Beyond Conceptual Knowledge: The Impact of Children's Theory-of-Mind on Dyadic Spatial Tasks.

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Beyond Conceptual Knowledge: The Impact of Children's Theory-of-Mind on Dyadic Spatial Tasks.

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2016 nî lūn-bûn

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2016年の論文

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2016年論文

@yue

2016年論文

@zh-hant

2016年論文

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2016年論文

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2016年論文

@zh-tw

2016年论文

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2016年论文

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2016年论文

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Beyond Conceptual Knowledge: T ...... -Mind on Dyadic Spatial Tasks.

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Beyond Conceptual Knowledge: T ...... -Mind on Dyadic Spatial Tasks.

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Beyond Conceptual Knowledge: T ...... -Mind on Dyadic Spatial Tasks.

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P1476

Beyond Conceptual Knowledge: T ...... -Mind on Dyadic Spatial Tasks.

@en

P2093

Evalill B Karevold

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Francisco Pons

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Imac M Zambrana

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Karine M P Viana

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P2860

Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception

Taking perspective in conversation: the role of mutual knowledge in comprehension.

Meta-analysis of theory-of-mind development: the truth about false belief.

Emergence and characterization of sex differences in spatial ability: a meta-analysis.

Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction.

Longitudinal effects of theory of mind on later peer relations: the role of prosocial behavior.

Magnitude of sex differences in spatial abilities: a meta-analysis and consideration of critical variables.

Embodied and disembodied cognition: spatial perspective-taking.

Emotion Understanding in Clinically Anxious Children: A Preliminary Investigation.

Perspective taking: building a neurocognitive framework for integrating the "social" and the "spatial".

P304

1635

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P31

scholarly article

P356

10.3389/FPSYG.2016.01635

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P407

English

P478

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P577

2016-10-20T00:00:00Z

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27812344

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P932

5072184

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