(Co-)Constructing a theory of mind: From language or through language? von Ilgaz, Hande, Allen, Jedediah W. P.

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Predictive Value of PRISM-4, PIM-3, CRP, Albumin, CRP/Albumin Ratio and Lactate in Critically Ill Children von Arslan, Gazi, Besci, Tolga, Özdemir, Göktuğ, Evren, Gültaç, Ilgaz Tüzen, Hande, Prencuva, Pınar, Turan, Bengisu, Benligül, Ebru Melek

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Turkish Mothers’ Use of Complementation in Storytelling von ILGAZ, Hande, ALTAN, Aslı, HAŞİMOĞLU-ERTAŞ, Serap

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Culturally constituted universals: Evidential basis of belief matters von Haskaraca, Feride Nur, Ilgaz, Hande

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Is cultural variation the norm? A closer look at sequencing of the theory of mind scale von Ilgaz, Hande, Allen, Jedediah Wilfred Papas, Haskaraca, Feride Nur

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Preschoolers’ learning of information from fantastical narrative versus expository books von Aydin, Emre, Ilgaz, Hande, Allen, Jedediah W.P.

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The language of play: Developing preschool vocabulary through play following shared book-reading von Toub, Tamara Spiewak, Hassinger-Das, Brenna, Nesbitt, Kimberly Turner, Ilgaz, Hande, Weisberg, Deena Skolnick, Hirsh-Pasek, Kathy, Golinkoff, Roberta Michnick, Nicolopoulou, Ageliki, Dickinson, David K.

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Maternal storytelling and reminiscing styles in relation to preschoolers’ perspective-taking abilities von Bürümlü-Kisa, Elif, Sahin-Acar, Basak, Ilgaz, Hande

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“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context von NICOLOPOULOU, Ageliki, ILGAZ, Hande, SHIRO, Marta, HSIN, Lisa B.

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Shovels and swords: How realistic and fantastical themes affect children's word learning von Weisberg, Deena Skolnick, Ilgaz, Hande, Hirsh-Pasek, Kathy, Golinkoff, Roberta, Nicolopoulou, Ageliki, Dickinson, David K.

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Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence von Nicolopoulou, Ageliki, Cortina, Kai Schnabel, Ilgaz, Hande, Cates, Carolyn Brockmeyer, de Sá, Aline B.

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Cultural affordances: Does model reliability affect over-imitation in preschoolers von Allen, Jedediah W.P., Sümer, Cansu, Ilgaz, Hande

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What Do We Know about Pretend Play and Narrative Development? A Response to Lillard, Lerner, Hopkins, Dore, Smith, and Palmquist on "The Impact of Pretend Play on Children's Develo... von Nicolopoulou, Ageliki, Ilgaz, Hande

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Commentary on “Language and age effects in children's processing of word order” by A. Candan, A. Küntay, Y. Yeh, H. Cheung, L. Wagner, L. R. Naigles von Ilgaz, Hande, Hirsh-Pasek, Kathy

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Shifting from a Classroom of Reluctant Compliance to a Classroom of Responsive Curiosity von Blinkoff, Elias, Wright, Charlotte Anne, Scott, Molly, Fletcher, Katelyn, Masters, Allyson S, Ilgaz, Hande, Vu, Lien, Hirsh-Pasek, Kathy, Golinkoff, Roberta Michnick

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Supermarket Speak: Increasing Talk Among Low-Socioeconomic Status Families von Ridge, Katherine E., Weisberg, Deena Skolnick, Ilgaz, Hande, Hirsh-Pasek, Kathryn A., Golinkoff, Roberta Michnick

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Episodic development in preschool children's play-prompted and direct-elicited narratives von Ilgaz, Hande, Aksu-Koç, Ayhan

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Sociality and Normativity for Robots: Philosophical Inquiries into Human-Robot Interactions von Hakli, Raul, Seibt, Johanna

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Social Meta-Learning: Learning How to Make Use of Others as a Resource for Further Learning von Allen, Jedediah W. P., Ilgaz, Hande

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What makes us human: How minds develop through social interactions von Ilgaz, Hande, Bürümlü Kisa, Elif, Evsen, Setenay

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