Manuscripts Accepted for Publication


An Ecological Approach to Promoting Early Adolescent Mental Health and Social Adaptation: Family Centered Intervention in Public Middle Schools, Elizabeth Stormshak, Arin M. Connell, Marie-Helene Veronneau, Michael W. Myers, Thomas J. Dishion, Kathryn Kavanagh, and Allison S. Caruthers.

Assessing the Effects of a Work-Based Antipoverty Program for Parents on Youth’s Future Orientation and Employment Experiences, Rachel Kaplan, Vonnie C. McLoyd, Kelly Purtell, and Aletha Huston.

Prospective Associations Between Peer Victimization and Aggression, Jamie Ostrov.

Relations Between Physiological and Cognitive Regulatory Systems: Infant Sleep Regulation and Subsequent Executive Functioning, Annie Bernier, Stephanie M. Carlson, Stéphanie Bordeleau, and Julie Carrier.

Reading Minds: The Relation Between Children’s Mental State Knowledge and Their Metaknowledge About Reading, Serena Lecce, Silvia Zocchi, Adriano Pagnin, Paola Palladino, and Mele Taumoepeau.

Do Black and Hispanic Children Benefit More From Preschool? Understanding Differences in Preschool Effects Across Racial Groups, Daphna Bassok.

Adolescents’ Development of Skills for Agency in Youth Programs: Learning to Think Strategically, Reed Larson and Rachel Angus.

Preverbal Infants Anticipate That Food Will Be Brought to the Mouth: An Eye Tracking Study of Manual Feeding and Flying Spoons, Olga Kochukhova and Gustaf Gredebäck.

Intergenerational Continuity in Child Maltreatment: Mediating Mechanisms and Implications for Prevention, Lisa Berlin, Karen Appleyard, and Kenneth Dodge.

Race Salience and Essentialist Thinking in Racial Stereotype Development, Kristin Pauker, Nalini Ambady, and Evan Apfelbaum.

Differing Levels of Gender Salience in Preschool Classrooms: Effects on Childrens Gender Attitudes and Intergroup Bias, Lacey J. Hilliard and Lynn S. Liben.

Comprehension of Infrequent Subject–Verb Agreement Forms: Evidence From French-Learning Children, Geraldine Legendre, Isabelle Barriere, Louise Goyet, and Thierry Nazzi.

Two-Year-Olds Use the Generic/Nongeneric Distinction to Guide Their Inferences About Novel Kinds, Susan Graham, Samantha Nayer, and Susan Gelman.

Goal Neglect and Working Memory Capacity in 4- to 6-Year-Old Children, Stuart Marcovitch, Janet J. Boseovski, Robin J. Knapp, and Michael J. Kane.

The Social Costs of Academic Success Across Ethnic Groups, Thomas E. Fuller-Rowell and Stacey N. Doan.

Children’s Reasoning About Disclosing Adult Transgressions: Effects of Maltreatment, Child Age, and Adult Edentity, Thomas Lyon, Elizabeth A. Ahern, Lindsay A. Malloy, and Jodi A. Quas.

Understanding Bullying and Victimization During Childhood and Adolescence: A Mixed Methods Study, Nancy Guerra, Kirk R. Williams, and Shelly Sadek.

A Developmental Perspective on Executive Function, John R. Best and Patricia Miller.

Pathways to Mathematics: Longitudinal Predictors of Performance, Jo-Anne LeFevre, Lisa Fast, Sheri-Lynn Skwarchuk, Brenda Smith-Chant, Jeffrey Bisanz, Deepthi Kamawar, and Marcie Penner-Wilger.

Development in Children’s Comprehension of Linguistic Register, Laura Wagner, Maia Greene-Havas, and Rebecca Gillespie.

How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition, Clarissa Thompson and John Opfer.

Toddlers’ Prosocial Behavior: From Instrumental to Empathic to Altruistic Helping, Margarita Svetlova, Sara R. Nichols, and Celia A. Brownell.

A Large-Scale Evaluation of the KiVa Anti-Bullying Program, Antti Kärnä, Marinus Voeten, Elisa Poskiparta, Todd D. Little, Anne Kaljonen, and Christina Salmivalli.

