Child development

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  Año 2019, Vol. 90, Número 5

  • 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

    • Resumen

    págs. 525-547

    

  • Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder.

    Margaret J. Snowling, Hannah M. Nash, Debbie Gooch, Marianna E. Hayiou-Thomas, Charles Hulme

    • Resumen

    págs. 548-564

    

  • Does Inattention and Hyperactivity Moderate the Relation Between Speed of Processing and Language Skills?

    Debbie Gooch, Claire Sears, Harriet Maydew, George Vamvakas, Courtenay Frazier Norbury

    • Resumen

    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

    • Resumen

    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

    • Resumen

    págs. 598-617

    

  • Measuring and Predicting Individual Differences in Executive Functions at 14 Months: A Longitudinal Study.

    Rory T. Devine, Andrew Ribner, Claire Hughes

    • Resumen

    págs. 618-636

    

  • Classroom Popularity Hierarchy Predicts Prosocial and Aggressive Popularity Norms Across the School Year.

    Lydia Laninga-Wijnen, Zeena Harakeh, Claire F. Garandeau, Jan K. Dijkstra, René Veenstra, Wilma A.M. Vollebergh

    • Resumen

    págs. 637-653

    

  • Understanding Early Inhibitory Development: Distinguishing Two Ways That Children Use Inhibitory Control.

    Andrew Simpson, Daniel J. Carroll

    • Resumen

    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

    • Resumen

    págs. 1474-1489

    

  • Longitudinal Associations of Identity Processing Styles With Prodiversity and Proequality Values in Adolescence.

    Rasa Erentaitė, Rimantas Vosylis, Elisabetta Crocetti

    • Resumen

    págs. 1490-1502

    

  • Emotion Reactivity and Regulation in Maltreated Children: A Meta-Analysis.

    Iris Lavi, Lynn Fainsilber Katz, Emily J. Ozer, James J. Gross

    • Resumen

    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

    • Resumen

    págs. 1525-1534

    

  • By 4.5 Months, Linguistic Experience Already Affects Infants' Talker Processing Abilities.

    Natalie Fecher, Elizabeth K. Johnson

    • Resumen

    págs. 1535-1543

    

  • Preschool Self-Regulation and Preacademic Skills as Mediators of the Long-Term Impacts of an Early Intervention.

    Dana Charles McCoy, Kathryn Gonzalez, Stephanie M. Jones

    • Resumen

    págs. 1544-1558

    

  • Postural, Visual, and Manual Coordination in the Development of Prehension.

    Jaya Rachwani, Orit Herzberg, Laura Golenia, Karen E. Adolph

    • Resumen

    págs. 1559-1568

    

  • Gain-Loss Framing Enhances Mnemonic Discrimination in Preschoolers.

    Chi T. Ngo, Nora S. Newcombe, Ingrid R. Olson

    • Resumen

    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

    • Resumen

    págs. 1579-1588

    

  • Inferring Mental States From Dynamic Faces in Adolescents With Autism Spectrum Disorder: Insights From Eye Tracking.

    Elisa Back

    • Resumen

    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

    • Resumen

    págs. 1598-1613

    

  • Developmental Transactions Between Self-Regulation and Academic Achievement Among Low-Income African American and Latino Children.

    Britain Mills, Nazly Dyer, Daniel Pacheco, Dawn Brinkley, Margaret T. Owen, Margaret O'Brien Caughy

    • Resumen

    págs. 1614-1631

    

  • Children's Perceptions of Economic Groups in a Context of Limited Access to Opportunities.

    Laura Elenbaas, Melanie Killen

    • Resumen

    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

    • Resumen

    págs. 1650-1663

    

  • Housing Interventions and the Chronic and Acute Risks of Family Homelessness: Experimental Evidence for Education.

    J. J. Cutuli, Janette E. Herbers

    • Resumen

    págs. 1664-1683

    

  • The Legacy of Early Abuse and Neglect for Social and Academic Competence From Childhood to Adulthood.

    K. Lee Raby, Glenn I. Roisman, Madelyn H. Labella, Jodi Martin, R. Chris Fraley, Jeffry A. Simpson

    • Resumen

    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

    • Resumen

    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

    • Resumen

    págs. 1718-1737

    

  • Dynamic Changes in Peer Victimization and Adjustment Across Middle School: Does Friends' Victimization Alleviate Distress?

    Hannah L. Schacter, Jaana Juvonen

    • Resumen

    págs. 1738-1753

    

  • Getting a Read on Ready To Learn Media: A Meta-analytic Review of Effects on Literacy.

    Lisa B. Hurwitz

    • Resumen

    págs. 1754-1771

    

  • The Privileged Status of Knowing Mechanistic Information: An Early Epistemic Bias.

    Kristi L. Lockhart, Aaron Chuey, Sophie Kern, Frank C. Keil

    • Resumen

    págs. 1772-1788

    

  • Modeling Prosocial Behavior Increases Helping in 16-Month-Olds.

    Nils Schuhmacher, Moritz Köster, Joscha Kärtner

    • Resumen

    págs. 1789-1801