Acceso usuarios
Hostile Intent Attribution and Aggressive Behavior in Children Revisited: A Meta-Analysis.
Rogier E.J. Verhoef, Sophie C. Alsem, Esmée E. Verhulp, Bram Orobio de Castro
págs. 525-547
Margaret J. Snowling, Hannah M. Nash, Debbie Gooch, Marianna E. Hayiou-Thomas, Charles Hulme
págs. 548-564
Debbie Gooch, Claire Sears, Harriet Maydew, George Vamvakas, Courtenay Frazier Norbury
págs. 565-583
Third-Party Sociomoral Evaluations in Children With Autism Spectrum Disorder.
Tianbi Li, Jean Decety, Xiaoyi Hu, Jiao Li, Jinling Lin, Li Yi
págs. 584-597
Explain This, Explore That: A Study of Parent-Child Interaction in a Children's Museum.
Aiyana K. Willard, Justin T.A. Busch, Katherine A. Cullum, Susan M. Letourneau, David M. Sobel, Maureen A. Callanan, Cristine H. Legare
págs. 598-617
Measuring and Predicting Individual Differences in Executive Functions at 14 Months: A Longitudinal Study.
Rory T. Devine, Andrew Ribner, Claire Hughes
págs. 618-636
Lydia Laninga-Wijnen, Zeena Harakeh, Claire F. Garandeau, Jan K. Dijkstra, René Veenstra, Wilma A.M. Vollebergh
págs. 637-653
Understanding Early Inhibitory Development: Distinguishing Two Ways That Children Use Inhibitory Control.
Andrew Simpson, Daniel J. Carroll
págs. 1459-1473
Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis.
Hannah Ulferts, Katrin M. Wolf, Yvonne Anders
págs. 1474-1489
Rasa Erentaitė, Rimantas Vosylis, Elisabetta Crocetti
págs. 1490-1502
Emotion Reactivity and Regulation in Maltreated Children: A Meta-Analysis.
Iris Lavi, Lynn Fainsilber Katz, Emily J. Ozer, James J. Gross
págs. 1503-1524
Environmental Learning of Social Cues: Evidence From Enhanced Gaze Cueing in Deaf Children.
Francesco Pavani, Marta Venturini, Francesca Baruffaldi, Maria Cristina Caselli, Wieske Zoest, Wieske van Zoest
págs. 1525-1534
By 4.5 Months, Linguistic Experience Already Affects Infants' Talker Processing Abilities.
Natalie Fecher, Elizabeth K. Johnson
págs. 1535-1543
Dana Charles McCoy, Kathryn Gonzalez, Stephanie M. Jones
págs. 1544-1558
Postural, Visual, and Manual Coordination in the Development of Prehension.
Jaya Rachwani, Orit Herzberg, Laura Golenia, Karen E. Adolph
págs. 1559-1568
Gain-Loss Framing Enhances Mnemonic Discrimination in Preschoolers.
Chi T. Ngo, Nora S. Newcombe, Ingrid R. Olson
págs. 1569-1578
Knowing Who You Are for Not Feeling Lonely? A Longitudinal Study on Identity and Loneliness.
Goda Kaniušonytė, Inga Truskauskaitė‐Kunevičienė, Rita Žukauskienė, Elisabetta Crocetti, Inga Truskauskaitė-Kunevičienė
págs. 1579-1588
Inferring Mental States From Dynamic Faces in Adolescents With Autism Spectrum Disorder: Insights From Eye Tracking.
Elisa Back
págs. 1589-1597
The Development of Empathic Concern in Siblings: A Reciprocal Influence Model.
Marc Jambon, Sheri Madigan, André Plamondon, Ella Daniel, Jennifer M. Jenkins
págs. 1598-1613
Britain Mills, Nazly Dyer, Daniel Pacheco, Dawn Brinkley, Margaret T. Owen, Margaret O'Brien Caughy
págs. 1614-1631
Children's Perceptions of Economic Groups in a Context of Limited Access to Opportunities.
Laura Elenbaas, Melanie Killen
págs. 1632-1649
Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence.
Paola Uccelli, Meredith L. Rowe, Susan C. Levine, Susan Goldin-Meadow, Özlem E. Demir
págs. 1650-1663
Housing Interventions and the Chronic and Acute Risks of Family Homelessness: Experimental Evidence for Education.
J. J. Cutuli, Janette E. Herbers
págs. 1664-1683
K. Lee Raby, Glenn I. Roisman, Madelyn H. Labella, Jodi Martin, R. Chris Fraley, Jeffry A. Simpson
págs. 1684-1701
A Person-Centered Approach to Child Temperament and Parenting.
Danielle M. Dalimonte‐Merckling, Holly E. Brophy‐Herb, Danielle M Dalimonte-Merckling, Holly E. Brophy-Herb
págs. 1702-1717
Child Sleep and Socioeconomic Context in the Development of Cognitive Abilities in Early Childhood.
Caroline P. Hoyniak, John E. Bates, Angela D. Staples, Kathleen Moritz Rudasill, Dennis L. Molfese, Victoria J. Molfese
págs. 1718-1737
Dynamic Changes in Peer Victimization and Adjustment Across Middle School: Does Friends' Victimization Alleviate Distress?
Hannah L. Schacter, Jaana Juvonen
págs. 1738-1753
Getting a Read on Ready To Learn Media: A Meta-analytic Review of Effects on Literacy.
Lisa B. Hurwitz
págs. 1754-1771
The Privileged Status of Knowing Mechanistic Information: An Early Epistemic Bias.
Kristi L. Lockhart, Aaron Chuey, Sophie Kern, Frank C. Keil
págs. 1772-1788
Modeling Prosocial Behavior Increases Helping in 16-Month-Olds.
Nils Schuhmacher, Moritz Köster, Joscha Kärtner
págs. 1789-1801
