Devine, RT & Lecce, S 2021, Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. 1st edn, Routledge. https://doi.org/10.4324/9780429326899
IMAGINE-ID Consortium 2021, 'Childhood intellectual disability and parents' mental health: integrating social, psychological and genetic influences', British Journal of Psychiatry , vol. 218, no. 6, pp. 315-322. https://doi.org/10.1192/bjp.2020.38
Lecce, S, Ronchi, L & Devine, RT 2021, 'Mind what teacher says: Teachers' propensity for mental-state language and children's theory of mind in middle childhood.', Social Development.
Białecka-Pikul, M, Stępień-Nycz, M, Grygiel, P, Bosacki, S, Devine, RT & Hughes, C 2021, 'Theory of mind and peer attachment in adolescence', Journal of Research on Adolescence. https://doi.org/10.1111/jora.12630
Devine, RT & Apperly, I 2021, 'Willing and able? Theory of mind, social motivation and social competence in middle childhood and early adolescence', Developmental Science. https://doi.org/10.1111/desc.13137
Hughes, C, Devine, RT, Foley, S, Ribner, A, Mesman, J & Blair, C 2020, 'Couples becoming parents: trajectories for psychological distress and buffering effects of social support', Journal of Affective Disorders, vol. 265, pp. 372-380. https://doi.org/10.1016/j.jad.2020.01.133, https://doi.org/10.1016/j.jad.2020.01.133
McHarg, G, Ribner, A, Devine, RT & Hughes, C 2020, 'Infant screen exposure links to toddlers' inhibition, but not other EF constructs: A propensity score study', Infancy, vol. 25, no. 2, pp. 205. https://doi.org/10.1111/infa.12325
The NewFAMS Study Team 2020, 'Infant screen exposure links to toddlers’ inhibition, but not other EF constructs: a propensity score study', Infancy, vol. 25, no. 2, pp. 205-222. https://doi.org/10.1111/infa.12325
Chan, M, Wang, Z, Devine, R & Hughes, C 2020, 'Parental mental-state talk and false belief understanding in Hong Kong children', Cognitive Development, vol. 55, 100926. https://doi.org/10.1016/j.cogdev.2020.100926
McHarg, G, Ribner, AD, Devine, RT & Hughes, C 2020, 'Screen Time and Executive Function in Toddlerhood: A Longitudinal Study.', Frontiers in Psychology, vol. 11, pp. 2846. https://doi.org/10.3389/fpsyg.2020.570392
Hughes, C, Devine, RT, Mesman, J & Blair, C 2020, 'Understanding the terrible twos: a longitudinal investigation of the impact of early executive function and parent-child interactions', Developmental Science, pp. e12979. https://doi.org/10.1111/desc.12979
Kovatchev, V, Smith, P, Lee, M & Devine, RT 2021, Can vectors read minds better than experts? Comparing data augmentation strategies for the automated scoring of children’s mindreading ability. in C Zong, F Xia, W Li & R Navigli (eds), Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). International Joint Conference on Natural Language Processing (IJCNLP), Association for Computational Linguistics, ACL, The Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing , Bangkok, Thailand, 1/08/21. <https://arxiv.org/abs/2106.01635>
Lecce, S & Devine, RT 2020, Social interaction in early and middle childhood: The role of theory of mind. in H Ferguson, V Brunsdon & E Bradfor (eds), The Cognitive Basis of Social Interaction Across the Lifespan. Oxford University Press.
Kovatchev, V, Smith, P, Lee, M, Grumley Traynor, I, Luque Aguilera, I & Devine, RT 2020, What is on your mind? Automated scoring of mindreading in childhood and early adolescence. in D Scott, N Bel & C Zong (eds), Proceedings of the 28th International Conference on Computational Linguistics. International Committee on Computational Linguistics, Barcelona, Spain, pp. 6217, International Conference on Computational Linguistics , Barcelona, Spain, 8/12/20. https://doi.org/10.18653/v1/2020.coling-main.547
Devine, RT 2021, Individual differences in theory of mind in middle childhood and adolescence. in Theory of Mind in Middle Childhood and Adolescence: Integrating Multiple Perspectives. 1st edn, Routledge, London, pp. 55.
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