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Cleveland, K. C., & Quas, J. A. (2016). Adults' insensitivity to developmental changes in children's ability to report when and how many times abuse occurred. Behavioral Sciences & the Law, 34(1), 126-138. DOI:10.1002/bsl.2211
Hamamouche, K., & Cordes, S. (2020). Learning about time: Knowledge of formal timing symbols is related to individual differences in temporal precision. Journal of Experimental Psychology: Learning, Memory and Cognition, 46(1), 117-126. DOI:10.1037/xlm0000714
Roberts, K. P., Brubacher, S. P., Drohan-Jennings, D., Glisic, U., Powell, M. B., & Friedman, W. J. (2015). Developmental differences in the ability to provide temporal information about repeated events. Applied Cognitive Psychology, 29(3), 407-417. DOI:10.1002/acp.3118
Sharman, S. J., Powell, M. B., & Roberts, K. P. (2011). Children's ability to estimate the frequency of single and repeated events. International Journal of Police Science & Management, 13(3), 234-242. DOI:10.1350/ijps.2011.13.3.243
Wandrey, L. E. (2013). "How many times did he do this to you?" Attorney's temporal questions during child sexual abuse trials (Publication No. 3565436) [Doctoral dissertation, University of California, Irvine]. ProQuest Dissertation Publishing.
Wandrey, L. E., Lyon, T. D., Quas, J. A., & Friedman, W. J. (2012). Maltreated children's ability to estimate temporal location and numerosity of placement changes and court visits. Psychology, Policy and Law, 18(1), 79-104. DOI:10.1037/a0024812