Beran, M. J., & Smith, J. D. (2011). Information seeking by rhesus monkeys (Macaca mulatta) and capuchin monkeys (Cebus apella). Cognition, 120, 90-105. doi:10.1016/j.cognition.2011.02.016
Booth, A. E. (2009). Causal supports for early word learning. Child Development, 80, 1243 1250.
Brooker, I., & Poulin Dubois, D. (2013). Is a bird an apple? The effect of speaker labeling accuracy on infants' word learning, imitation, and helping behaviors. Infancy, 18.E46– E68. doi: 10.1111/infa.12027
Brosseau Liard, P. E., & Poulin Dubois, D. (2014). Sensitivity to confidence cues increases during the second year of life. Infancy, 19, 461-475. doi: 10.1111/infa.12056
Brosseau Liard, P., Penney, D., & Poulin Dubois, D. (2015). Theory of mind selectively predicts preschoolers' knowledge-based selective word learning. British Journal of Developmental Psychology, 33, 464-475. doi: 10.1111/bjdp.12107
Bullock, M., Gelman, R., & Baillargeon, R. (1982). The development of causal reasoning. In W. J. Freidman (Ed.), The Developmental Psychology of Time (pp. 209–253). New York, NY: Academic Press.
Call, J., & Carpenter, M. (2001). Do apes and children know what they have seen? Animal Cognition,3, 207-220. doi: 10.1007/s100710100078
Crivello, C., & Poulin-Dubois (2018). Infants’ ability to detect emotional incongruency: Deep or shallow? Manuscript submitted for publication.
Crivello, C., Phillips, S., & Poulin-Dubois, D. (2017). Selective social learning in infancy: Looking for mechanisms. Developmental science, 21, e1259. doi: 10.1111/desc.12592
De Waal, F. (2016). Time will tell. In Are we smart enough to know how smart animals are? (pp. 205-234). New York, NY: WW Norton & Company.
Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168. doi: https://doi.org/10.1146/annurev-psych-113011-143750
DiYanni, C., & Kelemen, D. (2008). Using a bad tool with good intention: Young children’s imitation of adults’ questionable choices. Journal of experimental child psychology, 101, 241-261. doi: 10.1016/j.jecp.2008.05.002
DiYanni, C., Nini, D., Rheel, W., & Livelli, A. (2012). ‘I won't trust you if I think you're trying to deceive me': Relations between selective trust, theory of mind, and imitation in early childhood. Journal of Cognition and Development, 13, 354-371.
doi: 10.1080/15248372.2011.590462
Duffy, G. A., Pike, T. W., & Laland, K. N. (2009). Size-dependent directed social learning in nine-spined sticklebacks. Animal Behaviour, 78, 371-375. doi:10.1016/j.anbehav.2009.05.015
Dugatkin, L. A., & Godin, J. G. J. (1993). Female mate copying in the guppy {Poecilia reticulata): agedependent effects. Behavioral Ecology, 4, 289-292. doi:10.1093/beheco/4.4.289
Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271-280. doi: 10.1016/j.learninstruc.2011.08.003
Dwivedi, A. K., Mallawaarachchi, I., & Alvarado, L. A. (2017). Analysis of small sample size studies using nonparametric bootstrap test with pooled resampling method. Statistics in Medicine, 36, 2187-2205. doi: 10.1002/sim.7263
Ebert, S. (2015). Longitudinal relations between theory of mind and metacognition and the impact of language. Journal of Cognition and Development, 16, 559-586.
doi: 10.1080/15248372.2014.926272
Elashi, F. B., & Mills, C. M. (2014). Do children trust based on group membership or prior
accuracy? The role of novel group membership in children’s trust decisions. Journal of Experimental Child Psychology, 128, 88-104. doi: https://doi.org/10.1016/j.jecp.2014.07.003
Fenson, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., & Reznick, J. S. (2000). Short-form versions of the MacArthur communicative development inventories. Applied Psycholinguistics, 21, 95- 116. doi:10.1017/S0142716400001053
Fitneva, S. A., & Dunfield, K. A. (2010). Selective information seeking after a single
encounter. Developmental psychology, 46, 1380. doi: http://dx.doi.org/10.1037/a0019818
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906- 911. doi:10.1037//0003 066x.34.10.906
Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21-45. doi: 10.1146/annurev.psych.50.1.21
Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International journal of behavioral development, 24, 15-23.
