Affiliation:
1. University of Wyoming, USA
Abstract
In response to Wimmer and Mayringer’s (this issue) report “False belief understanding in young children: Explanations do not develop before predictions”, the theoretical importance of the explanation versus prediction issue is expanded and the empirical conclusion of the report is questioned.
Subject
Developmental and Educational Psychology,Life-span and Life-course Studies,Developmental Neuroscience,Social Psychology,Social Sciences (miscellaneous),Education
Cited by
13 articles.
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