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  1. Katherine Nelson (2011). “Concept” is a Useful Concept in Developmental Research. Journal of Theoretical and Philosophical Psychology 31 (2):96-101.
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  2. Katherine Nelson (2011). The Human Nature of the Economic Mind. Biological Theory 6 (4):377-387.
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  3. Katherine Nelson (2009). Narrative Practices and Folk Psychology: A Perspective From Developmental Psychology. Journal of Consciousness Studies 16 (6-8):6-8.
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  4. Katherine Nelson (2007). Developing Past and Future Selves for Time Travel Narratives. Behavioral and Brain Sciences 30 (3):327-328.
    Mental time travel requires the sense of a past and future self, which is lacking in the early years of life. Research on the development of autobiographical memory and development of self sheds light on the difference between memory in other animals and its cultural narrative basis in humans.
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  5. Katherine Nelson (2005). Developmental Perspective. In Herbert S. Terrace & Janet Metcalfe (eds.), The Missing Link in Cognition: Origins of Self-Reflective Consciousness. Oxford University Press. 116.
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  6. Katherine Nelson (2005). Emerging Levels of Consciousness in Early Human Development. In Herbert S. Terrace & Janet Metcalfe (eds.), The Missing Link in Cognition: Origins of Self-Reflective Consciousness. Oxford University Press. 116-141.
  7. Katherine Nelson (2004). Toward a Collaborative Community of Minds. Behavioral and Brain Sciences 27 (1):119-120.
    Three points extend the authors' comprehensive and provocative argument: (1) The idea of “entering a community of minds” is suggested to replace theory of mind or social understanding; (2) learning words and concepts through a Wittgensteinian process often involves a period of “use without meaning”; (3) concepts based in social interaction are achieved through collaborative – neither individual nor social alone – construction.
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  8. Katherine Nelson (2003). Narrative and the Emergence of a Consciousness of Self. In Gary D. Fireman, T. E. McVay & Owen J. Flanagan (eds.), Narrative and Consciousness. Oxford University Press.
  9. Katherine Nelson (2002). Developing Dual-Representation Processes. Behavioral and Brain Sciences 25 (6):693-694.
    Cross-domain representations provide the foundation for language and are not its unique product. Modularity of a limited kind is confined to early infancy in humans and is succeeded by domain-general thinking and speaking. Representational language becomes accessible to the cognitive system during the preschool years as a supplement to experientially based conceptual processing, resulting in a dual-process system.
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  10. Katherine Nelson (2001). The Name Game Updated. Behavioral and Brain Sciences 24 (6):1114-1114.
    Bloom's domain general theory remains strictly cognitive and individualistic. By ignoring the contribution of social interaction and collective construction of concepts, he fails to solve the word learning problem.
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  11. Katherine Nelson & Robyn Fivush (2000). Socialization of Memory. In Endel Tulving (ed.), The Oxford Handbook of Memory. Oxford University Press. 283--295.
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  12. Katherine Nelson (1998). Beyond Substance Concepts in Cognitive Development. Behavioral and Brain Sciences 21 (1):81-82.
    Millikan's theory of substance concepts has advantages for psychological theories, including those in cognitive development. However, the disadvantage is that it cannot be generalized even to some of the most common concepts that children acquire in the early years of life. For a general theory we must get beyond substances.
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  13. Katherine Nelson (1997). Functional Memory: A Developmental Perspective. Behavioral and Brain Sciences 20 (1):32-33.
    The functional theory of memory set out in Glenberg's target article accords with recent proposals in the developmental literature with respect to event memory, conceptualization, and language acquisition from an embodied, experiential view. The theory, however, needs to be supplemented with a recognition of the sociocultural contribution to these cognitive processes and emerging structures.
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  14. Katherine Nelson (1996). Four-Year-Old Humans Are Different: Why? Behavioral and Brain Sciences 19 (1):134.
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  15. Susan J. Blackmore, Gavin Brelstaff, Katherine Nelson & Tom Troscianko (1995). Is the Richness of Our Visual World an Illusion? Transsaccadic Memory for Complex Scenes. Perception 24:1075-81.
  16. Minda Tessler & Katherine Nelson (1994). Making Memories: The Influence of Joint Encoding on Later Recall by Young Children. Consciousness and Cognition 3 (3-4):307-326.
  17. Katherine Nelson (1993). Explaining the Emergence of Autobiographical Memory in Early Childhood. In A. Collins, S. Gathercole, Martin A. Conway & P. E. Morris (eds.), Theories of Memory. Lawrence Erlbaum. 355--385.
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  18. Katherine Nelson (1993). Towards a Theory of the Development of Autobiographical Memory. In A. Collins, S. Gathercole, Martin A. Conway & P. E. Morris (eds.), Theories of Memory. Lawrence Erlbaum. 185--283.
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  19. Katherine Nelson (1989). Remembering: A Functional Developmental Perspective. In. In P. Solomon, G. Goethals, Clarence M. Kelley & Ron Stephens (eds.), Memory: Interdisciplinary Approaches. Springer-Verlag. 127--150.
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  20. Katherine Nelson (1988). Chimp Communication Without Conditioning. Behavioral and Brain Sciences 11 (3):461.
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  21. Katherine Nelson (1982). Reliability, Bias, or Quality: What is the Issue? Behavioral and Brain Sciences 5 (2):229.
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  22. Katherine Nelson (1976). Some Attributes of Adjectives Used by Young Children. Cognition 4 (1):13-30.
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