Movement Planning Reflects Skill Level and Age Changes in Toddlers, Yu-ping Chen, Rachel Keen, Kerstin Rosander, and Claes von Hofsten.

Young Children Selectively Avoid Helping People With Harmful Intentions, Amrisha Vaish, Malinda Carpenter, and Michael Tomasello.

Danish Majority Children’s Reasoning About Exclusion Based on Gender and Ethnicity, Signe Juhl Moller and Harriet Tenenbaum.

How Does It Look? Level 2 Perspective Taking at 36 Months of Age, Henrike Moll and Andrew Meltzoff.

Emotion Discourse, Social Cognition, and Social Skills in Children With and Without Developmental Delays, Rachel M. Fenning, Bruce L. Baker, and Jaana Juvonen.

A Monozygotic Twin Differences Study of Friends’ Aggression and Children’s Adjustment Problems, Frank Vitaro, Mara Brendgen, Michel Boivin, Stephane Cantin, Ginette Dionne, Richard E. Tremblay, Alain Girard, and Daniel Perusse.

Gender Differences in Adolescents’ Daily Interpersonal Events and Well-Being, Lisa Flook.

Teacher–Child Relationships and the Development of Academic and Behavioral Skills During Elementary School: A Within- and Between-Child Analysis, Carolina Maldonado-Carreño and Elizabeth Votruba-Drzal.

The Effects of the Fast Track Preventive Intervention on the Development of Conduct Disorder Across Childhood, Conduct Problems Prevention Research Group.

Object Similarity Bootstraps Young Children to Action-Based Verb Extensions, Etsuko Haryu, Mutsumi Imai, and Hiroyuki Okada.

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, Joseph Durlak, Roger Weissberg, Allison Dymnicki, Rebecca Taylor, and Kriston Schellinger.

Science Does Not Speak for Itself: Translating Child Development Research for the Public and Its PolicyMakers, Jack Shonkoff and Susan Nall Bales.

Domain General Constraints on Statistical Learning, Erik Thiessen.

Reciprocal Relations Between Parenting and Adjustment in a Sample of Juvenile Offenders, Lela Rankin Williams and Laurence Steinberg.

A Randomized Controlled Trial of Child FIRST: A Comprehensive Home-Based Intervention Translating Research Into Early Childhood Practice, Darcy I. Lowell, Alice S. Carter, Leandra Godoy, Belinda Paulicin, and Margaret J. Briggs-Gowan.

Latino Adolescents’ Experiences of Discrimination Across the First 2 Years of High School: Correlates and Influences on Educational Outcomes, Aprile Benner and Sandra Graham.

The Generic/Nongeneric Distinction Influences How Children Interpret New Information About Social Others, Andrei Cimpian and Ellen M. Markman.

Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research, Stephanie Jones, Joshua Brown, and J. Lawrence Aber.

Conditional Reasoning With False Premises Facilitates the Transition Between Familiar and Abstract Reasoning, Henry Markovits and Hugues Lortie Forgues.

When Easy Comes Hard: The Development of Adaptive Strategy Selection, Rui Mata, Bettina von Helversen, and Joerg Rieskmap.

Coherent Motion Sensitivity and Reading Development in the Transition from Prereading to Reading Stage, Bart Boets, Maaike Vandermosten, Piers Cornelissen, Jan Wouters, and Pol Ghesquière.

Same-Ethnic Friendship Preferences Among German and Turkish Preadolescents Attending Ethnically Heterogeneous Schools, Philipp Jugert, Peter Noack, and Adam Rutland.

Holistic Face Processing in Newborns, 3-Month-Old Infants, and Adults: Evidence From the Composite Face Effect, Chiara Turati, Elisa Di Giorgio, Lara Bardi, and Francesca Simion.

Math-Gender Stereotypes in Elementary School Children, Dario Cvencek, Andrew N. Meltzoff, and Anthony G. Greenwald.

Reporter Discrepancies Among Parents, Adolescents, and Peers: Adolescent Attachment and Informant Depressive Symptoms as Explanatory Factors, Katherine B. Ehrlich, Jude Cassidy, and Matthew J. Dykas.

