Executive and theory-of-mind contributions to event-based prospective memory in children: Exploring the self-projection hypothesis von Ford, Ruth M., Driscoll, Timothy, Shum, David, Macaulay, Catrin E.

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Camouflaging Intent, First Impressions, and Age of ASC Diagnosis in Autistic Men and Women von Belcher, Hannah L., Morein-Zamir, Sharon, Mandy, Will, Ford, Ruth M.

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Metamemory for involuntary autobiographical memories and semantic mind‐pops in 5‐, 7‐ and 9‐year‐old children and young adults von Kvavilashvili, Lia, Ford, Ruth M.

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Shining a Light on a Hidden Population: Social Functioning and Mental Health in Women Reporting Autistic Traits But Lacking Diagnosis von Belcher, Hannah L., Morein-Zamir, Sharon, Stagg, Steven D., Ford, Ruth M.

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Self‐processing and social functioning in autistic preschoolers von Ford, Ruth M., McLean, Tracy

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The role of environmental print in emergent literacy von Neumann, Michelle M., Hood, Michelle, Ford, Ruth M., Neumann, David L.

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Letter and numeral identification: their relationship with early literacy and numeracy skills von Neumann, Michelle M., Hood, Michelle, Ford, Ruth M., Neumann, David L.

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Metamemory prediction accuracy for simple prospective and retrospective memory tasks in 5-year-old children von Kvavilashvili, Lia, Ford, Ruth M.

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Exploring social influences on the joint Simon task: empathy and friendship von Ford, Ruth M, Aberdein, Bradley

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Exploring individual differences in self‐reference effects for agency and ownership in 5‐ to 7‐year‐olds von Ford, Ruth M., Lobao, Sheila N.

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Remember to forget: ERP evidence for inhibition in an item-method directed forgetting paradigm von van Hooff, Johanna C, Ford, Ruth M

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Gender bias in autism screening: measurement invariance of different model frameworks of the Autism Spectrum Quotient von Belcher, Hannah L., Uglik-Marucha, Nora, Vitoratou, Silia, Ford, Ruth M., Morein-Zamir, Sharon

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Using environmental print to enhance emergent literacy and print motivation von Neumann, Michelle M., Hood, Michelle, Ford, Ruth M.

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Retrieval-induced forgetting: A developmental study von Ford, Ruth M., Keating, Sam, Patel, Rina

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Directed forgetting in direct and indirect tests of memory: Seeking evidence of retrieval inhibition using electrophysiological measures von Van Hooff, Johanna C., Whitaker, T. Aisling, Ford, Ruth M.

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Executive Function in 7-9-Year-Old Children Born Extremely Preterm or with Extremely Low Birth Weight: Effects of Biomedical History, Age at Assessment, and Socioeconomic Status von Ford, Ruth M., Neulinger, Kerryn, O'Callaghan, Michael, Mohay, Heather, Gray, Peter, Shum, David

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Family Influences on the Cognitive Development of Profoundly Deaf Children: Exploring the Effects of Socioeconomic Status and Siblings von Macaulay, Catrin E., Ford, Ruth M.

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Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample von Ford, Ruth M., McDougall, Sine J. P., Evans, Daphne

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Empathy, theory of mind, and individual differences in the appropriation bias among 4- and 5-year-olds von Ford, Ruth M., Lobao, Sheila N., Macaulay, Catrin, Herdman, Lynsey M.

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Representational drawing and the transition from intellectual to visual realism in children with autism von Ford, Ruth M., Rees, Elen Lord

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