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Citations to this Journal [91 citations: 91 articles]

Articles published in Child Development Research have been cited 91 times. The following is a list of the 91 articles that have cited the articles published in Child Development Research.

  • Silja B. Kårstad, Lars Wichstrøm, Trude Reinfjell, Jay Belsky, and Turid S. Berg-Nielsen, “What enhances the development of emotion understanding in young children? A longitudinal study of interpersonal predictors,” British Journal of Developmental Psychology, 2015. View at Publisher · View at Google Scholar
  • Nathalie Vendeville, Claire Brechet, and Nathalie Blanc, “Knowledge to identify and graphically mark the emotions of the character of a story: the role of the event trigger of emotion,” Canadian Journal Of Behavioural Science-Revue Canadienne Des Sciences Du Comportement, vol. 47, no. 2, pp. 163–173, 2015. View at Publisher · View at Google Scholar
  • Claire Hughes, and Rory T. Devine, “Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions,” Child Development Perspectives, 2015. View at Publisher · View at Google Scholar
  • Amélie Lubin, Sandrine Rossi, Nicolas Poirel, Céline Lanoë, Arlette Pineau, and Olivier Houdé, “The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling,” Child Development Research, vol. 2015, pp. 1–7, 2015. View at Publisher · View at Google Scholar
  • Kelly Trezise, and Robert A. Reeve, “Worry and working memory influence each other iteratively over time,” Cognition and Emotion, pp. 1–16, 2015. View at Publisher · View at Google Scholar
  • Geetha B. Ramani, Meredith L. Rowe, Sarah H. Eason, and Kathryn A. Leech, “Math talk during informal learning activities in Head Start families,” Cognitive Development, vol. 35, pp. 15–33, 2015. View at Publisher · View at Google Scholar
  • Grégory Simon, Amélie Lubin, Olivier Houdé, and Wim De Neys, “Anterior cingulate cortex and intuitive bias detection during number conservation,” Cognitive Neuroscience, pp. 1–11, 2015. View at Publisher · View at Google Scholar
  • Gordon Pennycook, Jonathan A. Fugelsang, and Derek J. Koehler, “What makes us think? A three-stage dual-process model of analytic engagement,” Cognitive Psychology, vol. 80, pp. 34–72, 2015. View at Publisher · View at Google Scholar
  • Kristine M. Cramer, and Sara Castro-Olivo, “Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students’ Mental Health,” Contemporary School Psychology, 2015. View at Publisher · View at Google Scholar
  • Benita Powrie, Niina Kolehmainen, Merrill Turpin, Jenny Ziviani, and Jodie Copley, “The meaning of leisure for children and young people with physical disabilities: a systematic evidence synthesis,” Developmental Medicine & Child Neurology, 2015. View at Publisher · View at Google Scholar
  • Hope K. Gerde, Gary E. Bingham, and Meghan L. Pendergast, “Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms,” Early Childhood Research Quarterly, 2015. View at Publisher · View at Google Scholar
  • Collette Tayler, “Learning in Early Childhood: experiences, relationships and ‘Learning to Be’,” European Journal of Education, 2015. View at Publisher · View at Google Scholar
  • Crystal D. Tran, Maria M. Arredondo, and Hanako Yoshida, “Differential effects of bilingualism and culture on early attention: a longitudinal study in the U.S., Argentina, and Vietnam,” Frontiers in Psychology, vol. 6, 2015. View at Publisher · View at Google Scholar
  • Fotini Bonoti, and Plousia Misalidi, “Social Emotions in Children's Human Figure Drawings: Drawing Shame, Pride and Jealousy,” Infant and Child Development, 2015. View at Publisher · View at Google Scholar
  • Daniela Corbetta, Joshua L. Williams, and Jeremy M. Haynes, “Bare fingers, but no obvious influence of “prickly” Velcro! In the absence of parents’ encouragement, it is not clear that “sticky mittens” provide an advantage to the process of learning to reach,” Infant Behavior and Development, 2015. View at Publisher · View at Google Scholar
