1. bookVolume 26 (2022): Edizione 1 (January 2022)
Dettagli della rivista
License
Formato
Rivista
eISSN
2083-8506
Prima pubblicazione
01 Jan 1997
Frequenza di pubblicazione
1 volta all'anno
Lingue
Inglese
Accesso libero

Conveying a fictional false belief in narrative

Pubblicato online: 08 Sep 2022
Volume & Edizione: Volume 26 (2022) - Edizione 1 (January 2022)
Pagine: 242 - 268
Dettagli della rivista
License
Formato
Rivista
eISSN
2083-8506
Prima pubblicazione
01 Jan 1997
Frequenza di pubblicazione
1 volta all'anno
Lingue
Inglese

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207–245. https://doi.org/10.3102/003465431036880310.3102/0034654310368803 Search in Google Scholar

Akaike, H. (1998). Information theory and an extension of the maximum likelihood principle. In E. Parzen, K. Tanabe, & G. Kitagawa (Eds.), Selected papers of Hirotugu Akaike (pp. 199–213). Springer.10.1007/978-1-4612-1694-0_15 Search in Google Scholar

Aksu-Koç, A., & Tekdemir, G. (2004). Interplay between narrativity and mindreading. A comparison between Turkish and English. In S. Strömqvist &. Verhoeven, L. (Ed.), Relating events in narrative: Typological and contextual perspectives. Lawrence Erlbaum Associates. Search in Google Scholar

Austin, G., Groppe, K., & Elsner, B. (2014). The reciprocal relationship between executive function and theory of mind in middle childhood: A 1-year longitudinal perspective. Frontiers in Psychology, 5, 655–655. https://doi.org/10.3389/fpsyg.2014.0065510.3389/fpsyg.2014.00655 Search in Google Scholar

Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children’s narrative competencies. Journal of Child Language, 18(3), 689–710. https://doi.org/10.1017/S030500090001131410.1017/S0305000900011314 Search in Google Scholar

Barac, R., Moreno, S., & Bialystok, E. (2016). Behavioral and electrophysiological differences in executive control between monolingual and bilingual children. Child Development, 87(4), 1277–1290. https://doi.org/10.1111/cdev.1253810.1111/cdev.12538 Search in Google Scholar

Barbu, S., Nardy, A., Chevrot, J.-P., Guellaï, B., Glas, L., Juhel, J., & Lemasson, A. (2015). Sex differences in language across early childhood: family socioeconomic status does not impact boys and girls equally. Frontiers in Psychology, 6, 1874. https://doi.org/10.3389/fpsyg.2015.0187410.3389/fpsyg.2015.01874 Search in Google Scholar

Berglund, E. E., Eriksson, M. &. Westerlund, M. (2005). Communicative skills in relation to gender, birth order, childcare and socioeconomic status in 18-month-old children. Scandinavian Journal of Psychology, 46(6), 485–491. https://doi.org/10.1111/j.1467-9450.2005.00480.x10.1111/j.1467-9450.2005.00480.x Search in Google Scholar

Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11(4), 469–497. https://doi.org/10.1080/0163853880954471410.1080/01638538809544714 Search in Google Scholar

Berman, R. A., & Slobin, D. I.(1994). Relating events in narrative:A crosslinguistic developmental study. Lawrence Erlbaum Associates. Search in Google Scholar

Bohnacker, U., Lindgren, J., & Öztekin, B. (2016). Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production. Journal of Home Language Research, 1, 17–41.10.16993/jhlr.26 Search in Google Scholar

Bruce, B., Thernlund, G., & Nettelbladt, U. (2006). ADHD and language impairment. European Child & Adolescent Psychiatry, 15(1), 52–60. https://doi.org/10.1007/s00787-006-0508-910.1007/s00787-006-0508-9 Search in Google Scholar

Buckner, J. P., & Fivush, R. (1998). Gender and self in children’s autobiographical narratives. Applied Cognitive Psychology, 12(4), 407–429. https://doi.org/10.1002/(SICI)1099-0720(199808)12:4<407::AID-ACP575>3.0.CO;2-710.1002/(SICI)1099-0720(199808)12:4<407::AID-ACP575>3.0.CO;2-7 Search in Google Scholar

Burdett, E. R. (2018). Theory of mind, development and cross-cultural variation. In H. Callan (Ed.), The international encyclopedia of anthropology (pp. 1–9). Wiley. https://doi.org/10.1002/9781118924396.wbiea164310.1002/9781118924396.wbiea1643 Search in Google Scholar