Urban and Rural Chinese Adolescents’ Judgments and Reasoning About Personal and Group Jurisdiction, Charles Helwig, Shaogang Yang, Dingliang Tan, Chunqiong Liu, and Tiffany Shao.

Childhood Trauma and Psychiatric Disorders as Correlates of School Dropout in a National Sample of Young Adults, Michelle V. Porche, Lisa R. Fortuna, Julia Lin, and Margarita Alegria.

The Role of Peer Relationships in the Development of Early School-Age Externalizing Problems, Cristina Sturaro, Pol A. C. van Lier, Pim Cuijpers, and Hans M. Koot.

Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities, David K. Dickinson and Michelle V. Porche.

Intergenerational Transmission of Adaptive Functioning: A Test of the Interactionist Model of SES and Human Development, Thomas Schofield, Monica Martin, Katherine Conger, Brent Donnellan, Tricia Neppl, and Rand Conger.

Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School-Based Mentoring, Carla Herrera, Jean Baldwin Grossman, Tina J. Kauh, and Jennifer McMaken.

Remission of Depression in Parents: Links to Healthy Functioning in Their Children, Judy Garber, Jeffrey A. Ciesla, Elizabeth McCauley, Guy Diamond, and Kelly A. Schloredt.

Double Jeopardy: Poorer Social-Emotional Outcomes for Children in the NICHD SECCYD Experiencing Home and Child Care Environments That Confer Risk, Sarah Watamura, Deborah Phillips, Taryn Morrissey, Kathleen McCartney, and Kristen Bub.

Imagining a Way Out of the Gravity Bias: Preschoolers Can Visualize the Solution to a Spatial Problem, Amy Joh, Vikram Jaswal, and Rachel Keen.

Sequential Progressions in a Theory of Mind Scale: Longitudinal Perspectives, Henry Wellman, Fuxi Fang, and Candida Peterson.

Can Maltreated Children Inhibit True and False Memories for Emotional Information? Mark Howe, Sheree Toth, and Dante Cicchetti.

Parents’ Involvement in Children’s Learning in the United States and China: Implications for Children’s Academic and Emotional Adjustment, Cecilia Cheung and Eva Pomerantz.

Four Children and One Toy: Chinese and Canadian Children Faced With Potential Conflict Over a Limited Resource, Doran French, Xinin Chen, Janet Chung, Miao Li, Dan Li, Huichang Chen, and Li Wang.

Influence of Eye Gaze on Spoken Word Processing: An ERP Study With Infants, Eugenio Parise, Andrea Handl, Letizia Palumbo, and Angela Friederici.

Infant and Maternal Sensitivity to Interpersonal Timing, Anne Henning and Tricia Striano.

Emotion Regulation Profiles, Temperament, and Adjustment Problems in Preadolescents, Maureen Zalewski, Liliana J. Lengua, Anna C. Wilson, Anika Trancik, and Alissa Bazinet.

Developmental Pathways to Integrated Social Skills: The Roles of Parenting and Early Intervention in Raising Healthy Children, Catherine Ayoub, Claire Vallotton, and Ann Mastergeorge.

Consequences of “Minimal” Group Affiliations in Children, Yarrow Dunham, Andrew Baron, and Susan Carey.

Revisiting the Impact of Part-Time Work on Adolescent Adjustment: Distinguishing Between Selection, Kathryn C. Monahan, Joanna Lee, and Laurence Steinberg.

Parents as Moderators of the Impact of School Norms and Peer Influences on Aggression in Middle School Students, Albert Farrell, David B. Henry, Sally Mays, and Michael E. Schoeny.

The ABCs of Family Mealtimes: Observational Lessons for Promoting Healthy Outcomes for Children With Persistent Asthma, Barbara Fiese, Marcia A. Winter, and Joanna Corra Botti.

Language Development in Internationally Adopted Children: A Special Case of Early Second Language Learning, Karine Gauthier and Fred Genesee.

Third-Party Social Interaction and Word Learning From Video, Kate O’Doherty, Georgene L. Troseth, Priya Shimpi, Elizabeth Goldenberg, Nameera Akhtar, and Megan M. Saylor.

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability, Nina Saine, Marja-Kristiina Lerkkanen, Timo Ahonen, Asko Tolvanen, and Heikki Lyytinen.

