Manuscripts Accepted for Publication

Coherent Motion Sensitivity and Reading Development in the Transition from Pre-Reading 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.

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 Pre-adolescents, 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 Three 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 Five 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 Two-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.

Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations, Robin Banerjee, Dawn Watling, and Marcella Caputi.

Development of Ethnic, Racial, and National Prejudice in Childhood and Adolescence: A Multinational Meta-Analysis of Age Differences, Tobias Raabe and Andreas Beelmann.

When Friends Disappoint: Boys’ and Girls’ Responses to Transgressions of Friendship Expectations, Julie MacEvoy and Steven Asher.

Bilingualism and Academic Achievement, Wen-Jui Han.

Exploring Explanation: Explaining Inconsistent Evidence Informs Exploratory, Hypothesis-Testing Behavior in Young Children, Cristine Legare.

Individual Differences in Lexical Processing at 18 Months Predict Vocabulary Growth in Typically Developing and Late-Talking Toddlers, Anne Fernald and Virginia A. Marchman.

Graphic Symbols as “The Mind on Paper”: Links Between Children’s Interpretive Theory of Mind and Symbol Understanding, Lauren J. Myers and Lynn S. Liben.

Value Differentiation in Adolescence: The Role of Age and Cultural Complexity, Ella Daniel, David Schiefer, Anna Möllering, Maya Benish-Weisman, Klaus Boehnke, and Ariel Knafo.

Children’s Developing Commitments to Joint Goals, Katharina Hamann, Felix Warneken, and Michael Tomasello.

Child Development in Developing Countries: Introduction and Methods, Marc Bornstein, Pia Rebello Britto, Yuko Nonoyama-Tarumi, Yumiko Ota, Oliver Petrovic, and Diane L. Putnick.

Jimmy’s Baby Doll and Jenny’s Truck: Young Children’s Reasoning About Gender Norms, Clare Conry-Murray and Elliot Turiel.

Caseworker–Recipient Interaction: Welfare Office Differences, Economic Trajectories and Child Outcomes, Erin Godfrey and Hirokazu Yoshikawa.

Development in Children’s Sensitivity to Pitch Cues to Emotions, Carolyn Quam and Daniel Swingley.

Child Well-Being in Rural China: Children Left Behind by Their Migrant Parents and Children of Non-Migrant Families, Ming Wen and Danhua Lin.

Cognitive and Socioemotional Caregiving in Developing Countries, Marc Bornstein and Diane L. Putnick.

Forbidden Friends as Forbidden Fruit: Parental Supervision of Friendships, Contact with Deviant Peers, and Adolescent Delinquency, Loes Keijsers, Susan J.T. Branje, Skyler T. Hawk, Seth Schwartz, Tom Frijns, Hans M. Koot, Pol van Lier, and Wim Meeus.

Infants’ Developing Understanding of Social Gaze, Jonathan S. Beier and Elizabeth S. Spelke.

Infants Make Quantity Discriminations for Substances, Susan Hespos, Begum Dora, Lance J. Rips, and Stella Christie.

The Development of Communicative and Narrative Skills Among Preschoolers: Lessons From Forensic Interviews About Child Abuse, Irit Hershkowitz, Michael E. Lamb, Yael Orbach, Carmit Katz, and Dvora Horowitz.

A Behavior-Genetic Study of the Legacy of Early Caregiving Experiences, Glenn Roisman and R. Chris Fraley.

Social Judgments and Emotion Attributions About Exclusion in Switzerland, Tina Malti, Melanie Killen, and Luciano Gasser.

Housing Quality and Access to Material and Learning Resources Within the Home Environment in Developing Countries, Robert Bradley and Diane L. Putnick.

Child Development in Developing Countries: Child Rights and Policy Implications, Pia Britto and Nurper Ulkuer.

Infant and Young Child Feeding in Developing Countries, Mandana Arabi, Edward Frongillo, Rasmi Avula, and Nuné Mangasaryan.

Child-Rearing Discipline and Violence in Developing Countries, Jennifer Lansford and Kirby Deater-Deckard.

Looking on the Bright Side: Children’s Knowledge About the Benefits of Positive Versus Negative Thinking, Christi Bamford and Kristin Hansen Lagattuta.

Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education, Raluca Barac and Ellen Bialystok.

Do Lions Have Manes? For Children, Generics are About Kinds rather than Quantities, Amanda C. Brandone, Andrei Cimpian, Sarah-Jane Leslie, and Susan A. Gelman.

Perceptual Narrowing of Linguistic Sign Occurs in the First Year of Life, Stephanie Baker Palmer, Laurel Fais, Roberta Michnick Golinkoff, and Janet F. Werker.

The Pace of Vocabulary Growth Helps Predict Later Vocabulary Skill, Meredith Rowe, Stephen Raudenbush, and Susan Goldin-Meadow.

The Significance of Insecure and Disorganized Attachment for Children’s Internalizing Symptoms: A Meta-Analytic Study, Ashley M. Groh, Glenn I. Roisman, Marinus H. Van IJzendoorn, Marian J. Bakermans-Kranenburg, and R. Pasco Fearon.

Enhancing Attachment Organization Among Maltreated Children: Results of a Randomized Clinical Trial, Kristin Bernard, Mary Dozier, Johanna Bick, Erin Lewis, Oliver Lindhiem, and Elizabeth Carlson.

The Influence of Speaker Reliability on First Versus Second Label Learning, Sheila Krogh-Jespersen and Catharine H. Echols.