Frith, C. D. (2012). The role of metacognition in human social interactions. Phil. Trans. R. Soc.B, 367, 2213-2223. doi: 10.1098/rstb.2012.0123
Fusaro, M., & Harris, P. L. (2008). Children assess informant reliability using bystanders’ non verbal cues. Developmental Science, 11, 771-777. doi: 10.1111/j.1467 7687.2008.00728.x
Galef Jr, B.G., & Heyes, C.M. (2004). Special issue on social learning and imitation. Learning and Behavior, 32, 1-140.
Galef, B.G. (2009). Strategies for social learning: testing predictions from formal theory. Advances in the Study of Behavior, 39, 117-151. doi: 10.1016/S00653454(09)39004-X
Geurten, M., & Willems, S. (2016). Metacognition in early childhood: Fertile ground to understand memory development?. Child Development Perspectives, 10, 263-268. doi: 10.1111/cdep.12201
Godin, J. G., & Dugatkin, L. A. (1996). Female mating preference for bold males in the guppy, Poecilia reticulata. Proceedings of the National Academy of Sciences, 93, 10262-10267. doi:10.1073/pnas.93.19.10262
Gopnik, A., Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 3-32. doi: 10.1037/0033-295X.111.1.3
Goupil, L., & Kouider, S. (2016). Behavioral and neural indices of metacognitive sensitivity in preverbal infants. Current Biology, 26, 3038-3045. doi: 10.1016/j.cub.2016.09.004
Goupil, L., Romand-Monnier, M., & Kouider, S. (2016). Infants ask for help when they know they don’t know. Proceedings of the National Academy of Sciences, 113, 3492-3496. doi: 10.1073/pnas.1515129113
Hampton, R. R. (2009). Multiple demonstrations of metacognition in nonhumans: Converging evidence or multiple mechanisms? Comparative Cognition & Behavior Reviews, 4, 17– 28. doi:10.3819/ccbr.2009.40002
Harris, P. L., & Koenig, M. A. (2006). Trust in testimony: How children learn about science and religion. Child development, 77, 505-524. doi: https://doi.org/10.1111/j.1467 8624.2006.00886.x
Harris, P. L., Koenig, M. A., Corriveau, K. H., & Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251-273.
doi: 10.1146/annurev-psych-122216-011710
Heyes, C. (2012). What's social about social learning? Journal of Comparative Psychology, 126,
193-202. doi: 10.1037/a0025180
Heyes, C. (2014). False belief in infancy: a fresh look. Developmental Science, 17, 647-659.
doi: 10.1111/desc.12148.
Heyes, C. (2016a). Blackboxing: social learning strategies and cultural evolution. Phil. Trans. R.
