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Volume 6 Issue 2 (April 2003), Pages 119-231

Linguistic and conceptual development from one to six years: an introduction (pages 119-121)

  • Caroline Floccia, Jeremy Goslin, Roland Schneider,  Evelyne Thommen
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00260

German‐learning infants’ ability to detect unstressed closed‐class elements in continuous speech (pages 122-127)

  • Barbara Höhle, Jürgen Weissenborn
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00261

The origins and evolution of links between word learning and conceptual organization: new evidence from 11‐month‐olds (pages 128-135)

  • Sandra Waxman, Amy Booth
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00262

Before and after the vocabulary spurt: two modes of word acquisition? (pages 136-142)

  • Thierry Nazzi, Josiane Bertoncini
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00263

On the origins of age‐of‐acquisition effects in the perception of printed words (pages 143-150)

  • Tatjana A. Nazir, Nathalie Decoppet, Valérie Aghababian
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00264

Aspects of grammatical development in young French children with SLI (pages 151-158)

  • Cornelia Hamann, Stéphanie Ohayon, Sébastien Dubé, Ulrich H. Frauenfelder, Luigi Rizzi, Michal Starke, Pascal Zesiger
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00265

Children's early theory of mind: exploring the development of the concept of desire in monolingual Spanish children (pages 159-165)

  • Leo A. Ferres
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00266

Self–other and third‐person categorization in normal and autistic children (pages 166-172)

  • Guido Peeters, Goele Grobben, Ann Hendrickx, Steven Van den Eede, Karen Verlinden
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00267

Is a false belief statement a lie or a truthful statement? Judgments and explanations of children aged 3 to 8 (pages 173-177)

  • Ioanna Berthoud‐Papandropoulou, Helga Kilcher
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00268

Theory of mind: is training contagious? (pages 178-184)

  • Anne‐Marie Melot, Nathalie Angeard
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00269

Children extend both words and non‐verbal actions to novel exemplars (pages 185-190)

  • Jane B. Childers, Michael Tomasello
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00270

Two‐month‐old infants match phonetic information in lips and voice (pages 191-196)

  • Michelle L. Patterson, Janet F. Werker
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00271

Judgment and action knowledge in speed adjustment tasks: experiments in a virtual environment (pages 197-210)

  • Susanne Huber, Horst Krist, Friedrich Wilkening
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00272

Prosodic structure and syntactic acquisition: the case of the head‐direction parameter (pages 211-220)

  • Anne Christophe, Marina Nespor, Maria Teresa Guasti,  Brit Van Ooyen
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00273

How infants use perceptual information to guide action (pages 221-231)

  • Rachel Keen, Renee L. Carrico, Monica R. Sylvia,  Neil E. Berthier
  • Published: 12 Mar 2003
  • DOI: 10.1111/1467-7687.00274

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