  • Courtney Stevens, David Paulsen, Alia Yasen, and Helen Neville, “Atypical auditory refractory periods in children from lower socio-economic status backgrounds: ERP evidence for a role of selective attention,” International Journal Of Psychophysiology, vol. 95, no. 2, pp. 156–166, 2015. View at Publisher · View at Google Scholar
  • Sascha Schroeder, Jukka Hyönä, and Simon P. Liversedge, “Developmental eye-tracking research in reading: Introduction to the special issue,” Journal of Cognitive Psychology, vol. 27, no. 5, pp. 500–510, 2015. View at Publisher · View at Google Scholar
  • Rechele Brooks, and Andrew N. Meltzoff, “Connecting the dots from infancy to childhood: A longitudinal study connecting gaze following, language, and explicit theory of mind,” Journal of Experimental Child Psychology, vol. 130, pp. 67–78, 2015. View at Publisher · View at Google Scholar
  • Hui Li, Katherine Boguszewski, and Angeline S. Lillard, “Can that really happen? Children’s knowledge about the reality status of fantastical events in television,” Journal of Experimental Child Psychology, vol. 139, pp. 99–114, 2015. View at Publisher · View at Google Scholar
  • Youjeong Park, and Marianella Casasola, “Plain or decorated? Object visual features matter in infant spatial categorization,” Journal of Experimental Child Psychology, vol. 140, pp. 105–119, 2015. View at Publisher · View at Google Scholar
  • Lucia I. Mendez, Elizabeth R. Crais, Dina C. Castro, and Kirsten Kainz, “A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners,” Journal Of Speech Language And Hearing Research, vol. 58, no. 1, pp. 93–106, 2015. View at Publisher · View at Google Scholar
  • Carina Pedrosa, Priscila Caçola, and Maria Isabel Martins Mourão Carvalhal, “Fatores preditores do perfil sensorial de lactentes dos 4 aos 18 meses de idade,” Revista Paulista de Pediatria, 2015. View at Publisher · View at Google Scholar
  • Carina Pedrosa, Priscila Caçola, and Maria Isabel Martins Mourão Carvalhal, “Factors predicting sensory profile of 4 to 18 month old infants,” Revista Paulista de Pediatria (English Edition), vol. 33, no. 2, pp. 160–166, 2015. View at Publisher · View at Google Scholar
  • Claire Brechet, “Representation of Romantic Love in Children's Drawings: Age and Gender Differences,” Social Development, 2015. View at Publisher · View at Google Scholar
  • Paivi Merjonen, Conor V. Dolan, Meike Bartels, and Dorret I. Boomsma, “Does Breastfeeding Behavior Run in Families? Evidence From Twins, Their Sisters and Their Mothers in the Netherlands,” Twin Research And Human Genetics, vol. 18, no. 2, pp. 179–187, 2015. View at Publisher · View at Google Scholar
  • Lars Jenßen, Simone Dunekacke, Michael Eid, and Sigrid Blömeke, “The Relationship of Mathematical Competence and Mathematics Anxiety,” Zeitschrift für Psychologie, vol. 223, no. 1, pp. 31–38, 2015. View at Publisher · View at Google Scholar
  • Kristen R. Hamilton, Rajita Sinha, and Marc N. Potenza, “Self-reported impulsivity, but not behavioral approach or inhibition, mediates the relationship between stress and self-control,” Addictive Behaviors, 2014. View at Publisher · View at Google Scholar
  • Michael I. Posner, Mary K. Rothbart, Brad E. Sheese, and Pascale Voelker, “Developing Attention: Behavioral and Brain Mechanisms,” Advances in Neuroscience, vol. 2014, pp. 1–9, 2014. View at Publisher · View at Google Scholar
  • Maria Raquel Santos Carvalho, Gabrielle Vianna, Lívia de Fátima Silva Oliveira, Annelise Julio Costa, Pedro Pinheiro-Chagas, Rosane Sturzenecker, Paulo Ricardo Gazzola Zen, Rafael Fabiano Machado Rosa, Marcos José Burle de Aguiar, and Vitor Geraldi Haase, “Are 22q11.2 distal deletions associated with math difficulties?,” American Journal of Medical Genetics Part A, 2014. View at Publisher · View at Google Scholar
