Developmental Science

Is visual reference necessary? Contributions of facial versus vocal cues in 12-month-olds’ social referencing behavior
pp. 261-269(9)
Authors: Vaish A.; Striano T.

Tuned to the signal: the privileged status of speech for young infants
pp. 270-276(7)
Authors: Vouloumanos A.; Werker J.F.

Young children who abandon error behaviourally still have to free themselves mentally: a retrospective test for inhibition in intuitive physics
pp. 277-282(6)
Authors: Freeman N.H.; Hood B.M.; Meehan C.

Infant social attention predicts preschool social cognition
pp. 283-288(6)
Authors: Wellman H.M.; Phillips A.T.; Dunphy-Lelii S.; LaLonde N.

Long-term memory for music: infants remember tempo and timbre
pp. 289-296(8)
Authors: Trainor L.J.; Wu L.; Tsang C.D.

Twelve-month-olds point to share attention and interest
pp. 297-307(11)
Authors: Liszkowski U.; Carpenter M.; Henning A.; Striano T.; Tomasello M.

Culture and children's cosmology
pp. 308-324(17)
Authors: Siegal M.; Butterworth G.; Newcombe P.A.

Attention and inhibition in bilingual children: evidence from the dimensional change card sort task
pp. 325-339(15)
Authors: Bialystok E.; Martin M.M.

Young children with autism show atypical brain responses to fearful versus neutral facial expressions of emotion
pp. 340-359(20)
Authors: Dawson G.; Webb S.J.; Carver L.; Panagiotides H.; McPartland J.

The development of complex sentence interpretation in typically developing children compared with children with specific language impairments or early unilateral focal lesions
pp. 360-377(18)
Authors: Dick F.; Wulfeck B.; Krupa-Kwiatkowski M.; Bates E.

Perceptual complexity and form class cues in novel word extension tasks: how 4-year-old children interpret adjectives and count nouns
pp. 378-388(11)
Authors: Sandhofer C.M.; Smith L.B.

Corrigendum
pp. 389-389(1)