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Citations to this Journal [419 citations: 1–100 of 407 articles]

Articles published in Child Development Research have been cited 419 times. The following is a list of the 407 articles that have cited the articles published in Child Development Research.

  • Ildikó Király, and Katalin Oláh, “Rational Imitation,” Encyclopedia of Animal Cognition and Behavior, pp. 1–8, 2018. View at Publisher · View at Google Scholar
  • Susan Sonnenschein, Claudia Galindo, Cassandra L. Simons, Shari R. Metzger, Joy A. Thompson, and May F. Chung, “How Do Children Learn Mathematics? Chinese and Latina Immigrant Perspectives,” Parental Roles and Relationships in Immigrant Families, pp. 111–128, 2018. View at Publisher · View at Google Scholar
  • Marina Milner-Bolotin, “Nurturing Creativity in Future Mathematics Teachers Through Embracing Technology and Failure,” Creativity and Technology in Mathematics Education, vol. 10, pp. 251–278, 2018. View at Publisher · View at Google Scholar
  • Carl Gabbard, and Priscila Caçola, “Evaluating the Home for Promoting Motor Skill Development,” Physical Activity and Health Promotion in the Early Years, pp. 197–210, 2018. View at Publisher · View at Google Scholar
  • Patricia S. Moyer-Packenham, Kristy Litster, Emma P. Bullock, and Jessica F. Shumway, “Using Video Analysis to Explain How Virtual Manipulative App Alignment Affects Children’s Mathematics Learning,” Uses of Technology in Primary and Secondary Mathematics Education, pp. 9–34, 2018. View at Publisher · View at Google Scholar
  • Scott Latham, “Changes in School Readiness of America’s Entering Kindergarteners (1998–2010),” Kindergarten Transition and Readiness, pp. 111–138, 2018. View at Publisher · View at Google Scholar
  • Rina Durandt, and Gerrie J. Jacobs, “Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards Modelling,” Educating Prospective Secondary Mathematics Teachers, pp. 307–324, 2018. View at Publisher · View at Google Scholar
  • Daniela Corbetta, Abigail DiMercurio, Rebecca F. Wiener, John P. Connell, and Matthew Clark, “How Perception and Action Fosters Exploration and Selection in Infant Skill Acquisition,” Studying the Perception-Action System as a Model System for Understanding Development, vol. 55, pp. 1–29, 2018. View at Publisher · View at Google Scholar
  • Karen Caplovitz Barrett, and George A. Morgan, “Mastery Motivation: Retrospect, Present, and Future Directions,” vol. 5, pp. 1–39, 2018. View at Publisher · View at Google Scholar
  • Alexander B. Swan, Dustin P. Calvillo, and Russell Revlin, “To detect or not to detect: A replication and extension of the three-stage model,” Acta Psychologica, vol. 187, pp. 54–65, 2018. View at Publisher · View at Google Scholar
  • Fumiyuki C. Gardner, Cherie S. Adkins, Sarah E. Hart, R. Alberto Travagli, and Kim Kopenhaver Doheny, “Preterm Stress Behaviors, Autonomic Indices, and Maternal Perceptions of Infant Colic,” Advances in Neonatal Care, vol. 18, no. 1, pp. 49–57, 2018. View at Publisher · View at Google Scholar
  • Yeyisani Makhubele, “An investigation of the impact of the 1 + 4 Mathematics Teaching Intervention Programme on the attitude of Grade eight and nine Mathematics teachers after two years of attendance,” African Journal of Science, Technology, Innovation and Development, vol. 10, no. 3, pp. 267–278, 2018. View at Publisher · View at Google Scholar
  • Crystal D. Tran, Maria M. Arredondo, and Hanako Yoshida, “Early executive function: The influence of culture and bilingualism,” Bilingualism: Language and Cognition, pp. 1–19, 2018. View at Publisher · View at Google Scholar
  • Fouzia Al-Hreashy, Hanan Al-Kadri, Abduelah Al-Mobeirek, and Albert Scherpbier, “A mixed-method evaluation of the views of medical teachers on the applicability of the ‘infant and young child feeding chapter’ in Saudi medical colleges,” BMC Medical Education, vol. 18, no. 1, 2018. View at Publisher · View at Google Scholar
  • Awole Seid, and Hafte Teklay, “Training improved the note taking skill of nursing students in Aksum University; northern Ethiopia: a classroom-based action research,” BMC Research Notes, vol. 11, no. 1, 2018. View at Publisher · View at Google Scholar
  • Paul Cairney, “The UK government’s imaginative use of evidence to make policy,” British Politics, 2018. View at Publisher · View at Google Scholar
