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Citations to this Journal [173 citations: 1–100 of 168 articles]

Articles published in Child Development Research have been cited 173 times. The following is a list of the 168 articles that have cited the articles published in Child Development Research.

  • Jennifer Culbertson, Annie Gagliardi, and Kenny Smith, “Competition between phonological and semantic cues in noun class learning,” Journal of Memory and Language, vol. 92, pp. 343–358, 2017. View at Publisher · View at Google Scholar
  • Pei-Fa Yu, Qing-Li Niu, Zhi-Jie Liu, Ji-Fei Yang, Ze Chen, Gui-Quan Guan, Guang-Yuan Liu, Jian-Xun Luo, and Hong Yin, “Molecular epidemiological surveillance to assess emergence and re-emergence of tick-borne infections in tick samples from China evaluated by nested PC,” Acta Tropica, vol. 158, pp. 181–188, 2016. View at Publisher · View at Google Scholar
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  • 流霞 钟, “The Ecological Valence Theory of Color Preference and Research Advancement,” Advances in Psychology, vol. 06, no. 07, pp. 773–778, 2016. View at Publisher · View at Google Scholar
  • Ling-Yi Lin, Rong-Ju Cherng, and Yung-Jung Chen, “Relationship between time use in physical activity and gross motor performance of preschool children,” Australian Occupational Therapy Journal, 2016. View at Publisher · View at Google Scholar
  • Anselm S. Berde, and Siddika Songül Yalcin, “Determinants of early initiation of breastfeeding in Nigeria: a population-based study using the 2013 demograhic and health survey data,” BMC Pregnancy and Childbirth, vol. 16, no. 1, 2016. View at Publisher · View at Google Scholar
  • Frank J. Schwebel, Ronald E. Smith, and Frank L. Smoll, “Measurement of Perceived Parental Success Standards in Sport and Relations with Athletes’ Self-Esteem, Performance Anxiety, and Achievement Goal Orientation: Comparing Parental and Coach Influences,” Child Development Research, vol. 2016, pp. 1–13, 2016. View at Publisher · View at Google Scholar
  • Sarah A. Gerson, Harold Bekkering, and Sabine Hunnius, “Social context influences planning ahead in three-year-olds,” Cognitive Development, vol. 40, pp. 120–131, 2016. View at Publisher · View at Google Scholar
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  • Jing Hua, Tao Duan, Guixiong Gu, Da Wo, Qinqin Zhu, Jiang-Qin Liu, Ming Liu, Zhuochun Wu, and Wei Meng, “Effects of home and education environments on children's motor performance in China,” Developmental Medicine & Child Neurology, 2016. View at Publisher · View at Google Scholar
  • Hüseyin Kotaman, and Aslı Balcı, “Impact of storybook type on kindergarteners’ storybook comprehension,” Early Child Development and Care, pp. 1–11, 2016. View at Publisher · View at Google Scholar
  • Luciane R. Piccolo, Claudia Hofheinz Giacomoni, Annelise Julio-Costa, Susani Oliveira, John Zbornik, Vitor G. Haase, and Jerusa F. Salles, “Reading Anxiety in L1: Reviewing the Concept,” Early Childhood Education Journal, 2016. View at Publisher · View at Google Scholar
  • Esther Burkitt, “The effects of task explicitness to communicate on the expressiveness of children’s drawings of different topics,” Educational Psychology, pp. 1–18, 2016. View at Publisher · View at Google Scholar
  • Alessia Cadamuro, Annalisa Versari, Loris Vezzali, and Elena Trifiletti, “Preventing the detrimental effect of posttraumatic stress in young children: The role of theory of mind in the aftermath of a natural disaster,” European Journal Of Developmental Psychology, vol. 13, no. 1, pp. 52–66, 2016. View at Publisher · View at Google Scholar
  • Ai Mizokawa, and Serena Lecce, “Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children,” European Journal of Developmental Psychology, pp. 1–13, 2016. View at Publisher · View at Google Scholar
  • Paweł Grygiel, Michał Modzelewski, and Jolanta Pisarek, “Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects,” European Journal of Psychology of Education, 2016. View at Publisher · View at Google Scholar
  • Marcy Zipke, “The importance of flexibility of pronunciation in learning to decode: A training study in set for variability,” First Language, vol. 36, no. 1, pp. 71–86, 2016. View at Publisher · View at Google Scholar
  • Ronny Scherer, Trude Nilsen, and Melte Jansen, “Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relation,” Frontiers In Psychology, vol. 7, 2016. View at Publisher · View at Google Scholar
  • Ronny Scherer, Trude Nilsen, and Malte Jansen, “Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes,” Frontiers in Psychology, vol. 7, 2016. View at Publisher · View at Google Scholar