Burnham, K. P., & Anderson, D. R. (2002). Model selection and multimodel inference. A practical information-theoretic approach. Springer. Search in Google Scholar

Calero, C. I., Salles, A., Semelman, M., & Sigman, M. (2013). Age and gender dependent development of Theory of Mind in 6- to 8-years old children. Frontiers in Human Neuroscience, 7, 281–281. https://doi.org/10.3389/fnhum.2013.0028110.3389/fnhum.2013.00281 Search in Google Scholar

Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–288. https://doi.org/10.1016/j.cognition.2013.11.01510.1016/j.cognition.2013.11.015 Search in Google Scholar

Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 4, 1032–1053. https://doi.org/10.1111/1467-8624.0033310.1111/1467-8624.00333 Search in Google Scholar

Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender difference in false belief development? Social Development, 11(1), 1–10. https://doi.org/10.1111/1467-9507.0018310.1111/1467-9507.00183 Search in Google Scholar

Chasiotis, A., Kiessling, F., Hofer, J., & Campos, D. (2006). Theory of mind and inhibitory control in three cultures: Conflict inhibition predicts false belief understanding in Germany, Costa Rica and Cameroon. International Journal of Behavioral Development, 30(3), 249–260. https://doi.org/10.1177/016502540606675910.1177/0165025406066759 Search in Google Scholar

Chen, L., & Yan, R. (2011). Development and use of English evaluative expressions in narratives of Chinese–English bilinguals. Bilingualism: Language and Cognition, 14(4), 570–578. https://doi.org/10.1017/S136672891000036210.1017/S1366728910000362 Search in Google Scholar

de Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17(1), 1037–1060. https://doi.org/10.1016/S0885-2014(02)00073-410.1016/S0885-2014(02)00073-4 Search in Google Scholar

Demir, Ö. E. C. E., Levine, S. C., & Goldin-Meadow, S. (2014). A tale of two hands: Children’s early gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language, 42(3), 662–681. https://doi.org/10.1017/S030500091400041510.1017/S0305000914000415 Search in Google Scholar

Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794. https://doi.org/10.1111/cdev.1223710.1111/cdev.12237 Search in Google Scholar

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-14375010.1146/annurev-psych-113011-143750 Search in Google Scholar

Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited: Myth or reality? Experimental Psychology, 61(3), 234–251. https://doi.org/10.1027/1618-3169/a00024310.1027/1618-3169/a000243 Search in Google Scholar

Eaton, J. H., Collis, G. M., & Lewis, V. A. (1999). Evaluative explanations in children’s narratives of a video sequence without dialogue. Journal of Child Language, 26(3), 699–720. https://doi.org/10.1017/S030500099900396710.1017/S0305000999003967 Search in Google Scholar

Eggum, N. D., Eisenberg, N., Kao, K., Spinrad, T. L., Bolnick, R., Hofer, C., Kupfer, A. S., & Fabricius, W. V. (2011). Emotion understanding, theory of mind, and prosocial orientation: Relations over time in early childhood. The Journal of Positive Psychology, 6(1), 4–16. https://doi.org/10.1080/17439760.2010.53677610.1080/17439760.2010.536776 Search in Google Scholar

Eriksson, M. (2017). The Swedish Communicative Development Inventory III: Parent reports on language in preschool children. International Journal of Behavioral Development, 41(5), 647–654. https://doi.org/10.1177/016502541664407810.1177/0165025416644078 Search in Google Scholar

Eriksson, M., Marschik, P. B., Tulviste, T., Almgren, M., Pérez Pereira, M., Wehberg, S., Marjanovič-Umek, L., Gayraud, F., Kovacevic, M., & Gallego, C. (2012). Differences between girls and boys in emerging language skills: Evidence from 10 language communities. British Journal of Developmental Psychology, 30(2), 326–343. https://doi.org/10.1111/j.2044-835X.2011.02042.x10.1111/j.2044-835X.2011.02042.x Search in Google Scholar

Fernández, C. (2013). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33(1), 20–46. https://doi.org/10.1177/014272371142263310.1177/0142723711422633 Search in Google Scholar

Fisher, E., L., Barton-Hulsey, A., Walters, C., Sevcik, Rose, A., & Morris, R. (2019). Executive functioning and narrative language in children with dyslexia. American Journal of Speech-Language Pathology, 28(3), 1127–1138. https://doi.org/10.1044/2019_AJSLP-18-010610.1044/2019_AJSLP-18-0106 Search in Google Scholar