  • Kinga Morsanyi, Chiara Busdraghi, and Caterina Primi, “Mathematical anxiety is linked to reduced cognitive reflection: a potential road from discomfort in the mathematics classroom to susceptibility to biases,” Behavioral and Brain Functions, vol. 10, 2014. View at Publisher · View at Google Scholar
  • Luca Tommasi, and Alda Giuliano, “Evidence of a relational spatial strategy in learning the centre of enclosures in human children (Homo sapiens),” Behavioural Processes, 2014. View at Publisher · View at Google Scholar
  • Erin A. Jant, Catherine A. Haden, David H. Uttal, and Elizabeth Babcock, “Conversation and Object Manipulation Influence Children's Learning in a Museum,” Child Development, vol. 85, no. 5, pp. 2029–2045, 2014. View at Publisher · View at Google Scholar
  • Serena Lecce, Federica Bianco, Patrizia Demicheli, and Elena Cavallini, “Training Preschoolers on First-Order False Belief Understanding: Transfer on Advanced ToM Skills and Metamemory,” Child Development, 2014. View at Publisher · View at Google Scholar
  • Ashley M. Pinkham, Tanya Kaefer, and Susan B. Neuman, “Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks,” Child Development Research, vol. 2014, pp. 1–10, 2014. View at Publisher · View at Google Scholar
  • Angel Fettig, and Michaelene M. Ostrosky, “Functional Assessment Based Parent Intervention in Reducing Children’s Challenging Behaviors: Exploratory Study of Group Training,” Child Development Research, vol. 2014, pp. 1–11, 2014. View at Publisher · View at Google Scholar
  • Krisztian Jozsa, Jun Wang, Karen Caplovitz Barrett, and George A. Morgan, “Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children,” Child Development Research, vol. 2014, pp. 1–16, 2014. View at Publisher · View at Google Scholar
  • Bridgid M. Conn, and Lisa W. Coyne, “Selective Mutism in Early Childhood: Assessment and Treatment of an African American Preschool Boy,” Clinical Case Studies, vol. 13, no. 6, pp. 487–500, 2014. View at Publisher · View at Google Scholar
  • Thalia R. Goldstein, and Paul Bloom, “Characterizing characters: How children make sense of realistic acting,” Cognitive Development, 2014. View at Publisher · View at Google Scholar
  • Jean L. DesJardin, Emily R. Doll, Carren J. Stika, Laurie S. Eisenberg, Karen J. Johnson, Dianne Hammes Ganguly, Bethany G. Colson, and Shirley C. Henning, “Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss,” Communication Disorders Quarterly, vol. 35, no. 3, pp. 167–181, 2014. View at Publisher · View at Google Scholar
  • Geneviève Taylor, Tomas Jungert, Geneviève A. Mageau, Kaspar Schattke, Helena Dedic, Steven Rosenfield, and Richard Koestner, “A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation,” Contemporary Educational Psychology, 2014. View at Publisher · View at Google Scholar
  • Plousia Misalidi, and Fotini Bonoti, “Children's expressive drawing strategies: the effects of mood, age and topic,” Early Child Development and Care, vol. 184, no. 6, pp. 882–896, 2014. View at Publisher · View at Google Scholar
  • Samantha W. Bindman, Lori E. Skibbe, Annemarie H. Hindman, Dorit Aram, and Frederick J. Morrison, “Parental writing support and preschoolers' early literacy, language, and fine motor skills,” Early Childhood Research Quarterly, vol. 29, no. 4, pp. 614–624, 2014. View at Publisher · View at Google Scholar
  • Huei-Mei Liu, “Lexical and Acoustic Features of Maternal Utterances Addressing Preverbal Infants in Picture Book Reading Link to 5-Year-Old Children's Language Development,” Early Education and Development, pp. 1–15, 2014. View at Publisher · View at Google Scholar
  • Dndar Şahin, Acar Gvendir Meltem, Onat Kocabıyık Oya, and Papatga Erdal, “Which elementary school subjects are the most likeable, most important, and the easiest? Why?: A study of science and technology, mathematics, social studies, and Turkish,” Educational Research and Reviews, vol. 9, no. 13, pp. 417–428, 2014. View at Publisher · View at Google Scholar
