Two-Year-Olds Use the Generic/Nongeneric Distinction to Guide Their Inferences About Novel Kinds, Susan Graham, Samantha Nayer, and Susan Gelman.
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.
Object Similarity Bootstraps Young Children to Action-Based Verb Extensions, Etsuko Haryu, Mutsumi Imai, and Hiroyuki Okada.
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.
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.
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.
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.
Relationship Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities, David K. Dickinson and Michelle V. Porche.
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.
Consequences of “Minimal” Group Affiliations in Children, Yarrow Dunham, Andrew Baron, and Susan Carey.
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.
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 Co-Location, 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.
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.
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 Non-Maternal 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.
The Development of Uncertainty Monitoring in Early Childhood, Kristen E. Lyons and Simona Ghetti.
Critical Consciousness Development and Political Participation Among Marginalized Youth, Matthew Diemer and Cheng-Hsien Li.
The Moderating Capacity of Racial Identity Between Perceived Discrimination and Psychological Well-being Over Time Among African American Youth, Eleanor Seaton, Enrique Neblett, Rachel D. Upton, Wizdom Powell Hammond, and Robert Sellers.
Antecedents and Outcomes of Joint Trajectories of Mother–Son Conflict and Warmth During Middle Childhood and Adolescence, Christopher Trentacosta, Michael Criss, Daniel Shaw, Eric Lacourse, Luke Hyde, and Thomas Dishion.
Parenting and Infant Difficulty: Testing a Mutual Exacerbation Hypothesis to Predict Early Onset Conduct Problems, Michael Lorber and Byron Egeland.
Vision for Action in Toddlers: The Posting Task, Sandra Y. Street, Karin H. James, Susan S. Jones, and Linda B. Smith.
The Gap Between Spanish-Speakers’ Word Reading and Word Knowledge: A Longitudinal Study, Jeannette Mancilla-Martinez and Nonie K. Lesaux.
African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior, Travis Wilson and Philip C. Rodkin.
Characterizing and Comparing the Friendships of Anxious-Solitary and Unsociable Preadolescents, Gary Ladd, Becky Kochenderfer-Ladd, Natalie D. Eggum, Karen Kochel, and Erin McConnell.
The Effect of Narrative Cues on Infants’ Imitation From Television and Picture Books, Gabrielle Simcock, Kara Garrity, and Rachel Barr.
Social Groups and Children’s Intergroup Attitudes: Can School Norms Moderate the Effects of Social Group Norms? Drew Nesdale and Michael J. Lawson.
Differential Susceptibility to Adolescent Externalizing Trajectories: Examining the Interplay Between CHRM2 and Peer Group Antisocial Behavior, Shawn Latendresse, John Bates, Jackson Goodnight, Kenneth Dodge, Jennifer Lansford, Gregory Pettit, John Budde, Alison Goate, and Danielle Dick.
Newborn Irritability Moderates the Association Between Infant Attachment Security and Toddler Exploration and Sociability, Brandi Stupica, Laura J. Sherman, and Jude Cassidy.
Salivary Cortisol Mediates Effects of Poverty and Parenting on Executive Functions in Early Childhood, Clancy Blair, Douglas A. Granger, Michael Willoughby, Roger Mills-Koonce, Martha Cox, Mark T. Greenberg, Katie T. Kivlighan, Christine K. Fortunato, and Family Life Project Investigators.
Context Matters in Child and Family Policy, Kenneth Dodge.
The Influence of Classroom Aggression and Classroom Climate on the Early Development of Aggressive-Disruptive Behavior Problems in School, Duane Thomas, Karen Bierman, CJ Powers, and Conduct Problems Prevention Research Group.
Trajectories of Parenting and Child Negative Emotionality During Infancy and Toddlerhood: A Longitudinal Analysis, Shannon Lipscomb, Leslie Leve, Gordon Harold, Jenae M. Neiderhiser, Daniel Shaw, Xiaojia Ge, and David Reiss.
Gene-Environment Processes Linking Aggression, Peer Victimization, and the Teacher–Child Relationship, Mara Brendgen, Michel Boivin, Edward Dylan Barker, Frank Vitaro, Alain Girard, Ginette Dionne, Richard E. Tremblay, and Daniel Perusse.
