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You searched for +publisher:"University of Michigan" +contributor:("Wellman, Henry M."). Showing records 1 – 28 of 28 total matches.

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University of Michigan

1. Gulgoz, Selin. Developing a Concept of Social Power Relationships.

Degree: PhD, Psychology, 2015, University of Michigan

 Power differences organize social relations across species. They emerge early in development, and are observed in children’s early relationships with peers and adults. Despite the… (more)

Subjects/Keywords: conceptual development; social cognitive development; Psychology; Social Sciences

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APA (6th Edition):

Gulgoz, S. (2015). Developing a Concept of Social Power Relationships. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/111623

Chicago Manual of Style (16th Edition):

Gulgoz, Selin. “Developing a Concept of Social Power Relationships.” 2015. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/111623.

MLA Handbook (7th Edition):

Gulgoz, Selin. “Developing a Concept of Social Power Relationships.” 2015. Web. 28 Nov 2020.

Vancouver:

Gulgoz S. Developing a Concept of Social Power Relationships. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/111623.

Council of Science Editors:

Gulgoz S. Developing a Concept of Social Power Relationships. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/111623


University of Michigan

2. Lane, Jonathan D. Children's Developing Concepts of Ordinary and Extraordinary Minds: The Roles of Intuitive Theories and Cultural Input.

Degree: PhD, Psychology, 2011, University of Michigan

 Individuals worldwide entertain ideas about beings with extraordinary mental capacities that far surpass ordinary human limits. How and when do such concepts develop? Two theories… (more)

Subjects/Keywords: Social Cognition; Conceptual Development; Theory of Mind; Religious Concepts; Extraordinary Minds; Socio-cultural Input; Psychology; Social Sciences

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APA (6th Edition):

Lane, J. D. (2011). Children's Developing Concepts of Ordinary and Extraordinary Minds: The Roles of Intuitive Theories and Cultural Input. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/89850

Chicago Manual of Style (16th Edition):

Lane, Jonathan D. “Children's Developing Concepts of Ordinary and Extraordinary Minds: The Roles of Intuitive Theories and Cultural Input.” 2011. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/89850.

MLA Handbook (7th Edition):

Lane, Jonathan D. “Children's Developing Concepts of Ordinary and Extraordinary Minds: The Roles of Intuitive Theories and Cultural Input.” 2011. Web. 28 Nov 2020.

Vancouver:

Lane JD. Children's Developing Concepts of Ordinary and Extraordinary Minds: The Roles of Intuitive Theories and Cultural Input. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/89850.

Council of Science Editors:

Lane JD. Children's Developing Concepts of Ordinary and Extraordinary Minds: The Roles of Intuitive Theories and Cultural Input. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/89850


University of Michigan

3. Labotka, Danielle. Children's Evaluations of Interlocutors in Foreigner Talk Contexts.

Degree: PhD, Psychology, 2020, University of Michigan

 A growing literature suggests accent serves as an important social category for infants and young children. Children show early social preferences for native over non-native… (more)

Subjects/Keywords: social cognition; intergroup communication; linguistic register; Foreigner Talk; Psychology; Social Sciences

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APA (6th Edition):

Labotka, D. (2020). Children's Evaluations of Interlocutors in Foreigner Talk Contexts. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/155151

Chicago Manual of Style (16th Edition):

Labotka, Danielle. “Children's Evaluations of Interlocutors in Foreigner Talk Contexts.” 2020. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/155151.

MLA Handbook (7th Edition):

Labotka, Danielle. “Children's Evaluations of Interlocutors in Foreigner Talk Contexts.” 2020. Web. 28 Nov 2020.

Vancouver:

Labotka D. Children's Evaluations of Interlocutors in Foreigner Talk Contexts. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/155151.

Council of Science Editors:

Labotka D. Children's Evaluations of Interlocutors in Foreigner Talk Contexts. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/155151


University of Michigan

4. Roberts, Steven. So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments.

Degree: PhD, Psychology, 2017, University of Michigan

 Children negatively evaluate those who fail to conform to group norms (e.g., doctors who harm people, boys who wear lipstick; Kalish, 2012), yet to what… (more)

Subjects/Keywords: group norms, development, conceptual development; Psychology; Social Sciences

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APA (6th Edition):

Roberts, S. (2017). So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138520

Chicago Manual of Style (16th Edition):

Roberts, Steven. “So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments.” 2017. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/138520.