  • T. Altintzoglou, A.V. Skuland, M. Carlehög, I. Sone, M. Heide, and P. Honkanen, “Providing a food choice option increases children’s liking of fish as part of a meal,” Food Quality and Preference, 2014. View at Publisher · View at Google Scholar
  • Claudia Godau, Hilde Haider, Sonja Hansen, Torsten Schubert, Peter A. Frensch, and Robert Gaschler, “Spontaneously spotting and applying shortcuts in arithmetic - a primary school perspective on expertise,” Frontiers in Psychology, vol. 5, 2014. View at Publisher · View at Google Scholar
  • Olivier Houdé, and Grégoire Borst, “Measuring inhibitory control in children and adults: brain imaging and mental chronometry,” Frontiers in Psychology, vol. 5, 2014. View at Publisher · View at Google Scholar
  • Ruben van de Vijver, and Dinah Baer-Henney, “Developing biases,” Frontiers in Psychology, vol. 5, 2014. View at Publisher · View at Google Scholar
  • Claire Brechet, and Richard P. Jolley, “The Roles of Emotional Comprehension and Representational Drawing Skill in Children's Expressive Drawing,” Infant and Child Development, 2014. View at Publisher · View at Google Scholar
  • Panagiota D. Tryphonopoulos, Nicole Letourneau, and Enrico Ditommaso, “Attachment And Caregiver-Infant Interaction: A Review Of Observational-Assessment Tools,” Infant Mental Health Journal, 2014. View at Publisher · View at Google Scholar
  • Jean-FrançOis Bureau, Kim Yurkowski, Sabrina Schmiedel, Jodi Martin, Ellen Moss, and Dominique Pallanca, “Making Children Laugh: Parent-Child Dyadic Synchrony And Preschool Attachment,” Infant Mental Health Journal, vol. 35, no. 5, pp. 482–494, 2014. View at Publisher · View at Google Scholar
  • Siti Raba'ah Hamzah, Turiman Suandi, Steven Eric Krauss, Azimi Hamzah, and Ezhar Tamam, “Youth hedonistic behaviour: moderating role of peer attachment on the effect of religiosity and worldview,” International Journal of Adolescence and Youth, vol. 19, no. 4, pp. 419–433, 2014. View at Publisher · View at Google Scholar
  • Courtney Stevens, David Paulsen, Alia Yasen, and Helen Neville, “Atypical auditory refractory periods in children from lower socio-economic status backgrounds: ERP evidence for a role of selective attention,” International Journal of Psychophysiology, 2014. View at Publisher · View at Google Scholar
  • Pia Allegri, Ugo Murialdo, Simona Peri, Rosanna Carniglia, Maria Grazia Crivelli, Silvia Compiano, Silvia Autuori, Antonio Mastromarino, Monia Zurria, and Giuseppina Marrazzo, “Randomized, Double-Blind, Placebo-Controlled Clinical Trial on the Efficacy of 0.5% Indomethacin Eye Drops in Uveitic Macular Edema,” Investigative Ophthalmology & Visual Science, vol. 55, no. 3, pp. 1463–1470, 2014. View at Publisher · View at Google Scholar
  • Daniel J. O’Rourke, Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming, “Relations of Parent- and Coach-Initiated Motivational Climates to Young Athletes’ Self-Esteem, Performance Anxiety, and Autonomous Motivation: Who Is More Influential?,” Journal of Applied Sport Psychology, pp. 00–00, 2014. View at Publisher · View at Google Scholar
  • Irene M. Loe, Heidi M. Feldman, and Lynne C. Huffman, “Executive Function Mediates Effects of Gestational Age on Functional Outcomes and Behavior in Preschoolers,” Journal of Developmental & Behavioral Pediatrics, vol. 35, no. 5, pp. 323–333, 2014. View at Publisher · View at Google Scholar
  • Kelly Trezise, and Robert A. Reeve, “Working memory, worry, and algebraic ability,” Journal of Experimental Child Psychology, vol. 121, pp. 120–136, 2014. View at Publisher · View at Google Scholar
  • Serena Lecce, Federica Bianco, Rory T. Devine, Claire Hughes, and Robin Banerjee, “Promoting theory of mind during middle childhood: A training program,” Journal of Experimental Child Psychology, vol. 126, pp. 52–67, 2014. View at Publisher · View at Google Scholar
  • Natasha Lekes, Valérie Guilbault, Frederick L. Philippe, and Iliane Houle, “Remembering events related to close relationships, self-growth, and helping others: Intrinsic autobiographical memories, need satisfaction, and well-being,” Journal of Research in Personality, vol. 53, pp. 103–111, 2014. View at Publisher · View at Google Scholar
