These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

639 related articles for article (PubMed ID: 27977224)

  • 1. Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.
    Osterhaus C; Koerber S; Sodian B
    Dev Psychol; 2017 Mar; 53(3):450-462. PubMed ID: 27977224
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Children's skepticism: developmental and individual differences in children's ability to detect and explain distorted claims.
    Mills CM; Elashi FB
    J Exp Child Psychol; 2014 Aug; 124():1-17. PubMed ID: 24727295
    [TBL] [Abstract][Full Text] [Related]  

  • 3. The personal epistemology of parents predicts the development of scientific reasoning in children aged 6-10 years.
    Osterhaus C; Koerber S
    Dev Sci; 2024 May; 27(3):e13474. PubMed ID: 38212886
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Engagement in philosophical dialogue facilitates children's reasoning about subjectivity.
    Walker CM; Wartenberg TE; Winner E
    Dev Psychol; 2013 Jul; 49(7):1338-47. PubMed ID: 22946436
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Activating children's thinking skills (ACTS): the effects of an infusion approach to teaching thinking in primary schools.
    Dewey J; Bento J
    Br J Educ Psychol; 2009 Jun; 79(Pt 2):329-51. PubMed ID: 19224679
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Scaling of Advanced Theory-of-Mind Tasks.
    Osterhaus C; Koerber S; Sodian B
    Child Dev; 2016 Nov; 87(6):1971-1991. PubMed ID: 27338116
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Some but not all aspects of (advanced) theory of mind predict loneliness.
    Koerber S; Osterhaus C
    Br J Dev Psychol; 2020 Mar; 38(1):144-148. PubMed ID: 31553096
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children.
    Yuill N; Little S
    Br J Educ Psychol; 2018 Jun; 88(2):261-283. PubMed ID: 28984350
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Theory of mind and emotion recognition skills in children with specific language impairment, autism spectrum disorder and typical development: group differences and connection to knowledge of grammatical morphology, word-finding abilities and verbal working memory.
    Loukusa S; Mäkinen L; Kuusikko-Gauffin S; Ebeling H; Moilanen I
    Int J Lang Commun Disord; 2014; 49(4):498-507. PubMed ID: 24888967
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Development of children's understanding of cognitive activities.
    Pillow BH
    J Genet Psychol; 2008 Dec; 169(4):297-321. PubMed ID: 19069580
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Group typicality, group loyalty and cognitive development.
    Patterson MM
    Br J Dev Psychol; 2014 Sep; 32(3):252-4. PubMed ID: 24935627
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years.
    Osterhaus C; Koerber S
    Child Dev; 2021 Sep; 92(5):1872-1888. PubMed ID: 34223634
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Understanding of Goals, Beliefs, and Desires Predicts Morally Relevant Theory of Mind: A Longitudinal Investigation.
    Sodian B; Licata M; Kristen-Antonow S; Paulus M; Killen M; Woodward A
    Child Dev; 2016 Jul; 87(4):1221-32. PubMed ID: 27091804
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Linguistic transfer in bilingual children with specific language impairment.
    Verhoeven L; Steenge J; van Balkom H
    Int J Lang Commun Disord; 2012; 47(2):176-83. PubMed ID: 22369058
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Reading comprehension: think and know verbs.
    Pepi A; Alesi M
    Psychol Rep; 2003 Dec; 93(3 Pt 2):1247-60. PubMed ID: 14765598
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Early maternal and child influences on children's later independent cognitive and social functioning.
    Landry SH; Smith KE; Swank PR; Miller-Loncar CL
    Child Dev; 2000; 71(2):358-75. PubMed ID: 10834470
    [TBL] [Abstract][Full Text] [Related]  

  • 17. The Children's Social Understanding Scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind.
    Tahiroglu D; Moses LJ; Carlson SM; Mahy CE; Olofson EL; Sabbagh MA
    Dev Psychol; 2014 Nov; 50(11):2485-97. PubMed ID: 25264702
    [TBL] [Abstract][Full Text] [Related]  

  • 18. The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers' language comprehension and later reading awareness and comprehension in elementary school.
    Guajardo NR; Cartwright KB
    J Exp Child Psychol; 2016 Apr; 144():27-45. PubMed ID: 26689129
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Not just numeracy and literacy: Theory of mind development and school readiness among low-income children.
    Cavadel EW; Frye DA
    Dev Psychol; 2017 Dec; 53(12):2290-2303. PubMed ID: 28933883
    [TBL] [Abstract][Full Text] [Related]  

  • 20. The development of scientific thinking in elementary school: a comprehensive inventory.
    Koerber S; Mayer D; Osterhaus C; Schwippert K; Sodian B
    Child Dev; 2015; 86(1):327-36. PubMed ID: 25263396
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 32.