Frank, C. K. (2018). Reviving pragmatic theory of theory of mind. AIMS Neuroscience, 5(2), 116–131. https://doi.org/10.3934/Neuroscience.2018.2.11610.3934/Neuroscience.2018.2.116 Search in Google Scholar

Frank, C. K., Baron-Cohen, S., & Ganzel, B. L. (2015). Sex differences in the neural basis of false-belief and pragmatic language comprehension. NeuroImage, 105, 300–311. https://doi.org/10.1016/j.neuroimage.2014.09.04110.1016/j.neuroimage.2014.09.041 Search in Google Scholar

Friend, M., & Bates, R. P. (2014). The union of narrative and executive function: Different but complementary. Frontiers in Psychology, 5, 469. https://doi.org/10.3389/fpsyg.2014.0046910.3389/fpsyg.2014.00469 Search in Google Scholar

Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47(2), 404–416. https://doi.org/10.1037/a002106510.1037/a0021065 Search in Google Scholar

Gamannossi, B. A., & Pinto, G. (2014). Theory of mind and language of mind in narratives: Developmental trends from kindergarten to primary school. First Language, 34(3), 262–272. https://doi.org/10.1177/014272371453587510.1177/0142723714535875 Search in Google Scholar

Gathercole, S. E., Service, E., Hitch, G. J., Adams, A.-M., & Martin, A. J. (1999). Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology, 13(1), 65–77. https://doi.org/10.1002/(SICI)1099-0720(199902)13:1<65::AIDACP548>3.0.CO;2-O Search in Google Scholar

Gershon, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., & Nowinski, C. J. (2013). NIH Toolbox for Assessment of Neurological and Behavioral Function. Neurology, 80(11 Supplement 3), S2–S6. https://doi.org/10.1212/WNL.0b013e3182872e5f10.1212/WNL.0b013e3182872e5f Search in Google Scholar

Gerholm, T., Hörberg, T., Tonér, S., Kallioinen, P., Frankenberg, S., Kjällander, S., Palmer, A., & Taguchi, H. L. (2018). A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills. BMC Psychology, 6(1), 29. https://doi.org/10.1186/s40359-018-0239-y10.1186/s40359-018-0239-y Search in Google Scholar

Gerholm, T., Kallioinen, P., Tonér, S., Frankenberg, S., Kjällander, S., Palmer, A., & Lenz-Taguchi, H. (2019). A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills. BMC Psychology, 7(1), 59. https://doi.org/10.1186/s40359-019-0325-910.1186/s40359-019-0325-9 Search in Google Scholar

Gestsdottir, S., Birgisdottir, F., von Suchodoletz, A., Gunzenhauser, C., Wanless, S. B., Hubert, B., Guimard, P., & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: longitudinal findings from france, germany, and iceland. Applied Developmental Science, 18(2), 90–109. https://doi.org/10.1080/10888691.2014.89487010.1080/10888691.2014.894870 Search in Google Scholar

Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337–1345. https://doi.org/10.1097/00004583-200111000-0001510.1097/00004583-200111000-00015 Search in Google Scholar

Grissom, N. M., & Reyes, T. M. (2019). Let’s call the whole thing off: Evaluating gender and sex differences in executive function. Neuropsychopharmacology, 44(1), 86–96. https://doi.org/10.1038/s41386-018-0179-510.1038/s41386-018-0179-5 Search in Google Scholar

Gunnerud, H. L., ten Braak, D., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059–1083. https://doi.org/10.1037/bul000030110.1037/bul0000301 Search in Google Scholar

Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74(6), 1823–1839.10.1046/j.1467-8624.2003.00640.x Search in Google Scholar

Küntay, A. C., & Nakamura, K. (2004). Relating events in narrative: Typological and contextual perspectives. In S. Strömqvist &. L. Verhoeven. (Ed.), Linguistic strategies serving evaluative functions (2nd ed., pp. 329–358). Lawrence Erlbaum Associates. Search in Google Scholar

Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In I. Helm (Ed), Essays on the verbal and visual arts. Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society (pp. 12–44). University of Washington Press. Search in Google Scholar

Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents’ talk to their children: A meta-analysis. Developmental Psychology, 34(1), 3–27. https://doi.org/10.1037/0012-1649.34.1.310.1037/0012-1649.34.1.3 Search in Google Scholar

