Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? (Educational Psychology Review, (2022), 34, 3, (1445-1475), 10.1007/s10648-022-09667-4)

Luciano Gasser; Yvonne Dammert; P. Karen Murphy

doi:10.1007/s10648-022-09674-5

Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? (Educational Psychology Review, (2022), 34, 3, (1445-1475), 10.1007/s10648-022-09667-4)

Luciano Gasser, Yvonne Dammert, P. Karen Murphy

Research output: Contribution to journal › Comment/debate › peer-review

Abstract

The original published version of this article contained mistakes and the authors would like to correct them. The first name and family name of all three authors in the originally published version occurred in the reversed order. Their names should be captured as Luciano Gasser, Yvonne Dammert, and P. Karen Murphy The original article has been corrected.

Original language	English (US)
Pages (from-to)	1477
Number of pages	1
Journal	Educational Psychology Review
Volume	34
Issue number	3
DOIs	https://doi.org/10.1007/s10648-022-09674-5
State	Published - Sep 2022

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology

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10.1007/s10648-022-09674-5

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@article{48e0b8af7d734417a650d51c3de23a44,

title = "Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? (Educational Psychology Review, (2022), 34, 3, (1445-1475), 10.1007/s10648-022-09667-4)",

abstract = "The original published version of this article contained mistakes and the authors would like to correct them. The first name and family name of all three authors in the originally published version occurred in the reversed order. Their names should be captured as Luciano Gasser, Yvonne Dammert, and P. Karen Murphy The original article has been corrected.",

author = "Luciano Gasser and Yvonne Dammert and Murphy, {P. Karen}",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2022.",

year = "2022",

month = sep,

doi = "10.1007/s10648-022-09674-5",

language = "English (US)",

volume = "34",

pages = "1477",

journal = "Educational Psychology Review",

issn = "1040-726X",

publisher = "Springer New York",

number = "3",

}

Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? (Educational Psychology Review, (2022), 34, 3, (1445-1475), 10.1007/s10648-022-09667-4). / Gasser, Luciano; Dammert, Yvonne; Murphy, P. Karen.
In: Educational Psychology Review, Vol. 34, No. 3, 09.2022, p. 1477.

Research output: Contribution to journal › Comment/debate › peer-review

TY - JOUR

T1 - Correction to

T2 - How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? (Educational Psychology Review, (2022), 34, 3, (1445-1475), 10.1007/s10648-022-09667-4)

AU - Gasser, Luciano

AU - Dammert, Yvonne

AU - Murphy, P. Karen

PY - 2022/9

Y1 - 2022/9

N2 - The original published version of this article contained mistakes and the authors would like to correct them. The first name and family name of all three authors in the originally published version occurred in the reversed order. Their names should be captured as Luciano Gasser, Yvonne Dammert, and P. Karen Murphy The original article has been corrected.

AB - The original published version of this article contained mistakes and the authors would like to correct them. The first name and family name of all three authors in the originally published version occurred in the reversed order. Their names should be captured as Luciano Gasser, Yvonne Dammert, and P. Karen Murphy The original article has been corrected.

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DO - 10.1007/s10648-022-09674-5

M3 - Comment/debate

AN - SCOPUS:85127457128

SN - 1040-726X

VL - 34

SP - 1477

JO - Educational Psychology Review

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Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? (Educational Psychology Review, (2022), 34, 3, (1445-1475), 10.1007/s10648-022-09667-4)

Abstract

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