Developmental Science

Editorial: Do we study what parents want us to?
pp. iii-iv(1)
Authors: Johnson, Mark H.; Lloyd-Fox, Sarah

Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children
pp. F31-F39(1)
Authors: Hurtado, Nereyda; Marchman, Virginia A.; Fernald, Anne

Rapid naming deficits in dyslexia: a stumbling block for the perceptual anchor theory of dyslexia
pp. F40-F47(1)
Authors: Di Filippo, Gloria; Zoccolotti, Pierluigi; Ziegler, Johannes C.

Quantitative competencies in infancy
pp. 803-808(6)
Authors: Cordes, Sara; Brannon, Elizabeth M.

Young children's knowledge about the influence of thoughts on emotions in rule situations
pp. 809-818(10)
Author: Lagattuta, Kristin Hansen

Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood
pp. 819-827(9)
Authors: Cragg, Lucy; Nation, Kate

Ontogeny of manipulative behavior and nut-cracking in young tufted capuchin monkeys (Cebus apella): a Perception-action perspective
pp. 828-840(13)
Authors: de Resende, Briseida Dogo; Ottoni, Eduardo B.; Fragaszy, Dorothy M.

Recognition of iconicity doesn't come for free
pp. 841-846(6)
Author: Namy, Laura L.

Toddlers' joint engagement experience facilitates preschoolers' acquisition of theory of mind
pp. 847-852(6)
Authors: Nelson, P. Brooke; Adamson, Lauren B.; Bakeman, Roger

Infants prefer motionese to adult-directed action
pp. 853-861(9)
Authors: Brand, Rebecca J.; Shallcross, Wendy L.

The link between infant attention to goal-directed action and later theory of mind abilities
pp. 862-868(7)
Authors: Aschersleben, Gisa; Hofer, Tanja; Jovanovic, Bianca

Effects of auditory input in individuation tasks
pp. 869-881(13)
Authors: Robinson, Christopher W.; Sloutsky, Vladimir M.

Sex differences in past tense overregularization
pp. 882-889(8)
Authors: Kidd, Evan; Lum, Jarrad A.G.

VOLUME INDEX
pp. 890-894(5)

Erratum
pp. 895-895(1)

Erratum
pp. 895-895(1)