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Eric D. Smith, M.A.

Affiliations: 
Psychology University of Virginia, Charlottesville, VA 
Area:
Pretend Play, ToM, Deference
Google:
"Eric Smith"
Mean distance: 16.35 (cluster 15)
 		SNBCP
Cross-listing: PsychTree

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Parents

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Frank C. Keil research assistant 2006-2008 Yale
Angeline Lillard grad student 2008- UVA
James P. Morris grad student 2008- UVA

Children

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BETA: Related publications

Publications

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Dore RA, Smith ED, Lillard AS. (2017) Children Adopt the Traits of Characters in a Narrative Child Development Research. 2017: 1-16
Hopkins EJ, Smith ED, Weisberg DS, et al. (2016) The Development of Substitute Object Pretense: The Differential Importance of Form and Function Journal of Cognition and Development. 17: 197-220
Lockhart KL, Goddu MK, Smith ED, et al. (2015) What Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition. Child Development
Dore RA, Smith ED, Lillard AS. (2015) How is theory of mind useful? Perhaps to enable social pretend play. Frontiers in Psychology. 6: 1559
Lillard AS, Drell MB, Richey EM, et al. (2015) Further examination of the immediate impact of television on children's executive function. Developmental Psychology. 51: 792-805
Smith ED, Englander ZA, Lillard AS, et al. (2013) Cortical mechanisms of pretense observation. Social Neuroscience. 8: 356-68
Lillard AS, Hopkins EJ, Dore RA, et al. (2013) Concepts and theories, methods and reasons: Why do the children (pretend) play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013). Psychological Bulletin. 139: 49-52
Lillard AS, Lerner MD, Hopkins EJ, et al. (2013) The impact of pretend play on children's development: a review of the evidence. Psychological Bulletin. 139: 1-34
Smith ED, Lillard AS. (2012) Play on: Retrospective Reports of the Persistence of Pretend Play Into Middle Childhood Journal of Cognition and Development. 13: 524-549
Lillard A, Pinkham AM, Smith E. (2010) Pretend Play and Cognitive Development The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second Edition. 285-311
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