Acceso usuarios
págs. 1117-1121
Using Saliency Maps to Separate Competing Processes in Infant Visual Cognition
Nadja Althaus, Denis Mareschal
págs. 1122-1128
12-Month-Olds’ Phonotactic Knowledge Guides Their Word–Object Mappings
Heather MacKenzie, Suzanne Curtin, Susan A. Graham
págs. 1129-1136
Distributing Learning Over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts
Haley A. Vlach, C. M. Sandhofer
págs. 1137-1144
Thinking in Categories or Along a Continuum: Consequences for Children’s Social Judgments
Allison Master, Ellen M. Markman, Carol S. Dweck
págs. 1145-1163
Relations Between Colorblind Socialization and Children’s Racial Bias: Evidence From European American Mothers and Their Preschool Children
Erin Pahlke, Rebecca S. Bigler, Marie-Anne Suizzo
págs. 1164-1179
Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success
Jantine L. Spilt, Jan N. Hughes, Jiun-Yu Wu, Oi-man Kwok
págs. 1180-1195
Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents: Exploring Pathways to Success
Noelle M. Hurd, Bernadette Sánchez, Marc A. Zimmerman, Cleopatra H. Caldwell
págs. 1196-1212
Family Process and Peer Deviance Influences on Adolescent Aggression: Longitudinal Effects Across Early and Middle Adolescence
Mark J. Benson, Cheryl Buehler
págs. 1213-1228
Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement
Claire E. Cameron, Laura L. Brock, William M. Murrah, Lindsay H. Bell, Samantha L. Worzalla, David W Grissmer, Frederick J Morrison
págs. 1229-1244
Separating the Fish From the Sharks: A Longitudinal Study of Preschool Response Inhibition
Sandra A. Wiebe, Tiffany D. Sheffield, Kimberly Andrews Espy
págs. 1245-1261
págs. 1262-1274
Child Temperament Moderates Effects of Parent–Child Mutuality on Self-Regulation: A Relationship-Based Path for Emotionally Negative Infants
Sanghag Kim, Grazyna Kochanska
págs. 1275-1289
Enhanced Handling and Positioning in Early Infancy Advances Development Throughout the First Year
Michele A. Lobo, James C. Galloway
págs. 1290-1302
Language-Specific Developmental Differences in Speech Production: A Cross-Language Acoustic Study
Fangfang Li
págs. 1303-1315
Perla B. Gámez, Nonie K. Lesaux
págs. 1316-1331
Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness
Nathalie Malenfant, Simon Grondin, Michel Boivin, Nadine Forget-Dubois, Philippe Robaey, Ginette Dionne
págs. 1332-1346
Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development Within Elementary Schools?
Jürgen Baumert, Gabriel Nagy, Rainer Lehmann
págs. 1347-1367
The Development of Children’s Ability to Fill the Gaps in Their Knowledge by Consulting Experts
Naomi R. Aguiar, Caryn J. Stoess, Marjorie Taylor
págs. 1368-1381
Counting the Nouns: Simple Structural Cues to Verb Meaning
Sylvia Yuan, Cynthia D Fisher, Jesse Snedeker
págs. 1382-1399
The Development of Preschoolers’ Appreciation of Communicative Ambiguity
Elizabeth S. Nilsen, Susan A. Graham
págs. 1400-1415
Preschoolers Use Intentional and Pedagogical Cues to Guide Inductive Inferences and Exploration
Lucas P. Butler, Ellen M. Markman
págs. 1416-1428
Children’s Use of Analogy During Collaborative Reasoning
Tzu-Jung Lin, Richard C. Anderson, John E. Hummel, May Jadallah, Brian W. Miller, Kim Nguyen Jahiel, Joshua A. Morris, Li Jen Kuo, Il-Hee Kim, Xiaoying Wu, Ting Dong
págs. 1429-1443
Child-Care Subsidies: Do They Impact the Quality of Care Children Experience?
Anna D. Johnson, Rebecca M. Ryan, Jeanne Brooks-Gunn
págs. 1444-1461
págs. 1462-1463
