Bej, J., BLADES, M., SIEGAL, M., & Varley, R. (In press). Language and spatial reorientation: Evidence from severe aphasia. Journal of Experimental Psychology: Learning, Memory & Cognition.
SIEGAL, M., Fadda, R., & Overton, P. G. (in press). Contamination sensitivity and the develop-ment of disease-avoidant behaviour. Phil. Trans. Royal Soc. B
Meristo, M., Faulkman, K. W., Hjelmquist, E., Tedoldi, M., Surian, L., & SIEGAL, M. (2007). Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments. Developmental Psychology, 43, 1156-1169.
SIEGAL, M., & Varley, R. (2006). Aphasia, language and theory of mind. Social Neuroscience, 1, 167-174.
Yadzi, A. A., German, T. P., Defeyer, M., & SIEGAL, M. (2006). Competence and performance in belief-desire reasoning across two cultures: The truth, the whole truth, and nothing but the truth about false belief? Cognition, (100), 343-368.
SIEGAL, M. (2005). Review of S. Goldin-Meadow, The resilience of language. British Journal of Developmental Psychology, 23, 154-155.
SIEGAL, M., & Aboud, F. (2005). Characterizing the scope of socialization and its impact on health: A commentary on Singh-Manoux and Marmot's "Role of socialization in explaining social inequalities in health". Social Science and Medicine, 60, 2269-2271.
Varley, R., Klessinger, N., Romanowski, C. A. J., & SIEGAL, M. (2005). Agrammatic but numerate. Proceedings of the National Academy of Sciences, 102, 3519-3524.
Hejmadi, A., Rozin, P., & SIEGAL, M. (2004). Once in contact, always in contact: Conceptions of essence and purification in Hindu Indian and American children. Developmental Psychobiology, 40, 467-476.
SIEGAL, M. (2004). Signposts to the essence of language. Science, 305, 1720-1721.
Further details
SIEGAL, M. (2004). Language and conceptual development. Trends in Cognitive Sciences, 8, 287 (editorial).
SIEGAL, M. (2004). Social understanding and the cognitive architecture of theory of mind. Behavioral and Brain Sciences, 27, 122.
SIEGAL, M., Butterworth, G., & Newcombe, P. A. (2004). Culture and children's cosmology. Developmental Science, 7, 308-324.
SIEGAL, M., & Surian, L. (2004). Conceptual development and conversational understanding. Trends in Cognitive Sciences, 8, 534-538.
Rozin, P., & SIEGAL, M. (2003). Vegemite as a cultural marker. Gastronomica: The Journal of Food and Culture.
SIEGAL, M., & BLADES, M. (2003). Language and auditory processing in autism. Trends in Cognitive Sciences, 7(9), 378-380.
Woolfe, T., WANT, S. C., & SIEGAL, M. (2003). Siblings and theory of mind in deaf native signing children. Journal of Deaf Studies and Deaf Education, 8, 340-347.
Peterson, C. C., & SIEGAL, M. (2002). Mindreading and moral awareness in popular and rejected preschoolers. British Journal of Developmental Psychology, 20, 205-224.
SIEGAL, M., & Varley, R. (2002). Neural systems involved in 'theory of mind'. Nature Reviews Neuroscience, 3, 463-471.
Woolfe, T., Want, S. C., & SIEGAL, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
Gilli, G., Marchetti, A., SIEGAL, M., & Peterson, C. C. (2001). Children’s incipient ability to distinguish mistakes from lies: An Italian investigation. International Journal of Behavioural Development, 25, 88-92.
SIEGAL, M., Surian, L., Nemeroff, C. J., & Peterson, C. C. (2001). Lies, mistakes, and blessings: Defining and characteristic features in conceptual development. Journal Of Cognition and Culture, 1, 323-339.
SIEGAL, M., Varley, R., & Want, S. C. (2001). Mind over grammar: Reasoning in aphasia and development. Trends in Cognitive Sciences, 5, 296-301.
Surian, L., & SIEGAL, M. (2001). Sources of performance on theory of mind tasks in right hemisphere damaged patients. Brain and Language, 78, 224-232.
Varley, R., & SIEGAL, M. (2001). Words, grammar, and number concepts: Evidence from development and aphasia. Behavioral and Brain Sciences, 24, 1120-1121.
