Acceso usuarios
págs. 1771-1776
Relations Between False Belief Understanding and Executive Function in Early Childhood: A Meta-Analysis
Rory T. Devine, Claire Hughes
págs. 1777-1794
The Goldilocks Effect in Infant Auditory Attention
Celeste Kidd, Steven T. Piantadosi, Richard N. Aslin
págs. 1795-1804
Beyond Stimulus Deprivation: Iron Deficiency and Cognitive Deficits in Postinstitutionalized Children
Jenalee R. Doom, Megan R. Gunnar, Michael K. Georgieff, Maria G. Kroupina, Kristin Frenn, Anita J. Fuglestad, Stephanie M. Carlson
págs. 1805-1812
págs. 1813-1820
Infants Segment Continuous Events Using Transitional Probabilities
Aimee E. Stahl, Alexa R. Romberg, Sarah Roseberry, Roberta Michnick Golinkoff, Kathryn Hirsh-Pasek
págs. 1821-1826
“Why Does Rain Fall?”: Children Prefer to Learn From an Informant Who Uses Noncircular Explanations
Kathleen H. Corriveau, Katelyn E. Kurkul
págs. 1827-1835
“Helping” Versus “Being a Helper”: Invoking the Self to Increase Helping in Young Children
Christopher J. Bryan, Allison Master, Greg M. Walton
págs. 1836-1842
Child-Care Subsidies and Child-Care Choices Over Time
Anna D. Johnson, Anne Martin, Rebecca M. Ryan
págs. 1843-1851
Taking Stock of Two Decades of Attachment Transmission Gap: Broadening the Assessment of Maternal Behavior
Annie Bernier, Célia Matte-Gagné, Marie-Ève Bélanger, Natasha Whipple
págs. 1852-1865
What Ever Happened to the “Cool” Kids? Long-Term Sequelae of Early Adolescent Pseudomature Behavior
Joseph P. Allen, Megan M. Schad, Barbara Oudekerk, Joanna Chango
págs. 1866-1880
Erik de Water, Antonius H. N. Cillessen, Anouk Scheres
págs. 1881-1897
Laura J. Kuhn, Michael T. Willoughby, Makeba Parramore Wilbourn, Lynne Vernon-Feagans, Clancy Blair, The Family Life Project Key Investigators
págs. 1898-1914
An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality
Ximena A. Portilla, Parissa J. Ballard, Nancy Adler, W. Thomas Boyce, Jelena Obradović
págs. 1915-1931
Jodi Swanson, Carlos Valiente Barroso, Kathryn Lemery-Chalfant, Robert H. Bradley, Natalie D. Eggum-Wilkens
págs. 1932-1947
págs. 1948-1964
Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition
Kathleen M. McCarthy, Merle Mahon, Stuart Rosen, Bronwen G. Evans
págs. 1965-1980
Infants' Selective Attention to Reliable Visual Cues in the Presence of Salient Distractors
Kristen Swan Tummeltshammer, Denis Mareschal, Natasha Z. Kirkham
págs. 1981-1994
Eimear O'Connor, Teresa McCormack, Aidan Feeney
págs. 1995-2010
Children's Judgments About Prosocial Decisions and Emotions: Gender of the Helper and Recipient Matters
Drika Weller, Kristin Hansen Lagattuta
págs. 2011-2028
Conversation and Object Manipulation Influence Children's Learning in a Museum
Erin A. Jant, Catherine A. Haden, David H. Uttal, Elizabeth Babcock
págs. 2029-2045
The Impact of Neighborhood, Family, and Individual Risk Factors on Toddlers’ Disruptive Behavior
Amy E. Heberle, Yolanda M. Thomas, Robert L. Wagmiller, Margaret J. Briggs-Gowan, Alice S. Carter
págs. 2046-2061
Growth of Social Competence During the Preschool Years: A 3-Year Longitudinal Study
António J. Santos, Brian E. Vaughn, Inês Peceguina, João R. Daniel, Nana Shin
págs. 2062-2073
Kinship and Nonrelative Foster Care: The Effect of Placement Type on Child Well-Being
Sarah A. Font
págs. 2074-2090
Nicole E. Mahrer, Emily Winslow, Sharlene A. Wolchik, Jenn-Yun Tein, Irwin N. Sandler
págs. 2091-2105
