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Volume 8 Issue 6 (November 2005), Pages F31-F36, 459-620

Three‐month‐olds, but not newborns, prefer own‐race faces (pages F31-F36)

  • David J. Kelly, Paul C. Quinn, Alan M. Slater, Kang Lee, Alan Gibson, Michael Smith, Liezhong Ge, Olivier Pascalis
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.0434a.x

The learning brain: Lessons for education : a précis (pages 459-465)

  • Sarah‐Jayne Blakemore, Uta Frith
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00434.x

Paving the way towards meaningful interactions between neuroscience and education (pages 466-467)

  • Daniel Ansari
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00435.x

The brain in the classroom? The state of the art (pages 467-469)

  • Usha Goswami
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00436.x

An invaluable foundation for better bridges (pages 469-471)

  • Paul Howard‐Jones
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00437.x

Young children's rapid learning about artifacts (pages 472-480)

  • Krista Casler, Deborah Kelemen
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00438.x

Foundations for self and other: a study in autism (pages 481-491)

  • R. Peter Hobson, Jessica A. Meyer
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00439.x

One‐year‐olds comprehend the communicative intentions behind gestures in a hiding game (pages 492-499)

  • Tanya Behne, Malinda Carpenter, Michael Tomasello
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00440.x

Fast mapping between a phrasal form and meaning (pages 500-508)

  • Devin Casenhiser, Adele E. Goldberg
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00441.x

Sensitivity to social contingencies between 1 and 3 months of age (pages 509-518)

  • Tricia Striano, Anne Henning, Daniel Stahl
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00442.x

How do parents respond to children's questions about the identity of artifacts? (pages 519-524)

  • Deborah G. Kemler Nelson, Kelly O'Neil
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00443.x

Maturation of action monitoring from adolescence to adulthood: an ERP study (pages 525-534)

  • Alexandra M. Hogan, Faraneh Vargha‐Khadem, Fenella J. Kirkham, Torsten Baldeweg
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00444.x

The development of gaze following and its relation to language (pages 535-543)

  • Rechele Brooks, Andrew N. Meltzoff
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00445.x

Beyond the distributional input? A developmental investigation of asymmetry in infants’ categorization of cats and dogs (pages 544-550)

  • Stephanie D. Furrer, Barbara A. Younger
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00446.x

Children's implicit knowledge of harmony in Western music (pages 551-566)

  • E. Glenn Schellenberg, Emmanuel Bigand, Benedicte Poulin‐Charronnat, Cécilia Garnier, Catherine Stevens
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00447.x

Evidence against a maximum response model of exogenous visual orienting during early infancy and support for a dimensional switching model (pages 567-582)

  • James L. Dannemiller
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00448.x

What young children do and do not know about the spelling of inflections and derivations (pages 583-594)

  • S. Hélène Deacon, Peter Bryant
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00449.x

Ambiguous benefits: the effect of bilingualism on reversing ambiguous figures (pages 595-604)

  • Ellen Bialystok, Dana Shapero
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00451.x

A longitudinal investigation of visual event‐related potentials in the first year of life (pages 605-616)

  • Sara J. Webb, Jeffrey D. Long, Charles A. Nelson
  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00452.x

VOLUME INDEX (pages 617-620)

  • Published: 25 Oct 2005
  • DOI: 10.1111/j.1467-7687.2005.00450.x

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