  • Ann Dowker, Amar Sarkar, and Chung Yen Looi, “Mathematics Anxiety: What Have We Learned in 60 Years?,” Frontiers in Psychology, vol. 7, 2016. View at Publisher · View at Google Scholar
  • Lili Tian, Luyang Pi, E. S. Huebner, and Minmin Du, “Gratitude and Adolescents’ Subjective Well-Being in School: The Multiple Mediating Roles of Basic Psychological Needs Satisfaction at School,” Frontiers in Psychology, vol. 7, 2016. View at Publisher · View at Google Scholar
  • Mark Wade, Thomas J. Hoffmann, Ariel Knafo-Noam, Thomas G. O'Connor, and Jennifer M. Jenkins, “Oxytocin and vasopressin hormone genes in children's externalizing problems: A cognitive endophenotype approach,” Hormones and Behavior, 2016. View at Publisher · View at Google Scholar
  • Trine Sonne, Osman S. Kingo, and Peter Krøjgaard, “Empty Looks or Paying Attention? Exploring Infants' Visual Behavior during Encoding of an Elicited Imitation Task,” Infancy, 2016. View at Publisher · View at Google Scholar
  • Maurits Adam, Ivanina Reitenbach, Frank Papenmeier, Gustaf Gredebäck, Claudia Elsner, and Birgit Elsner, “Goal saliency boosts infants’ action prediction for human manual actions, but not for mechanical claws,” Infant Behavior and Development, vol. 44, pp. 29–37, 2016. View at Publisher · View at Google Scholar
  • Sébastien Gaumon, Daniel Paquette, Chantal Cyr, Mutsuko Émond-Nakamura, and Martin St-André, “Anxiety And Attachment To The Mother In Preschoolers Receiving Psychiatric Care: The Father-Child Activation Relationship As A Protective Factor,” Infant Mental Health Journal, 2016. View at Publisher · View at Google Scholar
  • Angel Fettig, Erin E. Barton, Alice S. Carter, and Abbey S. Eisenhower, “Using e-Coaching to Support an Early Intervention Provider's Implementation of a Functional Assessment-Based Intervention,” Infants & Young Children, vol. 29, no. 2, pp. 130–147, 2016. View at Publisher · View at Google Scholar
  • Samta P. Pandya, “Promoting spiritual well-being among Hindu children in South Asian, Southeast Asian and African Countries: Bala Vihars of Chinmaya Mission,” International Journal of Children's Spirituality, pp. 1–19, 2016. View at Publisher · View at Google Scholar
  • Tuan Minh Nguyen, “Learning approaches, demographic factors to predict academic outcomes,” International Journal of Educational Management, vol. 30, no. 5, pp. 653–667, 2016. View at Publisher · View at Google Scholar
  • Annette Hilton, “Engaging Primary School Students in Mathematics: Can iPads Make a Difference?,” International Journal of Science and Mathematics Education, 2016. View at Publisher · View at Google Scholar
  • Jenni Hislop, Helen Mason, Jeremy R. Parr, Luke Vale, and Allan Colver, “Views of Young People With Chronic Conditions on Transition From Pediatric to Adult Health Services,” Journal of Adolescent Health, 2016. View at Publisher · View at Google Scholar
  • Anja Wittkowski, Hannah Dowling, and Debbie M. Smith, “Does Engaging in a Group-Based Intervention Increase Parental Self-efficacy in Parents of Preschool Children? A Systematic Review of the Current Literature,” Journal of Child and Family Studies, 2016. View at Publisher · View at Google Scholar
  • Anat Ninio, “Bids for joint attention by parent-child dyads and by dyads of young peers in interaction,” Journal Of Child Language, vol. 43, no. 1, pp. 135–156, 2016. View at Publisher · View at Google Scholar
  • Kelly S. Mix, Linda B. Smith, Jerri DaSha Stockton, Yi-Ling Cheng, and Justin A. Barterian, “Grounding the Symbols for Place Value: Evidence From Training and Long-Term Exposure to Base-10 Models,” Journal of Cognition and Development, pp. 1–23, 2016. View at Publisher · View at Google Scholar
  • Nancie Im-Bolter, Alba Agostino, and Keely Owens-Jaffray, “Theory of mind in middle childhood and early adolescence: Different from before?,” Journal of Experimental Child Psychology, 2016. View at Publisher · View at Google Scholar
  • Anja Steinlen, “Primary school minority and majority language children in a partial immersion program,” Journal of Immersion and Content-Based Language Education, vol. 4, no. 2, pp. 198–224, 2016. View at Publisher · View at Google Scholar
  • Gina N. Cervetti, Elfrieda H. Hiebert, P. David Pearson, and Nicola A. McClung, “Factors That Influence the Difficulty of Science Words,” Journal Of Literacy Research, vol. 47, no. 2, pp. 153–185, 2016. View at Publisher · View at Google Scholar
  • Ariel Kalil, and Susan E. Mayer, “Understanding the Importance of Parental Time With Children: Comment on Milkie, Nomaguchi, and Denny (2015),” Journal Of Marriage And Family, vol. 78, no. 1, pp. 262–265, 2016. View at Publisher · View at Google Scholar
