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  1. Episodic Future Thinking.Cristina M. Atance & Daniela K. O'Neill - 2001 - Trends in Cognitive Sciences 5 (12):533-539.
  2.  18
    How Do Episodic and Semantic Memory Contribute to Episodic Foresight in Young Children?Gema Martin-Ordas, Cristina M. Atance & Julian S. Caza - 2014 - Frontiers in Psychology 5.
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  3.  35
    Thinking About False Belief: It’s Not Just What Children Say, but How Long It Takes Them to Say It.Cristina M. Atance, Daniel M. Bernstein & Andrew N. Meltzoff - 2010 - Cognition 116 (2):297-301.
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  4. Daniela K. O'Neill University of Waterloo.Cristina M. Atance - 2001 - In C. Moore & Karen Lemmon (eds.), The Self in Time: Developmental Perspectives. Erlbaum. pp. 121.
     
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  5.  32
    How Developmental Science Contributes to Theories of Future Thinking.Cristina M. Atance & Andrew N. Meltzoff - 2007 - Behavioral and Brain Sciences 30 (3):314-315.
    Acting in the present in anticipation of the future is argued to be a behavioral correlate of mental time travel (MTT). Yet, it is important to consider how other future-directed behaviors figure into a theory of MTT and future thinking more broadly. Developmental science can help in this formulation.
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    Commentary: Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes.Gladys Barragan-Jason, Cristina M. Atance, Astrid Hopfensitz, Jonathan Stieglitz & Maxime Cauchoix - 2019 - Frontiers in Psychology 9.
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    Adults' Performance in an Episodic-Like Memory Task: The Role of Experience.Gema Martin-Ordas & Cristina M. Atance - 2019 - Frontiers in Psychology 9.
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    Are All Distances Created Equal? Insights From Developmental Psychology.Bronwyn O'Brien, Joshua L. Rutt & Cristina M. Atance - 2020 - Behavioral and Brain Sciences 43.
    Gilead et al.'s theory presupposes that traversing temporal, spatial, social, and hypothetical distances are largely interchangeable acts of mental travel that co-occur in human ontogeny. Yet, this claim is at odds with recent developmental data suggesting that children's reasoning is differentially affected by the dimension which they must traverse, and that different representational abilities underlie travel across different dimensions.
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