[1]
M. A. Schwartz, ‘The importance of stupidity in scientific research’, Journal of Cell Science, vol. 121, no. 11, pp. 1771–1771, May 2008, doi: 10.1242/jcs.033340.
[2]
A. E. Stahl and L. Feigenson, ‘Observing the unexpected enhances infants’ learning and exploration’, Science, vol. 348, no. 6230, pp. 91–94, Apr. 2015, doi: 10.1126/science.aaa3799.
[3]
R. M. Seyfarth and D. L. Cheney, ‘Signalers and Receivers in Animal Communication’, Annual Review of Psychology, vol. 54, no. 1, pp. 145–173, Feb. 2003, doi: 10.1146/annurev.psych.54.101601.145121.
[4]
Herbert H. Clark, ‘Meaning and Understanding (Chapter 5 in Using Language)’. https://quod.lib.umich.edu/cache/h/e/b/heb08425.0001.001/00000135.tif.66.pdf#page=7;zoom=75
[5]
Helen I Shwe and Ellen M Markman, ‘Young children’s appreciation of the mental impact of their communicative signals’, Developmental Psychology, vol. 33, pp. 630–636, [Online]. Available: https://search.proquest.com/docview/614322137/fulltextPDF/7B2A8B7E56294247PQ/1?accountid=14782
[6]
D. A. Baldwin, ‘Infants’ Contribution to the Achievement of Joint Reference’, Child Development, vol. 62, no. 5, Oct. 1991, doi: 10.2307/1131140.
[7]
K. Begus and V. Southgate, ‘Infant pointing serves an interrogative function’, Developmental Science, vol. 15, no. 5, pp. 611–617, Sep. 2012, doi: 10.1111/j.1467-7687.2012.01160.x.
[8]
Michael Tomasello, Malinda Carpenter and Ulf Liszkowski, ‘A New Look at Infant Pointing’, Child Development, vol. 78, no. 3, 2007, [Online]. Available: https://www.jstor.org/stable/4620661?seq=1#metadata_info_tab_contents
[9]
G. Gergely and G. Csibra, ‘Natural Pedagogy’, in Navigating the Social World, M. R. Banaji and S. A. Gelman, Eds. Oxford University Press, 2013, pp. 127–132. doi: 10.1093/acprof:oso/9780199890712.003.0023.
[10]
E. V. Clark, ‘Common Ground’, in The Handbook of Language Emergence, B. MacWhinney and W. O’Grady, Eds. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015, pp. 328–353. doi: 10.1002/9781118346136.ch15.
[11]
Patricia A. Ganea and Megan M. Saylor, ‘Infants’ Use of Shared Linguistic Information to Clarify Ambiguous Requests’, Child Development, vol. 78, no. 2, 2007, [Online]. Available: https://www.jstor.org/stable/4139241?seq=1#metadata_info_tab_contents
[12]
E. Goldvicht-Bacon and G. Diesendruck, ‘Children’s capacity to use cultural focal points in coordination problems’, Cognition, vol. 149, pp. 95–103, Apr. 2016, doi: 10.1016/j.cognition.2015.12.016.
[13]
T. C. Scott-Phillips, S. Kirby, and G. R. S. Ritchie, ‘Signalling signalhood and the emergence of communication’, Cognition, vol. 113, no. 2, pp. 226–233, Nov. 2009, doi: 10.1016/j.cognition.2009.08.009.
[14]
A. Vouloumanos, A. Martin, and K. H. Onishi, ‘Do 6-month-olds understand that speech can communicate?’, Developmental Science, vol. 17, no. 6, pp. 872–879, Nov. 2014, doi: 10.1111/desc.12170.
[15]
K. Byers-Heinlein, K. H. Chen, and F. Xu, ‘Surmounting the Tower of Babel: Monolingual and bilingual 2-year-olds’ understanding of the nature of foreign language words’, Journal of Experimental Child Psychology, vol. 119, pp. 87–100, Mar. 2014, doi: 10.1016/j.jecp.2013.09.011.
[16]
V. K. Jaswal, A. C. Croft, A. R. Setia, and C. A. Cole, ‘Young Children Have a Specific, Highly Robust Bias to Trust Testimony’, Psychological Science, vol. 21, no. 10, pp. 1541–1547, Oct. 2010, doi: 10.1177/0956797610383438.
[17]
O. Mascaro and D. Sperber, ‘The moral, epistemic, and mindreading components of children’s vigilance towards deception’, Cognition, vol. 112, no. 3, pp. 367–380, Sep. 2009, doi: 10.1016/j.cognition.2009.05.012.
[18]
M. A. Koenig, F. Clement, and P. L. Harris, ‘Trust in Testimony: Children’s Use of True and False Statements’, Psychological Science, vol. 15, no. 10, pp. 694–698, Oct. 2004, doi: 10.1111/j.0956-7976.2004.00742.x.
