Recent Publications
Carpendale,
J. I. M. & Chandler, M. J. (1996).
On the distinction between false belief understanding and subscribing
to an interpretive theory of mind. Child
Development, 67, 1686-1706.
Carpendale,
J. I. M., McBride, M., & Chapman, M. (1996). Language and operations in
children's class inclusion reasoning: The operational semantic theory of
reasoning. Developmental
Review, 16, 391-415.
Carpendale,
J. I. M. (1997). An explication
of Piaget's constructivism: Implications for social cognitive development. In
S. Hala (Ed.), The development of social cognition. (pp. 35-64). London: University College London Press.
Turnbull,
W., & Carpendale, J. I. M. (1999). A social pragmatic model of talk:
Implications for research on the development of children’s understanding
of mind. Human Development, 42, 328-355.
Carpendale,
J. I. M. (2000). Kohlberg and
Piaget on stages and moral reasoning. Developmental
Review, 20, 181-205.
Mueller,
U., & Carpendale, J. I. M. (2000). The role of social interaction in
Piaget’s theory: Language for social cooperation and social cooperation
for language. New
Ideas in Psychology, 18,
139-156.
Turnbull,
W., & Carpendale, J. I. M. (2001). Talk and social understanding. Early
Education and Development, 12,
455-477.
Carpendale,
J. I. M., & Lewis, C. (2004). Constructing an understanding of mind: The
development of children's social understanding within social interaction. Behavioral and Brain Sciences, 27,
79-151.
Mueller,
U., & Carpendale, J. I. M. (2004). From joint activity to joint
attention: A relational approach to social development in infancy. In J. I.
M. Carpendale, & U. Müller, (Eds.), Social
interaction and the development of knowledge (pp. 215-238). Mahwah, NJ:
Lawrence Erlbaum Associates, Publishers.
Carpendale,
J. I. M., & Müller, U. (Eds.) (2004). Social
interaction and the development of knowledge. Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.
Carpendale,
J. I. M., Lewis, C., Müller, U., & Racine, T. P. (2005). Constructing
perspectives in the social making of minds. Interaction
Studies, 6, 341-358.
Carpendale, J.
I. M., & Lewis, C. (2006). How
children develop social understanding. Oxford: Blackwell Publishers.
Carpendale,
J. I. M., & Racine, T. P. (2006). Mead and meaning: Implications
of views of meaning for developmental theories. In T. Haukioja (Ed.), Papers on language theory (pp. 119). University of Turku:
Publications in General Linguistics.
Racine, T. P., Carpendale, J. I. M., & Turnbull, W. (2007).
Parent-child talk and children’s understanding of beliefs and emotions. Cognition
& Emotion, 21, 480-494.
Racine,
T. P., & Carpendale, J. I. M. (2007). The role of shared practice in joint attention. British
Journal of Developmental Psychology, 25, 3-25.
Racine,
T. P., & Carpendale, J. I. M. (2007). Shared practices, understanding, language and joint
attention. British Journal of
Developmental Psychology, 25, 45-54.
Susswein,
N., Maximilian B. Bibok, M. B., & Carpendale, J. I. M. (in press).
Reconcepualizing internalization. International
Journal of Dialogical Science, special
issue on the Development Origins of the Dialogical
Self.
Racine,
T. P., & Carpendale, J. I. M. (in press). The embodiment of mental
states. In W. F. Overton, U. Müller & J. Newman (Eds.), Body
in mind, mind in body: Developmental perspectives on embodiment and
consciousness. Mahwah, NJ: Erlbaum.
Carpendale,
J. I. M., Lewis, C., Susswein, N., & Lunn, J. (in press). Talking and
thinking: The role of speech in social understanding. In A. Winsler, C.
Fernyhough, & I. Montero (Eds.). Private
speech, executive function, and the development of verbal self-regulation.
Cambridge: Cambridge University Press.
