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23-27 August, 2011<br />
44<br />
PSII.4<br />
PSII.5<br />
PSII.6<br />
PSII.7<br />
PSII.8<br />
PSII.9<br />
PSII.10<br />
PSII.11<br />
PSII.12<br />
PSII.13<br />
PSII.14<br />
PSII.15<br />
PSII.16<br />
PSII.17<br />
PSII.18<br />
PSII.19<br />
PSII.20<br />
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PSII.22<br />
PSII.23<br />
PSII.24<br />
THURSDAY 25 AUGUST<br />
Shin Maruyama*, Hama Watanabe, & Gentaro Taga<br />
Mental rotation in preschool children: Visuo-spatial or central executive working<br />
memory – what contributes<br />
Kurt Michalczyk*, T. D’Ascanio, M. Hasselhorn, & K. Krajewski<br />
Social cues or motion cues - What affects object processing in infancy<br />
Christine Michel*, Sebastian Wahl, Sabina Pauen, & Stefanie Hoehl<br />
Neural and Behavioral Correlates of Social Attention in infancy<br />
Sebastian Wahl*, Christine Michel, Sabina Pauen, & Stefanie Hoehl<br />
Developmental Change of Strategies in the Matching-Sample Task<br />
M<strong>it</strong>suru Noda*<br />
The notion of conservation: Piaget and Gal'perin<br />
Obukhova*<br />
Infants predicts objects from human gaze but not from robot gaze<br />
Yuko Okumura*, Yasuhiro Kanakogi, Takayuki Kanda, Hiroshi Ishiguro, & Shoji Itakura<br />
Length estimation and egocentric/allocentric viewpoints: a developmental study in<br />
children and adults<br />
Nicolas Poirel*, Manuel Vidal, Arlette Pineau, Céline Lanoë, Gaëlle Leroux, Amélie Lubin,<br />
Marie-Renée Turbelin, Alain Berthoz, & Olivier Houdé<br />
Deductive reasoning: Differences in development and the role of working memory<br />
Cristian A. Rojas Barahona*, Carla E. Förster Marín, Sergio Moreno Ríos, & Juan A.<br />
García-Madruga<br />
Different Developmental Trajectories for Recognizing Emotion from Full-light and<br />
Point-light Displays<br />
Patrick Ross* & Marie-Hélène Grosbras<br />
14- and 17-Month-Olds' understanding of failed attempts: A Comparison of Eye<br />
Tracking and Behavioral Data<br />
Maria Schönebeck* & Birg<strong>it</strong> Elsner<br />
Do pre-school children not forget over time<br />
Camilla Siotis*<br />
Comprehension of tactile graphics by school-aged children w<strong>it</strong>h severe visual<br />
impairment: the role of tactile perception and spatial imagery<br />
Magdalena Szubielska* & Bogusław Marek<br />
The developmental trajectory of social and executive functions in late<br />
adolescence/early adulthood<br />
Sophie Taylor*, Lynne Barker, Lisa Reidy, & Sue McHale<br />
Development of emotion recogn<strong>it</strong>ion in infancy - a long<strong>it</strong>udinal analysis<br />
Eszter Turi*, Krisztina Lakatos, Gábor Stefanics, & Jud<strong>it</strong> Gervai<br />
Contextual factors and development of future thinking<br />
Alejandro Vasquez Echeverria*<br />
Action observation in 7-month-old infants: The influence of motion on covert<br />
attentional shifts<br />
Caroline Wronski * & Mor<strong>it</strong>z M. Daum<br />
Counting Skills Mediate the Linguistic and Spatial Pathways to Ar<strong>it</strong>hmetic<br />
Xiao Zhang*, Tuire Koponen, Pekka Räsänen, Kaisa Aunola, Jari-Erik Nurmi, & Marja-<br />
Kristiina Lerkkanen<br />
Influence of young children´s supernatural thinking on adolescents´ perceptions of<br />
pos<strong>it</strong>ive and negative attributes<br />
Virginia A. Periss, Carlos Hernández-Blasi*, & David Bjorklund<br />
Theory of mind and emotional understanding in preschool children<br />
Mara Potop & Mihaela Boza*<br />
Two facets of perspective-taking: shared knowledge/space<br />
Erna Halász & Ildikó Király*<br />
Can mindreading help infants to understand drawings
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