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dc.contributor.authorMilward, Sophie
dc.contributor.authorCarpenter, Malinda
dc.date.accessioned2019-03-26T00:37:41Z
dc.date.available2019-03-26T00:37:41Z
dc.date.issued2018-03-26
dc.identifier.citationMilward , S & Carpenter , M 2018 , ' Joint action and joint attention : drawing parallels between the literatures ' , Social and Personality Psychology Compass , vol. Early View , e12377 . https://doi.org/10.1111/spc3.12377en
dc.identifier.issn1751-9004
dc.identifier.otherPURE: 252460845
dc.identifier.otherPURE UUID: dc8a3e62-c6ad-4572-987b-a0c7f38ee1d9
dc.identifier.otherScopus: 85044423739
dc.identifier.otherWOS: 000429579200003
dc.identifier.otherORCID: /0000-0003-3983-2034/work/64697958
dc.identifier.urihttp://hdl.handle.net/10023/17369
dc.description.abstractTwo of the most important milestones in children’s development are joint action (acting with others) and joint attention (attending with others). These are popular fields in both psychology and philosophy, but have formed surprisingly independent literatures despite the close similarities they share in terms of theoretical and methodological issues. This article systematically compares these fields and draws attention to specific and more general ways in which each could benefit from the other if communication between them were increased. We highlight a clear opportunity within these fields, but this could be a useful approach in cognitive science more generally.
dc.language.isoeng
dc.relation.ispartofSocial and Personality Psychology Compassen
dc.rights© 2018 John Wiley & Sons Ltd. This work has been made available online in accordance with the publisher’s policies. This is the author created accepted version manuscript following peer review and as such may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1111/spc3.12377en
dc.subjectBF Psychologyen
dc.subjectT-NDASen
dc.subject.lccBFen
dc.titleJoint action and joint attention : drawing parallels between the literaturesen
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews.Centre for Social Learning & Cognitive Evolutionen
dc.identifier.doihttps://doi.org/10.1111/spc3.12377
dc.description.statusPeer revieweden
dc.date.embargoedUntil2019-03-26


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