Jessica A. Sommerville

Affiliations: 
University of Washington, Seattle, Seattle, WA 
Area:
Cognitive development
Website:
http://web.psych.washington.edu/directory/person.php?PersonID=81
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"Jessica Sommerville"
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Amanda L. Woodward grad student 2002 Chicago
 (Means -end reasoning: Infants' developing ability to interpret and perform intentional actions.)
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Publications

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Ruberry EJ, Lengua LJ, Crocker LH, et al. (2016) Income, neural executive processes, and preschool children's executive control. Development and Psychopathology. 1-12
Bakker M, Sommerville JA, Gredebäck G. (2015) Enhanced Neural Processing of Goal-directed Actions After Active Training in 4-Month-Old Infants. Journal of Cognitive Neuroscience. 1-11
Upshaw MB, Bernier RA, Sommerville JA. (2015) Infants' grip strength predicts mu rhythm attenuation during observation of lifting actions with weighted blocks. Developmental Science
Upshaw MB, Kaiser CR, Sommerville JA. (2015) Parents' empathic perspective taking and altruistic behavior predicts infants' arousal to others' emotions. Frontiers in Psychology. 6: 360
Gerson SA, Mahajan N, Sommerville JA, et al. (2015) Shifting goals: effects of active and observational experience on infants' understanding of higher order goals. Frontiers in Psychology. 6: 310
Deschamps TD, Eason AE, Sommerville JA. (2015) Infants Associate Praise and Admonishment with Fair and Unfair Individuals Infancy
Burns MP, Sommerville JA. (2014) "I pick you": the impact of fairness and race on infants' selection of social partners. Frontiers in Psychology. 5: 93
Atance CM, Sommerville JA. (2014) Assessing the role of memory in preschoolers' performance on episodic foresight tasks. Memory (Hove, England). 22: 118-28
Loucks J, Sommerville JA. (2013) Attending to what matters: flexibility in adults' and infants' action perception. Journal of Experimental Child Psychology. 116: 856-72
Sommerville JA, Bernstein DM, Meltzoff AN. (2013) Measuring beliefs in centimeters: private knowledge biases preschoolers' and adults' representation of others' beliefs. Child Development. 84: 1846-54
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