Processes of Change in Brain and Cognitive Development Attention and Performance XXI

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Fourteen-Month-Olds Know What “We” Have Shared in a Special Way (2008, background): “Csibra and Gergely (2006) also argued that if 1-year-old infants are not directly addressed in an ostensive manner, they are unlikely to learn what exactly another person is doing and why (see also Gergely & Csibra, 2006).”
A constructivist connectionist model of transitions on false-belief tasks. (2013, unknown): “…no need to specify the internal network topology) and tend to cover developmental changes better (because hidden unit recruitment produces qualitative performance changes that can produce developmental transitions, e.g., Shultz, 2003, 2006; Shultz & Cohen, 2004; Shultz, Mareschal, & Schmidt, 1994).”
Communicative mind-reading in preverbal infants (2018, unknown): “From the final sample of the Identical Signals condition an additional 11 infants were excluded due to fussiness (6), system crash (3) or experimenter error (2).”