This research was funded internally at Victoria University of Wellington by a School of Psychology Research Grant (SoP22817). The author is grateful to Janet Astington, Helena Gao, Sophie Jacques, Josef Perner, Ted Ruffman, and Karen Salmon for advice, and three anonymous reviewers for insightful and constructive comments on the original article. The author also thanks the children who generously participated in the research, and Steve Cochran and the many research assistants for their valuable help in collecting the data.
Preschoolers’ Implicit and Explicit False-Belief Understanding: Relations With Complex Syntactical Mastery
Article first published online: 24 MAR 2010
© 2010, Copyright the Author(s). Journal Compilation © 2010, Society for Research in Child Development, Inc.
Volume 81, Issue 2, pages 597–615, March/April 2010
How to Cite
Low, J. (2010), Preschoolers’ Implicit and Explicit False-Belief Understanding: Relations With Complex Syntactical Mastery. Child Development, 81: 597–615. doi: 10.1111/j.1467-8624.2009.01418.x
- Issue published online: 24 MAR 2010
- Article first published online: 24 MAR 2010
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