Varley, R., SIEGAL, M., & Want, S. C. (2001). Severe grammatical impairment does not preclude 'theory of mind'. Neurocase, 7, 489-493.
Peterson, C. C., & SIEGAL, M. (2000). Insights into theory of mind from deafness and autism. Mind and Language, 15, 123-145.
Varley, R., & SIEGAL, M. (2000). Evidence for cognition without grammar from causal reasoning and 'theory of mind' in an agrammatic aphasic patient. Current Biology, 10, 723-726.
Varley, R., & SIEGAL, M. (2000). Language and thought: Does grammar make us smart? Current Biology, 10.
Waters, L. J., SIEGAL, M., & Slaughter, V. (2000). Development of reasoning and the tension between scientific and conversational inference. Social Development, 9, 383-396.
Peterson, C. C., & SIEGAL, M. (1999). "Representing inner worlds: Theory of mind in autistic, deaf, and normal hearing children." Psychological Science, 10, 126-129.
SIEGAL, M. (1999). Beyond methodology: Frequently asked questions on the significance of conversation for development. Developmental Science, 2, 29-34.
SIEGAL, M. (1999). Language and thought: The fundamental significance of conversational awareness for cognitive development. Developmental Science, 2, 1-14.
Peterson, C. C., & SIEGAL, M. (1998). "Changing focus on the representational mind: Deaf, autistic and normal children's concepts of false photos, false drawings, and false beliefs." British Journal of Developmental Psychology, 16, 301-320.
SIEGAL, M., & Peterson, C. C. (1998). Children's understanding of lies and innocent and negligent mistakes. Developmental Psychology, 34, 332-343.
Further details
Newcombe, P. A., & SIEGAL, M. (1997). Explicitly questioning the nature of suggestibility in preschoolers' memory and retention. Journal of Experimental Child Psychology, 67, 185-203.
Newcombe, P. A., & SIEGAL, M. (1996). Where to look first for suggestibility in children's memory. Cognition, 59, 337-356.
Occhipinti, S., & SIEGAL, M. (1996). Cultural evolution and divergent rationalities in human reasoning. Ethos: Journal of Psychological Anthropology, 24, 510-526.
SIEGAL, M., Carrington, J., & Radel, M. (1996). Theory of mind and pragmatic understanding following right hemisphere damage. Brain and Language, 53, 40-50.
SIEGAL, M., & Peterson, C. C. (1996). Breaking the mold: A fresh look at questions about children's understanding of lies and mistakes. Developmental Psychology, 32, 322-334.
Peterson, C. C., & SIEGAL, M. (1995). "Deafness, conversation, and theory of mind." Journal of Child Psychology and Psychiatry, 36, 459-474.
SIEGAL, M. (1995). Becoming mindful of food and conversation. Current Directions in Psychological Science, 6, 177-181.
Occhipinti, S., & SIEGAL, M. (1994). Reasoning about food and contamination. Journal of Personality and Social Psychology, 66, 243-253.
Kashima, Y., SIEGAL, M., Tanaka, K., & Kashima, E. S. (1992). Do people believe that attitudes are consistent with behavior? Towards a cultural psychology of attribution processes. British Journal of Social Psychology, 31, 111-124.
Caycho, L., Gunn, P., & SIEGAL, M. (1991). Counting in children with Down Syndrome. American Journal on Mental Retardation, 95, 575-583.
SIEGAL, M., & Beattie, K. (1991). Where to look first for children's knowledge of false beliefs. Cognition, 38, 1-12.
Books
SIEGAL, M. (In Press). Marvelous minds: The discovery of what children know. New York: Oxford University Press.
SIEGAL, M. (1991). Knowing children: Experiments in conversation and cognition. Hove, UK: Erlbaum (Essays in Developmental Psychology Series).
Book Chapters
Surian, L., & SIEGAL, M. (2007). Language and communication in autism and Asperger syndrome. In B. Stemmer & H. A. Whitaker (Eds.), Handbook of the Neuroscience of Language. London: Elsevier Science.
SIEGAL, M., & Peterson, C. C. (2007). Language and theory of mind in atypical children: Evidence from studies of deafness, blindness, and autism. In C. Sharp, P. Fonagy & I. Goodyer (Eds.), Social cognition and developmental psychopathology. New York: Oxford University Press.
