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Cited by

• 1999Focus on qualitative methods: Interviewing children302 cited
• 2004The Comprehension of Wh -Questions in Children With Specific Language Impairment110 cited
• 1987How Can Good Strategy Use Be Taught to Children? Evaluation of Six Alternative Approaches95 cited
• 1998Interviewing child witnesses: a developmental perspective95 cited
• 1994The Relationship between Memory Span and Measures of Imitative and Spontaneous Language Complexity in Preschool Children91 cited
• 1993Why does memory span improve with age? A review of the evidence for two current hypotheses89 cited
• 1991Curricular Interventions for Teaching Higher Order Thinking to All Students: Introduction to the Special Series78 cited
• 2013Testing for Near and Far Transfer Effects with a Short, Face‐to‐Face Adaptive Working Memory Training Intervention in Typical Children72 cited
• 2003Continuity and change in the development of category structure: Insights from the semantic fluency task71 cited
• 2014Knowledge cannot explain the developmental growth of working memory capacity71 cited
• 2002The search for what is fundamental in the development of working memory60 cited
• 2007Developmental Trends for Object and Spatial Working Memory: a Psychophysiological Analysis57 cited
• 2007Conceptual Organization at 6 and 8 Years of Age: Evidence From the Semantic Priming of Object Decisions