  • Lyndsey Nickels, Britta Biedermann, Nora Fieder, and Niels O. Schiller, “The lexical-syntactic representation of number,” Language, Cognition and Neuroscience, pp. 1–18, 2014. View at Publisher · View at Google Scholar
  • Adam K. Dubé, “Adolescents' understanding of inversion and associativity,” Learning and Individual Differences, vol. 36, pp. 49–59, 2014. View at Publisher · View at Google Scholar
  • Xiao Pan Ding, Liyang Sai, Genyue Fu, Jiangang Liu, and Kang Lee, “Neural correlates of second-order verbal deception: A functional near-infrared spectroscopy (fNIRS) study,” NeuroImage, vol. 87, pp. 505–514, 2014. View at Publisher · View at Google Scholar
  • Claudia Godau, Maria Wirth, Sonja Hansen, Hilde Haider, and Robert Gaschler, “From Marbles to Numbers—Estimation Influences Looking Patterns on Arithmetic Problems,” Psychology, vol. 05, no. 02, pp. 127–133, 2014. View at Publisher · View at Google Scholar
  • Frank Niklas, and Wolfgang Schneider, “With a little help: improving kindergarten children’s vocabulary by enhancing the home literacy environment,” Reading and Writing, 2014. View at Publisher · View at Google Scholar
  • Angel Fettig, and Erin E. Barton, “Parent Implementation of Function-Based Intervention to Reduce Children's Challenging Behavior: A Literature Review,” Topics in Early Childhood Special Education, vol. 34, no. 1, pp. 49–61, 2014. View at Publisher · View at Google Scholar
  • Richard P. Jolley, Rachael O'Kelly, Claire M. Barlow, and Christopher Jarrold, “Expressive drawing ability in children with autism,” British Journal of Developmental Psychology, vol. 31, no. 1, pp. 143–149, 2013. View at Publisher · View at Google Scholar
  • Christina Kauschke, Lena Renner, and Ulrike Domahs, “Prosodic constraints on inflected words: An area of difficulty for German-speaking children with specific language impairment?,” Clinical Linguistics & Phonetics, pp. 1–20, 2013. View at Publisher · View at Google Scholar
  • Yuko Okumura, Yasuhiro Kanakogi, Takayuki Kanda, Hiroshi Ishiguro, and Shoji Itakura, “The power of human gaze on infant learning,” Cognition, vol. 128, no. 2, pp. 127–133, 2013. View at Publisher · View at Google Scholar
  • Heather J. Smith, Katie R. Kryski, Haroon I. Sheikh, Shiva M. Singh, and Elizabeth P. Hayden, “The role of parenting and dopamine D4 receptor gene polymorphisms in children's inhibitory control,” Developmental Science, 2013. View at Publisher · View at Google Scholar
  • Ofra Korat, Adina Shamir, and Ora Segal-Drori, “E-books as a support for young children's language and literacy: the case of Hebrew-speaking children,” Early Child Development and Care, pp. 1–19, 2013. View at Publisher · View at Google Scholar
  • Sandra Lennox, “Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research,” Early Childhood Education Journal, 2013. View at Publisher · View at Google Scholar
  • Marc N. Potenza, “How central is dopamine to pathological gambling or gambling disorder?,” Frontiers in Behavioral Neuroscience, vol. 7, 2013. View at Publisher · View at Google Scholar
  • Allison Pierce, Lucas Watterson, and Jennifer K. Coleman, “Use of a non-navigational, non-verbal landmark task in children,” International Journal of Behavioral Development, vol. 37, no. 6, pp. 485–497, 2013. View at Publisher · View at Google Scholar
  • Thomas Dratsch, Caroline Schwartz, Kliment Yanev, Leonhard Schilbach, Kai Vogeley, and Gary Bente, “Getting a Grip on Social Gaze: Control over Others' Gaze Helps Gaze Detection in High-Functioning Autism,” Journal Of Autism And Developmental Disorders, vol. 43, no. 2, pp. 286–300, 2013. View at Publisher · View at Google Scholar
  • Mark D. Vida, Daphne Maurer, Andrew J. Calder, Gillian Rhodes, Jennifer A. Walsh, Matthew V. Pachai, and M. D. Rutherford, “The Influences of Face Inversion and Facial Expression on Sensitivity to Eye Contact in High-Functioning Adults with Autism Spectrum Disorders,” Journal of Autism and Developmental Disorders, 2013. View at Publisher · View at Google Scholar
