Items where Author is "Simpson, A"

Holland, AK and Hyde, G and Riggs, KJ and Simpson, A (2018) Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned. Journal of Experimental Child Psychology, 170. pp. 57-71. DOI https://doi.org/10.1016/j.jecp.2017.12.013

Simpson, A and Carroll, DJ (2018) Young children can overcome their weak inhibitory control, if they conceptualize a task in the right way. Cognition, 170. pp. 270-279. DOI https://doi.org/10.1016/j.cognition.2017.10.008

Whitaker, LR and Simpson, A and Roberson, D (2017) Brief Report: Is Impaired Classification of Subtle Facial Expressions in Children with Autism Spectrum Disorders Related to Atypical Emotion Category Boundaries? Journal of Autism and Developmental Disorders, 47 (8). pp. 2628-2634. DOI https://doi.org/10.1007/s10803-017-3174-5

Cox, S and Chandler, C and Simpson, A and Riggs, K (2016) The effect of alcohol dependence on automatic visuo-spatial perspective taking. Drug and Alcohol Dependence, 166. pp. 21-25. DOI https://doi.org/10.1016/j.drugalcdep.2016.06.007

Holland, AK and Mather, E and Simpson, A and Riggs, KJ (2016) Get Your Facts Right: Preschoolers Systematically Extend Both Object Names and Category-Relevant Facts. Frontiers in Psychology, 7. DOI https://doi.org/10.3389/fpsyg.2016.01064

Riggs, KJ and Mather, E and Hyde, G and Simpson, A (2015) Parallels Between Action-Object Mapping and Word-Object Mapping in Young Children. Cognitive Science.

Holland, A and Simpson, A and Riggs, KJ (2015) Young children retain fast mapped object labels better than shape, color, and texture words. Journal of Experimental Child Psychology, 134. pp. 1-11. DOI https://doi.org/10.1016/j.jecp.2015.01.014

Atkinson, M and Simpson, A and Skarratt, PA and Cole, G (2014) Is social inhibition of return due to action corepresentation? Acta Psychologica, 150. pp. 85-93. DOI https://doi.org/10.1016/j.actpsy.2014.04.003

Simpson, A and Carroll, DJ and Riggs, KJ (2014) Prepotency in action: Does children?s knowledge of an artifact affect their ability to inhibit acting on it? Journal of Experimental Child Psychology, 118. pp. 127-133. DOI https://doi.org/10.1016/j.jecp.2013.07.015

Simpson, A and Carroll, DJ (2014) What?s so special about verbal imitation? Investigating the effect of modality on automaticity in children. Journal of Experimental Child Psychology, 121. pp. 1-11. DOI https://doi.org/10.1016/j.jecp.2013.11.002

Riggs, KJ and Jolley, RP and Simpson, A (2013) The role of inhibitory control in the development of human figure drawing in young children. Journal of Experimental Child Psychology, 114 (4). pp. 537-542. DOI https://doi.org/10.1016/j.jecp.2012.10.003

Simpson, A and Riggs, KJ and Beck, S and Gorniak, S and Wu, Y and Abbott, D (2012) Refining the understanding of inhibitory processes: how response prepotency is created and overcome. Developmental Science, 15 (1). pp. 62-73. DOI https://doi.org/10.1111/j.1467-7687.2011.01105.x

Simpson, A and Riggs, K (2011) Three and 4-year olds encode modelled actions in two way leading to immediate imitation and delayed emulation. Developmental Psychology, 47 (3). pp. 834-840. DOI https://doi.org/10.1037/a0023270

Simpson, A and Riggs, KJ (2011) Under what conditions do children have difficulty in inhibiting imitation? Evidence for the importance of planning specific responses. Journal of Experimental Child Psychology, 109 (4). pp. 512-524. DOI https://doi.org/10.1016/j.jecp.2011.02.015

Riggs, KJ and Simpson, A and Potts, T (2011) The development of visual short-term memory for multifeature items during middle childhood. Journal of Experimental Child Psychology, 108 (4). pp. 802-809. DOI https://doi.org/10.1016/j.jecp.2010.11.006

Simpson, A and Riggs, KJ (2009) What makes responses prepotent for young children? Insights from the grass-snow task. Infant and Child Development, 18 (1). pp. 21-35. DOI https://doi.org/10.1002/icd.576

Simpson, A and Riggs, KJ (2007) Under what conditions do young children have difficulty inhibiting manual actions? Developmental Psychology, 43 (2). pp. 417-428. DOI https://doi.org/10.1037/0012-1649.43.2.417

Simpson, A and Riggs, KJ (2006) Conditions under which children experience inhibitory difficulty with a "button-press" go/no-go task. Journal of experimental child psychology, 94 (1). pp. 18-26. DOI https://doi.org/10.1016/j.jecp.2005.10.003

Riggs, KJ and McTaggart, J and Simpson, A and Freeman, RPJ (2006) Changes in the capacity of visual working memory in 5- to 10-year-olds. Journal of Experimental Child Psychology, 95 (1). pp. 18-26. DOI https://doi.org/10.1016/j.jecp.2006.03.009

Apperly, IA and Riggs, KJ and Simpson, A and Chiavarino, C and Samson, D (2006) Is Belief Reasoning Automatic? Psychological science, 17 (10). pp. 841-844. DOI https://doi.org/10.1111/j.1467-9280.2006.01791.x

Riggs, KJ and Ferrand, L and Lancelin, D and Fryziel, L and Dumur, G and Simpson, A (2006) Subitizing in Tactile Perception. Psychological science, 17 (4). pp. 271-272. DOI https://doi.org/10.1111/j.1467-9280.2006.01696.x

Simpson, A and Riggs, KJ (2005) Factors responsible for performance on the day-night task: response set or semantics? Developmental Science, 8 (4). pp. 360-371. DOI https://doi.org/10.1111/j.1467-7687.2005.00424.x

Riggs, KJ and Simpson, A (2005) Young children have difficulty ascribing true beliefs. Developmental Science, 8 (3). F27-F30.

Leeson, VC and Simpson, A and McKenna, PJ and Laws, KR (2005) Executive inhibition and semantic association in schizophrenia. Schizophrenia research, 74 (1). pp. 61-67. DOI https://doi.org/10.1016/j.schres.2004.07.011

Simpson, A and Riggs, KJ (2005) Inhibitory and working memory demands of the day-night task in children. British Journal of Developmental Psychology, 23 (3). pp. 471-486. DOI https://doi.org/10.1348/026151005x28712

Simpson, A and Riggs, KJ and Simon, M (2004) What makes the windows task difficult for young children: rule inference or rule use? Journal of experimental child psychology, 87 (2). pp. 155-170. DOI https://doi.org/10.1016/j.jecp.2003.11.002