Triadic interactions support infants’ emerging understanding of intentional actions
Author:
Affiliation:
1. Department of Psychology Lehigh University Bethlehem Pennsylvania
2. Department of Psychology New York University New York New York
Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12880
Reference47 articles.
1. Developmental continuity? Crawling, cruising, and walking
2. Coordinating Attention to People and Objects in Mother-Infant and Peer-Infant Interaction
3. Intentional relations and social understanding
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5. Infants’ social and motor experience and the emerging understanding of intentional actions.
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2. Is there continuity from implicit recognition of intentional action in infants to explicit mindreading in preschoolers? Systematic review of longitudinal evidence and theoretical implications ( ¿Hay continuidad entre el reconocimiento implícito de la acción intencional en bebés y la lectura de mente explícita en preescolares? Revisión sistemática de la evidencia longitudinal e implicaciones teóricas );Journal for the Study of Education and Development;2023-09-12
3. Early triadic interactions in the first year of life: a systematic review on object-mediated shared encounters;Frontiers in Psychology;2023-08-17
4. Educación moral en la escuela infantil;Teoría de la Educación. Revista Interuniversitaria;2023-03-21
5. Attention: a prerequisite for learning;International Encyclopedia of Education(Fourth Edition);2023
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