[19]
Corriveau, Kathleen HHarris, Paul L, ‘Preschoolers (sometimes) defer to the majority in making simple perceptual judgments’, Developmental Psychology, vol. 46, pp. 437–445, [Online]. Available: https://search.proquest.com/docview/614513434?OpenUrlRefId=info:xri/sid:primo&accountid=14782
[20]
Bartsch, KarenLondon, Kamala, ‘Children’s use of mental state information in selecting persuasive arguments’, Developmental Psychology, vol. 36, pp. 352–365, [Online]. Available: https://search.proquest.com/docview/614339909?OpenUrlRefId=info:xri/sid:primo&accountid=14782
[21]
Fu, GenyueXu, FenCameron, Catherine AnnHeyman, GailLee, Kang, ‘Cross-cultural differences in children’s choices, categorizations, and evaluations of truths and lies’, Developmental Psychology, vol. 43, pp. 278–293, [Online]. Available: https://search.proquest.com/docview/614462905?OpenUrlRefId=info:xri/sid:primo&accountid=14782
[22]
F. Warneken and E. Orlins, ‘Children tell white lies to make others feel better’, British Journal of Developmental Psychology, vol. 33, no. 3, pp. 259–270, Sep. 2015, doi: 10.1111/bjdp.12083.
[23]
X. P. Ding, H. M. Wellman, Y. Wang, G. Fu, and K. Lee, ‘Theory-of-Mind Training Causes Honest Young Children to Lie’, Psychological Science, vol. 26, no. 11, pp. 1812–1821, Nov. 2015, doi: 10.1177/0956797615604628.
[24]
M. Rhodes, E. Bonawitz, P. Shafto, A. Chen, and L. Caglar, ‘Controlling the message: preschoolers’ use of information to teach and deceive others’, Frontiers in Psychology, vol. 6, Jun. 2015, doi: 10.3389/fpsyg.2015.00867.
[25]
Hepach, RobertVaish, AmrishaTomasello, Michael, ‘Young children sympathize less in response to unjustified emotional distress’, Developmental Psychology, vol. 49, pp. 1132–1138, [Online]. Available: https://search.proquest.com/docview/1033530498?OpenUrlRefId=info:xri/sid:primo&accountid=14782
[26]
A. Vaish, M. Carpenter, and M. Tomasello, ‘The Early Emergence of Guilt-Motivated Prosocial Behavior’, Child Development, vol. 87, no. 6, pp. 1772–1782, Nov. 2016, doi: 10.1111/cdev.12628.
[27]
Susan Scanlon Jones, Kimberly Collins and Hye-Won Hong, ‘An Audience Effect on Smile Production in 10-Month-Old Infants’, Psychological Science, vol. 2, no. 1, 1991, [Online]. Available: https://www.jstor.org/stable/40062583?seq=1#metadata_info_tab_contents
[28]
Y. Wu, P. Muentener, and L. E. Schulz, ‘One- to four-year-olds connect diverse positive emotional vocalizations to their probable causes’, Proceedings of the National Academy of Sciences, vol. 114, no. 45, pp. 11896–11901, Nov. 2017, doi: 10.1073/pnas.1707715114.
[29]
J. Zeman and J. Garber, ‘Display Rules for Anger, Sadness, and Pain: It Depends on Who Is Watching’, Child Development, vol. 67, no. 3, Jun. 1996, doi: 10.2307/1131873.
[30]
A. F. Shariff and J. L. Tracy, ‘What Are Emotion Expressions For?’, Current Directions in Psychological Science, vol. 20, no. 6, pp. 395–399, Dec. 2011, doi: 10.1177/0963721411424739.
[31]
I. M. Silver and A. Shaw, ‘Pint-Sized Public Relations: The Development of Reputation Management’, Trends in Cognitive Sciences, vol. 22, no. 4, pp. 277–279, Apr. 2018, doi: 10.1016/j.tics.2018.01.006.
[32]
J. M. Engelmann, E. Herrmann, and M. Tomasello, ‘Preschoolers affect others’ reputations through prosocial gossip’, British Journal of Developmental Psychology, vol. 34, no. 3, pp. 447–460, Sep. 2016, doi: 10.1111/bjdp.12143.
[33]
A. Shaw and K. Olson, ‘Whose idea is it anyway? The importance of reputation in acknowledgement’, Developmental Science, vol. 18, no. 3, pp. 502–509, May 2015, doi: 10.1111/desc.12234.
[34]
G. Heyman, D. Barner, J. Heumann, and L. Schenck, ‘Children’s Sensitivity to Ulterior Motives When Evaluating Prosocial Behavior’, Cognitive Science, vol. 38, no. 4, pp. 683–700, May 2014, doi: 10.1111/cogs.12089.
[35]
S. Kim, P. L. Harris, and F. Warneken, ‘Is it okay to tell? Children’s judgements about information disclosure’, British Journal of Developmental Psychology, vol. 32, no. 3, pp. 291–304, Sep. 2014, doi: 10.1111/bjdp.12040.
[36]
M. Gweon, Hyowon Asaba, ‘Who should I tell? Young children correct and maintain others’ beliefs about the self’, [Online]. Available: http://sll.stanford.edu/docs/2016_cogsci/Asaba_Gweon_cogsci2016.pdf