Child development

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  Año 2018, Vol. 89, Número 6

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

    Glenn I. Roisman, Marinus H. van Ijzendoorn

    • Resumen

    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

    • Resumen

    págs. 1943-1955

    

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

    Jamie M. Quinn, Richard K. Wagner

    • Resumen

    págs. 1956-1969

    

  • 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

    • Resumen

    págs. 1970-1982

    

  • 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

    • Resumen

    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

    • Resumen

    págs. 1996-2009

    

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

    Zachary Yaple, Marie Arsalidou

    • Resumen

    págs. 2010-2022

    

  • 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

    • Resumen

    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

    • Resumen

    págs. 2038-2050

    

  • Practicing for the Future: Deliberate Practice in Early Childhood.

    Melissa Brinums, Kana Imuta, Thomas Suddendorf

    • Resumen

    págs. 2051-2058

    

  • 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

    • Resumen

    págs. 2059-2069

    

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

    Leslie Echols, Jerreed Ivanich, Sandra Graham

    • Resumen

    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

    • Resumen

    págs. 2081-2090

    

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

    Gustaf Gredebäck, Kim Astor, Christine Fawcett

    • Resumen

    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

    • Resumen

    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

    • Resumen

    págs. 2109-2117

    

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

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

    • Resumen

    págs. 2118-2135

    

  • 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

    • Resumen

    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

    • Resumen

    págs. 2157-2175

    

  • 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

    • Resumen

    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

    • Resumen

    págs. 2196-2214

    

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

    Qi Wang, Qingfang Song

    • Resumen

    págs. 2215-2229

    

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

    Alicja Niedźwiecka, Sonia Ramotowska, Przemysław Tomalski

    • Resumen

    págs. 2230-2244

    

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

    Judith G. Smetana, Courtney L. Ball

    • Resumen

    págs. 2245-2263

    

  • 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

    • Resumen

    págs. 2264-2281

    

  • Evolutionary Developmental Psychology: 2017 Redux.

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

    • Resumen

    págs. 2282-2287

    

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

    David Bjorklund

    • Resumen

    págs. 2288-2302

    

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

    Willem E. Frankenhuis, Leonid Tiokhin

    • Resumen

    págs. 2303-2306