D. Frye

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P. Zelazo, D. Frye, Tanja Rapus, 1996 .

Object-person discrimination and communication at 3 and 10 months

D. Frye, P. Rawling, C. J. Moore, 1983 .

Social and cognitive development in infancy

D. Frye, 1989 .

The development of executive function in early childhood: I. The development of executive function.

Ulrich Müller, Douglas Frye, Philip David Zelazo, 2003 .

The development of executive function in early childhood.

Ulrich Müller, Douglas Frye, Philip David Zelazo, 1991, Monographs of the Society for Research in Child Development.

Cognitive Complexity and Control

Douglas Frye, Philip David Zelazo, P. Zelazo, 1998 .

Children's theories of mind: Mental states and social understanding.

Chris Moore, Douglas Frye, C. Moore, 1993 .

The Language of Emotion, the Emotions, and Nominalist Bootstrapping

D. Frye, C. J. Moore, 2014 .

Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005.

Sharon M. Carver, Nancy C. Jordan, A. Baroody, 2013 .

A cognitive complexity and control framework for the study of autism

P. Zelazo, D. Frye, J. Burack, 2001 .

Interface design: a neglected issue in educational software

Elliot Soloway, Douglas Frye, E. Soloway, 1986, CHI '87.

Teaching Math to Young Children

A. Baroody, D. Frye, M. Mccullough, 2013 .

Teaching and Learning as Intentional Activities.

D. Frye, M. Ziv, 2005 .

Cognitive Complexity and Control

D. Frye, J. Burack, Philip David Zelazo, 1998 .

Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional action

Douglas Frye, Philip David Zelazo, P. Zelazo, 1997 .

Early Development of Executive Function: A Problem-Solving Framework

J. Steven Reznick, Douglas Frye, Philip David Zelazo, 1997 .

On Representing That: The Asymmetry Between Belief and Desire in Children's Theory of Mind

D. Frye, C. J. Moore, 2014 .

Affective Theory of Mind in Late Adulthood: The Role of Emotion Complexity and Social Relatedness

D. Frye, Megan G. Stutesman, 2022, Experimental aging research.

Young Children's Understanding of Other People: Evidence from Observations Within the Family

D. Frye, C. J. Moore, 2014 .

The development of executive function in early childhood: II. Study 1: Memory and executive function.

P. Zelazo, D. Frye, Stuart Marcovitch, 2003 .

The development of executive function in early childhood: VI. The development of executive function: Cognitive complexity and control--revised.

P. Zelazo, D. Frye, Stuart Marcovitch, 2003 .

Theory of mind and rule use in individuals with Down's syndrome: a test of the uniqueness and specificity claims.

P. Zelazo, D. Frye, J. Burack, 1996, Journal of child psychology and psychiatry, and allied disciplines.

Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

J. Fantuzzo, D. Frye, P. Mcdermott, 2007 .

The relation between theory of mind and rule use: evidence from persons with autism‐spectrum disorders

Douglas Frye, Philip David Zelazo, Sophie Jacques, 2002 .

Children's understanding of teaching: the role of knowledge and belief

D. Frye, M. Ziv, 2004 .

The psychologist's fallacy (and the philosopher's omission)

P. Zelazo, D. Frye, 1993, Behavioral and Brain Sciences.

Young children's understanding of counting and cardinality.

D Frye, D. Frye, N. Braisby, 1989, Child development.

Theory of mind and rule-based reasoning

Douglas Frye, Philip David Zelazo, Tibor P. Palfai, 1995 .

Scoring Constructed Responses Using Expert Systems

Henry Braun, Randy Elliot Bennett, Elliot Soloway, 1990 .

The Relationship of Expert-System Scored Constrained Free-Response Items to Multiple-Choice and Open-Ended Items

Henry Braun, Randy Elliot Bennett, Donald A. Rock, 1990 .

Developing and Evaluating a Machine-Scorable, Constrained Constructed-Response Item.

Henry Braun, Randy Elliot Bennett, Elliot Soloway, 1989 .

THE RELATIONSHIP OF CONSTRAINED FREE-RESPONSE TO MULTIPLE-CHOICE AND OPEN-ENDED ITEMS

Randy Elliot Bennett, Donald A. Rock, Elliot Soloway, 1989 .

Editorial: Theory of mind in relation to other cognitive abilities

D. Frye, Hiromi Tsuji, A. Dowker, 2023, Frontiers in Psychology.

Training 3‐year‐olds in rule‐based causal reasoning

P. J. Brooks, D. Frye, Julie B. Hanauer, 2001 .

Explicit versus implicit understanding of teaching: Does knowing what teaching is help children to learn from it?

D. Frye, Jeein Jeong, 2018 .

Relations Between the Development of Teaching and Theory of Mind in Early Childhood

D. Frye, S. Strauss, M. Ziv, 2016 .

Young children's recognition of the intentionality of teaching.

D. Frye, M. Ziv, Ayelet Solomon, 2008, Child development.

Cognitive universals and cultural variation in teaching.

D. Frye, S. Strauss, M. Ziv, 2015, The Behavioral and brain sciences.

Executive function, school readiness, and school achievement

P. Zelazo, D. Frye, Ulrich Müller,, 2008 .

Early understanding of ability

D. Frye, Fan Yang, 2016 .

Cognitive Development arly understanding of ability

D. Frye, 2016 .

Self-regulated learning: Is understanding learning a first step?

D. Frye, Jeein Jeong, 2020, Early Childhood Research Quarterly.

Children’s Theory of Mind: Understanding of Desire, Belief and Emotion with Social Referents

D. Frye, Leanh Nguyen, 2001 .

The relation between desire and false belief in children's theory of mind: no satisfaction?

D. Frye, M. Ziv, 2003, Developmental psychology.

Children with autism are impaired in the understanding of teaching.

D. Frye, D. Mandell, John D Knutsen, 2017, Developmental science.

Inference and Action in Early Causal Reasoning.

Patricia J. Brooks, Douglas Frye, Philip David Zelazo, 1996 .

Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness Among Low-Income Children

D. Frye, E. Cavadel, 2017, Developmental psychology.

Stages of development: The stage IV error*

D. Frye, 1980 .

Information about informants’ knowledge states affects children’s predictions of learning and their actual learning

D. Frye, Jeein Jeong, 2018, Cognitive Development.

The effect of experimenter's intention on the child's understanding of conservation

C. Moore, D. Frye, 1986, Cognition.

When a Circle Becomes the Letter O: Young Children’s Conceptualization of Learning and Its Relation With Theory of Mind Development

D. Frye, Zhenlin Wang, 2021, Frontiers in Psychology.

When Preferences Are in the Way: Children’s Predictions of Goal-Directed Behaviors

Fan Yang, Douglas Frye, D. Frye, 2017, Developmental psychology.

Cognitive development, intention, and instruction

D. Frye, 1997 .

Precocious Conservation in Context: The Solution of Quantity Tasks by Nonquantitative Strategies.

D. Frye, C. J. Moore, C. Nelson-Piercy, 1984 .

Theory of mind, domain specificity, and reasoning.

Douglas Frye, D. Frye, 2000 .

Strategic game playing in children through the windows task

P. J. Brooks, D. Frye, Mark C. Samuels, 1996 .