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Janet Wilde Astington [10]Janet W. Astington [4]
  1.  6
    Caregiving, Cultural, and Cognitive Perspectives on Secure-base Behavior and Working Models: New Growing Points of Attachment Theory and Research.John H. Flavell, Janet W. Astington, Paul L. Harris, Eleanor R. Flavell & Frances L. Green - 1995
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  2. Theory of mind development and social understanding.Janet Wilde Astington & Jennifer M. Jenkins - 1995 - Cognition and Emotion 9 (2-3):151-165.
  3.  41
    The paradox of intention: Assessing children's metarepresentational understanding.Janet Wilde Astington - 2001 - In Bertram Malle, L. J. Moses & Dare Baldwin (eds.), Intentions and Intentionality: Foundations of Social Cognition. MIT Press.
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  4.  55
    False-Belief Understanding and Social Competence.Janet Wilde Astington - 2003 - In B. Repacholi & V. Slaughter (eds.), Individual Differences in Theory of Mind: Implications for Typical and Atypical Development. Hove, E. Sussex: Psychology Press.
  5.  33
    The role of concepts in perception and inference.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (1):65-66.
  6.  54
    The development of the intention concept: From the observable world to the unobservable mind.Jodie A. Baird & Janet Wilde Astington - 2005 - In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford Series in Social Cognition and Social Neuroscience. Oxford University Press.
  7.  7
    Minds in the Making: Essays in Honour of David R. Olson.David R. Olson & Janet W. Astington - 2000 - Wiley-Blackwell.
    Written by some of the world's leading academics and professionals in the field, this collection of essays brings together two complementary views on child development - the role of society and the role of cognitive growth.
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  8. Children's acquisition of metalinguistic and metacognitive verbs.David R. Olson & Janet W. Astington - 1986 - In William Demopoulos (ed.), Language Learning and Concept Acquisition. Ablex. pp. 184--199.
     
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  9.  26
    Language as the route into other minds.Janet Wilde Astington & E. Filippova - 2005 - In B. Malle & S. Hodges (eds.), Other Minds: How Humans Bridge the Gap Between Self and Others. Guilford Press.
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  10.  35
    What's new about social construction? Distinct roles needed for language and communication.Janet Wilde Astington - 2004 - Behavioral and Brain Sciences 27 (1):96-97.
    Carpendale & Lewis's (C&L's) theory falls in with an existing set of theories that children's understanding of mind is collaboratively constructed in linguistically mediated social interaction. This social constructivist view needs to be clear about the complementary contributions of the child and of the social environment. I distinguish between the child's individual linguistic ability and the dyad's social communication, proposing that each makes a contribution to theory-of-mind development, differently balanced in different individuals.
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  11. The Complexities of Intention.Jodie A. Baird & Janet Wilde Astington - 2005 - In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford Series in Social Cognition and Social Neuroscience. Oxford University Press.
     
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  12.  23
    Cultural learning and educational process.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (3):531-532.
    Tomasello, Kruger & Ratner relate the evolution of social cognition – the understanding of others' minds – to the evolution of culture. Tomasello et al. conceive of the accumulation of culture as the product of cultural learning, a kind of learning dependent upon recognizing others' intentionality. They distinguish three levels of this recognition: of intention (what isxtrying to do), of beliefs (what doesxthink aboutp), and of beliefs about beliefs (what doesxthinkythinks aboutp). They then tie these levels to three discrete forms (...)
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