MLA Handbook (7th Edition):

Roberts, Steven. “So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments.” 2017. Web. 28 Nov 2020.

Vancouver:

Roberts S. So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/138520.

Council of Science Editors:

Roberts S. So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138520


University of Michigan

5. Chan, Cheri Cheuk-Yu. The Role of Prior Belief in Children's Trust in Testimony: A Social Ecological Approach.

Degree: PhD, Psychology, 2011, University of Michigan

 Throughout development, we accumulate knowledge about the world around us by reconciling novel information from external sources with our existing beliefs. However, little is known… (more)

Subjects/Keywords: Children's Learning; Knowledge Acquisition; Trust in Testimony; Culture; Independent and Interdependent Self-construal; Social Ecological Theory; Psychology; Social Sciences

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APA (6th Edition):

Chan, C. C. (2011). The Role of Prior Belief in Children's Trust in Testimony: A Social Ecological Approach. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/84497

Chicago Manual of Style (16th Edition):

Chan, Cheri Cheuk-Yu. “The Role of Prior Belief in Children's Trust in Testimony: A Social Ecological Approach.” 2011. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/84497.

MLA Handbook (7th Edition):

Chan, Cheri Cheuk-Yu. “The Role of Prior Belief in Children's Trust in Testimony: A Social Ecological Approach.” 2011. Web. 28 Nov 2020.

Vancouver:

Chan CC. The Role of Prior Belief in Children's Trust in Testimony: A Social Ecological Approach. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/84497.

Council of Science Editors:

Chan CC. The Role of Prior Belief in Children's Trust in Testimony: A Social Ecological Approach. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/84497


University of Michigan

6. Liu, David. Neural correlates of children's theory of mind development.

Degree: PhD, Psychology, 2005, University of Michigan

 Essential to our human ability to interact and communicate with others is an appreciation of mental states. An understanding of concepts such as beliefs, desires,… (more)

Subjects/Keywords: Children; Cognitive Neuroscience; Correlates; Development; Event-related Potential; Neural; Social-cognitive; Theory Of Mind

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APA (6th Edition):

Liu, D. (2005). Neural correlates of children's theory of mind development. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/125426

Chicago Manual of Style (16th Edition):

Liu, David. “Neural correlates of children's theory of mind development.” 2005. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/125426.

MLA Handbook (7th Edition):

Liu, David. “Neural correlates of children's theory of mind development.” 2005. Web. 28 Nov 2020.

Vancouver:

Liu D. Neural correlates of children's theory of mind development. [Internet] [Doctoral dissertation]. University of Michigan; 2005. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/125426.

Council of Science Editors:

Liu D. Neural correlates of children's theory of mind development. [Doctoral Dissertation]. University of Michigan; 2005. Available from: http://hdl.handle.net/2027.42/125426


University of Michigan

7. LaBounty, Jennifer Carol. Social cognition and its effects on young children's social and mental health outcomes.

Degree: PhD, Social psychology, 2008, University of Michigan

 The current research clarifies the comprehensive nature of the relationship between children's social cognition and their social and mental health outcomes. Participants were 245 3.5-year-old… (more)

Subjects/Keywords: Children; Effects; Emotion Understanding; Health; Internalizing Problems; Mental; Outcomes; Positive Social Behaviors; Social Cognition; Theory Of Mind; Young

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APA (6th Edition):

LaBounty, J. C. (2008). Social cognition and its effects on young children's social and mental health outcomes. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/127080

Chicago Manual of Style (16th Edition):

LaBounty, Jennifer Carol. “Social cognition and its effects on young children's social and mental health outcomes.” 2008. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/127080.

MLA Handbook (7th Edition):

LaBounty, Jennifer Carol. “Social cognition and its effects on young children's social and mental health outcomes.” 2008. Web. 28 Nov 2020.

Vancouver:

LaBounty JC. Social cognition and its effects on young children's social and mental health outcomes. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/127080.