  • Jon Swain, and Olga Cara, “The role of family literacy classes in demystifying school literacies and developing closer parent–school relations,” Cambridge Journal of Education, pp. 1–21, 2018. View at Publisher · View at Google Scholar
  • Ying Guo, Shuyan Sun, Cynthia Puranik, and Allison Breit-Smith, “Profiles of Emergent Writing Skills Among Preschool Children,” Child & Youth Care Forum, 2018. View at Publisher · View at Google Scholar
  • John R. Burns, and Ronald M. Rapee, “School-based assessment of mental health risk in children: the preliminary development of the Child RADAR,” Child and Adolescent Mental Health, 2018. View at Publisher · View at Google Scholar
  • Roberta Michnick Golinkoff, Erika Hoff, Meredith L. Rowe, Catherine S. Tamis-LeMonda, and Kathy Hirsh-Pasek, “Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences,” Child Development, 2018. View at Publisher · View at Google Scholar
  • Yuejuan Pan, Qingqing Yang, Yanfang Li, Lisha Liu, and Shanshan Liu, “Effects of family socioeconomic status on home math activities in urban China: The role of parental beliefs,” Children and Youth Services Review, 2018. View at Publisher · View at Google Scholar
  • Jimena Rodríguez, Eduardo Martí, and Analía Salsa, “Symbolic representations and cardinal knowledge in 3- and 4-year-old children,” Cognitive Development, vol. 48, pp. 235–243, 2018. View at Publisher · View at Google Scholar
  • A. Ravishankar Rao, “An oscillatory neural network model that demonstrates the benefits of multisensory learning,” Cognitive Neurodynamics, 2018. View at Publisher · View at Google Scholar
  • Jessica L. Montag, Michael N. Jones, and Linda B. Smith, “Quantity and Diversity: Simulating Early Word Learning Environments,” Cognitive Science, 2018. View at Publisher · View at Google Scholar
  • Shelia M. Kennison, and Jennifer Byrd-Craven, “Childhood Relationship with Mother as a Precursor to Ageism in Young Adults,” Current Psychology, 2018. View at Publisher · View at Google Scholar
  • Leanne Elliott, and Heather J. Bachman, “SES disparities in early math abilities: The contributions of parents’ math cognitions, practices to support math, and math talk,” Developmental Review, 2018. View at Publisher · View at Google Scholar
  • Lynn Dempsey, “Understanding story read-alouds: the influence of story goal structure and event knowledge on pre-readers’ inferencing abilities,” Early Child Development and Care, pp. 1–13, 2018. View at Publisher · View at Google Scholar
  • Zhuojun Yao, and Robert Enright, “The influence of moral stories on kindergarteners’ sharing behaviour,” Early Child Development and Care, pp. 1–11, 2018. View at Publisher · View at Google Scholar
  • Lynn Dempsey, “Building pre-readers' background knowledge: the impact of a play-based event exposure on children's comprehension of stories read aloud,” Early Child Development and Care, pp. 1–11, 2018. View at Publisher · View at Google Scholar
  • Bulbin Sucuoğlu, Hatice Bakkaloğlu, and Seyda Demir, “Beneficial effects of inclusive preschools on the home environments of young children with and without disabilities,” Early Child Development and Care, pp. 1–15, 2018. View at Publisher · View at Google Scholar
  • Hope K. Gerde, Lori E. Skibbe, Tanya S. Wright, and Sarah N. Douglas, “Evaluation of Head Start Curricula for Standards-Based Writing Instruction,” Early Childhood Education Journal, 2018. View at Publisher · View at Google Scholar
  • Cynthia S. Puranik, Beth M. Phillips, Christopher J. Lonigan, and Erin Gibson, “Home literacy practices and preschool children’s emergent writing skills: An initial investigation,” Early Childhood Research Quarterly, vol. 42, pp. 228–238, 2018. View at Publisher · View at Google Scholar
  • Cynthia S. Puranik, Emily Boss, and Shannon Wanless, “Relations between self-regulation and early writing: Domain specific or task dependent?,” Early Childhood Research Quarterly, 2018. View at Publisher · View at Google Scholar
  • Maria Marti, Samantha Melvin, Kimberly G. Noble, and Helena Duch, “Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler’s school readiness skills,” Early Childhood Research Quarterly, vol. 44, pp. 55–71, 2018. View at Publisher · View at Google Scholar
  • Krisztián Józsa, and Karen Caplovitz Barrett, “Affective and Social Mastery Motivation in Preschool as Predictors of Early School Success: A Longitudinal Study,” Early Childhood Research Quarterly, vol. 45, pp. 81–92, 2018. View at Publisher · View at Google Scholar
