| Theory of mind and self‐control: More than a common problem of inhibition J Perner, B Lang, D Kloo Child development 73 (3), 752-767, 2002 | 553 | 2002 |
| Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions D Kloo, J Perner Child development 74 (6), 1823-1839, 2003 | 398 | 2003 |
| Episodic memory development: Theory of mind is part of re‐experiencing experienced events J Perner, D Kloo, E Gornik Infant and Child Development: An International Journal of Research and …, 2007 | 366 | 2007 |
| Disentangling dimensions in the dimensional change card‐sorting task D Kloo, J Perner Developmental Science 8 (1), 44-56, 2005 | 235 | 2005 |
| Perspective taking and cognitive flexibility in the Dimensional Change Card Sorting (DCCS) task D Kloo, J Perner, M Aichhorn, N Schmidhuber Cognitive Development 25 (3), 208-217, 2010 | 128 | 2010 |
| Escape from metaignorance: How children develop an understanding of their own lack of knowledge M Rohwer, D Kloo, J Perner Child development 83 (6), 1869-1883, 2012 | 115 | 2012 |
| Training theory of mind and executive control: A tool for improving school achievement? D Kloo, J Perner Mind, Brain, and Education 2 (3), 122-127, 2008 | 95 | 2008 |
| Introspection & remembering J Perner, D Kloo, E Stöttinger Synthese 159, 253-270, 2007 | 93 | 2007 |
| Sorting between dimensions: Conditions of cognitive flexibility in preschoolers D Kloo, J Perner, A Kerschhuber, S Dabernig, M Aichhorn Journal of experimental child psychology 100 (2), 115-134, 2008 | 69 | 2008 |
| How does children’s theory of mind become explicit? A review of longitudinal findings B Sodian, S Kristen‐Antonow, D Kloo Child Development Perspectives 14 (3), 171-177, 2020 | 56 | 2020 |
| Progressing from an implicit to an explicit false belief understanding: A matter of executive control? D Kloo, S Kristen-Antonow, B Sodian International Journal of Behavioral Development 44 (2), 107-115, 2020 | 45 | 2020 |
| Retro-and prospection for mental time travel: Emergence of episodic remembering and mental rotation in 5-to 8-year old children J Perner, D Kloo, M Rohwer Consciousness and Cognition 19 (3), 802-815, 2010 | 45 | 2010 |
| Direct and indirect admission of ignorance by children D Kloo, M Rohwer, J Perner Journal of Experimental Child Psychology 159, 279-295, 2017 | 42 | 2017 |
| Object-based set-shifting in preschoolers: Relations to theory of mind. D Kloo, J Perner, T Giritzer Oxford University Press, 2010 | 41 | 2010 |
| The developmental stability of inhibition from 2 to 5 years D Kloo, B Sodian British Journal of Developmental Psychology 35 (4), 582-595, 2017 | 39 | 2017 |
| Knowing minds: Linking early perspective taking and later metacognitive insight D Kloo, B Sodian, S Kristen‐Antonow, S Kim, M Paulus British Journal of Developmental Psychology 39 (1), 39-53, 2021 | 21 | 2021 |
| The development of earlier and later forms of metacognitive abilities: Reflections on agency and ignorance D Kloo, M Rohwer Foundations of metacognition, 167-180, 2012 | 20 | 2012 |
| Theory of Mind and diverse intelligences in 4‐year‐olds: Modelling associations of false beliefs with children’s numerate‐spatial, verbal, and social intelligence C Osterhaus, DL Putnick, S Kristen‐Antonow, D Kloo, MH Bornstein, ... British journal of developmental psychology 38 (4), 580-593, 2020 | 12 | 2020 |
| The direct way may not be the best way: Children with ADHD and their understanding of self-presentation in social interactions D Kloo, W Kain European Journal of Developmental Psychology 13 (1), 40-51, 2016 | 11 | 2016 |
| The impact of theory of mind and executive function on math and reading abilities: A longitudinal study D Kloo, C Osterhaus, S Kristen‐Antonow, B Sodian Infant and Child Development 31 (6), e2356, 2022 | 10 | 2022 |