Council of Science Editors:

LaBounty JC. Social cognition and its effects on young children's social and mental health outcomes. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/127080


University of Michigan

8. Evans, Evelyn Margaret. God or Darwin? The development of beliefs about the origin of species.

Degree: PhD, Psychology, 1994, University of Michigan

 In two studies I address the question of how an understanding of the origins of species is achieved. Study One is an investigation of when… (more)

Subjects/Keywords: Religion, General; Psychology, Social; Education, Sciences

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APA (6th Edition):

Evans, E. M. (1994). God or Darwin? The development of beliefs about the origin of species. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/104108

Chicago Manual of Style (16th Edition):

Evans, Evelyn Margaret. “God or Darwin? The development of beliefs about the origin of species.” 1994. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/104108.

MLA Handbook (7th Edition):

Evans, Evelyn Margaret. “God or Darwin? The development of beliefs about the origin of species.” 1994. Web. 28 Nov 2020.

Vancouver:

Evans EM. God or Darwin? The development of beliefs about the origin of species. [Internet] [Doctoral dissertation]. University of Michigan; 1994. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/104108.

Council of Science Editors:

Evans EM. God or Darwin? The development of beliefs about the origin of species. [Doctoral Dissertation]. University of Michigan; 1994. Available from: http://hdl.handle.net/2027.42/104108


University of Michigan

9. Amsterlaw, Jennifer Anne. Development of children's beliefs about everyday reasoning.

Degree: PhD, Psychology, 2004, University of Michigan

 This dissertation extends prior work on children's metacognitive and epistemological development to investigate the development of children's knowledge about reasoning as a mental process, focusing… (more)

Subjects/Keywords: Beliefs; Children; Development; Everyday; Judgment; Metacognition; Reasoning

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APA (6th Edition):

Amsterlaw, J. A. (2004). Development of children's beliefs about everyday reasoning. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/124349

Chicago Manual of Style (16th Edition):

Amsterlaw, Jennifer Anne. “Development of children's beliefs about everyday reasoning.” 2004. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/124349.

MLA Handbook (7th Edition):

Amsterlaw, Jennifer Anne. “Development of children's beliefs about everyday reasoning.” 2004. Web. 28 Nov 2020.

Vancouver:

Amsterlaw JA. Development of children's beliefs about everyday reasoning. [Internet] [Doctoral dissertation]. University of Michigan; 2004. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/124349.

Council of Science Editors:

Amsterlaw JA. Development of children's beliefs about everyday reasoning. [Doctoral Dissertation]. University of Michigan; 2004. Available from: http://hdl.handle.net/2027.42/124349


University of Michigan

10. Lagattuta, Kristin Hansen. The development of young children's understanding of the causes of emotions: Experimental and natural language studies.

Degree: PhD, Psychology, 1999, University of Michigan

 Humans are a social species; spending the majority of our lives talking with, interacting with, and thinking about other people. This social enterprise is predicated… (more)

Subjects/Keywords: Causes; Children; Development; Emotions; Experimental; Natural Language; Studies; Understanding; Young

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APA (6th Edition):

Lagattuta, K. H. (1999). The development of young children's understanding of the causes of emotions: Experimental and natural language studies. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/131698

Chicago Manual of Style (16th Edition):

Lagattuta, Kristin Hansen. “The development of young children's understanding of the causes of emotions: Experimental and natural language studies.” 1999. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/131698.

MLA Handbook (7th Edition):

Lagattuta, Kristin Hansen. “The development of young children's understanding of the causes of emotions: Experimental and natural language studies.” 1999. Web. 28 Nov 2020.

Vancouver:

Lagattuta KH. The development of young children's understanding of the causes of emotions: Experimental and natural language studies. [Internet] [Doctoral dissertation]. University of Michigan; 1999. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/131698.

