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Boyd, R., & Richerson, P. (1985). Culture and the evolutionary process. University of Chicago Press. 1 false true Reference 28164779 /api/reference/28164779 2. Bruner, J, (1996). The culture of education. Harvard University Press. 2 false true Reference 28164780 /api/reference/28164780 3. Call, J., Carpenter, M., & Tomasello, M. (2005). Copying results and copying actions in the process of social learning: Chimpanzees (Pan troglodytes) and human children (Homo sapiens). Animal Cognition, 8(3), 151–163., DOI: 10.1007/s10071-004-0237-8 3 10.1007/s10071-004-0237-8 false true Reference 28164781 /api/reference/28164781 4. Caporael, L. R. (2007). Evolutionary theory for social and cultural psychology. In E. T. Higgins & A. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 3–18). Guildford Press. 4 false true Reference 28164782 /api/reference/28164782 5. Carey, S. (2011). The origin of concepts: A precis. Behavioral and Brain Sciences, 34(3), 113–162. https://doi.org/10.1017/S0140525X10000919, DOI: 10.1017/S0140525X10000919 5 10.1017/S0140525X10000919 false true Reference 28164783 /api/reference/28164783 6. Csibra, G., Bíró, S., Koós, O., & Gergely, G. (2003). One-year-old infants use teleological representations of actions productively. Cognitive Science, 27, 111–133., DOI: 10.1207/s15516709cog2701_4 6 10.1207/s15516709cog2701_4 false true Reference 28164784 /api/reference/28164784 7. Csibra, G., & Gergely, G. (2006). Social learning and social cognition: The case for pedagogy. In Y. Munakata & M. H. Johnson (Eds.), Processes of change in brain and cognitive development. Attention and performance (Vol. XXI, pp. 249–274). Oxford University Press. 7 false true Reference 28164785 /api/reference/28164785 8. Csibra, G., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society B, 366, 1149–1157., DOI: 10.1098/rstb.2010.0319 8 10.1098/rstb.2010.0319 false true Reference 28164786 /api/reference/28164786 9. Egyed, K., Király, I., & Gergely, Gy. (2013). Communicating shared knowledge in infancy. Psychological Science, 24(7), 1348–1353., DOI: 10.1177/0956797612471952 9 10.1177/0956797612471952 false true Reference 28164787 /api/reference/28164787 10. Fodor, J. (1983). Modularity of mind: An essay on faculty psychology. MIT Press, DOI: 10.7551/mitpress/4737.001.0001 10 10.7551/mitpress/4737.001.0001 false true Reference 28164788 /api/reference/28164788 11. Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415, 755., DOI: 10.1038/415755a 11 10.1038/415755a false true Reference 28164789 /api/reference/28164789 12. Gergely, G., & Csibra, G. (2003). Teleological reasoning in infancy: The naive theory of rational action. Trends in Cognitive Sciences, 7, 287–292., DOI: 10.1016/S1364-6613(03)00128-1 12 10.1016/S1364-6613(03)00128-1 false true Reference 28164790 /api/reference/28164790 13. Gergely, Gy., Nádasdy, Z., Csibra, G., & Bíró, S. (1995). Taking the intentional stance at 12 months of age. Cognition, 56(2), 165–93., DOI: 10.1016/0010-0277(95)00661-H 13 10.1016/0010-0277(95)00661-H false true Reference 28164791 /api/reference/28164791 14. Gergely, G., Egyed, K., & Király, I. (2007). On pedagogy. Developmental Science., 10(1), 139–146., DOI: 10.1111/j.1467-7687.2007.00576.x 14 10.1111/j.1467-7687.2007.00576.x false true Reference 28164792 /api/reference/28164792 15. Gergely, G., & Jacob, P. (2012). Reasoning about instrumental and communicative agency in human infancy. In: J. B. Benson, F. Xu, & T, Kushnir, (Eds.), Rational constructivism in cognitive development, advances in child development and behavior (pp. 59–94)., DOI: 10.1016/B978-0-12-397919-3.00003-4 15 10.1016/B978-0-12-397919-3.00003-4 false true Reference 28164793 /api/reference/28164793 16. Heyes, C. M. (2012). Grist and mills: Cultural inheritance of cultural learning. Philosophical Transactions of the Royal Society B, 367, 2181–2191., DOI: 10.1098/rstb.2012.0120 16 10.1098/rstb.2012.0120 false true Reference 28164794 /api/reference/28164794 17. Jara-Ettinger, J., et al. (2015a). Children’s understanding of the costs and rewards underlying rational action. Cognition, 140, 14–23., DOI: 10.1016/j.cognition.2015.03.006 17 10.1016/j.cognition.2015.03.006 false true Reference 28164795 /api/reference/28164795 18. Jara-Ettinger, J., et al. (2015b). Not so innocent: Toddlers’ inferences about costs and culpability. 