  • Yuko Okumura, Yasuhiro Kanakogi, Takayuki Kanda, Hiroshi Ishiguro, and Shoji Itakura, “Infants understand the referential nature of human gaze but not robot gaze,” Journal of Experimental Child Psychology, 2013. View at Publisher · View at Google Scholar
  • Timothy W. Curby, Sara E. Rimm-Kaufman, and Tashia Abry, “Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?,” Journal of School Psychology, vol. 51, no. 5, pp. 557–569, 2013. View at Publisher · View at Google Scholar
  • Karen Miller, “Acquisition of variable rules: /s/-lenition in the speech of Chilean Spanish-speaking children and their caregivers,” Language Variation and Change, vol. 25, no. 3, pp. 311–340, 2013. View at Publisher · View at Google Scholar
  • Juliane Kohn*, Verena Richtmann*, Larissa Rauscher, Karin Kucian, Tanja Käser, Ursina Grond, Günther Esser, and Michael von Aster, “Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien,” Lernen und Lernstörungen, vol. 2, no. 3, pp. 177–189, 2013. View at Publisher · View at Google Scholar
  • Matthieu Dubois, Muriel Lobier, and Sylviane Valdois, “The Role of Visual Processing Speed in Reading Speed Development,” Plos One, vol. 8, no. 4, 2013. View at Publisher · View at Google Scholar
  • Timo Mantyla, “Gender Differences in Multitasking Reflect Spatial Ability,” Psychological Science, vol. 24, no. 4, pp. 514–520, 2013. View at Publisher · View at Google Scholar
  • Lori E. Skibbe, Samantha W. Bindman, Annemarie H. Hindman, Dorit Aram, and Frederick J. Morrison, “Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills,” Reading Research Quarterly, vol. 48, no. 4, pp. 387–401, 2013. View at Publisher · View at Google Scholar
  • Nirbhay N. Singh, Giulio E. Lancioni, Alan S. W. Winton, Bryan T. Karazsia, and Judy Singh, “Mindfulness Training for Teachers Changes the Behavior of Their Preschool Students,” Research in Human Development, vol. 10, no. 3, pp. 211–233, 2013. View at Publisher · View at Google Scholar
  • Courtney P. Keeton, and Meghan Crosby Budinger, “Social Phobia and Selective Mutism,” Child and Adolescent Psychiatric Clinics of North America, vol. 21, no. 3, pp. 621–641, 2012. View at Publisher · View at Google Scholar
  • Guilherme Wood, Pedro Pinheiro-Chagas, Annelise Júlio-Costa, Letícia Rettore Micheli, Helga Krinzinger, Liane Kaufmann, Klaus Willmes, and Vitor Geraldi Haase, “Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children,” Child Development Research, vol. 2012, pp. 1–10, 2012. View at Publisher · View at Google Scholar
  • Gosta Esping-Andersen, Irwin Garfinkel, Wen-Jui Han, Katherine Magnuson, Sander Wagner, and Jane Waldfogel, “Child care and school performance in Denmark and the United States,” Children and Youth Services Review, vol. 34, no. 3, pp. 576–589, 2012. View at Publisher · View at Google Scholar
  • Celia A. Brownell, Margarita Svetlova, Ranita Anderson, Sara R. Nichols, and Jesse Drummond, “Socialization of Early Prosocial Behavior: Parents’ Talk About Emotions is Associated With Sharing and Helping in Toddlers,” Infancy, vol. 18, no. 1, pp. 91–119, 2012. View at Publisher · View at Google Scholar
  • Joan M. Ponzurick, “Selective Mutism: A Team Approach to Assessment and Treatment in the School Setting,” Journal Of School Nursing, vol. 28, no. 1, pp. 31–37, 2012. View at Publisher · View at Google Scholar
  • Cristina Schmitt, “Variable Input and the Acquisition of Plural Morphology,” Language Acquisition, vol. 19, no. 3, pp. 223–261, 2012. View at Publisher · View at Google Scholar
  • Sheana Ahlqvist, May Ling Halim, Faith K. Greulich, Leah E. Lurye, and Diane Ruble, “The Potential Benefits and Risks of Identifying as a Tomboy: A Social Identity Perspective,” Self and Identity, pp. 1–19, 2012. View at Publisher · View at Google Scholar
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