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1
Promoting child-initiated social-communication in children with autism: Son-Rise Program intervention effects
In: Journal of communication disorders. - New York, NY : Elsevier 46 (2013) 5, 495-506
OLC Linguistik
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2
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
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3
A mature second-person neuroscience needs a first-person (plural) developmental foundation
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 36 (2013) 4, 428-429
OLC Linguistik
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4
Reaching, requesting and reflecting : from interpersonal engagement to thinking
In: Moving ourselves, moving others (Amsterdam, 2012), p. 243-260
MPI für Psycholinguistik
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5
The social origin and moral nature of human thinking
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2010) 4, 334
OLC Linguistik
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6
talking and thinking : the role of speech in social understanding
In: Private speech, executive functioning, and the development of verbal self-regulation (Cambridge, 2009), p, 83-94
MPI für Psycholinguistik
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7
Carruthers' marvelous magical mindreading machine
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2009) 2, 152
OLC Linguistik
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8
How we know our own minds: the relationship between mindreading and metacognition : [including open peer commentary and author's response]
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2009) 2, 121-182
BLLDB
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9
Social knowledge as social skill : an action based view of social understanding
In: Social life and social knowledge (New York, 2008), p. 145-170
MPI für Psycholinguistik
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10
Don't throw the baby out with the math water: Why discounting the developmental foundations of early numeracy is premature and unnecessary
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 663
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11
Analogy as relational priming: a developmental and computational perspective on the origins of a complex cognitive skill [; including open peer commentary and authors' response]
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 4, 357-414
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12
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]
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 1, 1-58
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13
From numerical concepts to concepts of number : [including open peer commentary and authors' response]
Halberda, Justin (Komm.); Lourenco, Stella F. (Komm.); Smith, Leslie (Komm.)...
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 623-687
BLLDB
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14
Analogy as relational priming: The challenge of self-reflection
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 4, 381
OLC Linguistik
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15
Mirroring cannot account for understanding action
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 1, 23
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16
How children develop social understanding
Carpendale, Jeremy; Lewis, Charlie. - Malden, MA : Blackwell, 2008
MPI für Psycholinguistik
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17
Constructing perspectives in the social making of minds
In: Making minds (Amsterdam [etc.], 2007), p. 163-178
MPI für Psycholinguistik
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18
Constructing perspectives in the social making of minds
In: Interaction studies. - Amsterdam [u.a.] : Benjamins 6 (2005) 3, 341-358
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19
Constructing an understanding of mind: The development of children's social understanding within social interaction
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 27 (2004) 1, 79-95
OLC Linguistik
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20
Constructing an understanding of mind : the development of children's social understanding within social interaction (incl. open peer commentary and author's response)
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 27 (2004) 1, 79-151
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