| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A minimal architecture for joint action
|
Vesper, Cordula
|
|
2010
|
23 |
8-9 |
p. 998-1003
6 p.
|
artikel
|
| 2 |
Applying machine learning to infant interaction: The development is in the details
|
Messinger, Daniel M.
|
|
2010
|
23 |
8-9 |
p. 1004-1016
13 p.
|
artikel
|
| 3 |
“Artificial humans”: Psychology and neuroscience perspectives on embodiment and nonverbal communication
|
Vogeley, Kai
|
|
2010
|
23 |
8-9 |
p. 1077-1090
14 p.
|
artikel
|
| 4 |
Behaving as or behaving as if? Children’s conceptions of personified robots and the emergence of a new ontological category
|
Severson, Rachel L.
|
|
2010
|
23 |
8-9 |
p. 1099-1103
5 p.
|
artikel
|
| 5 |
Communication and knowledge sharing in human–robot interaction and learning from demonstration
|
Koenig, Nathan
|
|
2010
|
23 |
8-9 |
p. 1104-1112
9 p.
|
artikel
|
| 6 |
Conceptual change and preschoolers’ theory of mind: Evidence from load–force adaptation
|
Sabbagh, Mark A.
|
|
2010
|
23 |
8-9 |
p. 1043-1050
8 p.
|
artikel
|
| 7 |
Detecting contingencies: An infomax approach
|
Butko, Nicholas J.
|
|
2010
|
23 |
8-9 |
p. 973-984
12 p.
|
artikel
|
| 8 |
Editorial Board
|
|
|
2010
|
23 |
8-9 |
p. IFC-
1 p.
|
artikel
|
| 9 |
Enculturing brains through patterned practices
|
Roepstorff, Andreas
|
|
2010
|
23 |
8-9 |
p. 1051-1059
9 p.
|
artikel
|
| 10 |
How do children learn to follow gaze, share joint attention, imitate their teachers, and use tools during social interactions?
|
Grossberg, Stephen
|
|
2010
|
23 |
8-9 |
p. 940-965
26 p.
|
artikel
|
| 11 |
Infant joint attention, neural networks and social cognition
|
Mundy, Peter
|
|
2010
|
23 |
8-9 |
p. 985-997
13 p.
|
artikel
|
| 12 |
Infants’ ability to parse continuous actions: Further evidence
|
Hespos, Susan J.
|
|
2010
|
23 |
8-9 |
p. 1026-1032
7 p.
|
artikel
|
| 13 |
Interactions between causal models, theories, and social cognitive development
|
Sobel, David M.
|
|
2010
|
23 |
8-9 |
p. 1060-1071
12 p.
|
artikel
|
| 14 |
Motor contagion in young children: Exploring social influences on perception–action coupling
|
Marshall, Peter J.
|
|
2010
|
23 |
8-9 |
p. 1017-1025
9 p.
|
artikel
|
| 15 |
Self discovery enables robot social cognition: Are you my teacher?
|
Kaipa, Krishnanand N.
|
|
2010
|
23 |
8-9 |
p. 1113-1124
12 p.
|
artikel
|
| 16 |
Social cognition: From babies to robots
|
Grossberg, Stephen
|
|
2010
|
23 |
8-9 |
p. 939-
1 p.
|
artikel
|
| 17 |
Social gating and pedagogy: Mechanisms for learning and implications for robotics
|
Sage, Kara D.
|
|
2010
|
23 |
8-9 |
p. 1091-1098
8 p.
|
artikel
|
| 18 |
“Social” robots are psychological agents for infants: A test of gaze following
|
Meltzoff, Andrew N.
|
|
2010
|
23 |
8-9 |
p. 966-972
7 p.
|
artikel
|
| 19 |
The iCub humanoid robot: An open-systems platform for research in cognitive development
|
Metta, Giorgio
|
|
2010
|
23 |
8-9 |
p. 1125-1134
10 p.
|
artikel
|
| 20 |
The origins of social impairments in autism spectrum disorder: Studies of infants at risk
|
Tager-Flusberg, Helen
|
|
2010
|
23 |
8-9 |
p. 1072-1076
5 p.
|
artikel
|
| 21 |
Using social information to guide action: Infants’ locomotion over slippery slopes
|
Adolph, Karen E.
|
|
2010
|
23 |
8-9 |
p. 1033-1042
10 p.
|
artikel
|
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