[1]
Usha C. Goswami, Cognitive development: the learning brain. Hove, East Sussex: Psychology Press, 2008.
[2]
Usha C. Goswami, Cognitive development: the learning brain. Hove, East Sussex: Psychology Press, 2008.
[3]
Kristine H. Onishi & Renée Baillargeon, ‘Do 15-Month-Old Infants Understand False Beliefs?’, Science, vol. 308, no. 5719, pp. 255–258, 2005, doi: 10.1126/science.1107621.
[4]
Josef Perner & Ted Ruffman, ‘PSYCHOLOGY: Infants’ Insight into the Mind: How Deep?’, Science, vol. 308, no. 5719, pp. 214–216, 2005, doi: 10.1126/science.1111656.
[5]
Birgit Träuble, Vesna Marinović, & Sabina Pauen, ‘Early Theory of Mind Competencies: Do Infants Understand Others’ Beliefs?’, Infancy, vol. 15, no. 4, pp. 434–444, 2010, doi: 10.1111/j.1532-7078.2009.00025.x.
[6]
Laura E. Berk, Child development, 9th ed. Boston: Pearson, 2013.
[7]
Laura E. Berk, Child development, 9th ed. Boston: Pearson, 2013.
[8]
Laura E. Berk, Child development, 9th ed. Boston: Pearson, 2013.
[9]
Usha C. Goswami, Cognitive development: the learning brain. Hove, East Sussex: Psychology Press, 2008.
[10]
Karen Salmon and Elaine Reese, ‘The Benefits of Reminiscing With Young Children’, Current Directions in Psychological Science, vol. 25, no. 4, pp. 233–238, 2016, doi: 10.1177/0963721416655100.
[11]
A. Vouloumanos and S. R. Waxman, ‘Listen up! Speech is for thinking during infancy’, Trends in Cognitive Sciences, vol. 18, no. 12, pp. 642–646, Dec. 2014, doi: 10.1016/j.tics.2014.10.001.
[12]
S. P. Fan, Z. Liberman, B. Keysar, and K. D. Kinzler, ‘The Exposure Advantage’, Psychological Science, vol. 26, no. 7, pp. 1090–1097, Jul. 2015, doi: 10.1177/0956797615574699.
[13]
D. A. Baldwin, ‘Infants’ Contribution to the Achievement of Joint Reference’, Child Development, vol. 62, no. 5, Oct. 1991, doi: 10.2307/1131140.
[14]
Usha C. Goswami, Cognitive development: the learning brain. Hove, East Sussex: Psychology Press, 2008.
[15]
C. Kidd, H. Palmeri, and R. N. Aslin, ‘Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability’, Cognition, vol. 126, no. 1, pp. 109–114, Jan. 2013, doi: 10.1016/j.cognition.2012.08.004.
[16]
J. E. Benson, M. A. Sabbagh, S. M. Carlson, and P. D. Zelazo, ‘Individual differences in executive functioning predict preschoolers’ improvement from theory-of-mind training.’, Developmental Psychology, vol. 49, no. 9, pp. 1615–1627, 2013, doi: 10.1037/a0031056.
[17]
Andrew N. Meltzoff & M. Keith Moore, ‘Imitation of Facial and Manual Gestures by Human Neonates’, Science, vol. 198, no. 4312, pp. 75–78, 1977, [Online]. Available: http://www.jstor.org/stable/1744187
[18]
Rose M. Scott & Renée Baillargeon, ‘Which Penguin Is This? Attributing False Beliefs About Object Identity at 18 Months’, Child Development, vol. 80, no. 4, pp. 1172–1196, 2009, doi: 10.1111/j.1467-8624.2009.01324.x.
[19]
Beate Sodian, ‘Theory of Mind in Infancy’, Child Development Perspectives, vol. 5, no. 1, pp. 39–43, 2011, doi: 10.1111/j.1750-8606.2010.00152.x.
[20]
Kristine H. Onishi & Renée Baillargeon, ‘Do 15-Month-Old Infants Understand False Beliefs?’, Science, vol. 308, no. 5719, pp. 255–258, 2005, doi: 10.1126/science.1107621.
[21]
Bret Begun, Laura Bolt, Jon Roth, ‘Face It: There’s No Escaping Emoji’, Details, 2014, [Online]. Available: http://go.galegroup.com/ps/i.do?&id=GALE|A414862627&v=2.1&u=vuw&it=r&p=ITOF&sw=w
[22]
Laura Freeman, ‘The emoji con: Children need more than just a smiley face to communicate’, Spectator, 2018, [Online]. Available: http://go.galegroup.com/ps/i.do?&id=GALE|A541400497&v=2.1&u=vuw&it=r&p=AONE&sw=w
[23]
Henry M. Wellman, ‘Theory of mind: The state of the art’, European Journal of Developmental Psychology, pp. 1–28, 2018, doi: 10.1080/17405629.2018.1435413.
[24]
Henry M. Wellman, David Cross and Julanne Watson, ‘Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief’, Child Development, vol. 72, no. 3, pp. 655–684, 2001, [Online]. Available: http://www.jstor.org/stable/1132444?sid=primo&seq=1#page_scan_tab_contents