Soc. Lond. B. Biol. Sci., 371, 20150369. doi: 10.1098/rstb.2015.0369
Heyes, C. (2016b). Who knows? Metacognitive social learning strategies. Trends in Cognitive
Sciences, 20, 204-213. doi: 10.1016/j.tics.2015.12.007
Heyes, C. (2017). When does social learning become cultural learning? Developmental Science,
20. doi: 10.1111/desc.12350
Heyes, C., & Pearce, J. M. (2015). Not-so-social learning strategies. Proceedings of the Royal
Society of London B: Biological Sciences, 282, 20141709. doi:
10.1098/rspb.2014.1709
Heyes, C. M., & Frith, C. D. (2014). The cultural evolution of mind reading. Science, 344, 1243091. doi: 10.1177/1745691613518076
Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43-55. doi:10.1207/s15326985ep3901_5
Hoppitt, W., & Laland, K. N. (2008). Social processes influencing learning in animals: a review of the evidence. Advances in the Study of Behavior, 38, 105-165. doi: 10.1016/S00653454(08)00003X
Horner, V., Proctor, D., Bonnie, K. E., Whiten, A., & de Waal, F. B. (2010). Prestige affects cultural learning in chimpanzees. PloS one, 5, e10625. doi:10.1371/journal.pone.0010625
Jaswal, V. K., & Neely, L. A. (2006). Adults don't always know best: Preschoolers use past reliability over age when learning new words. Psychological Science. doi: 10.111/j.14679280.2006.01778.x
Koenig, M.A., Clément, F., & Harris, P. L. (2004). Trust in testimony: Children’s use of true and false statements. Psychological Science, 15, 694-698. doi: 10.1111/j.0956 7976.2004.00742.x
Koenig, M. A., & Harris, P. L. (2005). Preschoolers mistrust ignorant and inaccurate speakers. Child Development, 76, 1261-1277. doi: 0009-3920/2005/7606-0010
Koenig, M. A., & Sabbagh, M. A. (2013). Selective social learning: New perspectives on learning from others. Developmental Psychology, 49, 399. doi: 10.1037/a0031619
Kovács, Á. M., Téglás, E., & Endress, A. D. (2010). The social sense: Susceptibility to others’ beliefs in human infants and adults. Science, 330, 1830-1834. doi: 10.1126/science.1190792
Lagnado, D.A. & Sloman, S. (2004). The advantage of timely intervention. Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 856-876. doi: 10.1037/0278-7393.30.4.856
Le Pelley, M. E., Vadillo, M., & Luque, D. (2013). Learned predictiveness influences rapid attentional capture: evidence from the dot probe task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1888. doi: 10.1037/a0033700
Lucas, A. J., Lewis, C., Pala, F. C., Wong, K., & Berridge, D. (2013). Social-cognitive processes in preschoolers' selective trust: Three cultures compared. Developmental Psychology, 49, 579-590. doi: 10.1037/a0029864
Luchkina, E., Sobel, D. M., & Morgan, J. L. (2018). Eighteen month olds selectively generalize words from accurate speakers to novel contexts. Developmental Science, e12663.
doi: 10.1111/desc.12663
Meltzoff, A. N. (1999). Origins of Theory of Mind, Cognition, and Communication. Journal of Communication Disorders, 32, 4, 251-269.
Mills, C. M. (2013). Knowing when to doubt: Developing a critical stance when learning from others. Developmental Psychology, 49, 404. doi: 10.1037/a0031619
Morgan, T. J. H., Rendell, L. E., Ehn, M., Hoppitt, W., & Laland, K. N. (2012). The evolutionary basis of human social learning. Proceedings of the Royal Society of London B: Biological Sciences, 279, 653-662. doi: 10.1098/rspb.2011.1172
Nevin, J. A. (2009). Stimuli, reinforcers, and the persistence of behavior. The Behavior Analyst, 32, 285-291. doi: 10.1007/BF03392191
Nurmsoo, E., Robinson, E. J., & Butterfill, S. A. (2010). Children’s selective learning from others. Review of Philosophy and Psychology, 1, 551-561. doi: 10.1007/s13164-010 0043-y
Pasquini, E.S., Corriveau, K.H., Koenig, M., & Harris, P.L. (2007). Preschoolers monitor the relativeaccuracy of informants. Developmental Psychology, 43, 1216-1226.
doi: 10.1037/0012-1649.43.5.1216
Paulus, M., Proust, J., & Sodian, B. (2013). Examining implicit metacognition in 3.5-year-old children: An eye-tracking and pupillometric study. Frontiers in Psychology, 4, 145. doi: 10.3389/fpsyg.2013.00145
Poulin‐Dubois, D. (2017). Rattling the developmental psychologist's cage? Developmental Science, 20, e12414. doi: 10.1111/desc.12414
Poulin-Dubois, D., & Brosseau-Liard, P. (2016). The developmental origins of selective social learning. Current Directions in Psychological Science, 25, 60-64.
doi: 10.1177/0963721415613962
Poulin Dubois, D., & Yott, J. (2017). Probing the depth of infants’ theory of mind: Disunity in performance across paradigms. Developmental Science. doi: 10.1111/desc.12600
Rendell, L., Fogarty, L., Hoppitt, W. J., Morgan, T. J., Webster, M. M., & Laland, K. N. (2011). Cognitive culture: theoretical and empirical insights into social learning strategies. Trends in Cognitive Sciences, 15, 68-76. doi: 10.1016/j.tics.2010.12.002
Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: variations in the effectiveness of reinforcement and nonreinforcement. In A.H. Black & W.F. Prokasy (eds.), Classical conditioning II: current research and theory (pp. 64-99). New York: Appleton Century Crofts.
