Acceso usuarios
The Dynamics of Infant Attention: Implications for Crossmodal Perception and Word-Mapping Research
Lakshmi Gogate, Madhavilatha Maganti
págs. 345-364
Peer Rejection and Attention Deficit Hyperactivity Disorder Symptoms: Reciprocal Relations Through Ages 4, 6, and 8
Frode Stenseng, Jay Belsky, Věra Skalická, Lars Wichstrøm
págs. 365-373
Biological Sensitivity to Family Income: Differential Effects on Early Executive Functioning
Jelena Obradović, Ximena A. Portilla, Parissa J. Ballard
págs. 374-384
W. Quin Yow, Ellen M. Markman
págs. 385-394
Cognitive Control as a Moderator of Temperamental Motivations Toward Adolescent Risk-Taking Behavior
George J. Youssef, Sarah Whittle, Nicholas B. Allen, Dan I Lubman, Julian G. Simmons, Murat Yücel
págs. 395-404
Toddlers’ Word Learning From Contingent and Noncontingent Video on Touch Screens
Heather L. Kirkorian, Koeun Choi, Tiffany A. Pempek
págs. 405-413
Affecting Girls’ Activity and Job Interests Through Play: The Moderating Roles of Personal Gender Salience and Game Characteristics
Emily F. Coyle, Lynn S. Liben
págs. 414-428
How Does the Fast Track Intervention Prevent Adverse Outcomes in Young Adulthood?
Lucy C. Sorensen, Kenneth A. Dodge, Conduct Problems Prevention Research Group
págs. 429-445
The Moral Reasoning of U.S. Evangelical and Mainline Protestant Children, Adolescents, and Adults: A Cultural–Developmental Study
Lene Arnett Jensen, Jessica McKenzie
págs. 446-464
Frontal Electroencephalogram Asymmetry and Temperament Across Infancy and Early Childhood: An Exploration of Stability and Bidirectional Relations
Grace Z. Howarth, Nicole B. Fettig, Timothy W. Curby, Martha Ann Bell
págs. 465-476
What Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition
Kristi L. Lockhart, Mariel K. Goddu, Eric D. Smith, Frank C. Keil
págs. 477-493
Sensorimotor Decoupling Contributes to Triadic Attention: A Longitudinal Investigation of Mother–Infant–Object Interactions
Kaya de Barbaro, Christine M. Johnson, Deborah Forster, Gedeon O. Deák
págs. 494-512
Different Executive Functions Support Different Kinds of Cognitive Flexibility: Evidence From 2-, 3-, and 4-Year-Olds
Emma Blakey, Ingmar Visser, Daniel J. Carroll
págs. 513-526
Jennifer M. Clegg, Cristine H. Legare
págs. 527-542
Multilevel Differences in Spontaneous Social Attention in Toddlers With Autism Spectrum Disorder
Katarzyna Chawarska, Saier Ye, Frederick Shic, Lisha Chen
págs. 543-557
Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?
Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett
págs. 558-567
Eleanor K. Chestnut, Ellen M. Markman
págs. 568-582
Young Children's Knowledge of the Symbolic Nature of Writing
Rebecca Treiman, Lana Hompluem, Jessica Gordon, Kristina Decker, Lori Markson
págs. 583-592
Teacher–Student Relationship and Peer Disliking and Liking Across Grades 1–4
Jan N. Hughes, Myung H. Im
págs. 593-611
Young Children Understand the Role of Agreement in Establishing Arbitrary Norms—But Unanimity Is Key
Marco F. H. Schmidt, Hannes Rakoczy, Teresa Mietzsch, Michael Tomasello
págs. 612-626
