| Fodor, J. 1992. A theory of the child's theory of mind. Cognition, 44, 283--296. |
.... behavior of conspecifics and influence that behavior through deception (e.g. Premack [33] Povinelli and Preuss [32] and Cheney and Seyfarth [12] Research on the development of social skills in children have focused on characterizing the developmental progression of social abilities (e.g. Fodor [17], Wimmer and Perner [37] and Frith and Frith [18] and on how these skills result in conceptual changes and the representational capacities of infants (e.g. Carey [10] and Gelman [19] Furthermore, research on pervasive developmental disorders such as autism have focused on the selective ....
Jerry Fodor. A theory of the child's theory of mind. Cognition, 44:283--296, 1992.
.... behavior of conspeci cs and in uence that behavior through deception (e.g. Premack [45] Povinelli and Preuss [43] and Cheney and Seyfarth [14] Research on the development of social skills in children has focused on characterizing the developmental progression of social abilities (e.g. Fodor [22], Wimmer and Perner [55] and Frith and Frith [23] and on how these skills result in conceptual changes and the representational capacities of infants (e.g. Carey [12] and Gelman [24] Furthermore, research on pervasive developmental disorders such as autism have focused on the selective ....
Jerry Fodor. A theory of the child's theory of mind. Cognition, 44:283-296, 1992.
No context found.
Fodor, J. 1992. A theory of the child's theory of mind. Cognition, 44, 283--296.
No context found.
Fodor, J. (1992). A theory of the child's theory of mind. Cognition, 44, p283-296.
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