| 939 | -- | 0 | Stephen Grossberg, Andrew N. Meltzoff, Javier R. Movellan, Nora S. Newcombe. Social cognition: From babies to robots |
| 940 | -- | 965 | Stephen Grossberg, Tony Vladusich. How do children learn to follow gaze, share joint attention, imitate their teachers, and use tools during social interactions? |
| 966 | -- | 972 | Andrew N. Meltzoff, Rechele Brooks, Aaron P. Shon, Rajesh P. N. Rao. Social robots are psychological agents for infants: A test of gaze following |
| 973 | -- | 984 | Nicholas J. Butko, Javier R. Movellan. Detecting contingencies: An infomax approach |
| 985 | -- | 997 | Peter Mundy, William Jarrold. Infant joint attention, neural networks and social cognition |
| 998 | -- | 1003 | Cordula Vesper, Stephen Butterfill, Günther Knoblich, Natalie Sebanz. A minimal architecture for joint action |
| 1004 | -- | 1016 | Daniel M. Messinger, Paul Ruvolo, Naomi V. Ekas, Alan Fogel. Applying machine learning to infant interaction: The development is in the details |
| 1017 | -- | 1025 | Peter J. Marshall, Cédric A. Bouquet, Amanda L. Thomas, Thomas F. Shipley. Motor contagion in young children: Exploring social influences on perception-action coupling |
| 1026 | -- | 1032 | Susan J. Hespos, Stacy R. Grossman, Megan M. Saylor. Infants ability to parse continuous actions: Further evidence |
| 1033 | -- | 1042 | Karen E. Adolph, Lana Karasik, Catherine S. Tamis-LeMonda. Using social information to guide action: Infants locomotion over slippery slopes |
| 1043 | -- | 1050 | Mark A. Sabbagh, Sydney F. R. Hopkins, Jeannette E. Benson, J. Randall Flanagan. Conceptual change and preschoolers theory of mind: Evidence from load-force adaptation |
| 1051 | -- | 1059 | Andreas Roepstorff, Jörg Niewöhner, Stefan Beck. Enculturing brains through patterned practices |
| 1060 | -- | 1071 | David M. Sobel, David W. Buchanan, Jesse Butterfield, Odest Chadwicke Jenkins. Interactions between causal models, theories, and social cognitive development |
| 1072 | -- | 1076 | Helen Tager-Flusberg. The origins of social impairments in autism spectrum disorder: Studies of infants at risk |
| 1077 | -- | 1090 | Kai Vogeley, Gary Bente. Artificial humans : Psychology and neuroscience perspectives on embodiment and nonverbal communication |
| 1091 | -- | 1098 | Kara D. Sage, Dare A. Baldwin. Social gating and pedagogy: Mechanisms for learning and implications for robotics |
| 1099 | -- | 1103 | Rachel L. Severson, Stephanie M. Carlson. Behaving as or behaving as if? Children s conceptions of personified robots and the emergence of a new ontological category |
| 1104 | -- | 1112 | Nathan P. Koenig, Leila Takayama, Maja J. Mataric. Communication and knowledge sharing in human-robot interaction and learning from demonstration |
| 1113 | -- | 1124 | Krishnanand N. Kaipa, Josh C. Bongard, Andrew N. Meltzoff. Self discovery enables robot social cognition: Are you my teacher? |
| 1125 | -- | 1134 | Giorgio Metta, Lorenzo Natale, Francesco Nori, Giulio Sandini, David Vernon, Luciano Fadiga, Claes von Hofsten, Kerstin Rosander, Manuel Lopes, José Santos-Victor, Alexandre Bernardino, Luis Montesano. The iCub humanoid robot: An open-systems platform for research in cognitive development |