  • Erica L Zippert, and Bethany Rittle-Johnson, “The home math environment: More than numeracy,” Early Childhood Research Quarterly, 2018. View at Publisher · View at Google Scholar
  • Do-Hong Kim, Richard G. Lambert, Sean Durham, and Diane C. Burts, “ Examining the Validity of GOLD ® With 4-Year-Old Dual Language Learners ,” Early Education and Development, pp. 1–17, 2018. View at Publisher · View at Google Scholar
  • İkbal Tuba Şahin-Sak, “Preschoolers’ and first graders’ reasons for liking or avoiding school,” Education 3-13, pp. 1–17, 2018. View at Publisher · View at Google Scholar
  • Gerardo Ramirez, Stacy T. Shaw, and Erin A. Maloney, “Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework,” Educational Psychologist, pp. 1–20, 2018. View at Publisher · View at Google Scholar
  • Nathalie Vendeville, Nathalie Blanc, and Claire Brechet, “Tears for girls and teeth for boys: the influence of gender on children’s depiction of sadness and anger in their drawings,” Educational Psychology, pp. 1–18, 2018. View at Publisher · View at Google Scholar
  • Dominic Petronzi, Paul Staples, David Sheffield, Thomas E. Hunt, and Sandra Fitton-Wilde, “Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years,” Educational Studies in Mathematics, 2018. View at Publisher · View at Google Scholar
  • Käthe Lewicki, Marco Franze, Annika Gottschling-Lang, and Wolfgang Hoffmann, “Developmental differences between preschool boys and girls in Northeastern Germany,” European Early Childhood Education Research Journal, pp. 1–18, 2018. View at Publisher · View at Google Scholar
  • Katharina Kluczniok, and Michael Mudiappa, “Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study,” European Educational Research Journal, pp. 147490411879085, 2018. View at Publisher · View at Google Scholar
  • Krisztián Józsa, Noémi Kis, and Karen Caplovitz Barrett, “Mastery motivation, parenting, and school achievement among Hungarian adolescents,” European Journal of Psychology of Education, 2018. View at Publisher · View at Google Scholar
  • Steve J. Hothersall, “Epistemology and social work: enhancing the integration of theory, practice and research through philosophical pragmatism,” European Journal of Social Work, pp. 1–11, 2018. View at Publisher · View at Google Scholar
  • Sissal M. Rasmussen, and Dorthe Bleses, “Faroese children’s early vocabulary acquisition: A Faroese adaptation of the MacArthur–Bates Communicative Development Inventories,” First Language, pp. 014272371880348, 2018. View at Publisher · View at Google Scholar
  • Miriam Langeloh, David Buttelmann, Daniel Matthes, Susanne Grassmann, Sabina Pauen, and Stefanie Hoehl, “Reduced Mu Power in Response to Unusual Actions Is Context-Dependent in 1-Year-Olds,” Frontiers in Psychology, vol. 9, 2018. View at Publisher · View at Google Scholar
  • Karin Kucian, Isabelle Zuber, Juliane Kohn, Nadine Poltz, Anne Wyschkon, Günter Esser, and Michael von Aster, “Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia,” Frontiers in Psychology, vol. 9, 2018. View at Publisher · View at Google Scholar
  • Maria Marti, Emily C. Merz, Kelsey R. Repka, Cassie Landers, Kimberly G. Noble, and Helena Duch, “Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills,” Frontiers in Psychology, vol. 9, 2018. View at Publisher · View at Google Scholar
  • Christina Kauschke, Nadine Mueller, Tilo Kircher, and Arne Nagels, “Do Patients With Depression Prefer Literal or Metaphorical Expressions for Internal States? Evidence From Sentence Completion and Elicited Production,” Frontiers in Psychology, vol. 9, 2018. View at Publisher · View at Google Scholar
  • Gamal Cerda, Estíbaliz Aragón, Carlos Pérez, José I. Navarro, and Manuel Aguilar, “The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors of Arithmetic Development,” Frontiers in Psychology, vol. 9, 2018. View at Publisher · View at Google Scholar
  • Ashley E. Hinten, Lisa G. Labuschagne, Hannah Boden, and Damian Scarf, “Preschool children and young adults' preferences and expectations for helpers and hinderers,” Infant and Child Development, pp. e2093, 2018. View at Publisher · View at Google Scholar
  • Saeed Valadi, Carl Gabbard, Elahe Arabameri, Ali Kashi, and Abdollah Ghasemi, “Psychometric properties of the Affordances in the Home Environment for Motor Development inventory for use with Iranian children aged 18–42 months,” Infant Behavior and Development, vol. 50, pp. 1–11, 2018. View at Publisher · View at Google Scholar