  • Francesca Hill, Irene C. Mammarella, Amy Devine, Sara Caviola, Maria Chiara Passolunghi, and Dénes Szűcs, “Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity,” Learning and Individual Differences, 2016. View at Publisher · View at Google Scholar
  • Katherine M. Robinson, Adam K. Dubé, and Jacqueline-Ann Beatch, “Children's multiplication and division shortcuts: Increasing shortcut use depends on how the shortcuts are evaluated,” Learning and Individual Differences, 2016. View at Publisher · View at Google Scholar
  • Maria G. Tosto, Kathryn Asbury, Michèle M.M. Mazzocco, Stephen A. Petrill, and Yulia Kovas, “From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest,” Learning and Individual Differences, 2016. View at Publisher · View at Google Scholar
  • Grazia Attili, Lorenza Di Pentima, Alessandro Toni, and Antonio Roazzi, “Trascuratezza emotiva, attaccamento e ansia da separazione nei disturbi alimentari: uno studio su pazienti adolescenti e sui loro genitori,” Maltrattamento E Abuso All'infanzia, no. 2, pp. 95–118, 2016. View at Publisher · View at Google Scholar
  • Chinyere U. Onubogu, Ifeoma N. Onyeka, Dorothy O. Esangbedo, Chika Ndiokwelu, Selina N. Okolo, Elizabeth K. Ngwu, and Bright I. Nwaru, “Changes in breastfeeding and nutritional status of Nigerian children between 1990 and 2008, and variations by region, area of residence and maternal education and occupation,” Paediatrics and International Child Health, pp. 1–12, 2016. View at Publisher · View at Google Scholar
  • Keila RG Pereira, Nadia C Valentini, and Raquel Saccani, “Brazilian infant motor and cognitive development: Longitudinal influence of risk factors,” Pediatrics International, 2016. View at Publisher · View at Google Scholar
  • Amber Massey-Abernathy, and Jennifer Byrd-Craven, “Functional leadership: Bi-strategic controllers high on effortful control show gains in status and health,” Personality And Individual Differences, vol. 97, pp. 193–197, 2016. View at Publisher · View at Google Scholar
  • Dorit Aram, and Shira Besser-Biron, “Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children,” Reading and Writing, 2016. View at Publisher · View at Google Scholar
  • Yoko Yamamoto, and Susan Sonnenschein, “Family Contexts of Academic Socialization: The Role of Culture, Ethnicity, and Socioeconomic Status,” Research in Human Development, vol. 13, no. 3, pp. 183–190, 2016. View at Publisher · View at Google Scholar
  • Susan Sonnenschein, Shari R. Metzger, and Joy A. Thompson, “Low-Income Parents’ Socialization of Their Preschoolers’ Early Reading and Math Skills,” Research in Human Development, vol. 13, no. 3, pp. 207–224, 2016. View at Publisher · View at Google Scholar
  • Evan Westra, “Pragmatic Development and the False Belief Task,” Review of Philosophy and Psychology, 2016. View at Publisher · View at Google Scholar
  • Anna K. Döring, Ella Daniel, and Ariel Knafo-Noam, “Introduction to the Special Section Value Development from Middle Childhood to Early Adulthood-New Insights from Longitudinal and Genetically Informed Research,” Social Development, 2016. View at Publisher · View at Google Scholar
  • Cristina Barboza Solís, Romain Fantin, Raphaële Castagné, Thierry Lang, Cyrille Delpierre, and Michelle Kelly-Irving, “Mediating pathways between parental socio-economic position and allostatic load in mid-life: Findings from the 1958 British birth cohort,” Social Science & Medicine, 2016. View at Publisher · View at Google Scholar
  • Xinhua Wang, Ju Liu, Chao Zhai, Shuang Ma, and Qing Wang, “Energy efficient relay networks with wireless power transfer from a multi-antenna base station,” Transactions On Emerging Telecommunications Technologies, vol. 27, no. 4, pp. 533–543, 2016. View at Publisher · View at Google Scholar
  • 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
  • Philipp Schnell, “Behind the scenes: family involvement and educational achievements of second-generation Turks in Austria, France and Sweden,” Comparative Migration Studies, vol. 3, no. 1, 2015. View at Publisher · View at Google Scholar
  • Susan Sonnenschein, and Claudia Galindo, “Decreasing the SES math achievement gap: Initial math proficiency and home learning environments,” Contemporary Educational Psychology, vol. 43, pp. 25–38, 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
  • V.M. Vogan, B.R. Morgan, T.L. Powell, M.L. Smith, and M.J. Taylor, “The neurodevelopmental differences of increasing verbal working memory demand in children and adults,” Developmental Cognitive Neuroscience, 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
  • Simsek Cetin Ozlem, “A study on preschool childrens name writing and writing readiness skills,” Educational Research and Reviews, vol. 10, no. 5, pp. 512–522, 2015. View at Publisher · View at Google Scholar