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Journal of Experimental Child Psychology, 116, 471–486., DOI: 10.1016/j.jecp.2012.12.003 21 10.1016/j.jecp.2012.12.003 false true Reference 28164799 /api/reference/28164799 22. Király, I., & Gergely, G. (2003). Shifting “goals”: Clarifying some misconceptions about the teleological stance in young infants. Consciousness and Cognition, 12(4), 773–776., DOI: 10.1016/j.concog.2003.08.002 22 10.1016/j.concog.2003.08.002 false true Reference 28164800 /api/reference/28164800 23. Meltzoff, A. N. (1990). Towards a developmental cognitive science: The implications of cross-modal matching and imitation for the development of representation and memory in infancy. Annals of the New York Academy of Sciences, 608, 1–31., DOI: 10.1111/j.1749-6632.1990.tb48889.x 23 10.1111/j.1749-6632.1990.tb48889.x false true Reference 28164801 /api/reference/28164801 24. Paulus, M., Hunnius, S., Vissers, M., & Bekkering, H. (2011a). Imitation in infancy: Rational or motor resonance? Child Development, 82, 1047–1057., DOI: 10.1111/j.1467-8624.2011.01610.x 24 10.1111/j.1467-8624.2011.01610.x false true Reference 28164802 /api/reference/28164802 25. Paulus, M., Hunnius, S., Vissers, M., & Bekkering, H. (2011b). Bridging the gap between the other and me: The functional role of motor resonance and action effects in infants’ imitation. Developmental Science, 14, 901–910., DOI: 10.1111/j.1467-7687.2011.01040.x 25 10.1111/j.1467-7687.2011.01040.x false true Reference 28164803 /api/reference/28164803 26. Piaget J. (1962). Play, dreams and imitation in childhood. In S. Gattegno & F. M. Hodgson (Eds.). Routledge & Kegan Paul. 26 false true Reference 28164804 /api/reference/28164804 27. Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. University of Chicago Press. 27 false true Reference 28164805 /api/reference/28164805 28. Pléh, Cs. (2010) A lélektan története. Osiris 28 false true Reference 28164806 /api/reference/28164806 29. Prinz, W. (1997). Perception and action planning. European Journal of Cognitive Psychology, 9, 129–154., DOI: 10.1080/713752551 29 10.1080/713752551 false true Reference 28164807 /api/reference/28164807 30. Silvia, P.J. (2012) Curiosity and Motivation. Ryan, R.M Ed. The Oxford Handbook of Human Motivation. https://doi.org/10.1093/oxfordhb/9780195399820.013.001, DOI: 10.1093/oxfordhb/9780195399820.013.001 30 10.1093/oxfordhb/9780195399820.013.001 false true Reference 28164808 /api/reference/28164808 31. Spelke, E. (2000). Core knowledge. American Psychologist, 55(11), 1233–1243., DOI: 10.1037/0003-066X.55.11.1233 31 10.1037/0003-066X.55.11.1233 false true Reference 28164809 /api/reference/28164809 32. Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Psychology, 10, 121–125. 32 false true Reference 28164810 /api/reference/28164810 33. Vygotsky, L. (1962). Thought and language. MIT Press., DOI: 10.1037/11193-000 33 10.1037/11193-000 false true Reference 28164811 /api/reference/28164811 34. Want, S. C., & Harris, P. L. (2002). How do children ape? Applying concepts from the study of non-human primates to the developmental study of imitation in children. Developmental Science, 5(1), 1–14., DOI: 10.1111/1467-7687.00194 34 10.1111/1467-7687.00194 false true Reference 28164812 /api/reference/28164812 35. Walden, T. A., & Ogan, T. A. (1988). The development of social referencing. Child Development, 59(5), 1230–1240., DOI: 10.2307/1130486 35 10.2307/1130486 false true Reference 28164813 /api/reference/28164813 36. Westermann, G., Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M. W., & Thomas, M. S. C. (2007). Neuroconstructivism. Developmental Science, 10(1), 75–83., DOI: 10.1111/j.1467-7687.2007.00567.x 36 10.1111/j.1467-7687.2007.00567.x false true /api/publication/32678871 Király Ildikó. Changes in the Focus of Developmental Models: From Social Contexts to Social Cognition. (2022) Megjelent: A Life in Cognition pp. 307-321<div class="BookChapter Publication long-list"> <div class="authors"> <img title="Forrásközlemény" style="float: left" src="/frontend/resources/grid/publication-core-icon.png"> <img title="Idézőközlemény" style="float: left" src="/frontend/resources/grid/publication-citation-icon.png"> <div class="autype autype0"> <span class="author-name" mtid="10020837"><a href="/gui2/?type=authors&mode=browse&sel=10020837" target="_blank">Király Ildikó (<span class="authorship-author-name">Király Ildikó</span> <span class="authorAux-mtmt"> Kognitív fejlődéspszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd Tudományegyetem">ELTE</span>/<span title="Pedagógiai és Pszichológiai Kar">PPK</span>/<span title="Pszichológiai