Malmberg, M., Rydell, A.-M., & Smedje, H. (2003). Validity of the Swedish version of the Strengths and Difficulties Questionnaire (SDQ-Swe). Nordic Journal of Psychiatry, 57(5), 357–363. https://doi.org/10.1080/0803948031000269710.1080/08039480310002697 Search in Google Scholar

Mayer, M. (1969). Frog, where are You? Dial Press. Search in Google Scholar

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. https://doi.org/10.1111/j.1467-8624.2007.01018.x10.1111/j.1467-8624.2007.01018.x Search in Google Scholar

Mulder, H., Hoofs, H., Verhagen, J., van der Veen, I., & Leseman, P. P. M. (2014). Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds. Frontiers in Psychology, 5, 733. https://doi.org/10.3389/fpsyg.2014.0073310.3389/fpsyg.2014.00733 Search in Google Scholar

Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464–480. https://doi.org/10.1111/j.1467-7687.2007.00600.x10.1111/j.1467-7687.2007.00600.x Search in Google Scholar

OECD. (2017). OECD Economic Surveys: Sweden 2017. https://doi.org/10.1787/eco_surveys-swe-2017-en10.1787/eco_surveys-swe-2017-en Search in Google Scholar

Peristeri, E., Andreou, M., & Tsimpli, I. M. (2017). Syntactic and story structure complexity in the narratives of high- and low-language ability children with autism spectrum disorder. Frontiers in Psychology, 82027. https://doi.org/10.3389/fpsyg.2017.0202710.3389/fpsyg.2017.02027 Search in Google Scholar

Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152. https://doi.org/10.1080/1740562034400002210.1080/17405620344000022 Search in Google Scholar

Pons, F., Lawson, J., Harris, P. L., & de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347–353. https://doi.org/10.1111/1467-9450.0035410.1111/1467-9450.00354 Search in Google Scholar

Puskás, T., & Björk-Willén, P. (2017). Flerspråkighet och andraspråksutveckling [Multilingualism and second language learning]. The Swedish National Agency for Education. https://larportalen.skolverket.se/LarportalenAPI/api-v2/document/path/larportalen/material/inriktningar/5-las-skriv/F%C3%B6rskola/035-flera-sprak-i-barngruppen/del_01/Material/Flik/Del_01_MomentA/Artiklar/M35_fsk_01A_01_flersprakighet.docx Search in Google Scholar

R Core Team. (2017). R: A language and environment for statistical computing (3.4.4). [Computer software]. R Foundation for Statistical Computing. https://www.R-project.org/ Search in Google Scholar

Renfrew, C. E. (1995). The Bus Story Test: A test of narrative speech (3rd ed.). Speechmark Publishing. Search in Google Scholar

Rubio-Fernández, P., & Geurts, B. (2013). How to pass the false-belief task before your fourth birthday. Psychological Science, 24(1), 27–33. https://doi.org/10.1177/095679761244781910.1177/0956797612447819 Search in Google Scholar

SCB. (2017). Vanligare med låg ekonomisk standard bland utrikes födda [Low economic standard more common among those born abroad]. https://www.scb.se/hitta-statistik/artiklar/2017/Vanligare-med-lag-ekonomisk-standard-bland-utrikes-fodda/ Search in Google Scholar

Shatz, M., Diesendruck, G., Martinez-Beck, I., & Akar, D. (2003). The influence of language and socioeconomic status on children’s understanding of false belief. Developmental Psychology, 39(4), 717–729. https://doi.org/10.1037/0012-1649.39.4.71710.1037/0012-1649.39.4.717 Search in Google Scholar

Siller, M., Swanson, M. R., Serlin, G., & George, A. (2014). Internal state language in the storybook narratives of children with and without autism spectrum disorder: investigating relations to theory of mind abilities. Research in Autism Spectrum Disorders, 8(5), 589–596. https://doi.org/10.1016/j.rasd.2014.02.00210.1016/j.rasd.2014.02.002 Search in Google Scholar

Skolverket. (2016). Barn och grupper i förskolan [Children and groups in preschool]. The Swedish National Agency for Education. https://www.skolverket.se/statistik-och-utvardering/statistik-i-tabeller/forskola/barn-och-grupper Skolverket. (2018). Curriculum for the preschool Lpfö 18. https://www.skolverket.se/publikationsserier/styrdokument/2019/curriculum-for-thepreschool-lpfo-18 Search in Google Scholar