Developmental Changes in Item and Source Memory: Evidence From an ERP Recognition Memory Study With Children, Adolescents, and Adults, Volker Sprondel, Kerstin H. Kipp, and Axel Mecklinger.
Development of Subjective Recollection: Understanding of and Introspection on Memory States, Simona Ghetti, Chiara Mirandola, Laura Angelini, Cesare Cornoldi, and Elisa Ciaramelli.
Mechanism, David Buchanan and David Sobel.
Peer Rejection and HPA Activity in Middle Childhood: Friendship Makes a Difference, Ellen Peters, J. Marianne Riksen-Walraven, Antonius H. N. Cillessen, and Carolina De Weerth.
Developmental Change in the ERP Responses to Familiar Faces in Toddlers With Autism Spectrum Disorders Versus Typical Development, Sara Jane Webb, Emily Jones, Kristen Merkle, Kaitlin Venema, Jessica Greenson, Michael Murias, and Geraldine Dawson.
Understanding Conceptual Development Along the Implicit–Explicit Dimension: Looking Through the Lens of the Representational Redescription Model, Chi-ngai Cheung and Wan-chi Wong.
Associations Between Reading Achievement and Independent Reading in Early Elementary School: A Genetically Informative Cross-Lagged Study, Nicole Harlaar, Kirby Deater-Deckard, Lee A. Thompson, Laura DeThorne, and Stephen A. Petrill.
Does the Quality of Stimulation and Support in the Home Environment Moderate the Effect of Early Education Programs? Robert Bradley, Lorraine McKelvey, and Leanne Whiteside-Mansell.
Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency, Silvia Place and Erika Hoff.
The Nature of Preschoolers’ Concept of Living and Man-Made Objects, Tessa E. Margett and David C. Witherington.
Epistemic States and Traits: Preschoolers Appreciate the Differential Informativeness of Situation-Specific and Person-Specific Cues to Knowledge, Patricia Brosseau-Liard and Susan A. J. Birch.
Beyond Situational Ambiguity in Peer Conflict: Unique and Combined Effects of Situational Cues From an Antagonist and a Best Friend, Heather Smith-Schrandt, Tiina Ojanen, Ellis Gesten, Marissa A. Feldman, and Casey D. Calhoun.
A Punitive Environment Fosters Children’s Dishonesty: A Natural Experiment, Victoria Talwar and Kang Lee.
Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills? Laura Justice, Yaacov Petscher, Chris Schatschneider, and Andrew Mashburn.
Sources of Continuity and Change in Activity Level in Early Childhood, Kimberly Saudino.
Conformity to Peer Pressure in Preschool Children, Daniel Haun and Michael Tomasello.
Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment, Brad Farrant, Murray Maybery, and Janet Fletcher.
School Attendance Problems and Youth Psychopathology: Structural Cross-Lagged Regression Models in Three Longitudinal DataSets, Jeffrey J. Wood, Sarah D. Lynne, David A. Langer, Patricia A. Wood, J. Mark Eddy, Shaunna Clark, and Nicholas Ialongo.
The Influence of Mother, Father, and Child Risk on Parenting and Children’s Cognitive and Social Behaviors, Natasha Cabrera, Jay Fagan, Vanessa Wight, and Cornelia Schadler.
Patterns of School Readiness Forecast Achievement and Socioemotional Development, Terri Sabol and Robert Pianta.
Predictors of Susceptibility to Peer Influence Regarding Substance Use in Adolescence, Joseph Allen, Joanna Chango, David Szwedo, Megan Schad, and Emily Marston.
Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations, Robin Banerjee, Dawn Watling, and Marcella Caputi.
Head-Mounted Eye-Tracking: A New Method to Describe the Visual Ecology of Infants, John Franchak, Kari Kretch, Kasey Soska, and Karen Adolph.
Children Are Not Like Older Adults: A Diffusion Model Analysis of Developmental Changes in Speeded Responses, Roger Ratcliff, Jessica Love, Clarissa A. Thompson, and John E. Opfer.
A Psychobiological Perspective on Working Memory Performance at 8 Months of Age, Martha Ann Bell.
Note: This list includes all accepted manuscripts assigned to more recent issues and accepted manuscripts that have yet to be assigned to an issue. It will display more and more results as time goes on.