Intézet">Pszich_Int</span>/MTA-ELTE Lendület Társas Elmék Kutatócsoport</span> </div> </div> <div class="title"><a href="/gui2/?mode=browse&params=publication;32678871" target="_blank">Changes in the Focus of Developmental Models: From Social Contexts to Social Cognition</a></div> <div class="InBook"><div class="chapter-in">In:</div> <div class="authors"> <div class="autype autype-1"> <span class="author-name" mtid="10062125"><a href="/gui2/?type=authors&mode=browse&sel=10062125" target="_blank">Gervain Judit (<span class="authorship-author-name">Gervain Judit</span> <span class="authorAux-mtmt"> Pszicholingvisztika, idegtudomány</span>) </a> </span> ;&nbsp;&nbsp;&nbsp; <span class="author-name" mtid="10025223"><a href="/gui2/?type=authors&mode=browse&sel=10025223" target="_blank">Csibra Gergely (<span class="authorship-author-name">Csibra Gergely</span> <span class="authorAux-mtmt"> kognitív pszichológia</span>) </a> </span> ;&nbsp;&nbsp;&nbsp; <span class="author-name" mtid="10046520"><a href="/gui2/?type=authors&mode=browse&sel=10046520" target="_blank">Kovács Kristóf (<span class="authorship-author-name">Kovács Kristóf</span> <span class="authorAux-mtmt"> Pszichológia</span>) </a> </span> <span class="author-affil"><span title="Eötvös Loránd Tudományegyetem">ELTE</span>/<span title="Pedagógiai és Pszichológiai Kar">PPK</span>/<span title="Pszichológiai Intézet">Pszich_Int</span>/Tanácsadás-és Iskolapszichológia Tanszék</span> (szerk.) </div> </div> <div class="booktitle"><a href="/gui2/?mode=browse&params=publication;32672393" target="_blank">A Life in Cognition : Studies in Cognitive Science in Honor of Csaba Pléh </a></div> <span class="publishedAt">Cham: <span class="publishers">Springer Cham</span>, <span class="page"> pp 307-321 Paper Chapter 22. </span> <span class="year">(2022)</span> ( <span class="seriesTitle">Language, Cognition, and Mind (LCAM)</span> <span class="issn">2364-4109</span> <span class="issn">2364-4117</span> <span class="seriesVolume">; 11.</span>) </div> <div class="pub-footer"> <span class="language" xmlns="http://www.w3.org/1999/html">Nyelv: Angol | </span> <span class="identifiers"> <span class="id identifier oa_none" title="none"> <a style="color:blue" title="10.1007/978-3-030-66175-5_22" target="_blank" href="https://doi.org/10.1007/978-3-030-66175-5_22"> DOI </a> </span> <span class="id identifier oa_none" title="none"> <a style="color:blue" title="85120887210" target="_blank" href="http://www.scopus.com/record/display.url?origin=inward&eid=2-s2.0-85120887210"> Scopus </a> </span> <span class="id identifier oa_none" title="none"> <a style="color:black" title="https://link.springer.com/10.1007/978-3-030-66175-5_22" target="_blank" href="https://link.springer.com/10.1007/978-3-030-66175-5_22"> Egyéb URL </a> </span> </span> <span class="bookchapter-ids">Befoglaló link(ek):</span> <span class="identifiers"> <span class="id identifier oa_none" title="none"> <a style="color:blue" title="10.1007/978-3-030-66175-5" target="_blank" href="https://doi.org/10.1007/978-3-030-66175-5"> DOI </a> </span> <span class="id identifier oa_none" title="none"> <span class="isbnOrIssn"> ISBN: </span> <a style="color:black" title="9783030661748" target="_blank" href="https://www.worldcat.org/search?q=isbn%3A9783030661748"> 9783030661748 </a> </span> </span> <div class="publication-citation"> <a target="_blank" href="/api/publication?cond=citations.related;eq;32678871&sort=publishedYear,desc&sort=title"> Idézett közlemények száma: 2 </a> </div> <div class="mtid"><span class="long-pub-mtid">Közlemény: 32678871</span> | <span class="status-data status-VALIDATED"> Egyeztetett </span> <span class="long-book-mtid">Befoglaló: 32672393</span> Forrás Idéző | <span class="type-subtype">Könyvrészlet ( Szaktanulmány ) </span> | <span class="pub-category">Tudományos</span> | <span class="publication-sourceOfData">kézi felvitel</span> </div> <div class="lastModified">Utolsó módosítás: 2024.11.01. 20:17 Bernátskyné Babus Csilla (MTMT ellenőrzés admin5) </div> <div class="lockedBy">Ideiglenesen zárolva 2024.10.17. 17:23 Ladányi Gusztáv (MTMT API user, admin) Bernátskyné Babus Csilla (MTMT ellenőrzés admin5) </div> <pre class="comment" style="margin-top: 0; margin-bottom: 0;"><u>Megjegyzés</u>: Export Date: 10 November 2024; Cited By: 0; Correspondence Address: I. Király; MTA-ELTE Social Minds Research Group, Psychology Institute, ELTE Eötvös Loránd University, Budapest, Hungary; email: kiraly.keszei.ildiko@gmail.com</pre> </div> </div>