Daniel J. Carroll
Daniel J. Carroll
Department of Psychology, University of Sheffield
Verified email at
Cited by
Cited by
Children's thinking about counterfactuals and future hypotheticals as possibilities
SR Beck, EJ Robinson, DJ Carroll, IA Apperly
Child Development 77 (2), 413-426, 2006
Why are there limits on theory of mind use? Evidence from adults' ability to follow instructions from an ignorant speaker
IA Apperly, DJ Carroll, D Samson, GW Humphreys, A Qureshi, G Moffitt
The Quarterly Journal of Experimental Psychology 63 (6), 1201-1217, 2010
A short executive function training program improves preschoolers’ working memory
E Blakey, DJ Carroll
Frontiers in psychology 6, 1827, 2015
Different executive functions support different kinds of cognitive flexibility: Evidence from 2‐, 3‐, and 4‐year‐olds
E Blakey, I Visser, DJ Carroll
Child development 87 (2), 513-526, 2016
Attentional Processes in Low‐Socioeconomic Status Bilingual Children: Are They Modulated by the Amount of Bilingual Experience?
AI Ladas, DJ Carroll, AB Vivas
Child development 86 (2), 557-578, 2015
Supporting children’s counterfactual thinking with alternative modes of responding
SR Beck, DJ Carroll, VEA Brunsdon, CK Gryg
Journal of experimental child psychology 108 (1), 190-202, 2011
Cognitive flexibility in young children: Beyond perseveration
DJ Carroll, E Blakey, L FitzGibbon
Child Development Perspectives 10 (4), 211-215, 2016
How do symbols affect 3‐to 4‐year‐olds' executive function? Evidence from a reverse‐contingency task
IA Apperly, DJ Carroll
Developmental Science 12 (6), 1070-1082, 2009
Understanding early inhibitory development: distinguishing two ways that children use inhibitory control
A Simpson, DJ Carroll
Child Development, 2019
Neural Correlates of Response Inhibition in Early Childhood: Evidence From a Go/No-Go Task
A Abdul Rahman, DJ Carroll, KA Espy, SA Wiebe
Developmental neuropsychology 42 (5), 336-350, 2017
The executive demands of strategic reasoning are modified by the way in which children are prompted to think about the task: Evidence from 3-to 4-year-olds
DJ Carroll, IA Apperly, KJ Riggs
Cognitive Development 22 (1), 142-148, 2007
How do alternative ways of responding influence 3-and 4-year-olds’ performance on tests of executive function and theory of mind?
DJ Carroll, KJ Riggs, IA Apperly, K Graham, C Geoghegan
Journal of experimental child psychology 112 (3), 312-325, 2012
Primed to be inflexible: the influence of set size on cognitive flexibility during childhood
L FitzGibbon, L Cragg, DJ Carroll
Frontiers in psychology 5, 101, 2014
Not all distractions are the same: Investigating why preschoolers make distraction errors when switching
E Blakey, DJ Carroll
Child development 89 (2), 609-619, 2018
Choosing between two objects reduces 3-year-olds’ errors on a reverse-contingency test of executive function
DJ Carroll, IA Apperly, KJ Riggs
Journal of experimental child psychology 98 (3), 184-192, 2007
Young children can overcome their weak inhibitory control, if they conceptualize a task in the right way
A Simpson, DJ Carroll
Cognition 170, 270-279, 2018
A preliminary exploration of the links between attachment disorganisation and schizotypy dimensions in adulthood.
N Shearman, A Millings, D Carroll, A Rowe
Schizophrenia research, 2019
Where does prepotency come from on developmental tests of inhibitory control?
A Simpson, M Upson, DJ Carroll
Journal of experimental child psychology 162, 18-30, 2017
Prepotency in action: Does children’s knowledge of an artifact affect their ability to inhibit acting on it?
A Simpson, DJ Carroll, KJ Riggs
Journal of experimental child psychology 118, 127-133, 2014
Why do alternative ways of responding improve children's performance on tests of strategic reasoning?
DJ Carroll, L FitzGibbon, A Critchley
British Journal of Developmental Psychology 32 (2), 195-204, 2014
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