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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.

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.

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.

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.

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-Based Causal Reasoning in Young Children, 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.

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.

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

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

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

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.

Political Violence and Child Adjustment: Longitudinal Tests of Sectarian Antisocial Behavior, Family Conflict and Insecurity as Explanatory Pathways, E Mark Cummings, Christine E. Merrilees, Alice C. Schermerhorn, Marcie C. Goeke-Morey, Peter Shirlow, and Ed Cairns.

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.

Developmental Changes and Individual Differences in Young Children’s Moral Judgments, Judith Smetana, Wendy Rote, Marc Jambon, marina Tasopoulos-Chan, Myriam Villalobos, and Jessamy Comer.

Attention-Seeking During Caregiver Unavailability and Collaboration at Age 2, Marie-Pierre Gosselin and David R. Forman.

Observation and Initiation of Joint Action in Infants, Christine Fawcett and Ulf Liszkowski.

Adolescent Daily and General Maladjustment: Is There Reactivity to Daily Repeated Measures Methodologies? Adrienne Nishina.

Age Differences in Online Processing of Video: An Eye Movement Study, Heather Kirkorian, Daniel Anderson, and Rachel Keen.

Magic Memories: Young Children’s Verbal Recall After a 6-Year Delay, Fiona Jack, Gabrielle Simcock, and Harlene Hayne.

Intellectual Interest Mediates Gene-by-SES Interaction on Adolescent Academic Achievement, Elliot M. Tucker-Drob and K. Paige Harden.

Longitudinal Associations Among Youths’ Depressive Symptoms, Peer Victimization, and Low Peer Acceptance: An Interpersonal Process Perspective, Karen Kochel, Gary Ladd, and Karen Rudolph.

Little Pitchers Use Their Big Ears: Preschoolers Solve Problems By Listening to Others Ask Questions, Candice M. Mills, Judith H. Danovitch, Meridith G. Grant, and Fadwa B. Elashi.

Children’s Early Child Care and Their Mothers’ Later Involvement With Schools, Robert Crosnoe, Jennifer March Augustine, and Aletha C. Huston.

Early Action/Gesture Vocabulary and its Relationship With Word Comprehension and Production, Maria Cristina Caselli, Pasquale Rinaldi, Silvia Stefanini, and Virginia Volterra.

The Mind Behind the Message: Advancing Theory of Mind Scales for Typically Developing Children, and Those With Deafness, Autism, or Asperger Syndrome, Candida Peterson, Henry M. Wellman, and Virginia Slaughter.

A Network Method of Measuring Affiliation-Based Peer Influence: Assessing the Influences of Teammates’ Smoking on Adolescent Smoking, Kayo Fujimoto, Jennifer B. Unger, and Thomas W. Valente.

Egocentrism and Automatic Perspective-Taking in Children and Adults, Andrew Surtees and Ian Apperly.

Narcissism and Adjustment in Preadolescence, Rachel E. Pauletti, Madhavi Menon, Meenakshi Menon, Desiree D. Tobin, and David Perry.

Longitudinal Links Between Spanking and Children’s Externalizing Behaviors in a National Sample of White, Black, Hispanic, and Asian American Families, Elizabeth T. Gershoff, Jennifer E. Lansford, Holly R. Sexton, Pamela Davis-Kean, and Arnold J. Sameroff.

How Girls and Boys Expect That Talking About Problems Will Make Them Feel: Associations With Disclosure to Friends in Childhood and Adolescence, Amanda Rose, Rebecca A. Schwartz-Mette, Rhiannon L. Smith, Steven R. Asher, Lance P. Swenson, Wendy Carlson, and Erika M. Waller.

The Role of Motor Experience in Understanding Action Function: The Case of the Precision Grasp, Jeff Loucks and Jessica Sommerville.

How Do the Different Components of Episodic Memory Develop? Role of Executive Functions and Short-Term Feature-Binding Abilities, Laurence Picard, Sidonie Cousin, Bérengère Guillery-Girard, Francis Eustache, and Pascale Piolino.

Find Your Manners: How Do Infants Detect the Invariant Manner of Motion in Dynamic Events? Shannon Pruden, Tilbe Goksun, Sarah Roseberry, Kathy Hirsh-Pasek, and Roberta M. Golinkoff.

Effects of Labeling on Preschoolers’ Explicit False-Belief Performance: Outcomes of Cognitive Flexibility or Inhibitory Control? Jason Low and Samantha Simpson.

The Effects of Auditory Information on 4-Month-Old Infants’ Perception of Trajectory Continuity, Gavin Bremner, Alan M. Slater, Scott P. Johnson, Uschi C. Mason, and Jo Spring.

The Interplay Between Input and Initial Biases: Asymmetries in Vowel Perception During the First Year of Life, Ferran Pons, Bàrbara Albareda-Castellot, and Núria Sebastián-Gallés.

Socio-Cultural Input Facilitates Children’s Developing Understanding of Extraordinary Minds, Jonathan D. Lane, Henry M. Wellman, and E. Margaret Evans.

Beyond Semantic Accuracy: Preschoolers Evaluate a Speaker’s Reasons, Melissa Koenig.

The Coexistence of Natural and Supernatural Explanations Across Cultures and Development, Cristine H. Legare, E. Margaret Evans, Karl S. Rosengren, and Paul L. Harris.