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  1.  10
    David H. Rakison & Jaime Derringer (2008). Do Infants Possess an Evolved Spider-Detection Mechanism? Cognition 107 (1):381-393.
  2.  6
    David H. Rakison (2005). Developing Knowledge of Objects' Motion Properties in Infancy. Cognition 96 (3):183-214.
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  3.  1
    Jessica B. Cicchino, Richard N. Aslin & David H. Rakison (2011). Correspondences Between What Infants See and Know About Causal and Self-Propelled Motion. Cognition 118 (2):171-192.
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  4.  1
    David H. Rakison & Jessica B. Cicchino (2004). Is an Infant a People Person? Cognition 94 (1):105-107.
  5.  1
    Yevdokiya Yermolayeva & David H. Rakison (2016). Seeing the Unseen: Second-Order Correlation Learning in 7- to 11-Month-Olds. Cognition 152:87-100.
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  6.  10
    David H. Rakison (2007). Fast Tracking: Infants Learn Rapidly About Object Trajectories. Trends in Cognitive Sciences 11 (4):140-142.
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  7.  22
    Diane Poulin-Dubois & David H. Rakison (1999). A Developmental Theory of Implicit and Explicit Knowledge? Behavioral and Brain Sciences 22 (5):782-782.
    Early childhood is characterized by many cognitive developmentalists as a period of considerable change with respect to representational format. Dienes & Perner present a potentially viable theory for the stages involved in the increasingly explicit representation of knowledge. However, in our view they fail to map their multi-level system of explicitness onto cognitive developmental changes that occur in the first years of life. Specifically, we question the theory's heuristic value when applied to the development of early mind reading and categorization. (...)
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  8.  2
    Yevdokiya Yermolayeva & David H. Rakison (2010). Developing Without Concepts. Behavioral and Brain Sciences 33 (2-3):229-230.
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  9.  2
    David H. Rakison & Gary Lupyan (2008). The Development of Modeling or the Modeling of Development? Behavioral and Brain Sciences 31 (6):726-726.
    We agree with many theoretical points presented by Rogers & McClelland (R&M), especially the role of domain-general learning of coherent covariation. Nonetheless, we argue that in failing to be informed by key aspects of development, including the role of labels on categorization and the emergence of constraints on learning, their model fails to capture important features of the ontogeny of knowledge.
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  10. Helene Intraub, Adele E. Goldberg, Valerie A. Kuhlmeier, Paul Bloom, Karen Wynn, David H. Rakison & Jessica B. Cicchino (2005). Andrew P. Bayliss, Giuseppe di Pellegrino and Steven P. Tipper. Cognition 94:259-261.
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