Progressing from an implicit to an explicit false belief understanding: A matter of executive control? von Kloo, Daniela, Kristen-Antonow, Susanne, Sodian, Beate

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Advanced scaling and modeling of children’s theory of mind competencies: Longitudinal findings in 4- to 6-year-olds von Osterhaus, Christopher, Kristen-Antonow, Susanne, Kloo, Daniela, Sodian, Beate

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Training Transfer Between Card Sorting and False Belief Understanding: Helping Children Apply Conflicting Descriptions von Kloo, Daniela, Perner, Josef

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Theory of Mind and Self-Control: More than a Common Problem of Inhibition von Perner, Josef, Lang, Birgit, Kloo, Daniela

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Disentangling dimensions in the dimensional change card-sorting task von Kloo, Daniela, Perner, Josef

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Episodic memory development: theory of mind is part of re-experiencing experienced events von Perner, Josef, Kloo, Daniela, Gornik, Edith

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The developmental stability of inhibition from 2 to 5 years von Kloo, Daniela, Sodian, Beate

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Early perspective taking predicts later cognitive flexibility: A longitudinal study von Kloo, Daniela, Kaltefleiter, Larissa J., Sodian, Beate

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Direct and indirect admission of ignorance by children von Kloo, Daniela, Rohwer, Michael, Perner, Josef

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Escape From Metaignorance: How Children Develop an Understanding of Their Own Lack of Knowledge von Rohwer, Michael, Kloo, Daniela, Perner, Josef

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Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence von Christner, Natalie, Di Giunta, Laura, Kloo, Daniela, Paulus, Markus

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Continuity in false belief understanding from 33 to 52 months of age von Sodian, Beate, Kaltefleiter, Larissa J., Schuwerk, Tobias, Kloo, Daniela

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How Does Children’s Theory of Mind Become Explicit? A Review of Longitudinal Findings von Sodian, Beate, Kristen‐Antonow, Susanne, Kloo, Daniela

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The direct way may not be the best way: Children with ADHD and their understanding of self-presentation in social interactions von Kloo, Daniela, Kain, Winfried

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Knowing minds: Linking early perspective taking and later metacognitive insight von Kloo, Daniela, Sodian, Beate, Kristen‐Antonow, Susanne, Kim, Sunae, Paulus, Markus

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The impact of theory of mind and executive function on math and reading abilities: A longitudinal study von Kloo, Daniela, Osterhaus, Christopher, Kristen‐Antonow, Susanne, Sodian, Beate

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No links between genetic variation and developing theory of mind: A preregistered replication attempt of candidate gene studies von Opitz, Timm, Schuwerk, Tobias, Paulus, Markus, Kloo, Daniela, Osterhaus, Christopher, Lesch, Klaus‐Peter, Sodian, Beate

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Theory of Mind and diverse intelligences in 4‐year‐olds: Modelling associations of false beliefs with children’s numerate‐spatial, verbal, and social intelligence von Osterhaus, Christopher, Putnick, Diane L., Kristen‐Antonow, Susanne, Kloo, Daniela, Bornstein, Marc H., Sodian, Beate

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Retro- and prospection for mental time travel: Emergence of episodic remembering and mental rotation in 5- to 8-year old children von Perner, Josef, Kloo, Daniela, Rohwer, Michael

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Training Theory of Mind and Executive Control: A Tool for Improving School Achievement? von Kloo, Daniela, Perner, Josef

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