Desire for Increased Autonomy and Adolescents’ Perceptions of Peer Autonomy: “Everyone Else Can; Why Can’t I?” Christopher Daddis.

Almost Thinking Counterfactually: Children’s Understanding of Close Counterfactuals, Sarah Beck and Carlie Guthrie.

CSRP’s Impact on Low-Income Preschoolers’ Pre-Academic Skills: Self-Regulation as a Mediating Mechanism, C. Cybele Raver, Stephanie M. Jones, Christine Li-Grining, Fuhua Zhai, Kristen Bub, and Emily Pressler.

Does God Make It Real? Children’s Belief in Religious Stories From the Judeo-Christian Tradition, Victoria Cox Vaden and Jacqueline D. Woolley.

Changes in Early Adolescents’ Sense of Responsibility to Their Parents in the United States and China: Implications for Their Academic Functioning, Eva Pomerantz, Lili Qin, Qian Wang, and Huichang Chen.

Two- to Eight-Month-Old Infants’ Perception of Dynamic Auditory–Visual Spatial Colocation, Gavin Bremner, Alan Slater, Scott Johnson, Uschi Mason, Jo Spring, and Maggie Bremner.

Longitudinal Associations Between Marital Instability and Child Sleep Problems Across Infancy and Toddlerhood in Adoptive Families, Anne Mannering, Gordon Harold, Leslie Leve, Katherine Shelton, Daniel Shaw, Rand Conger, Jenae Neiderhiser, Laura Scaramella, and David Reiss.

Promoting Effective Parenting Practices and Preventing Child Behavior Problems in School, Laurie Brotman, Esther Calzada, Keng-Yen Huang, Sharon Kingston, Spring Dawson-McClure, Dimitra Kamboukos, Amanda Rosenfelt, Ami Schwab, and Eva Petkova.

Age 26 Cost–Benefit Analysis of the Child-Parent Center Early Education Program, Arthur Reynolds, Judy Temple, Barry White, Suh-Ruu Ou, and Dylan Robertson.

Infantile Amnesia Across the Years: A 2-Year Follow-Up of Children’s Earliest Memories, Carole Peterson, Kelly L. Warren, and Megan M. Short.

Hemoglobin, Growth, and Attention of Infants in Southern Ethiopia, Nicki Aubuchon-Endsley, Stephanie L. Grant, Getenesh Berhanu, David G. Thomas, Sarah Schrader, Devon Eldridge, Tay S. Kennedy, and Michael Hambidge.

Transition From Crawling to Walking and Infants’ Actions With Objects and People, Lana Karasik, Catherine Tamis-LeMonda, and Karen Adolph.

The Genetic and Environmental Covariation Among Psychopathic Personality Traits and Reactive and Proactive Aggression in Childhood, Serena Bezdjian, Catherine Tuvblad, Adrian Raine, and Laura A. Baker.

Structure Mapping and Relational Language Support Children’s Learning of Relational Categories, Dedre Gentner, Florencia K. Anggoro, and Raquel S. Klibanoff.

Narrative Elaboration and Participation: Two Dimensions of Maternal Elicitation Style, Gigliana Melzi, Adina R. Schick, and Joy L. Kennedy.

Does Felt Gender Compatibility Mediate Influences of Self-Perceived Gender Nonconformity on Early Adolescents’ Psychosocial Well-Being? Meenakshi Menon.

Theory of Mind and Social Interest in Zero Acquaintance Play Situations, Chris Moore, Sandra Bosacki, and Shannon Macgillivray.

Media as Social Partners: The Social Nature of Young Children’s Learning From Screen Media, Rebekah Richert, Michael B. Robb, and Erin I. Smith.

Protecting Children From the Consequences of Divorce: A Longitudinal Study of the Effects of Parenting on Children’s Coping Processes, Clorinda Velez, Sharlene Wolchik, Jenn-Yun Tein, and Irwin Sandler.

Preschoolers’ Quarantining of Fantasy Stories, Rebekah Richert and Erin I. Smith.

Effect of Foster Care on Young Children’s Language Learning, Jennifer Windsor, Joann Benigno, Christine Wing, Patrick Carroll, Sebastian Koga, Charles Nelson, Nathan Fox, and Charles Zeanah.