SIEGAL, M., Matsuo, A., & Pond, C. (2007). Bilingualism and cognitive development: Evidence from scalar implicatures. In Y. Otsu (Ed.), Proceedings of the Eighth Tokyo Conference on Psycholinguistics. Tokyo: Hituzi Syobo.
Surian, L., & SIEGAL, M. (2006). Language and communication in autism and Aspergers syndrome. In B. Stemmer & H.A.Whitaker (Eds.), Handbook of the Neuroscience of Language. London: Elsevier Science.
SIEGAL, M., & Surian, L. (2006). Modularity in language and theory of mind: What is the evidence? In P. Carruthers, S. Laurence & S. Stich (Eds.), The innate mind: Culture and cognition. New York: Oxford University Press.
SIEGAL, M., & Surian, L. (2006). Conversational understanding in young children. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development. Oxford: Blackwell.
SIEGAL, M., & Peterson, C. C. (2006). Language and theory of mind in atypical children: Evidence from studies of deafness, blindness, and autism. In C. Sharp, P. Fonagy & I. Goodyer (Eds.), Social cognition and developmental psychopathology. New York: Oxford University Press.
SIEGAL, M. (2006). Language and theory of mind. In P. Hogan (Ed.), Cambridge Encyclopedia of the Language Sciences. New York: Cambridge University Press.
Pond, C., & SIEGAL, M. (2006). Discourse acquisition. In G. Rickheit & H. Strohner (Eds.), Handbook of Applied Linguistics (Vol. 1). New York: Mouton-de Gruyter.
SIEGAL, M. (2003). Cognitive development. In A. Slater & J. G. Bremner (Eds.), Developmental psychology: An introduction. (pp. 189-210): Oxford: Blackwell.
SIEGAL, M. (2002). The science of childhood. In P. Carruthers, S. Stich & M. SIEGAL (Eds.), The cognitive basis of science. (pp. 300-315): Cambridge: Cambridge University Press.
Carruthers, P., Stich, S., & SIEGAL, M. (2002). Introduction: What makes science possible? In P. Carruthers, S. Stich & M. SIEGAL (Eds.), The cognitive basis of science (pp. 1 - 19). Cambridge: Cambridge University Press.
Peterson, C. C., & SIEGAL, M. (2000). Insights into theory of mind from deafness and autism. In M. Coltheart & M. Davies (Eds.), Mind and Language. (Vol. 15, pp. 123-145): Oxford: Blackwell.
SIEGAL, M., & Peterson, C. C. (1999). Becoming mindful of biology and health: An introduction. In M. SIEGAL & C. C. Peterson (Eds.), Children's understanding of biology and health (pp. 1-19). Cambridge: Cambridge University Press.
Peterson, C. C., & SIEGAL, M. (1999). Children's capacity to consent to medical and therapeutical treatment. In M. SIEGAL & C. C. Peterson (Eds.), Children's understanding of biology and health. (pp. 257-281): Cambridge: Cambridge University Press.
SIEGAL, M., Newcombe, P. A., & Peterson, C. C. (1998). Secrets, lies, and suggestibility: A conversational perspective on memory and cognition in young children. In R. Vasta (Ed.), Annals of child development. (Vol. 13, pp. 165-206): London: Jessica Kingsley.
Peterson, C. C., & SIEGAL, M. (1997). Psychological, physical, and biological thinking in normal, autistic, and deaf children. In H. M. Wellman & K. Inagaki (Eds.), The emergence of core domains of thought: New directions for child development (Vol. 75, pp. 55-70): San Francisco, CA: Jossey-Bass.
SIEGAL, M., & Peterson, C. C. (1996). Breaking the mold: A fresh look at questions about children's understanding of lies and mistakes. In R. Bull (Ed.), Developmental Psychology. (Vol. 32, pp. 322-334): Oxford: Blackwell.
SIEGAL, M. (1996). Conversation and cognition. In R. Gelman & T. Au (Eds.), Handbook of perception and cognition, Second edition: Perceptual and cognitive development (pp. 243-282): San Diego, CA: Academic Press.
SIEGAL, M., & Peterson, C. C. (1994). Children's theory of mind and the conversational territory of cognitive development. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development. (pp. 427-455): Hove, UK: Erlbaum.
SIEGAL, M. (1991). A clash of conversational worlds: Interpreting cognitive development through communication. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on socially shared cognition. (pp. 23-40): Washington, DC: American Psychological Association.
