Erratum to: Young children’s protest: what it can (not) tell us about early normative understanding (Phenom Cogn Sci, 10.1007/s11097-015-9437-8)

Johannes L. Brandl; Frank Esken; Beate Priewasser; Eva Rafetseder

doi:10.1007/s11097-016-9457-z

Erratum to: Young children’s protest: what it can (not) tell us about early normative understanding (Phenom Cogn Sci, 10.1007/s11097-015-9437-8)

Johannes L. Brandl, Frank Esken, Beate Priewasser^*, Eva Rafetseder

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beitrag in Fachzeitschrift › Kommentar/Debatte

Abstract

The original version of this article unfortunately did not include the Acknowledgement. The Acknowledgement should read as below. Acknowledgements This research was financially supported by the Austrian Science Fund projects “Ruleunderstanding, shared intentionality, and the evaluation by others” (I 638-G15) and “RuleUnderstanding, subjective preferences, and social display rules” (I637-G15). Both projects are part of the ESF EUROCORES Programme EuroUnderstanding initiative.

Originalsprache	Englisch
Seiten (von - bis)	179
Seitenumfang	1
Fachzeitschrift	Phenomenology and the Cognitive Sciences
Jahrgang	16
Ausgabenummer	1
DOIs	https://doi.org/10.1007/s11097-016-9457-z
Publikationsstatus	Veröffentlicht - 1 März 2017

Systematik der Wissenschaftszweige 2012

501 Psychologie
603 Philosophie, Ethik, Religion

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10.1007/s11097-016-9457-zLizenz: Nicht angegeben

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Young children’s protest: what it can (not) tell us about early normative understanding
Titel in Übersetzung: Young children’s protest: What it can (not) tell us about early normative understandingBrandl, J. L., Esken, F., Priewasser, B. & Rafetseder, E., 1 Dez. 2015, in: Phenomenology and the Cognitive Sciences. 14, 4, S. 719-740 22 S.
Publikation: Beitrag in Fachzeitschrift › Artikel › Peer-reviewed

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Erratum to: Young children’s protest: what it can (not) tell us about early normative understanding (Phenom Cogn Sci, 10.1007/s11097-015-9437-8)

Abstract

Systematik der Wissenschaftszweige 2012

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Young children’s protest: what it can (not) tell us about early normative understanding

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