Council of Science Editors:

Lagattuta KH. The development of young children's understanding of the causes of emotions: Experimental and natural language studies. [Doctoral Dissertation]. University of Michigan; 1999. Available from: http://hdl.handle.net/2027.42/131698


University of Michigan

11. Woolley, Jacqueline Dixon. Young children's understanding of the mind and reality.

Degree: PhD, Psychology, 1990, University of Michigan

 In two sets of studies I uncovered some of children's earliest conceptions of the mind and reality. In the first set of experiments, I investigated… (more)

Subjects/Keywords: Psychology; Developmental

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APA (6th Edition):

Woolley, J. D. (1990). Young children's understanding of the mind and reality. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/105311

Chicago Manual of Style (16th Edition):

Woolley, Jacqueline Dixon. “Young children's understanding of the mind and reality.” 1990. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/105311.

MLA Handbook (7th Edition):

Woolley, Jacqueline Dixon. “Young children's understanding of the mind and reality.” 1990. Web. 28 Nov 2020.

Vancouver:

Woolley JD. Young children's understanding of the mind and reality. [Internet] [Doctoral dissertation]. University of Michigan; 1990. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/105311.

Council of Science Editors:

Woolley JD. Young children's understanding of the mind and reality. [Doctoral Dissertation]. University of Michigan; 1990. Available from: http://hdl.handle.net/2027.42/105311


University of Michigan

12. Lopez-Duran, Sarah. The self through time: Autobiographical memory and delayed self -recognition in typical development and autism.

Degree: PhD, Psychology, 2006, University of Michigan

 Past research indicates that children with autism struggle with tests of autobiographical memory, and demonstrate irregularities with regard to mirror self-recognition. In order to examine… (more)

Subjects/Keywords: Autism; Autobiographical Memory; Delayed Self-recognition; Development; Time; Typical

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APA (6th Edition):

Lopez-Duran, S. (2006). The self through time: Autobiographical memory and delayed self -recognition in typical development and autism. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/126225

Chicago Manual of Style (16th Edition):

Lopez-Duran, Sarah. “The self through time: Autobiographical memory and delayed self -recognition in typical development and autism.” 2006. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/126225.

MLA Handbook (7th Edition):

Lopez-Duran, Sarah. “The self through time: Autobiographical memory and delayed self -recognition in typical development and autism.” 2006. Web. 28 Nov 2020.

Vancouver:

Lopez-Duran S. The self through time: Autobiographical memory and delayed self -recognition in typical development and autism. [Internet] [Doctoral dissertation]. University of Michigan; 2006. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/126225.

Council of Science Editors:

Lopez-Duran S. The self through time: Autobiographical memory and delayed self -recognition in typical development and autism. [Doctoral Dissertation]. University of Michigan; 2006. Available from: http://hdl.handle.net/2027.42/126225

13. Bowman, Lindsay Caroline. Continuity and Change in Theory-of-Mind Development: A Neuroscientific Approach.

Degree: PhD, Psychology, 2013, University of Michigan

 This dissertation seeks a more comprehensive picture of the process of theory-of-mind development (an understanding that action is guided by internal mental states such as… (more)

Subjects/Keywords: Theory of Mind; Development; Social Cognition; EEG and ERP; FNIRS; FMRI; Neurosciences; Pediatrics; Science (General); Psychology; Social Sciences (General); Arts; Health Sciences; Science; Social Sciences

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APA (6th Edition):

Bowman, L. C. (2013). Continuity and Change in Theory-of-Mind Development: A Neuroscientific Approach. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/97790

Chicago Manual of Style (16th Edition):

Bowman, Lindsay Caroline. “Continuity and Change in Theory-of-Mind Development: A Neuroscientific Approach.” 2013. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/97790.

MLA Handbook (7th Edition):

Bowman, Lindsay Caroline. “Continuity and Change in Theory-of-Mind Development: A Neuroscientific Approach.” 2013. Web. 28 Nov 2020.

Vancouver:

Bowman LC. Continuity and Change in Theory-of-Mind Development: A Neuroscientific Approach. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/97790.

Council of Science Editors:

Bowman LC. Continuity and Change in Theory-of-Mind Development: A Neuroscientific Approach. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/97790

14. Echelbarger, Margaret. The Influence of Variety and Scarcity on Children's Decision Making.

Degree: PhD, Psychology, 2018, University of Michigan

 What basic cues are available from a young age to determine item value? How do these cues influence evaluative decisions about items (including how to… (more)

Subjects/Keywords: Children's Decision Making; Psychology; Social Sciences

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APA (6th Edition):

Echelbarger, M. (2018). The Influence of Variety and Scarcity on Children's Decision Making. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/143990

Chicago Manual of Style (16th Edition):

Echelbarger, Margaret. “The Influence of Variety and Scarcity on Children's Decision Making.” 2018. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/143990.