Rosati, A. G., & Santos, L. R. (2016). Spontaneous metacognition in rhesus monkeys. Psychological Science, 27, 1181-1191. doi: 10.1177/0956797616653737
Ruffman, T. (2014). To belief or not belief: Children’s theory of mind. Developmental Review, 34, 265-293. doi: 10.1016/j.dr.2014.04.001
Ryalls, B. O., Gul, R. E., & Ryalls, K. R. (2000). Infant imitation of peer and adult models: Evidence for a peer model advantage. Merrill-Palmer Quarterly, 46,10. doi:10.1111/j.15327078.2010.00045.x
Sabbagh, M. A., Koenig, M. A., & Kuhlmeier, V. A. (2017). Conceptual constraints and mechanisms inchildren's selective learning. Developmental Science, 20, e12415. doi: 10.1111/desc.12415
Scott, R. M., & Baillargeon, R. (2014). How fresh a look? A reply to Heyes. Developmental Science, 17, 660-664. doi: 10.1111/desc.12173
Sobel, D. M., & Kirkham, N. Z. (2006). Blickets and babies: the development of causal reasoning in toddlers and infants. Developmental Psychology, 42, 1103-1115. doi: 10.1037/00121649.42.6.1103
Sobel, D. M., & Kushnir, T. (2013). Knowledge matters: How children evaluate the reliability of testimony as a process of rational inference. Psychological Review, 120, 779. doi: http://dx.doi.org/10.1037/a0034191
Sakkalou, E., Ellis-Davies, K., Fowler, N. C., Hilbrink, E. E., & Gattis, M. (2013). Infants show stability of goal-directed imitation. Journal of experimental child psychology, 114, 1-9. doi: 10.1016/j.jecp.2012.09.005
Sodian, B., & Frith, U. (2008). Metacognition, theory of mind, and self control: The relevance of high‐level cognitive processes in development, neuroscience, and education. Mind, Brain, and Education, 2, 111-113. doi: 10.1111/j.1751-228X.2008.00040.x
Sodian, B., Thoermer, C., Kristen, S., & Perst, H. (2012). Metacognition in infants and young children. In Foundations of metacognition. (pp. 119-133). Oxford, UK: Oxford University Press
Steyvers, M., Tenenbaum, J. B., Wagenmakers, E. J., & Blum, B. (2003). Inferring causal networks from observations and interventions. Cognitive science, 27, 453-489. doi: 10.1016/S0360213(03)00010-07
Sawa, K. (2009). Predictive behavior and causal learning in animals and humans 1. Japanese Psychological Research, 51,3, 222-233. doi: 10.1111/j.1468-5884.2009.00396.x
Swaney, W., Kendal, J., Capon, H., Brown, C., & Laland, K. N. (2001). Familiarity facilitates social learning of foraging behaviour in the guppy. Animal Behaviour, 62, 591-598. doi: 10.1006/anbe.2001.1788
Trudeau, N., Frank, I., & Poulin-Dubois, D. (1999). Une adaptation en français québécois du MacArthur Communicative Development Inventory. La revue d’orthophonie et d’audiologie, 23, 61-73.
van Bergen, Y., Coolen, I., & Laland, K. N. (2004) Nine-spined sticklebacks exploit the most reliablesource when public and private information conflict. Proc. R. Soc. Lond. B 271, 957–962. doi: 10.1098/rspb.2004.2684
Watanabe, A., & Clayton, N. S. (2016). Hint-seeking behaviour of western scrub-jays in a metacognition task. Animal cognition, 19, 53-64. doi: 10.007/s10071-015-0912-y
Wellman, H.M. (2014). Making minds: How theory of mind develops. New York: Oxford University Press.