| Theoretical Perspectives | |
| Theory in Social Development | |
| Security in Infancy, Childhood and Adulthood | |
| A Move to the Level of Representations | |
| Children's Relationships | |
| Bridging the Divide between Cognitive and Social Development: The Emmanuel Miller Memorial Lecture 1995 | |
| Pretence and Representation | |
| The Origins of Theory of Mind | |
| Social Cognition and the Social Life of the Child | |
| Stages as Subcultures | |
| A Re-Interpretation of the Direction of Effects in Studies of Socialization | |
| The Determinants of Parenting | |
| A Process Model | |
| Where Is the Child's Environment? A Group Socialization Theory of Development | |
| Language and Communication | |
| Baby Born Talking - Describes Heaven | |
| Language Is Not an Instinct | |
| Micro- and Macro-Developmental Changes in Language Aquisition and Other Representational Systems | |
| From Communication to Language | |
| A Psychological Perspective | |
| Individual Differences and Their Implications for Theories of Language Development | |
| Plasticity, Localization and Language Development | |
| What Writing Does to the Mind | |
| Social Development | |
| Infant Person Perception | |
| The Tracking of Face-Like Stimuli by Newborn Infants and Its Subsequent Decline | |
| Mother-Stranger Face Discrimination by the Newborn | |
| Attachment | |
| Maternal Representations of Attachment during Pregnancy Predict the Organization of Infant-Mother Attachment at One Year of Age | |
| Sensitivity and Attachment | |
| A Meta-Analysis on Parental Antecedents of Infant Attachment | |
| Emotions | |
| Emotions and Emotional Communication in Infants | |
| Affective Social Competence | |
| PLAY | |
| Young Children's Conceptualization of Pretense | |
| Action or Mental Representational State? | |
| Sequences in the Development of Competent Play with Peers | |
| Social and Pretend Play | |
| Moral Development | |
| Moral Stages and Moralization | |
| A Cognitive-Developmental Approach | |
| The Origins of Morality in Early Childhood Relationships | |
| Sex Differences | |
| Human Behavioural Sex Differences | |
| A Role for Gonadal Hormones in Early Development? | |
| Gender and Relationships | |
| A Developmental Account | |
| Longitudinal Patterns | |
| Peer Relations and Later Personal Adjustment | |
| Are Low Accepted Children at Risk? | |
| Pathways from Childhood to Adult Life | |
| What Predicts Good Relationships with Parents in Adolescence and Partners in Adult Life | |
| Findings from the 1958 British Birth Cohort | |
| Language, Communication and Literacy | |
| Origins of Language | |
| Prenatal Maternal Speech Influences Newborns' Perception of Speech Sounds | |
| Four-Month-Old Infants Prefer to Listen to Motherese | |
| Infants' Preference for the Predominant Stress Patterns of English Words | |
| Adaptation to Language | |
| Evidence from Babbling and First Words in Four Languages | |
| Child Directed Speech and Conversation | |
| The Development of Conversation between Mothers and Babies | |
| Early Conversations and Word-Learning | |
| Contributions from Child and Adult | |
| A Cultural Perspective on the Transition from Prelinguistic to Linguistic Communication | |
| Cognitive Prerequisites for Language | |
| Form Function Relations | |
| How Do Children Find Out What They Are? | |
| Precis of How Children Learn the Meaning of Words | |
| Words And Phrases | |
| On This, That and the Other | |
| Nonegocentrism in Very Young Children | |
| Non-Linguistic Strategies and the Acquisition of Word Meanings | |
| Sentences | |
| A First Language | |
| The Early Stages | |
| 'Mommy Sock' | |
| The Child's Understanding of Possession as Expressed in Two-Noun Phrases | |
| Taxonomic Knowledge | |
| What Kind and When? | |
| Applied Issues | |
| Language Learnability and Specific Language Impairment in Children | |
| Rhyme, Alliteration, Phoneme Detection and Learning to Read | |
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