MLA Handbook (7th Edition):

Echelbarger, Margaret. “The Influence of Variety and Scarcity on Children's Decision Making.” 2018. Web. 28 Nov 2020.

Vancouver:

Echelbarger M. The Influence of Variety and Scarcity on Children's Decision Making. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/143990.

Council of Science Editors:

Echelbarger M. The Influence of Variety and Scarcity on Children's Decision Making. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/143990

15. Song, Ju-Hyun. Theory-of-Mind Development as an Antecedent and a Consequence of Social-Behavioral Development in Children.

Degree: PhD, Psychology, 2015, University of Michigan

 Social and cognitive competencies develop hand-in-hand during the early years of life. Despite the interdependence of the two areas of development, few studies attempt to… (more)

Subjects/Keywords: Theory-of-Mind; Temperament; Early sibling relationship; Psychology; Social Sciences

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APA (6th Edition):

Song, J. (2015). Theory-of-Mind Development as an Antecedent and a Consequence of Social-Behavioral Development in Children. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113594

Chicago Manual of Style (16th Edition):

Song, Ju-Hyun. “Theory-of-Mind Development as an Antecedent and a Consequence of Social-Behavioral Development in Children.” 2015. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/113594.

MLA Handbook (7th Edition):

Song, Ju-Hyun. “Theory-of-Mind Development as an Antecedent and a Consequence of Social-Behavioral Development in Children.” 2015. Web. 28 Nov 2020.

Vancouver:

Song J. Theory-of-Mind Development as an Antecedent and a Consequence of Social-Behavioral Development in Children. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/113594.

Council of Science Editors:

Song J. Theory-of-Mind Development as an Antecedent and a Consequence of Social-Behavioral Development in Children. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113594

16. Brink, Kimberly. A Theory of (the Technological) Mind: Developing Understanding of Robot Minds.

Degree: PhD, Psychology, 2018, University of Michigan

 The purpose of this dissertation is to explore how children attribute minds to social robots and the impacts that these attributions have on children’s interactions… (more)

Subjects/Keywords: child development; social cognition; theory of mind; uncanny valley; robots; trust in testimony; Psychology; Social Sciences

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APA (6th Edition):

Brink, K. (2018). A Theory of (the Technological) Mind: Developing Understanding of Robot Minds. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/146010

Chicago Manual of Style (16th Edition):

Brink, Kimberly. “A Theory of (the Technological) Mind: Developing Understanding of Robot Minds.” 2018. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/146010.

MLA Handbook (7th Edition):

Brink, Kimberly. “A Theory of (the Technological) Mind: Developing Understanding of Robot Minds.” 2018. Web. 28 Nov 2020.

Vancouver:

Brink K. A Theory of (the Technological) Mind: Developing Understanding of Robot Minds. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/146010.

Council of Science Editors:

Brink K. A Theory of (the Technological) Mind: Developing Understanding of Robot Minds. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/146010

17. Liu, Chao. What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers.

Degree: PhD, Psychology, 2010, University of Michigan

 The linguistic relativity hypothesis proposes that speakers of different languages perceive and conceptualize the world differently, but do their brains reflect these differences? In English,… (more)

Subjects/Keywords: Language and Categorization; Psychology; Social Sciences

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APA (6th Edition):

Liu, C. (2010). What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/78835

Chicago Manual of Style (16th Edition):

Liu, Chao. “What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers.” 2010. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/78835.

MLA Handbook (7th Edition):

Liu, Chao. “What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers.” 2010. Web. 28 Nov 2020.

Vancouver:

Liu C. What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/78835.

