 189 (2019): 89-104. doi: https://doi.org/10.1016/j.cognition.2019.03.013
Yuan L, Prather RW, Mix KS, Smith LB. Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves. Cognition. 2019 Aug;189:89-104. doi: 10.1016/j.cognition.2019.03.013. Epub 2019 Mar 29. PMID: 30933877; PMCID: PMC7877708.
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Learning and teaching aren't the same - the need for diagnosis curricula in graduate medical education.

Diagnosis (Berlin, Germany)

Sundberg MA, Olson APJ.
PMID: 31913850
Diagnosis (Berl). 2020 Jan 28;7(1):1-2. doi: 10.1515/dx-2019-0085.

No abstract available.

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Sundberg MA, Olson APJ. Learning and teaching aren't the same - the need for diagnosis curricula in graduate medical education. Diagnosis (Berl). 2020;7(1):1-2doi: 10.1515/dx-2019-0085.
Sundberg, M. A., & Olson, A. P. J. (2020). Learning and teaching aren't the same - the need for diagnosis curricula in graduate medical education. Diagnosis (Berlin, Germany), 7(1), 1-2. https://doi.org/10.1515/dx-2019-0085
Sundberg, Michael A, and Olson, Andrew P J. "Learning and teaching aren't the same - the need for diagnosis curricula in graduate medical education." Diagnosis (Berlin, Germany) vol. 7,1 (2020): 1-2. doi: https://doi.org/10.1515/dx-2019-0085
Sundberg MA, Olson APJ. Learning and teaching aren't the same - the need for diagnosis curricula in graduate medical education. Diagnosis (Berl). 2020 Jan 28;7(1):1-2. doi: 10.1515/dx-2019-0085. PMID: 31913850.
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Showing 25 to 36 of 81 entries