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Content Provider : MEDLINE Publication : british journal of developmental psychology Subject : art Subject : child development Subject : comprehension Subject : dinosaurs Subject : nonfiction Filter by : Subject

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Academic Journal

How does Sam feel?: Children's labelling and drawing of basic emotions.

Authors : Brechet C; Dêveloppement Cognition Acquisition, Department of Psychology, University of Montpellier III, Montpellier, France. ; Baldy R

Subjects: Art* ; Child Development* ; Comprehension*

Source: The British journal of developmental psychology [Br J Dev Psychol] 2009 Sep; Vol. 27 (Pt 3), pp. 587-606.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print Cited Medium: Print ISSN: 0261-510X (Print)

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Academic Journal

Children's understanding of multiplication and division: Insights from a pooled analysis of seven studies conducted across 7 years.

Authors : Dubé AK; McGill University and University of Regina, Regina, Saskatchewan, Canada.; Robinson KM

Subjects: Mathematical Concepts*; Adolescent Development/Adolescent Development/Adolescent Development/*physiology ; Child Development/Child Development/Child Development/*physiology

Source: The British journal of developmental psychology [Br J Dev Psychol] 2018 Jun; Vol. 36 (2), pp. 206-219. Date of Electronic Publication: 2017 Nov 14.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Academic Journal

The development of spatial category representations from 4 to 7 years.

Authors : Farran EK; Department of Psychology and Human Development, UCL Institute of Education, University College London, UK. .; Atkinson L

Subjects: Child Development/Child Development/Child Development/*physiology ; Comprehension/Comprehension/Comprehension/*physiology ; Concept Formation/Concept Formation/Concept Formation/*physiology

Source: The British journal of developmental psychology [Br J Dev Psychol] 2016 Nov; Vol. 34 (4), pp. 555-568. Date of Electronic Publication: 2016 Jun 14.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Academic Journal

The animate-inanimate distinction in preschool children.

Authors : Wright K; Department of Psychology, Concordia University, Montréal, Québec, Canada.; Poulin-Dubois D

Subjects: Biology*; Child Development/Child Development/Child Development/*physiology ; Comprehension/Comprehension/Comprehension/*physiology

Source: The British journal of developmental psychology [Br J Dev Psychol] 2015 Mar; Vol. 33 (1), pp. 73-91. Date of Electronic Publication: 2014 Oct 20.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Academic Journal

Cultural influences on children's understanding of the human body and the concept of life.

Authors : Panagiotaki G; Department of Clinical Psychology, Norwich Medical School, University of East Anglia, Norwich, UK.; Nobes G

Subjects: Cross-Cultural Comparison*; Child Development/Child Development/Child Development/*physiology ; Comprehension/Comprehension/Comprehension/*physiology

Source: The British journal of developmental psychology [Br J Dev Psychol] 2014 Sep; Vol. 32 (3), pp. 276-90. Date of Electronic Publication: 2014 Mar 14.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Academic Journal

Preschool-aged children's understanding of gratitude: relations with emotion and mental state knowledge.

Authors : Nelson JA; School of Behavioral and Brain Sciences, The University of Texas, Dallas, TX, USA. ; de Lucca Freitas LB

Subjects: Child Development* ; Cognition* ; Comprehension*

Source: The British journal of developmental psychology [Br J Dev Psychol] 2013 Mar; Vol. 31 (Pt 1), pp. 42-56. Date of Electronic Publication: 2012 Mar 28.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Print ISSN:

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Academic Journal

Chinese preschoolers' implicit and explicit false-belief understanding.

Authors : Wang B; Victoria University of Wellington, New Zealand.; Low J

Subjects: Child Development* ; Comprehension* ; Concept Formation*

Source: The British journal of developmental psychology [Br J Dev Psychol] 2012 Mar; Vol. 30 (Pt 1), pp. 123-40. Date of Electronic Publication: 2011 Jul 18.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Print ISSN:

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Academic Journal

Breaking the rules: do infants have a true understanding of false belief?

Authors : Yott J; Concordia University, Montréal, Québec, Canada.; Poulin-Dubois D

Subjects: Child Development* ; Comprehension* ; Concept Formation*

Source: The British journal of developmental psychology [Br J Dev Psychol] 2012 Mar; Vol. 30 (Pt 1), pp. 156-71. Date of Electronic Publication: 2011 Sep 22.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Print ISSN:

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Academic Journal

Continuity from an implicit to an explicit understanding of false belief from infancy to preschool age.

Authors : Thoermer C; Ludwig-Maximilians-University, Munich, Germany. ; Sodian B

Subjects: Child Development* ; Comprehension* ; Concept Formation*

Source: The British journal of developmental psychology [Br J Dev Psychol] 2012 Mar; Vol. 30 (Pt 1), pp. 172-87. Date of Electronic Publication: 2011 Nov 10.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print-Electronic Cited Medium: Print ISSN:

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Academic Journal

Young children's understanding of the context-relativity of normative rules in conventional games.

Authors : Rakoczy H; Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig D-04103, Germany. ; Brosche N

Subjects: Child Development/Child Development/Child Development/*physiology ; Comprehension/Comprehension/Comprehension/*physiology ; Concept Formation/Concept Formation/Concept Formation/*physiology

Source: The British journal of developmental psychology [Br J Dev Psychol] 2009 Jun; Vol. 27 (Pt 2), pp. 445-56.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 8308022 Publication Model: Print Cited Medium: Print ISSN: 0261-510X (Print)

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