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Journal of Cognition and Development Volume 9, 2009 - Issue 4
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Original Articles

Holding in Mind Conflicting Information: Pretending, Working Memory, and Executive Control

Kathleen Albertson Miami University
&
Cecilia Shore Miami UniversityCorrespondence[email protected]
Pages 390-410 | Published online: 06 Feb 2009

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Molly A. Schlesinger, Brenna Hassinger-Das, Jennifer M. Zosh, Jeremy Sawyer, Natalie Evans & Kathy Hirsh-Pasek. (2020) Cognitive Behavioral Science behind the Value of Play: Leveraging Everyday Experiences to Promote Play, Learning, and Positive Interactions. Journal of Infant, Child, and Adolescent Psychotherapy 19:2, pages 202-216.
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Emily J. Hopkins, Eric D. Smith, Deena Skolnick Weisberg & Angeline S. Lillard. (2016) The Development of Substitute Object Pretense: The Differential Importance of Form and Function. Journal of Cognition and Development 17:2, pages 197-220.
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Articles from other publishers (11)

Yeshe Colliver, Linda J. Harrison, Judith E. Brown & Peter Humburg. (2022) Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers. Early Childhood Research Quarterly 59, pages 148-161.
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Salim Hashmi, Ross E. Vanderwert, Hope A. Price & Sarah A. Gerson. (2020) Exploring the Benefits of Doll Play Through Neuroscience. Frontiers in Human Neuroscience 14.
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Karissa Leduc, Shanna Williams, Carlos Gomez-Garibello & Victoria Talwar. (2017) The contributions of mental state understanding and executive functioning to preschool-aged children's lie-telling. British Journal of Developmental Psychology 35:2, pages 288-302.
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Isaac T. Petersen, Caroline P. Hoyniak, Maureen E. McQuillan, John E. Bates & Angela D. Staples. (2016) Measuring the development of inhibitory control: The challenge of heterotypic continuity. Developmental Review 40, pages 25-71.
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Isaac T. Petersen, John E. Bates & Angela D. Staples. (2014) The role of language ability and self-regulation in the development of inattentive–hyperactive behavior problems. Development and Psychopathology 27:1, pages 221-237.
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Jane E. Barker, Andrei D. Semenov, Laura Michaelson, Lindsay S. Provan, Hannah R. Snyder & Yuko Munakata. (2014) Less-structured time in children's daily lives predicts self-directed executive functioning. Frontiers in Psychology 5.
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Daniel J. Carroll, Lily FitzGibbon & Anna Critchley. (2014) Why do alternative ways of responding improve children's performance on tests of strategic reasoning?. British Journal of Developmental Psychology 32:2, pages 195-204.
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Joane Deneault, Odette Lefebvre & Cécile Rousseau. (2019) Le jeu symbolique permet-il de se « préparer à l’école » ? Les effets des ateliers d’expression Jeu dans le sable sur le développement d’enfants de 4 à 6 ans. Revue de psychoéducation 43:2, pages 299-321.
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Stephanie M. Carlson, Rachel E. White & Angela C. Davis-Unger. (2014) Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development 29, pages 1-16.
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Christiane Baadte & Stephan Dutke. (2012) Learning about persons: the effects of text structure and executive capacity on conceptual change. European Journal of Psychology of Education 28:3, pages 1045-1064.
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Eric Amsel. 2011. Adolescent Vulnerabilities and Opportunities. Adolescent Vulnerabilities and Opportunities 86 114 .

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