Publications of Merry Bullock

Bullock, M. (1992). Anomalistic Psychology - a Study of Magical Thinking, 2nd Edition - Zusne,L, Jones,Wh. Contemporary Psychology, 37, 664–665.

Bullock, M., & Lütkenhaus, P. (1990). Who am I? Self-understanding in toddlers. Merrill Palmer Quarterly, 36, 217–238.

Lightfoot, C., & Bullock, M. (1990). Interpreting contradictory communications: Age and context effects. Developmental Psychology, 26, 830–836.

Bullock, M., & Lütkenhaus, P. (1988). The development of volitional behavior in the toddler years. Child Development, 59, 664–674.

Bullock, M. (1987). Stage and Structure - Reopening the Debate - Levin,I. Contemporary Psychology, 32, 860–861.

Russell, J. A., & Bullock, M. (1986). Fuzzy Concepts and the Perception of Emotion in Facial Expressions. Social Cognition, 4, 309–341.

Bullock, M. (1985). Animism in childhood thinking: A new look at an old question. Developmental Psychology, 21, 217–225.

Bullock, M., & Russell, J. A. (1985). Further evidence in preschoolers' interpretation of facial expressions. International Journal of Behavioral Development, 8, 15–38.

Bullock, M. (Ed.). (1991). The development of intentional action: Cognitive, motivational, and interactive processes. (1991). ix, 83pp. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-DFF2-7

Bullock, M., Nunner-Winkler, G., Stern, E., Lopez, A. R., & Ziegler, A. (2003). Using a complex rule in different domains: When familiar schemes don't help. In D. J. Fasko (Ed.), Critical thinking and reasoning. Current research, theory and practice (pp. 121–142). Cresskill, NJ: Hampton Press.

Bullock, M., & Ziegler, A. (1999). Scientific reasoning: Developmental and individual differences. In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12: Findings from the Munich longitudinal study (pp. 38–54). New York, NY: Cambridge University Press.

Schneider, W., Perner, J., Bullock, M., Stefanek, J., & Ziegler, A. (1999). Development of intelligence and thinking. In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12: Findings from the Munich longitudinal study (pp. 9–28). New York, NY: Cambridge University Press.

Weinert, F. E., Bullock, M., & Schneider, W. (1999). Universal, differential, and individual aspects of child development from 3 to 12: What can we learn from a comprehensive longitudinal study? In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12: Findings from the Munich Longitudinal Study (pp. 324–350). New York, NY: Cambridge University Press.

Schneider, W., Bullock, M., & Sodian, B. (1998). Die Entwicklung des Denkens und der Intelligenzunterschiede zwischen Kindern. In F. E. Weinert (Ed.), Entwicklung im Kindesalter (pp. 53–74). Weinheim: Psychologie Verlags Union.

Bullock, M. (1994). Zur Entwicklung des kausalen Denkens: Drei Forschungstraditionen. In F. Försterling & J. Stiensmeier-Pelster (Eds.), Attributionstheorie. Grundlagen und Anwendungen (pp. 55–71). Göttingen: Hogrefe.

Bullock, M., & Lütkenhaus, P. (1989). The development of volitional behavior in the toddler years. In Annual progress in child psychiatry and child development (pp. 75–91).

Lütkenhaus, P., Bullock, M., & Geppert, U. (1987). Toddlers' actions: Knowledge, control, and the self. In F. Halisch & J. Kuhl (Eds.), Motivation, intention, and volition (pp. 145–161). Berlin: Springer.

Bullock, M., & Russell, J. A. (1986). Concepts of emotion in developmental psychology. In C. E. Izard & P. B. Read (Eds.), Measuring emotions in infants and children (Vol. Cambridge studies in social and emotional development, pp. 203–237).