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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 46 1 Referent selection in children with Autism Spectrum Condition and intellectual disabilities:Do social cues affect word-to-object or word-to-location mappings? Field, Charlotte; Lewis, Charlie; Allen, Melissa. - 2019 BASE Show details 2 Developmental Differences in Children’s Learning and Use of Forensic Ground Rules During an Interview About an Experienced Event Brown, Deirdre A.; Lewis, Charlie N.; Lamb, Michael E.; Gwynne, Jessie; Kitto, Oliver; Stairmand, Meghan. - : American Psychological Association, 2019 Abstract: Children often answer questions when they do not have the requisite knowledge or when they do not understand them. We examined whether ground rules instruction—to say “I don’t know,” to tell the truth, and to correct the interviewer when necessary—assisted children in applying those rules during an interview about a past event and whether doing so was associated with more accurate accounts. We compared children with intellectual disabilities (mild or moderate severity, n = 44, 7–12 years) with 3 groups of typically developing children (2 matched for mental age, and 1 for chronological age, n = 55, 4–12 years) on their understanding of 3 ground rules, their use of these rules in an interview, and their accuracy in recalling a personally experienced event. Many children were able to demonstrate proficiency with the rules following simple instruction but others required additional teaching. Children applied the rules sparingly in the interview. Their scores on the practice trials of each rule were unrelated to each other, and to the use of the rules in context. Their developmental level was significantly related to both of these skills. Regression models showed that developmental level was the best predictor of children’s accuracy when they recounted their experience during the interview but that use of responses consistent with the rules, in conjunction with developmental level, predicted accurate resistance to suggestive questions. Future research should identify how best to prepare children of different ages and cognitive abilities to answer adults’ questions appropriately. Keyword: Children’s Cognitive and Language Development URL: http://www.ncbi.nlm.nih.gov/pubmed/31192645 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6644439/ https://doi.org/10.1037/dev0000756 BASE Hide details 3 Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings? Field, Charlotte; Lewis, Charlie; Allen, Melissa. - : Elsevier, 2019 BASE Show details 4 Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders Field, Charlotte; Allen, Melissa L.; Lewis, Charlie. - 2016 BASE Show details 5 Impaired performance on advanced theory of mind tasks in children with epilepsy is related to poor communication and increased attention problems Lunn, Judith; Lewis, Charlie; Sherlock, Christopher. - 2015 BASE Show details 6 Language acquisition from social cues, associative cues and conflicting cues in typically and atypically developing children Field, Charlotte; Allen, Melissa; Lewis, Charlie. - 2014 BASE Show details 7 How do social and associative cues facilitate language acquisition in TD children and children with ASD? Field, Charlotte; Lewis, Charlie; Allen, Melissa. - : British Psychological Society, 2014 BASE Show details 8 Promoting child-initiated social-communication in children with autism: Son-Rise Program intervention effects Houghton, Kat; Schuchard, Julia; Lewis, Charlie... In: Journal of communication disorders. - New York, NY : Elsevier 46 (2013) 5, 495-506 OLC Linguistik Show details 9 Toward a second-person neuroscience : [including open peer commentary and authors' response] Ho, S. Shaun (Komm.); Gallagher, Shaun (Komm.); Cole, Jonathan (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 36 (2013) 4, 393-414 BLLDB OLC Linguistik Show details 10 A mature second-person neuroscience needs a first-person (plural) developmental foundation Lewis, Charlie; Stack, James; Schilbach, Leonhard In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 36 (2013) 4, 428-429 OLC Linguistik Show details 11 Reaching, requesting and reflecting : from interpersonal engagement to thinking Carpendale, J. I. M.; Lewis, Charlie In: Moving ourselves, moving others (Amsterdam, 2012), p. 243-260 MPI für Psycholinguistik Show details 12 The social origin and moral nature of human thinking Carpendale, Jeremy I. M.; Hammond, Stuart I.; Lewis, Charlie... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2010) 4, 334 OLC Linguistik Show details 13 Brief Report: Are Children with Autism Proficient Word Learners? Franken, Tessa E.; Lewis, Charlie; Malone, Stephanie A.. - 2010 BASE Show details 14 talking and thinking : the role of speech in social understanding Carpendale, Jeremy; Lewis, Charlie; Susswein, Noah... In: Private speech, executive functioning, and the development of verbal self-regulation (Cambridge, 2009), p, 83-94 MPI für Psycholinguistik Show details 15 Carruthers' marvelous magical mindreading machine Lewis, Charlie; Carpendale, Jeremy I M; Carruthers, Peter In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2009) 2, 152 OLC Linguistik Show details 16 How we know our own minds: the relationship between mindreading and metacognition : [including open peer commentary and author's response] Lombardo, Michael V. (Komm.); Schwartz, Bennett L. (Komm.); Rochat, Philippe (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2009) 2, 121-182 BLLDB OLC Linguistik Show details 17 Social knowledge as social skill : an action based view of social understanding Bibok, M.; Carpendale, J. I. M.; Lewis, Charlie In: Social life and social knowledge (New York, 2008), p. 145-170 MPI für Psycholinguistik Show details 18 Don't throw the baby out with the math water: Why discounting the developmental foundations of early numeracy is premature and unnecessary Muldoon, Kevin; Lewis, Charlie; Freeman, Norman... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 663 OLC Linguistik Show details 19 Analogy as relational priming: a developmental and computational perspective on the origins of a complex cognitive skill [; including open peer commentary and authors' response] Leech, Robert; Mareschal, Denis; Cooper, Richard P.... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 4, 357-414 BLLDB Show details 20 The shared circuits model (SCM): how control, mirroring, and simulation can enable imitation, deliberation, and mindreading : [including open peer commentary and response by Julian Kiverstein and Andy Clark] Hurley, Susan L.; Behrendt, Ralf-Peter (Komm.); Carpendale, Jeremy I. M. (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 1, 1-58 BLLDB Show details Page: 1 2 3

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