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Social Perception in Infancy: A Near Infrared Spectroscopy Study, Sarah Lloyd-Fox, Anna Blasi, Agnes Volein, Nick Everdell, Clare E. Elwell, and Mark H. Johnson.

Probing the Neural Correlates of Anticipated Peer Evaluation in Adolescence, Amanda E. Guyer, Erin B. McClure-Tone, Nina D. Shiffrin, Daniel S. Pine, and Eric E. Nelson.

The Effects of Early Experience on Face Recognition: An Event-Related Potential Study of Institutionalized Children in Romania, Margaret C. Moulson, Alissa Westerlund, and Charles A. Nelson.

The Development of Emotion Recognition in Individuals With Autism, Keiran M. Rump, Joyce L. Giovannelli, Nancy J. Minshew, and Mark S. Strauss.

Prevention Effects Moderate the Association of 5-HTTLPR and Youth Risk Behavior Initiation: G×E Hypotheses Tested via a Randomized Prevention Design, Gene H. Brody, Steven R. H. Beach, Robert A. Philibert, Yi-fu Chen, and Velma McBride Murry.

Orthography and the Development of Reading Processes: An Eye-Movement Study of Chinese and English, Gary Feng, Kevin F. Miller, Hua Shu, and Houcan Zhang.

Differential Effects of Maternal Sensitivity to Infant Distress and Nondistress on Social-Emotional Functioning, Esther M. Leerkes, A. Nayena Blankson, and Marion O’Brien.

Fathers’ and Mothers’ Parenting Predicting and Responding to Adolescent Sexual Risk Behaviors, Rebekah Levine Coley, Elizabeth Votruba-Drzal, and Holly Schindler.

Neurodevelopmental Effects of Early Deprivation in Postinstitutionalized Children, Seth Pollak.

Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods, JoAnn Farver, Christopher J. Lonigan, and Stefanie Eppe.

Concurrent and Longitudinal Relationships Between Children’s Sleep and Cognitive Functioning: The Moderating Role of Parent Education, Joseph Buckhalt, Mona El-Sheikh, Peggy Keller, and Ryan Kelly.

American and Chinese Early Adolescents’ Inclusion of Their Relationships With Their Parents in Their Self-Construals, Eva Pomerantz, Lili Qin, Qian Wang, and Huichang Chen.

Mother–Child Planning, Child Emotional Functioning, and Children’s Transition to First Grade, Susan Perez and Mary Gauvain.

Metamemory Development: Understanding the Role of Similarity in False Memories, Vikram Jaswal and Chad S. Dodson.

Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes, Jennifer Lansford, Michael M. Criss, Kenneth A. Dodge, Daniel S. Shaw, Gregory S. Pettit, and John E. Bates.

Early Child Language Mediates the Relation Between Home Environment and School Readiness, Nadine Forget-Dubois, Ginette Dionne, Jean-Pascal Lemelin, Daniel Perusse, Richard E. Tremblay, and Michel Boivin.

The Etiology of Science Performance: Decreasing Heritability and Increasing Importance of the Shared Environment From 9 to 12 Years of Age, Claire Haworth, Philip S. Dale, and Robert Plomin.

Maternal Sleep-Related Cognitions and Infant Sleep: A Longitudinal Study From Pregnancy Through the First Year, Liat Tikotzky and Avi Sadeh.

Home and Parenting Resources Available to Siblings Depending on Their Birth Intention Status, Jennifer Barber and Patricia East.

Early Family and Child-Care Antecedents of Awakening Cortisol Levels in Adolescence, Glenn I. Roisman, Elizabeth Susman, Kortnee Barnett-Walker, Cathryn Booth-LaForce, Margaret Tresch Owen, Jay Belsky, Robert H. Bradley, Renate Houts, Laurence Steinberg, and the NICHD Early Child Care Research Network.

Young Children’s Trust in Their Mother’s Claims: Longitudinal Links With Attachment Security in Infancy, Kathleen Corriveau, Paul L. Harris, Elizabeth Meins, Charles Fernyhough, Bronia Arnott, Lorna Elliott, Beth Liddle, Alexandra Hearn, Lucia Vittorini, and Marc de Rosnay.

The Value of Vocalizing: Five-Month-Old Infants Associate Their Own Noncry Vocalizations With Responses From Caregivers, Michael Goldstein, Jennifer Schwade, and Marc Bornstein.

The Effects of Peer Victimization and Physical Aggression on Changes in Internalizing From First to Third Grade, Bonnie Leadbeater and Wendy L. Hoglund.

A Longitudinal Study of Forms and Functions of Aggressive Behavior in Early Childhood, Dianna Murray-Close and Jamie M. Ostrov.

Peer Effects on Children’s Language Achievement During Pre-Kindergarten, Andrew Mashburn, Laura M. Justice, Jason T. Downer, and Robert C. Pianta.

Relationship Between Parenting Quality and Cognitive Performance of Children Experiencing Varying Amounts of Child Care, Esther Adi-Japha and Pnina Klein.

From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children’s Executive Functioning, Annie Bernier, Stephanie M. Carlson, and Natasha Whipple.

Statistical Learning in a Natural Language by 8-Month-Old Infants, Bruna Pelucchi, Jessica F. Hay, and Jenny R. Saffran.

Recognition of Moving and Static Faces by Young Infants, Yumiko Otsuka, Yukuo Konishi, So Kanazawa, Masami K. Yamaguchi, Hervé Abdi, and Alice J. O’Toole.

A Good Story: Children With Imaginary Companions Create Richer Narratives, Gabriel Trionfi and Elaine Reese.

Causal Supports for Early Word Learning, Amy Booth.

Aspects of Fetal Memory, Chantal Dirix, Jan Nijhuis, Henk Jongsma, and Gerard Hornstra.

The Motivational Landscape of Early Adolescence in the United States and China: A Longitudinal Investigation, Qian Wang and Eva M. Pomerantz.

Early Attachment Organization Moderates the Parent–Child Mutually Coercive Pathway to Children’s Antisocial Conduct, Grazyna Kochanska, Robin A. Barry, Sarah A. Stellern, and Jessica J. O’Bleness.