Child development

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  Año 2018, Vol. 89, Número 6

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    Meta-analysis and Individual Participant Data Synthesis in Child Development: Introduction to the Special Section.

    Glenn I. Roisman, Marinus H. van Ijzendoorn

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    págs. 1939-1942

    
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    The Development of Children's Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies.

    David I. Miller, Kyle M. Nolla, Alice H. Eagly, David H. Uttal

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    págs. 1943-1955

    
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    Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy.

    Jamie M. Quinn, Richard K. Wagner

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    págs. 1956-1969

    
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    Are Relationship Enhancement and Behavior Management "The Golden Couple" for Disruptive Child Behavior? Two Meta-analyses.

    Patty Leijten, G J Melendez-Torres, Frances Gardner, Jolien Aar, Susanne Schulz, Geertjan Overbeek

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    págs. 1970-1982

    
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    Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence.

    Caroline Byrd Hornburg, Lijuan Wang, Nicole M. McNeil

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    págs. 1983-1995

    
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    Promoting Replicability in Developmental Research Through Meta-analyses: Insights From Language Acquisition Research.

    Christina Bergmann, Sho Tsuji, Page E. Piccinini, Molly L. Lewis, Mika Braginsky, Michael C. Frank, Alejandrina Cristia

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    págs. 1996-2009

    
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    N-back Working Memory Task: Meta-analysis of Normative fMRI Studies With Children.

    Zachary Yaple, Marie Arsalidou

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    págs. 2010-2022

    
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    Examining Ecological Constraints on the Intergenerational Transmission of Attachment Via Individual Participant Data Meta-analysis.

    Marije L. Verhage, R. M. Pasco Fearon, Carlo Schuengel, Marinus H. van Ijzendoorn, Marian J. Bakermans-Kranenburg, Sheri Madigan, Glenn I. Roisman, Mirjam Oosterman, Kazuko Y. Behrens, Maria S. Wong, Sarah Mangelsdorf, Lynn E. Priddis, Karl‐Heinz Brisch, Bronia Arnott, Ora Aviezer, Heidi Bailey, Johanna Behringer, Annie Bernier, Rosalinda Cassibba, Jude Cassidy

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    págs. 2023-2037

    
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    Improving Causal Inferences in Meta-analyses of Longitudinal Studies: Spanking as an Illustration.

    Robert E. Larzelere, Marjorie Lindner Gunnoe, Christopher J. Ferguson

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    págs. 2038-2050

    
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    Practicing for the Future: Deliberate Practice in Early Childhood.

    Melissa Brinums, Kana Imuta, Thomas Suddendorf

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    págs. 2051-2058

    
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    Beliefs About Stress Attenuate the Relation Among Adverse Life Events, Perceived Distress, and Self-Control.

    Daeun Park, Alisa Yu, Sarah E. Metz, Eli Tsukayama, Alia J. Crum, Angela L. Duckworth

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    págs. 2059-2069

    
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    Multiracial in Middle School: The Influence of Classmates and Friends on Changes in Racial Self-Identification.

    Leslie Echols, Jerreed Ivanich, Sandra Graham

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    págs. 2070-2080

    
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    Adolescent Perceptions of Parental Privacy Invasion and Adolescent Secrecy: An Illustration of Simpson's Paradox.

    Evelien Dietvorst, Marieke Hiemstra, Manon H.J. Hillegers, Loes Keijsers

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    págs. 2081-2090

    
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    Gaze Following Is Not Dependent on Ostensive Cues: A Critical Test of Natural Pedagogy.

    Gustaf Gredebäck, Kim Astor, Christine Fawcett

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    págs. 2091-2098

    
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    Development of Children's Use of External Reminders for Hard-to-Remember Intentions.

    Jonathan Redshaw, Johanna Vandersee, Adam Bulley, Sam J. Gilbert

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    págs. 2099-2108

    
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    Learning and Socializing Preferences in Hong Kong Chinese Children.

    Eva E. Chen, Kathleen H. Corriveau, Veronica K.W. Lai, Sze Long Poon, Sarah E. Gaither

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    págs. 2109-2117

    
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    Family Context Moderates the Association of Maternal Postpartum Depression and Stability of Infant Temperament.

    Stephanie H. Parade, Laura Marie Armstrong, Susan Dickstein, Ronald Seifer

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    págs. 2118-2135

    
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    Modeling the Early Language Trajectory of Language Development When the Measures Change and Its Relation to Poor Reading Comprehension.

    Yaacov Petscher, Laura M. Justice, Tiffany Hogan

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    págs. 2136-2156

    
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    Scaling Theory of Mind in a Small-Scale Society: A Case Study From Vanuatu.

    Henry G. W. Dixson, Aimée F Komugabe-Dixson, Barnaby J. Dixson, Jason Low

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    págs. 2157-2175

    
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    Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years.

    Lisa J. Crockett, Alexander Michael Wasserman, Kathleen Moritz Rudasill, Lesa Hoffman, Irina Kalutskaya

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    págs. 2176-2195

    
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    Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

    María Inés Susperreguy, Pamela David-Kean, Kathryn Duckworth, Meichu Chen

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    págs. 2196-2214

    
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    He Says, She Says: Mothers and Children Remembering the Same Events.

    Qi Wang, Qingfang Song

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    págs. 2215-2229

    
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    Mutual Gaze During Early Mother-Infant Interactions Promotes Attention Control Development.

    Alicja Niedźwiecka, Sonia Ramotowska, Przemysław Tomalski

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    págs. 2230-2244

    
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    Young Children's Moral Judgments, Justifications, and Emotion Attributions in Peer Relationship Contexts.

    Judith G. Smetana, Courtney L. Ball

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    págs. 2245-2263

    
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    When You're Happy and I Know It: Four-Year-Olds' Emotional Perspective Taking During Online Language Comprehension.

    Melanie Khu, Craig G. Chambers, Susan A. Graham

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    págs. 2264-2281

    
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    Evolutionary Developmental Psychology: 2017 Redux.

    Cristine H. Legare, Jennifer M. Clegg, Nicole J. Wen

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    págs. 2282-2287

    
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    A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited).

    David Bjorklund

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    págs. 2288-2302

    
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    Bridging Evolutionary Biology and Developmental Psychology: Toward An Enduring Theoretical Infrastructure.

    Willem E. Frankenhuis, Leonid Tiokhin

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    págs. 2303-2306