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Jonkman, L. M. (2006). The development of preparation, conflict monitoring and inhibition from early childhood to young adulthood: A Go/Nogo ERP study. Brain Research, 1, 181–193. Kelling, G. L. & Wilson, J. Q. (1982, March). Broken windows: The police and neighborhood safety. The Atlantic, 249, 29-38. Knutson, B., Fong, G. W., Adams, C. M., Varner, J. L., & Hommer, D. (2001). Dissociation of reward anticipation and outcome with event-related fMRI. Neuroreport, 12(17), 3683-3687. Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139, 1-34. Norman, D. A., & Shallice, T. (1986). Attention to action: willed and automatic control of behaviour. Centre for Human and Information Processing (Technical Report No. 99), 1980. Reprinted in revised form in R. Davidson, G. Schwartz & D. Shapiro (Eds.), Consciousness and self regulation: Advances in theory and research (Vol. 4). New York: Plenum Press. Weisberg, D. S. & Sobel, D. M. (2012). Young children discriminate improbable from impossible events in fiction. Cognitive Development, 27, 90-98. Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2),
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