Council of Science Editors:

Liu C. What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/78835

18. Samudra, Preeti. How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments.

Degree: PhD, Psychology, 2017, University of Michigan

 Argumentation is a multi-faceted skill that is critical for both academic and social success. However, complex aspects of argumentation such as audience awareness and counterargumentation… (more)

Subjects/Keywords: argumentation; audience awareness; Psychology; Social Sciences

…study from the Institutional Review Board (IRB) at the University of Michigan prior… 

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APA (6th Edition):

Samudra, P. (2017). How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138639

Chicago Manual of Style (16th Edition):

Samudra, Preeti. “How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments.” 2017. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/138639.

MLA Handbook (7th Edition):

Samudra, Preeti. “How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments.” 2017. Web. 28 Nov 2020.

Vancouver:

Samudra P. How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/138639.

Council of Science Editors:

Samudra P. How Can I Persuade You? The Development of Audience Awareness in Children's Oral and Written Arguments. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138639

19. Rhodes, Marjorie. A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories.

Degree: PhD, Psychology, 2009, University of Michigan

 This dissertation examines how the ontological status that people attribute to categories varies by domain, age, and cultural context. The first four studies examined whether… (more)

Subjects/Keywords: Conceptual Development; Psychology; Social Sciences

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APA (6th Edition):

Rhodes, M. (2009). A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/63768

Chicago Manual of Style (16th Edition):

Rhodes, Marjorie. “A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories.” 2009. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/63768.

MLA Handbook (7th Edition):

Rhodes, Marjorie. “A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories.” 2009. Web. 28 Nov 2020.

Vancouver:

Rhodes M. A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/63768.

Council of Science Editors:

Rhodes M. A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories. and Human Social Categories. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/63768

20. Park, Joonkoo. Experiential Effects on the Neural Substrates of Visual Word and Number Processing.

Degree: PhD, Psychology, 2011, University of Michigan

 Visual processing of words and numbers is a uniquely human cognitive ability. Evidence suggests that a region in left occipitotemporal cortex, the so-called visual word… (more)

Subjects/Keywords: Visual Word Recognition; Visual Number Recognition; Cognitive Neuroscience of High-level Vision; Spatial Analysis; Functional Magnetic Resonance Imaging; Science (General); Science

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APA (6th Edition):

Park, J. (2011). Experiential Effects on the Neural Substrates of Visual Word and Number Processing. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/86434

Chicago Manual of Style (16th Edition):

Park, Joonkoo. “Experiential Effects on the Neural Substrates of Visual Word and Number Processing.” 2011. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/86434.

MLA Handbook (7th Edition):

Park, Joonkoo. “Experiential Effects on the Neural Substrates of Visual Word and Number Processing.” 2011. Web. 28 Nov 2020.

Vancouver:

Park J. Experiential Effects on the Neural Substrates of Visual Word and Number Processing. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/86434.

Council of Science Editors:

Park J. Experiential Effects on the Neural Substrates of Visual Word and Number Processing. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/86434


University of Michigan

21. Bartsch, Karen. Young children's reasoning about belief.

Degree: PhD, Developmental psychology, 1988, University of Michigan

 Reasoning about human action in terms of beliefs and desires is a common and fundamental form of everyday psychology. How and when individuals come to… (more)

Subjects/Keywords: Social Sciences

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APA (6th Edition):

Bartsch, K. (1988). Young children's reasoning about belief. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/162014

Chicago Manual of Style (16th Edition):

Bartsch, Karen. “Young children's reasoning about belief.” 1988. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/162014.

MLA Handbook (7th Edition):

Bartsch, Karen. “Young children's reasoning about belief.” 1988. Web. 28 Nov 2020.

Vancouver:

Bartsch K. Young children's reasoning about belief. [Internet] [Doctoral dissertation]. University of Michigan; 1988. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/162014.

Council of Science Editors:

Bartsch K. Young children's reasoning about belief. [Doctoral Dissertation]. University of Michigan; 1988. Available from: http://hdl.handle.net/2027.42/162014


University of Michigan

22. Uttal, David Henry. Young children's mental representation of spatial information acquired from maps.

Degree: PhD, Geography, 1989, University of Michigan

 Two sets of experiments investigated the ability of children ages 4 to 7 to acquire information about the spatial location of several l and marks… (more)

Subjects/Keywords: Social Sciences

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APA (6th Edition):

Uttal, D. H. (1989). Young children's mental representation of spatial information acquired from maps. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/162378

Chicago Manual of Style (16th Edition):

Uttal, David Henry. “Young children's mental representation of spatial information acquired from maps.” 1989. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/162378.

