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Issues

Volume 5
2021
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All Issues
EISSN 2470-2986
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Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker
Isabelle Dautriche, Louise Goupil, Kenny Smith, Hugh Rabagliati
Open Mind (2021) 5: 1–19.
View articletitled, Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker
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SAYCam: A Large, Longitudinal Audiovisual Dataset Recorded From the Infant’s Perspective
Jessica Sullivan, Michelle Mei, Andrew Perfors, Erica Wojcik, Michael C. Frank
Open Mind (2021) 5: 20–29.
View articletitled, SAYCam: A Large, Longitudinal Audiovisual Dataset Recorded From the Infant’s Perspective
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“Impossible” Somatosensation and the (Ir)rationality of Perception
Isabel Won, Steven Gross, Chaz Firestone
Open Mind (2021) 5: 30–41.
View articletitled, “Impossible” Somatosensation and the (Ir)rationality of Perception
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Does Local Coherence Lead to Targeted Regressions and Illusions of Grammaticality?
Dario Paape, Shravan Vasishth, Ralf Engbert
Open Mind (2021) 5: 42–58.
View articletitled, Does Local Coherence Lead to Targeted Regressions and Illusions of Grammaticality?
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Prior Beliefs Modulate Projection
Judith Degen, Judith Tonhauser
Open Mind (2021) 5: 59–70.
View articletitled, Prior Beliefs Modulate Projection
Supplementary data
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For 19-Month-Olds, What Happens On-Screen Stays On-Screen
Barbu Revencu, Gergely Csibra
Open Mind (2021) 5: 71–90.
View articletitled, For 19-Month-Olds, What Happens On-Screen Stays On-Screen
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To Believe Is Not to Think: A Cross-Cultural Finding
Neil Van Leeuwen, Kara Weisman, Tanya Marie Luhrmann
Open Mind (2021) 5: 91–99.
View articletitled, To Believe Is Not to Think: A Cross-Cultural Finding
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Computing Joint Action Costs: Co-Actors Minimize the Aggregate Individual Costs in an Action Sequence
Georgina Török, Oana Stanciu, Natalie Sebanz, Gergely Csibra
Open Mind (2021) 5: 100–112.
View articletitled, Computing Joint Action Costs: Co-Actors Minimize the Aggregate Individual Costs in an Action Sequence
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Perspective

Do Infants Really Learn Phonetic Categories?
Naomi H. Feldman, Sharon Goldwater, Emmanuel Dupoux, Thomas Schatz
Open Mind (2021) 5: 113–131.
View articletitled, Do Infants Really Learn Phonetic Categories?
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The Reading Signatures of Agreement Attraction
Sol Lago, Carlos Acuña Fariña, Enrique Meseguer
Open Mind (2021) 5: 132–153.
View articletitled, The Reading Signatures of Agreement Attraction
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Toward Cumulative Cognitive Science: A Comparison of Meta-Analysis, Mega-Analysis, and Hybrid Approaches
Ezequiel Koile, Alejandrina Cristia
Open Mind (2021) 5: 154–173.
View articletitled, Toward Cumulative Cognitive Science: A Comparison of Meta-Analysis, Mega-Analysis, and Hybrid Approaches
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Infants Learn to Follow Gaze in Stages: Evidence Confirming a Robotic Prediction
Priya Silverstein, Jinzhi Feng, Gert Westermann, Eugenio Parise, Katherine E. Twomey
Open Mind (2021) 5: 174–188.
View articletitled, Infants Learn to Follow Gaze in Stages: Evidence Confirming a Robotic Prediction
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Seeing the World From Others’ Perspective: 14-Month-Olds Show Altercentric Modulation Effects by Others’ Beliefs
Dora Kampis, Ágnes Melinda Kovács
Open Mind (2021) 5: 189–207.
View articletitled, Seeing the World From Others’ Perspective: 14-Month-Olds Show Altercentric Modulation Effects by Others’ Beliefs
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Morpheme Ordering Across Languages Reflects Optimization for Processing Efficiency
Michael Hahn, Rebecca Mathew, Judith Degen
Open Mind (2021) 5: 208–232.
View articletitled, Morpheme Ordering Across Languages Reflects Optimization for Processing Efficiency
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