Why Don’t Smart Teens Have Sex? A Behavioral Genetic Approach, Kathryn Paige Harden and Jane Mendle.

Preschoolers’ Use of Morphosyntactic Cues to Identify Generic Sentences: Indefinite Singular Noun Phrases, Tense, and Aspect, Andrei Cimpian, Trent J. Meltzer, and Ellen M. Markman.

Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability, Michele Mazzocco, Lisa Feigenson, and Justin Halberda.

Imitation in Infancy: Rational or Motor Resonance? Markus Paulus, Sabine Hunnius, Marlies Vissers, and Harold Bekkering.

Effects of Nonmaternal Care in the First 3 Years on Children’s Academic Skills and Behavioral Functioning in Childhood and Early Adolescence, Sara Jaffee, Carol Van Hulle, and Joseph Rodgers.

Shyness-Sensitivity and Unsociability in Rural Chinese Children: Relations With Social, School, and Psychological Adjustment, Xinyin Chen and Li Wang.

Age Differences in Strategic Planning as Indexed by the Tower of London, Dustin Albert and Laurence Steinberg.

Young Children’s Learning and Transfer of Biological Information From Picture Books to Real Animals, Patricia Ganea, Lili Ma, and Judy DeLoache.

Characterizing Children’s Expectations About Expertise and Incompetence: Halo or Pitchfork Effects? Melissa Koenig and Vikram K. Jaswal.

Wherein Lies Children’s Intergroup Bias? Egocentrism, Social Understanding, and Social Projection, Dominic Abrams.

Can Children With Autism Spectrum Disorders “Hear” a Speaking Face? Julia Irwin, Lawrence Brancazio, Lauren Tornatore, and D. H. Whalen.

The Home Learning Environment Across the First 5 Years: Associations With Children’s Vocabulary and Emergent Literacy Skills at Pre-Kindergarten, Eileen T. Rodriguez and Catherine S. Tamis-LeMonda.

A Longitudinal Examination of African American Adolescents’ Attributions About Achievement Outcomes, Akilah Swinton, Beth Kurtz-Costes, Stephanie Rowley, and Ndidi Okeke.

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood, Cari Gillen-O’Neel, Diane N. Ruble, and Andrew J. Fuligni.

Examining the Black–White Achievement Gap Among Low-Income Children: Using the NICHD Study of Early Child Care and Youth Development, Margaret Burchinal, Kathleen McCartney, Laurence Steinberg, Robert Crosnoe, Sarah L. Friedman, Vonnie McLoyd, and Robert Pianta.

A Longitudinal Study of Religious Identity and Participation During Adolescence, Anna Lopez, Virginia Huynh, and Andrew Fuligni.

Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children’s Understanding of Mathematical Equivalence, Nicole M. McNeil, Emily R. Fyfe, Lori A. Petersen, April E. Dunwiddie, and Heather Brletic-Shipley.

Reciprocal Associations Between Family and Peer Conflict in Adolescents’ Daily Lives, Grace Chung, Lisa Flook, and Andrew Fuligni.

The Development of Distrust, Kimberly Vanderbilt, David Liu, and Gail Heyman.

Developing Relationships, Being Cool, and Not Looking Like a Loser: Social Goal Orientation Predicts Children’s Responses to Peer Aggression, Karen D. Rudolph, Jamie L. Abaied, Megan Flynn, Niwako Sugimura, and Anna Monica Agoston.

Nonlinear Growth Curves in Developmental Research, Kevin Grimm, Nilam Ram, and Fumiaki Hamagami.

Developmental Continuity in Theory of Mind: Speed and Accuracy of Belief-Desire Reasoning in Children and Adults, Ian Apperly, Frances Warren, Benjamin Andrews, Jay Grant, and Sophie Todd.

Children’s Judgments of Emotion From Conflicting Cues in Speech: Why 6-Year-Olds Are So Inflexible, Matthew Waxer and J Morton.

Social-Emotional Effects of Early Childhood Education Programs in Tulsa, William Gormley Jr., Deborah A. Phillips, Katie Newmark, Kate Perper, and Shirley Adelstein.

Ancillary