MLA Handbook (7th Edition):

Uttal, David Henry. “Young children's mental representation of spatial information acquired from maps.” 1989. Web. 28 Nov 2020.

Vancouver:

Uttal DH. Young children's mental representation of spatial information acquired from maps. [Internet] [Doctoral dissertation]. University of Michigan; 1989. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/162378.

Council of Science Editors:

Uttal DH. Young children's mental representation of spatial information acquired from maps. [Doctoral Dissertation]. University of Michigan; 1989. Available from: http://hdl.handle.net/2027.42/162378


University of Michigan

23. Brandone, Amanda C. The Development of Intention Understanding in the First Year of Life: An Exploration of Infants' Understanding of Successful vs. Failed Inentional Actions.

Degree: PhD, Psychology, 2010, University of Michigan

 This dissertation explored the questions of when and how infants develop an understanding of intention—that is, an understanding of human behavior as guided by subjective… (more)

Subjects/Keywords: Infant Cognition; Intention; Folk Psychology; Social Cognition; Eye Tracking; Failed Action; Psychology; Social Sciences

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APA (6th Edition):

Brandone, A. C. (2010). The Development of Intention Understanding in the First Year of Life: An Exploration of Infants' Understanding of Successful vs. Failed Inentional Actions. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77785

Chicago Manual of Style (16th Edition):

Brandone, Amanda C. “The Development of Intention Understanding in the First Year of Life: An Exploration of Infants' Understanding of Successful vs. Failed Inentional Actions.” 2010. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/77785.

MLA Handbook (7th Edition):

Brandone, Amanda C. “The Development of Intention Understanding in the First Year of Life: An Exploration of Infants' Understanding of Successful vs. Failed Inentional Actions.” 2010. Web. 28 Nov 2020.

Vancouver:

Brandone AC. The Development of Intention Understanding in the First Year of Life: An Exploration of Infants' Understanding of Successful vs. Failed Inentional Actions. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/77785.

Council of Science Editors:

Brandone AC. The Development of Intention Understanding in the First Year of Life: An Exploration of Infants' Understanding of Successful vs. Failed Inentional Actions. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77785


University of Michigan

24. Legare, Cristine H. The Development of Casual Explanatory Reasoning.

Degree: PhD, Psychology, 2008, University of Michigan

 Young children actively seek to understand the world around them; they construct causal explanations for how and why things happen. The early-developing capacity for causal… (more)

Subjects/Keywords: Development of Causal Explanation; Children's Causal Explanations; Function of Causal Explanation; Causal Explanation; Causal Reasoning; Causation and Explanation; Psychology; Social Sciences

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APA (6th Edition):

Legare, C. H. (2008). The Development of Casual Explanatory Reasoning. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/60717

Chicago Manual of Style (16th Edition):

Legare, Cristine H. “The Development of Casual Explanatory Reasoning.” 2008. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/60717.

MLA Handbook (7th Edition):

Legare, Cristine H. “The Development of Casual Explanatory Reasoning.” 2008. Web. 28 Nov 2020.

Vancouver:

Legare CH. The Development of Casual Explanatory Reasoning. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/60717.

Council of Science Editors:

Legare CH. The Development of Casual Explanatory Reasoning. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/60717


University of Michigan

25. Frazier, Brandy N. Preschoolers' Search for Explanatory Information Within Adult-Child Conversation.

Degree: PhD, Psychology, 2007, University of Michigan

 Explanatory understanding allows us to predict and make sense of events and outcomes in our environment. This research examined young children’s questions and the reactions… (more)

Subjects/Keywords: Explanation; Conversation; Preschool; Questions; Causal Reasoning; Parent-child Interactions; Psychology; Social Sciences

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APA (6th Edition):

Frazier, B. N. (2007). Preschoolers' Search for Explanatory Information Within Adult-Child Conversation. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/57690

Chicago Manual of Style (16th Edition):

Frazier, Brandy N. “Preschoolers' Search for Explanatory Information Within Adult-Child Conversation.” 2007. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/57690.

