Meta-analysis and Individual Participant Data Synthesis in Child Development: Introduction to the Special Section.
págs. 1939-1942
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
págs. 1943-1955
págs. 1956-1969
págs. 1970-1982
págs. 1983-1995
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
págs. 1996-2009
N-back Working Memory Task: Meta-analysis of Normative fMRI Studies With Children.
págs. 2010-2022
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
págs. 2023-2037
Improving Causal Inferences in Meta-analyses of Longitudinal Studies: Spanking as an Illustration.
Robert E. Larzelere, Marjorie Lindner Gunnoe, Christopher J. Ferguson
págs. 2038-2050
Practicing for the Future: Deliberate Practice in Early Childhood.
págs. 2051-2058
págs. 2059-2069
Multiracial in Middle School: The Influence of Classmates and Friends on Changes in Racial Self-Identification.
págs. 2070-2080
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
págs. 2081-2090
Gaze Following Is Not Dependent on Ostensive Cues: A Critical Test of Natural Pedagogy.
págs. 2091-2098
Development of Children's Use of External Reminders for Hard-to-Remember Intentions.
Jonathan Redshaw, Johanna Vandersee, Adam Bulley, Sam J. Gilbert
págs. 2099-2108
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
págs. 2109-2117
págs. 2118-2135
págs. 2136-2156
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
págs. 2157-2175
Lisa J. Crockett, Alexander Michael Wasserman, Kathleen Moritz Rudasill, Lesa Hoffman, Irina Kalutskaya
págs. 2176-2195
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
págs. 2196-2214
págs. 2215-2229
págs. 2230-2244
págs. 2245-2263
When You're Happy and I Know It: Four-Year-Olds' Emotional Perspective Taking During Online Language Comprehension.
págs. 2264-2281
Evolutionary Developmental Psychology: 2017 Redux.
págs. 2282-2287
págs. 2288-2302
Bridging Evolutionary Biology and Developmental Psychology: Toward An Enduring Theoretical Infrastructure.
págs. 2303-2306
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