Acceso usuarios
págs. 1-6
Editorial: Continuity and Change in Child Development
Cynthia García Coll
págs. 7-9
From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning
Jessica F. Hay, Katharine Graf Estes, Tianlin Wang, J. R. Saffran
págs. 10-22
Stuart J. Ritchie, Timothy C. Bates, Robert Plomin
págs. 23-36
Eye Contact Modulates Cognitive Processing Differently in Children With Autism
Terje Falck-Ytter, Christoffer Carlström, Martin Johansson
págs. 37-47
Development of Category-Based Induction and Semantic Knowledge
Anna V. Fisher, Karrie E. Godwin, Bryan J. Matlen, Layla Unger
págs. 48-62
Maternal Unresponsiveness and Child Disruptive Problems: The Interplay of Uninhibited Temperament and Dopamine Transporter Genes
Patrick T. Davies, Dante Cicchetti, Rochelle F. Hentges
págs. 63-79
Angry Responses to Infant Challenges: Parent, Marital, and Child Genetic Factors Associated With Harsh Parenting
Nastassia Hajal, Jenae M. Neiderhiser, Ginger Moore, Leslie D. Leve, Daniel Shaw, Gordon Harold, Laura Scaramella, Jody Ganiban, David Reiss
págs. 80-93
Antecedents of Maternal Sensitivity During Distressing Tasks: Integrating Attachment, Social Information Processing, and Psychobiological Perspectives
Esther M. Leerkes, Andrew J. Supple, Marion O'Brien, Susan D. Calkins, John D. Haltigan, Maria S. Wong, Keren Fortuna
págs. 94-111
Associations Between Family Structure Change and Child Behavior Problems: The Moderating Effect of Family Income
Rebecca M. Ryan, Amy Claessens, Anna J. Markowitz
págs. 112-127
Language and Cognitive Predictors of Text Comprehension: Evidence From Multivariate Analysis
Young-Suk Kim
págs. 128-144
Development of Equity Preferences in Boys and Girls Across Adolescence
Rosa Meuwese, Eveline A. Crone, Mark de Rooij, Berna Güroğlu
págs. 145-158
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
Jamie M. Quinn, Richard K. Wagner, Yaacov Petscher, Danielle Lopez
págs. 159-175
Contextualizing Gay-Straight Alliances: Student, Advisor, and Structural Factors Related to Positive Youth Development Among Members
V. Paul Poteat, Hirokazu Yoshikawa, Jerel P. Calzo, Mary L. Gray, Craig D. DiGiovanni, Arthur Lipkin, Adrienne Mundy-Shephard, Jeff Perrotti, Jillian R. Scheer, Matthew P. Shaw
págs. 176-193
págs. 194-208
págs. 209-223
Molly A. Nikolas, Kelly L. Klump, S. Alexandra Burt
págs. 224-240
Family Conflict, Mood, and Adolescents' Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms
Adela C. Timmons, Gayla Margolin
págs. 241-258
Infants’ and Young Children's Imitation of Linguistic In-Group and Out-Group Informants
Lauren H. Howard, Annette M. E. Henderson, Cristina Carrazza, Amanda L. Woodward
págs. 259-275
Children Use Nonverbal Cues to Make Inferences About Social Power
Elizabeth Brey, Kristin Shutts
págs. 276-286
Sebastian Grueneisen, Emily Wyman, Michael Tomasello
págs. 287-293
Back to Basics: A Bilingual Advantage in Infant Visual Habituation
Leher Singh, Charlene S. L. Fu, Aishah A. Rahman, Waseem B. Hameed, Shamini Sanmugam, Pratibha Agarwal, Binyan Jiang, Yap Seng Chong, Michael J. Meaney, Anne Rifkin-Graboi, GUSTO Research Team
págs. 294-302
Associations Between Early Life Stress and Gene Methylation in Children
Sarah E. Romens, Jennifer McDonald, John Svaren, Seth D. Pollak
págs. 303-309
Learning to Learn From Stories: Children's Developing Sensitivity to the Causal Structure of Fictional Worlds
Caren M. Walker, Alison Gopnik, Patricia A. Ganea
págs. 310-318
The Effects of Word-Learning Biases on Children's Concept of Angle
Dominic J. Gibson, Eliza L. Congdon, Susan C. Levine
págs. 319-326
The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory
Susanne Koerber, Daniela Mayer, Christopher Osterhaus, Knut Schwippert, Beate Sodian
págs. 327-336