  • Emiddia Longobardi, Pietro Spataro, and Cristina Colonnesi, “Maternal communicative functions and mind-mindedness at 16 months as predictors of children’s internal and non-internal language at 20 months,” Infant Behavior and Development, vol. 50, pp. 52–63, 2018. View at Publisher · View at Google Scholar
  • P. Kotroni, F. Bonoti, and S. Mavropoulou, “Children with autism can express social emotions in their drawings,” International Journal of Developmental Disabilities, pp. 1–9, 2018. View at Publisher · View at Google Scholar
  • Manuel Castro-Sánchez, Félix Zurita-Ortega, Ramón Chacón-Cuberos, Carlos López-Gutiérrez, and Edson Zafra-Santos, “Emotional Intelligence, Motivational Climate and Levels of Anxiety in Athletes from Different Categories of Sports: Analysis through Structural Equations,” International Journal of Environmental Research and Public Health, vol. 15, no. 5, pp. 894, 2018. View at Publisher · View at Google Scholar
  • Vasiliki Chondrogianni, and Nerys John, “Tense and plural formation in Welsh-English bilingual children with and without language impairment,” International Journal of Language & Communication Disorders, 2018. View at Publisher · View at Google Scholar
  • Grainne Kent, and Vasiliki Pitsia, “A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland,” Irish Educational Studies, pp. 1–17, 2018. View at Publisher · View at Google Scholar
  • Xinfeng Tang, and Daniel Wong, “Prevalence of Depressive Symptoms among Adolescents in Secondary School in Mainland China: A Systematic Review and Meta-Analysis,” Journal of Affective Disorders, 2018. View at Publisher · View at Google Scholar
  • Christine O'Farrelly, Orla Doyle, Gerard Victory, and Eylin Palamaro-Munsell, “Shared reading in infancy and later development: Evidence from an early intervention,” Journal of Applied Developmental Psychology, vol. 54, pp. 69–83, 2018. View at Publisher · View at Google Scholar
  • Diana Leyva, Anna Davis, and Lauren Skorb, “Math Intervention For Latino Parents and Kindergarteners Based on Food Routines,” Journal of Child and Family Studies, 2018. View at Publisher · View at Google Scholar
  • Shayl F. Griffith, and David H. Arnold, “Home learning in the new mobile age: parent–child interactions during joint play with educational apps in the US,” Journal of Children and Media, pp. 1–19, 2018. View at Publisher · View at Google Scholar
  • Jenny Preece, and Rachael Levy, “Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback,” Journal of Early Childhood Literacy, pp. 146879841877921, 2018. View at Publisher · View at Google Scholar
  • Jane Torr, “How ‘shared’ is shared reading: Book-focused infant–educator interactions in long day-care centres,” Journal of Early Childhood Literacy, pp. 146879841879203, 2018. View at Publisher · View at Google Scholar
  • Aidan Clerkin, and Katie Gilligan, “Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10,” Journal of Early Childhood Research, pp. 1476718X1876223, 2018. View at Publisher · View at Google Scholar
  • Jay Buzhardt, Charles R. Greenwood, Dale Walker, Fan Jia, Alana G. Schnitz, Susan Higgins, Debra Montagna, and Christine Muehe, “Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant–Toddler Communication,” Journal of Early Intervention, pp. 105381511878805, 2018. View at Publisher · View at Google Scholar
  • Katherine M. Robinson, Jill A.B. Price, and Brendan Demyen, “Understanding arithmetic concepts: Does operation matter?,” Journal of Experimental Child Psychology, vol. 166, pp. 421–436, 2018. View at Publisher · View at Google Scholar
  • Zanna Clay, Harriet Over, and Claudio Tennie, “What drives young children to over-imitate? Investigating the effects of age, context, action type, and transitivity,” Journal of Experimental Child Psychology, vol. 166, pp. 520–534, 2018. View at Publisher · View at Google Scholar
  • Amy R. Napoli, and David J. Purpura, “The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes,” Journal of Experimental Child Psychology, vol. 166, pp. 581–603, 2018. View at Publisher · View at Google Scholar
  • James Negen, Hannah E. Roome, Samantha Keenaghan, and Marko Nardini, “Effects of two-dimensional versus three-dimensional landmark geometry and layout on young children’s recall of locations from new viewpoints,” Journal of Experimental Child Psychology, vol. 170, pp. 1–29, 2018. View at Publisher · View at Google Scholar