St. John, A. M., Kibbe, M., & Tarullo, A. R. (2019). A systematic assessment of socioeconomic status and executive functioning in early childhood. Journal of Experimental Child Psychology, 178, 352–368. https://doi.org/10.1016/j.jecp.2018.09.00310.1016/j.jecp.2018.09.003 Search in Google Scholar

Sundqvist, A., Holmer, E., Koch, F.-S., & Heimann, M. (2018). Developing theory of mind abilities in Swedish pre-schoolers. Infant and Child Development, 27(4), e2090. https://doi.org/10.1002/icd.209010.1002/icd.2090 Search in Google Scholar

Tallberg Broman, I. (2017). Utbildningsvetenskap för förskolan (Andra utgåvan) [Educational science for preschool. (Second edition)]. In B. Riddersporre & P. Riddersporre S. (Ed.), Svensk förskola i kontinuitet och förändring [Swedish preschool: Continuity and change]. Natur & Kultur. Search in Google Scholar

Tomasello, M. (2018). How children come to understand false beliefs: A shared intentionality account. Proceedings of the National Academy of Sciences, 115(34), 8491. https://doi.org/10.1073/pnas.180476111510.1073/pnas.1804761115 Search in Google Scholar

Tomasello, M., & Rakoczy, H. (2003). What makes human cognition unique? From individual to shared to collective intentionality. Mind & Language, 18(2), 121–147. https://doi.org/10.1111/1468-0017.0021710.1111/1468-0017.00217 Search in Google Scholar

Tonér, S., Kallioinen, P., & Lacerda, F. (2021). Selective Auditory Attention Associated With Language Skills but Not With Executive Functions in Swedish Preschoolers. Frontiers in Psychology, 12(1686). https://doi.org/10.3389/fpsyg.2021.66450110.3389/fpsyg.2021.664501 Search in Google Scholar

Tonér, S., & Nilsson Gerholm, T. (2021). Links between language and executive functions in Swedish preschool children: A pilot study. Applied Psycholinguistics, 42(1), 207–241. https://doi.org/10.1017/S014271642000070310.1017/S0142716420000703 Search in Google Scholar

Trabasso, T., & Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse Processes, 15(3), 249–275. https://doi.org/10.1080/0163853920954481210.1080/01638539209544812 Search in Google Scholar

Veneziano, E., Albert, L., & Martin, S. (2009). Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin. In J. Guo (Ed.), Learning to tell a story of false belief. A study of French-speaking children (pp. 277–289). Routledge. Search in Google Scholar

Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. Journal of Genetic Psychology, 166(3), 297. https://doi.org/10.3200/GNTP.166.3.297-31210.3200/GNTP.166.3.297-312 Search in Google Scholar

Weintraub, S., Dikmen, S. S., Heaton, R. K., Tulsky, D. S., Zelazo, P. D., Bauer, P. J., Carlozzi, N. E., Slotkin, J., Blitz, D., Wallner-Allen, K., Fox, N. A., Beaumont, J. L., Mungas, D., Nowinski, C. J., Richler, J., Deocampo, J. A., Anderson, J. E., Manly, J. J., Borosh, B., … Gershon, R. C. (2013). Cognition assessment using the NIH Toolbox. Neurology, 80(11 Supplement 3), S54– S64. https://doi.org/10.1212/WNL.0b013e3182872ded10.1212/WNL.0b013e3182872ded Search in Google Scholar

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), 655–684. https://doi.org/10.1111/1467-8624.0030410.1111/1467-8624.00304 Search in Google Scholar

Whitehouse, A. J. O., & Hird, K. (2004). Is grammatical competence a precondition for belief-desire reasoning? Evidence from typically developing children and those with autism. Advances in Speech Language Pathology, 6(1), 39–51. https://doi.org/10.1080/1441704041000166948 Search in Google Scholar

Zelazo, P. D., Anderson, J. E., Richler, J., Wallner-Allen, K., Beaumont, J. L., &., & Weintraub, S. (2013). II. NIH Toolbox cogntition battery (CB): Measuring executive function and attention. Monographs of the Society for Research in Child Development, 78(4), 16–33. https://doi.org/10.1111/mono.1203210.1111/mono.12032 Search in Google Scholar

Articoli consigliati da Trend MD

Pianifica la tua conferenza remota con Sciendo