Just Google It: Young Children's Preferences for Touchscreens versus Books in Hypothetical Learning Tasks.Predictors and Moderators of Spontaneous Pretend Play in Children with and without Autism Spectrum DisorderHow is theory of mind useful? Perhaps to enable social pretend play.Can that really happen? Children's knowledge about the reality status of fantastical events in television.The Effect of Realistic Contexts on Ontological Judgments of Novel Entities.Further examination of the immediate impact of television on children's executive function.Television and children's executive function.Do children learn from pretense?Children's understanding of the knowledge prerequisites of drawing and pretending.Mothers' behavior modifications during pretense and their possible signal value for toddlersOld Dogs Learning New Tricks: Neuroplasticity Beyond the Juvenile PeriodSigns of Pretense Across Age and ScenarioObservers' proficiency at identifying pretense acts based on behavioral cues.Preschooler's Understanding of the Role of Mental States and Action in PretenseWhere is the real cheese? Young children's ability to discriminate between real and pretend Acts.The informative value of emotional expressions: 'social referencing' in mother-child pretense.The early years. Evaluating Montessori education.Dissociations, developmental psychology, and pedagogical design.The immediate impact of different types of television on young children's executive function.Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs.The impact of pretend play on children's development: a review of the evidence.Concepts and theories, methods and reasons: Why do the children (pretend) play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013).Cortical mechanisms of pretense observation.The contribution of symbolic skills to the development of an explicit theory of mind.Children's racial bias in perceptions of others' pain.Ethnopsychologies: cultural variations in theories of mind.Wanting to be it: children's understanding of intentions underlying pretense.Young children's preference for mental state versus behavioral descriptions of human action.The real thing: preschoolers prefer actual activities to pretend ones.The evolutionary significance of pretend play: Two-year-olds' interpretation of behavioral cues.Why Do the Children (Pretend) Play?Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study.Body or mind: children's categorizing of pretense.Synchrony in the onset of mental-state reasoning: evidence from five cultures.Cultural variations in global versus local processing: a developmental perspective.Do children prefer mentalistic descriptions?From false belief to friendship: commentary on Fink, Begeer, Peterson, Slaughter, and de Rosnay.Young children's conceptualization of pretense: action or mental representational state?Pretend play skills and the child's theory of mind.What Makes an Act a Pretense One? Young Children’s Pretend-Real Judgments and Explanations
P50
Q27303791-D0892843-BF2C-4177-9CCB-A0C0A374F541Q30275581-B9814F30-4978-4D96-AFA1-3CF07B38E0DEQ30278413-953C831F-A102-4C2B-9267-95405FF6E842Q30279151-5492B542-21F2-4E1C-AA05-8993ED19F6F7Q30300048-D7FAECF4-E45E-4D60-9BCE-C3050311EA72Q30300279-261572E6-699D-4732-862D-FF2AEA500685Q30300459-B99DCA45-3F94-4DAE-A26E-2DEB50EB8BE6Q30303102-F5FCE362-50C5-41F8-ADE6-2B41BDCE12ABQ30310212-B256384F-D19E-4C58-9FF8-A8AB87209E59Q30312034-194E4DC9-0C93-49B1-9167-3810802C302BQ30414255-7369AA8F-AFB7-487A-A575-3FE194CC26BBQ30422858-5FE87A9C-C240-4A67-9EEF-B3B1ADF8EB04Q30427258-7B8C5575-EA93-4B89-B094-6DA7AC4DD582Q30427262-4CECAA42-0F43-4C39-B020-993A657DB30CQ30427291-E55ADA02-C7E2-4A25-B113-10B4C58C3D0AQ30427298-BDABCA5D-96EE-469E-BA39-57B1B251F305Q30441736-32F1DE3C-B989-41F8-B413-BA8A06831E97Q30442131-4FA15086-0A7B-4DE6-BAB0-66FC58C8DD5DQ30454287-A571C526-5B65-4DAE-B045-F82E75DA8372Q30455606-D6E0CED7-5A85-41D5-BE44-91C2D6E4AD2EQ30455982-760E8DFB-982F-4670-AE67-079025394276Q30456375-3FF38B0B-3940-4E10-9969-CC0AF5A1A29EQ30456767-A93815DB-8C3E-4F61-A075-D631A72B727DQ30457372-E8A85733-258C-42C7-8A9F-A648B5AD7E4AQ30457515-D9A2B168-2372-47E2-8D02-EDA15573A9FBQ30471679-9CB8E51F-A2E5-4AA0-8D8A-2CDB1E51FB93Q30472656-D2DD4883-8D2C-4B79-BCF4-17627BE0BD5CQ38479511-80778741-593E-434A-9177-EFE6D4D56709Q45061787-338B9637-4274-4E6F-8438-7E85DBE330D6Q45063281-4333A30B-9AF9-4ABB-A53E-8DF1A873DE5BQ45066408-908BE92D-9CFF-488F-891F-2C4A7A8E669FQ45073624-C025A9FE-0B4B-482F-8B78-DA594B98EFBFQ45100808-7D4948D7-7520-4D3C-8E68-E618003DADCEQ47276648-4632E6A9-04FB-4642-9715-B9311A6C73FAQ47591413-5BF145CF-A64F-428B-A389-1D80CBE7CB7CQ47880288-2B0353B0-929D-4EA3-815B-7E25EC511569Q51773970-E7BB4691-4B6E-487C-8618-1B52EA0DF6DFQ52037007-EAA69261-8BBB-45FC-8A6C-AB26D685471EQ52037010-C2DBAF9A-EE01-4C24-9AD7-ED1A01EB38B1Q55014495-6534C12F-FDED-4C44-9061-E9D0B66649F8
P50
description
American psychologist
@en
Amerikaans pyschologe
@nl
Usana psikologo
@io
lanavan Lamerikänik
@vo
psicologa statunitense
@it
psicolojiste american
@lfn
psicòloga estatunidenca
@ca
psicóloga estadounidense
@es
psicóloga estadounidense
@gl
psicóloga estauxunidense
@ast
name
Angeline Stoll Lillard
@ast
Angeline Stoll Lillard
@ca
Angeline Stoll Lillard
@en
Angeline Stoll Lillard
@es
Angeline Stoll Lillard
@fr
Angeline Stoll Lillard
@nl
Angeline Stoll Lillard
@sl
type
label
Angeline Stoll Lillard
@ast
Angeline Stoll Lillard
@ca
Angeline Stoll Lillard
@en
Angeline Stoll Lillard
@es
Angeline Stoll Lillard
@fr
Angeline Stoll Lillard
@nl
Angeline Stoll Lillard
@sl
altLabel
A Lillard
@en
A S Lillard
@en
A. Lillard
@en
A. S. Lillard
@en
Angeline Lillard
@en
Angeline S Lillard
@en
Angeline S. Lillard
@en
prefLabel
Angeline Stoll Lillard
@ast
Angeline Stoll Lillard
@ca
Angeline Stoll Lillard
@en
Angeline Stoll Lillard
@es
Angeline Stoll Lillard
@fr
Angeline Stoll Lillard
@nl
Angeline Stoll Lillard
@sl
P1006
P214
P244
P268
P269
P1006
P106
P1153
6603665929
P1280
P1412
P1580
P21
P213
0000 0001 0902 9668