  • Lila Kossyvaki, and Sara Curran, “The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities,” Journal of Intellectual Disabilities, pp. 174462951877264, 2018. View at Publisher · View at Google Scholar
  • Heather P. Douglas, and Jo-Anne LeFevre, “Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety,” Journal of Numerical Cognition, vol. 3, no. 3, pp. 642–666, 2018. View at Publisher · View at Google Scholar
  • Jaime Puccioni, “Parental Beliefs About School Readiness, Home and School-Based Involvement, and Children’s Academic Achievement,” Journal of Research in Childhood Education, pp. 1–20, 2018. View at Publisher · View at Google Scholar
  • James W. Montgomery, Julia L. Evans, Jamison D. Fargo, Sarah Schwartz, and Ronald B. Gillam, “Structural Relationship Between Cognitive Processing and Syntactic Sentence Comprehension in Children With and Without Developmental Language Disorder,” Journal of Speech Language and Hearing Research, pp. 1, 2018. View at Publisher · View at Google Scholar
  • Patrick C. Lee, and Andy Lee, “The importance of career goal in relation to academic performance: a case study of hospitality management students,” Journal of Teaching in Travel & Tourism, pp. 1–18, 2018. View at Publisher · View at Google Scholar
  • Marjolijn M. Vermande, Patricia A. Gilholm, Albert H. A. Reijntjes, Dave J. Hessen, Elisabeth H. M. Sterck, and Anne M. Overduin-de Vries, “Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity,” Journal of Youth and Adolescence, 2018. View at Publisher · View at Google Scholar
  • Öner Özçelik, “Towards the use of phonological markedness and extraprosodicity in accounting for morphological errors in Specific Language Impairment,” Language, Interaction and Acquisition. Langage, Interaction et Acquisition, vol. 8, no. 2, pp. 234–272, 2018. View at Publisher · View at Google Scholar
  • Rebecca Lazarides, Jaana Viljaranta, Kaisa Aunola, and Jari-Erik Nurmi, “Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics,” Learning and Individual Differences, vol. 67, pp. 245–258, 2018. View at Publisher · View at Google Scholar
  • Grazia Attili, Lorenza Di Pentima, Alessandro Toni, and Antonio Roazzi, “High Anxiety Attachment in Eating Disorders: Intergenerational Transmission by Mothers and Fathers,” Paidéia (Ribeirão Preto), vol. 28, no. 0, 2018. View at Publisher · View at Google Scholar
  • Alexander Strobel, Anja Strobel, Sören Enge, Monika Fleischhauer, Andreas Reif, Klaus-Peter Lesch, and Kristin Anacker, “Intellectual Investment, Dopaminergic Gene Variation, and Life Events: A Critical Examination,” Personality Neuroscience, vol. 1, 2018. View at Publisher · View at Google Scholar
  • Jianping Chen, Hong Liang, Maohua Miao, Xiujuan Su, Fen Yang, Reimar W. Thomsen, Wei Yuan, and Jiong Li, “In utero beta-2-adrenergic agonists exposure and risk of epilepsy: A Danish nationwide population-based cohort study,” Pharmacoepidemiology and Drug Safety, 2018. View at Publisher · View at Google Scholar
  • Lin Li, Ziliang Wang, Hong Liang, Fen Yang, Wei Yuan, Bizu Gelaye, Yongfu Yu, Maohua Miao, Mette Nørgaard, and Jiong Li, “Risk of childhood cerebral palsy following prenatal exposure to ß2-adrenergic receptor agonist: A nationwide cohort study,” Plos One, vol. 13, no. 8, pp. e0202078, 2018. View at Publisher · View at Google Scholar
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  • Gerald M. Weltevreden, Edwin A.J. van Hooft, and Annelies E.M. van Vianen, “Parental behavior and Adolescent's achievement goals in sport,” Psychology of Sport and Exercise, 2018. View at Publisher · View at Google Scholar
  • Linda Fung Ling Tse, Andrew Man Hong Siu, and Cecilia Wai Ping Li-Tsang, “Assessment of early handwriting skill in kindergarten children using a Chinese name writing test,” Reading and Writing, 2018. View at Publisher · View at Google Scholar
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  • Sandra Simpkins, Gabriel Estrella, Erin Gaskin, and Erin Kloberdanz, “Latino parents’ science beliefs and support of high school students’ motivational beliefs: Do the relations vary across gender and familism values?,” Social Psychology of Education, 2018. View at Publisher · View at Google Scholar
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