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    Marion O'Brien, Jennifer Miner Weaver, Jackie A. Nelson, Susan D. Calkins, Esther M. Leerkes & Stuart Marcovitch (2011). Longitudinal Associations Between Children's Understanding of Emotions and Theory of Mind. Cognition and Emotion 25 (6):1074-1086.
  2.  6
    Stuart Marcovitch & Philip David Zelazo (2001). On the Need for Conscious Control and Conceptual Understanding. Behavioral and Brain Sciences 24 (1):48-49.
    The dynamic systems approach simulates a wide range of effects and generates novel predictions, but it fails to explain age-related behavioral changes in psychological terms. We argue that the roles of conscious control and explicit knowledge must be addressed in any model of A-not-B performance, and a fortiori, in any model of goal-directed action.
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  3.  13
    Stephanie E. Miller & Stuart Marcovitch (2012). How Theory of Mind and Executive Function Co-Develop. Review of Philosophy and Psychology 3 (4):597-625.
    Theory of mind (ToM) and executive function (EF) have traditionally been measured starting in preschool and share a similar developmental progression into childhood. Although there is some research examining early ToM and EF in the first 3 years, further empirical evidence and a theoretical framework for a ToM-EF relationship from infancy to preschool are necessary. In this paper we review the ToM-EF relationship in preschoolers and provide evidence for early development in ToM, EF, and the ToM-EF relationship. We propose that (...)
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