Child development

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  Año 2005, Vol. 76, Número 2

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    Need for Approval and Children's Well-Being

    Colleen S. Conley, Karen D. Rudolph, Melissa S. Caldwell

    págs. 309-323

    
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    Children's Implicit Learning of Graphotactic and Morphological Regularities

    Sébastien Pacton, Pierre Perruchet, Michel Fayol

    págs. 324-339

    
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    Mapping Novel Nouns and Verbs Onto Dynamic Action Events: Are Verb Meanings Easier to Learn Than Noun Meanings for Japanese Children?

    Hiroyuki Okada, Mutsumi Imai, Etsuko Haryu

    págs. 340-355

    
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    Origins of Individual Differences in Theory of Mind: From Nature to Nurture?

    Terrie E. Moffitt, Avshalom Caspi, Sara R. Jaffee, Alan Taylor, Francesca Happ, Claire Hughes

    págs. 356-370

    
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    Parent¿Child Participation in Planning Children's Activities Outside of School in European American and Latino Families

    Susan M. Perez, Mary Gauvain

    págs. 371-383

    
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    Intergenerational Transmission of Warm-Sensitive-Stimulating Parenting: A Prospective Study of Mothers and Fathers of 3-Year-Olds

    Lianne Woodward, Jay Belsky, Phil A. Silva, Sara R. Jaffee, Judith Sligo

    págs. 384-396

    
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    Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

    Jürgen Baumert, Ulrich Trautwein, Olaf Köller, Oliver Lüdtke, Herbert W. Marsh

    págs. 397-416

    
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    The Peer Group as a Context: Moderating Effects on Relations Between Maternal Parenting and Social and School Adjustment in Chinese Children

    Yunfeng He, Hongyun Liu, Xinyin Chen, Lei Chang

    págs. 417-434

    
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    Daily Reports of Witnessing and Experiencing Peer Harassment in Middle School

    Adrienne Nishina, Jaana Juvonen

    págs. 435-450

    
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    Social Norms and Self-Presentation: Children's Implicit and Explicit Intergroup Attitudes

    Alan Milne, Peter McGeorge, Lindsey Cameron, Adam Rutland

    págs. 451-466

    
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    Mothers' Time With Infant and Time in Employment as Predictors of Mother¿Child Relationships and Children's Early Development

    Stacey Rosenkrantz Aronson, Aletha C. Huston

    págs. 467-482

    
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    Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement

    Bart Soenens, Lennia Matos, Joke Simons, Willy Lens, Maarten Vansteenkiste

    págs. 483-501

    
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    Steps in Theory-of-Mind Development for Children With Deafness or Autism

    Henry M. Wellman, David Liu, Candida C. Peterson

    págs. 502-517

    
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    Infant Emotional and Cortisol Responses to Goal Blockage

    Douglas Ramsay, Michael Lewis

    págs. 518-530

    
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    Manuscripts Accepted for Publication

    pág. 531