MLA Handbook (7th Edition):

Frazier, Brandy N. “Preschoolers' Search for Explanatory Information Within Adult-Child Conversation.” 2007. Web. 28 Nov 2020.

Vancouver:

Frazier BN. Preschoolers' Search for Explanatory Information Within Adult-Child Conversation. [Internet] [Doctoral dissertation]. University of Michigan; 2007. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/57690.

Council of Science Editors:

Frazier BN. Preschoolers' Search for Explanatory Information Within Adult-Child Conversation. [Doctoral Dissertation]. University of Michigan; 2007. Available from: http://hdl.handle.net/2027.42/57690


University of Michigan

26. Combs-Ronto, Lindsey Ann. Social-Cognitive and Emotion Processing in Children's Aggression: Descriptors, Predictors, and Precursors.

Degree: PhD, Psychology, 2008, University of Michigan

 Components of boys’ and girls’ early social information and emotion processing were investigated. The first study used narrative themes derived from the MacArthur Story Stem… (more)

Subjects/Keywords: Social Information Processing; Emotion Processing; Aggression; Gender Differences; MacArthur Story Stem Battery; Psychology; Social Sciences

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APA (6th Edition):

Combs-Ronto, L. A. (2008). Social-Cognitive and Emotion Processing in Children's Aggression: Descriptors, Predictors, and Precursors. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/60869

Chicago Manual of Style (16th Edition):

Combs-Ronto, Lindsey Ann. “Social-Cognitive and Emotion Processing in Children's Aggression: Descriptors, Predictors, and Precursors.” 2008. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/60869.

MLA Handbook (7th Edition):

Combs-Ronto, Lindsey Ann. “Social-Cognitive and Emotion Processing in Children's Aggression: Descriptors, Predictors, and Precursors.” 2008. Web. 28 Nov 2020.

Vancouver:

Combs-Ronto LA. Social-Cognitive and Emotion Processing in Children's Aggression: Descriptors, Predictors, and Precursors. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/60869.

Council of Science Editors:

Combs-Ronto LA. Social-Cognitive and Emotion Processing in Children's Aggression: Descriptors, Predictors, and Precursors. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/60869


University of Michigan

27. Tare, Medha P. The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children.

Degree: PhD, Psychology, 2008, University of Michigan

 This dissertation examined pragmatic differentiation, bilingual speakers’ ability to use two languages appropriately with different speakers. Case studies of naturalistic interaction have shown that some… (more)

Subjects/Keywords: Bilingual Development; Theory of Mind; Language Development; Preschool; Psychology; Social Sciences

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APA (6th Edition):

Tare, M. P. (2008). The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/61649

Chicago Manual of Style (16th Edition):

Tare, Medha P. “The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children.” 2008. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/61649.

MLA Handbook (7th Edition):

Tare, Medha P. “The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children.” 2008. Web. 28 Nov 2020.

Vancouver:

Tare MP. The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/61649.

Council of Science Editors:

Tare MP. The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/61649


University of Michigan

28. Luyster, Rhiannon J. Word Learning in Children with Autism Spectrum Disorder.

Degree: PhD, Psychology, 2007, University of Michigan

 There has been a significant increase in research in Autism Spectrum Disorders (ASD). One area in particular which remains ambiguous is why some individuals with… (more)

Subjects/Keywords: Autism Spectrum Disorders; Word Learning; Autism; Language; Social Sciences; Psychology; Health Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Luyster, R. J. (2007). Word Learning in Children with Autism Spectrum Disorder. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/55672

Chicago Manual of Style (16th Edition):

Luyster, Rhiannon J. “Word Learning in Children with Autism Spectrum Disorder.” 2007. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/55672.

MLA Handbook (7th Edition):

Luyster, Rhiannon J. “Word Learning in Children with Autism Spectrum Disorder.” 2007. Web. 28 Nov 2020.

Vancouver:

Luyster RJ. Word Learning in Children with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Michigan; 2007. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/55672.

Council of Science Editors:

Luyster RJ. Word Learning in Children with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Michigan; 2007. Available from: http://hdl.handle.net/2027.42/55672

.