  • Maria-Ines Susperreguy, and Pamela E. Davis-Kean, “Socialization of maths in the home environment: using voice recordings to study maths talk / Socialización de matemáticas en el hogar: uso de grabaciones de voz para estudiar conversaciones matemáticas,” Estudios de Psicología, pp. 1–13, 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
  • Krzysztof Cipora, Monika Szczygieł, Klaus Willmes, and Hans-Christoph Nuerk, “Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation,” 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
  • Erin E. Barton, and Dana Cohen Lissman, “Group Parent Training Combined With Follow-Up Coaching for Parents of Children With Developmental Delays,” Infants & Young Children, vol. 28, no. 3, pp. 220–236, 2015. View at Publisher · View at Google Scholar
  • Peter Krøjgaard, “Keeping Track of Individuals: Insights from Developmental Psychology,” Integrative Psychological and Behavioral Science, 2015. View at Publisher · View at Google Scholar
  • Asiye Zoghi, Masomeh Shojaei, and Abdolla Ghasemi, “The Impact of a Motor Affordance Intervention on Motor and Cognitive Development of Young Children,” International Journal of Mental Health and Addiction, 2015. View at Publisher · View at Google Scholar
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  • Heather L. Ramey, Linda Rose-Krasnor, Michael A. Busseri, Shannon Gadbois, Anne Bowker, and Leanne Findlay, “Measuring psychological engagement in youth activity involvement,” Journal of Adolescence, vol. 45, pp. 237–249, 2015. View at Publisher · View at Google Scholar
  • Camilla J. Knight, Guy C. D. Little, Chris G. Harwood, and Kate Goodger, “Parental Involvement in Elite Junior Slalom Canoeing,” Journal of Applied Sport Psychology, pp. 00–00, 2015. View at Publisher · View at Google Scholar
  • Christina Kauschke, Bettina van der Beek, and Inge Kamp-Becker, “Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language,” Journal of Autism and Developmental Disorders, 2015. View at Publisher · View at Google Scholar
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  • Mele Taumoepeau, “From Talk to Thought: Strength of Ethnic Identity and Caregiver Mental State Talk Predict Social Understanding in Preschoolers,” Journal Of Cross-Cultural Psychology, vol. 46, no. 9, pp. 1169–1190, 2015. View at Publisher · View at Google Scholar
  • Holly E. Brophy-Herb, Erika London Bocknek, Claire D. Vallotton, Kathy E. Stansbury, Neda Senehi, Danielle Dalimonte-Merckling, and Young-Eun Lee, “Toddlers with Early Behavioral Problems at Higher Family Demographic Risk Benefit the Most from Maternal Emotion Talk,” Journal of Developmental & Behavioral Pediatrics, pp. 1, 2015. View at Publisher · View at Google Scholar
  • Rory T. Devine, and Claire Hughes, “Measuring theory of mind across middle childhood: Reliability and validity of the Silent Films and Strange Stories tasks,” Journal of Experimental Child Psychology, 2015. View at Publisher · View at Google Scholar
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  • 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
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  • 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
  • Dominic W. Massaro, “Two Different Communication Genres and Implications for Vocabulary Development and Learning to Read,” Journal Of Literacy Research, vol. 47, no. 4, pp. 505–527, 2015. View at Publisher · View at Google Scholar
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  • Colin Phillips, and Lara Ehrenhofer, “The role of language processing in language acquisition,” Linguistic Approaches to Bilingualism, vol. 5, no. 4, pp. 409–453, 2015. View at Publisher · View at Google Scholar
  • Abukari I. Issaka, Kingsley E. Agho, Andrew N. Page, Penelope L. Burns, Garry J. Stevens, and Michael J. Dibley, “Determinants of suboptimal complementary feeding practices among children aged 6-23 months in four anglophone West African countries,” Maternal & Child Nutrition, vol. 11, pp. 14–30, 2015. View at Publisher · View at Google Scholar
  • Erin A. Maloney, Benjamin A. Converse, Chloe R. Gibbs, Susan C. Levine, and Sian L. Beilock, “Jump-Starting Early Childhood Education at Home: Early Learning, Parent Motivation, and Public Policy,” Perspectives On Psychological Science, vol. 10, no. 6, pp. 727–732, 2015. View at Publisher · View at Google Scholar
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  • 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
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  • Claire Brechet, “Representation of Romantic Love in Children's Drawings: Age and Gender Differences,” Social Development, 2015. View at Publisher · View at Google Scholar