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PEDAL: Publications

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Baker, S. T., Leslie, A. M., Gallistel, C. R., & Hood, B. M. (2016). Bayesian change-point analysis reveals developmental change in a classic theory of mind task. Cognitive Psychology, 91, 124-149.

Cotton, J., Baker, S.T., & Wilson, J. (2015). An Exploratory case study of three children with ADHD and social difficulties: Child and parent responses to an educational intervention designed to facilitate self-regulation and deep learning. The Psychology and Education Review, 39, 3-8.

Baker, S.T., Gjersoe, N.L., Sibielska-Woch, K., Leslie, A.M., and Hood, B. (2011). Inhibitory control interacts with core knowledge in toddlers’ manual search for an occluded object. Developmental Science, 14, 270-279.

Kazanina, N., Baker, S.T., Hood, B., and Seddon, H. (2011). When throwing is not catching: Children’s understanding of intentionality of transfer verbs. Boston University Conference on Language Development. Boston: Cascadilla Press.

Baker, S.T., Friedman, O., and Leslie, A.M. (2010). The Opposites task: Using general rules to test cognitive flexibility in preschoolers. Journal of Cognition and Development, 11, 240-254.


Pino-Pasternak, D., Basilio M. & Whitebread, D. (2014) Interventions and classroom contexts that promote Self-Regulated Learning: Examples from two intervention studies in UK primary classrooms. Psyke.

Whitebread, D. & Basilio, M. (2013). Play, culture and creativity. In D. Gauntlett & B. Stjerne-Thomsen (Eds.) Cultures of Creativity. Billund, Denmark: The LEGO Foundation.
View article here.

Whitebread, D. and Basilio, M. (2012) The emergence and early development of self-regulation in young children. Profesorado: Journal of Curriculum and Teacher Education, Monograph issue: Learn to learn. Teaching and evaluation of self-regulated learning, 16(1),15-34.


Elian Fink, Sander Begeer, Candi Peterson, Virginia Slaughter & Marc de Rosnay (2015) Friends, friendlessness, and the social consequences of gaining a theory of mind, British Journal of Developmental Psychology, 33(1), 27-30.

Elian Fink, Jessica Deighton, Neil Humphrey & Miranda Wolpert (2015) Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale, Research in Developmental Disorders, 36(1), 611 – 619. DOI: 10.1016/j.ridd.2014.10.048

Elian Fink, Sander Begeer, Candi Peterson, Virginia Slaughter & Marc de Rosnay, (2015) Friendlessness and theory of mind: A prospective longitudinal study, British Journal of Developmental Psychology. DOI: 10.1111/bjdp.12060

Elian Fink, Sander Begeer, Caroline Hunt & Marc de Rosnay (2014) False-belief understanding and social preference over the first two years of school: A longitudinal study, Child Development.

Marc de Rosnay, Elian Fink, Sander Begeer, Virginia Slaughter & Candida Peterson (2014) Talking theory of mind: Young school-aged children’s everyday conversation and understanding of mind and emotion, Journal of Child Language, 41(5), 1179 – 1193. DOI: 10.1017/S0305000913000433


Current grant:

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J. (2011). Quantifying children’s playground peer interaction skills: Development of the Manchester Inventory for Playground Observation. Research in Developmental Disabilities, 32(6), 2458-2466.
Full article here.

Gibson, J., Adams, C., Lockton, E. and Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54, 1186-1197.
Full article here.


(publications and conference presentations)

Kittredge, A. K., Klahr, D., & Willows, K. (2015). Thinking about play: spontaneous experiments and verbal scientific reasoning. Poster presented at the meeting of the Cognitive Development Society, Columbus, OH.
View article here.

Kittredge, A. K., Klahr, D., & Willows, K. (2015). Thinking about play: young children’s spontaneous experiments and scientific reasoning. Talk presented at the Workshop on Digital Assessment and Promotion of Children’s Curiosity, 14th international conference on Interaction Design and Children, Boston, MA.
View article here.

Kittredge, A. K., Klahr, D., & Fisher, A. V. (2015). The pedagogy of discovery. Talk presented as part of the symposium “Sensitivity to subtleties in children's early learning and teaching” at the annual meeting of the American Educational Research Association, Chicago, IL.
View article here.

Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K. Golinkoff, R. M., & Klahr, D. (2015). Guided play: making play work for education. Phi Delta Kappan, 96(8), 8-13.
view article here.


Whitebread, D. & Zachariou, A. (2015). Musical play and self-regulation: does musical play allow for the emergence of self-regulatory behaviours? International Journal of Play.
View article here.

Whitebread, D. & O’Sullivan, L. (2012). Preschool children’s social pretend play: supporting the development of metacommunication, metacognition and self-regulation. International Journal of Play, 1 (2), 197-213.
View article here.

Whitebread, D. Jameson, H. & Basilio, M. (2015). Play beyond the Foundation Stage: play, self-regulation and narrative skills. In J. Moyles (Ed.) The Excellence of Play, 4th Ed. Maidenhead: Open University Press.

Whitebread, D., Basilio, M., Kuvalja, M. and Verma, M. (2012). The importance of play: a report on the value of children's play with a series of policy recommendations. Brussels, Belgium: Toys Industries for Europe.
View article here.

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