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M. J. Farrar
Psych, 005h
392-0601 x 217
farrar@ufl.edu

Office hours
Tuesday: 2:00-3:00
Thursday\: 2:00-3:00

 Publications     

 Farrar, M. J. & Ashwell, A. (in press). The Role of Representational Ability in the Development of Phonological Awareness in  Preschool Children. In K. Cartwright (Ed.). Flexibility in Literacy Processes and Instructional Practice: Implications of Developing Representational Ability for Literacy Teaching and Learning. Guilford Publications.

  Benigno, J., Clark, L., & Farrar, M. J. (2007). Three is not always a crowd: Contexts of joint attention and language. Journal of Child Language, 34, 175-187.

  Harwood, M. & Farrar, M.J. (2006).  Conflicting emotions:  The connection between affective                   perspective taking and theory of mind. British Journal of Developmental Psychology,             24,  404 - 418.

Farrar, M. J., Ashwell, S., & Maag, L. (2005).  The emergence of phonological awareness:                          Contributions of language and theory of mind. First Language, 25, 157-172.

Farrar, M. J. & Maag, L. (2002).  Early language development and the emergence of a theory of               mind.  First Language, 22, 197-213.

Farrar, M. J., & Boyer-Pennington, M. E.  (1999). Remembering specific episodes of                                scripted  events.  Journal of Experimental Child Psychology, 73, 266-288.

Welch-Ross, M., Caldwell, L. & Farrar, M. J.  (1999).  Predictors of preschooler's self-                              knowledge: Reference to emotion and mental states in mother-child conversation                         about  past events. Cognitive Development, 14, 401-422.