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Citations to this Journal [262 citations: 1–100 of 254 articles]

Articles published in Child Development Research have been cited 262 times. The following is a list of the 254 articles that have cited the articles published in Child Development Research.

  • Aleksandar Trifunović, Dalibor Pešić, Svetlana Čičević, and Boris Antić, “The importance of spatial orientation and knowledge of traffic signs for children's traffic safety,” Accident Analysis & Prevention, vol. 102, pp. 81–92, 2017. View at Publisher · View at Google Scholar
  • Dieter Vanderelst, and Alan Winfield, “Rational imitation for robots: the cost difference model,” Adaptive Behavior, pp. 105971231770295, 2017. View at Publisher · View at Google Scholar
  • Filippos M. Vlachos, Vassilios S. Argyropoulos, and Vassilios D. Papadimitriou, “Effects of Handedness and Blindness on Braille Reading Accuracy,” Advances in Neurodevelopmental Disorders, 2017. View at Publisher · View at Google Scholar
  • Emin Altintas, Giorgio De Benedetto, and Karim Gallouj, “Adaptation to nursing home: The role of leisure activities in light of motivation and relatedness,” Archives of Gerontology and Geriatrics, vol. 70, pp. 8–13, 2017. View at Publisher · View at Google Scholar
  • Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, and Mikko Aro, “Math anxiety and its relationship with basic arithmetic skills among primary school children,” British Journal of Educational Psychology, 2017. View at Publisher · View at Google Scholar
  • Nicole Gardner-Neblett, Steven J. Holochwost, Kathleen Cranley Gallagher, Iheoma U. Iruka, Samuel L. Odom, and Elizabeth Pungello Bruno, “Books and Toddlers in Child Care: Under What Conditions are Children Most Engaged?,” Child & Youth Care Forum, 2017. View at Publisher · View at Google Scholar
  • Claire Hughes, Rory T. Devine, and Zhenlin Wang, “Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind?,” Child Development, 2017. View at Publisher · View at Google Scholar
  • Leanne Elliott, and Heather J. Bachman, “How Do Parents Foster Young Children's Math Skills?,” Child Development Perspectives, 2017. View at Publisher · View at Google Scholar
  • Giuliana Pinto, Caterina Primi, Christian Tarchi, and Lucia Bigozzi, “Mental State Talk Structure in Children’s Narratives: A Cluster Analysis,” Child Development Research, vol. 2017, pp. 1–7, 2017. View at Publisher · View at Google Scholar
  • N. Titi, A. van Niekerk, and R. Ahmed, “Child understandings of the causation of childhood burn injuries: Child activity, parental domestic demands, and impoverished settings,” Child: Care, Health and Development, 2017. View at Publisher · View at Google Scholar
  • K. Short, P. Eadie, J. Descallar, E. Comino, and L. Kemp, “Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors,” Child: Care, Health and Development, 2017. View at Publisher · View at Google Scholar
  • Alisa Hindin, Lilly M. Steiner, and Susan Dougherty, “Building Our Capacity to Forge Successful Home-School Partnerships: Programs That Support and Honor the Contributions of Families,” Childhood Education, vol. 93, no. 1, pp. 10–19, 2017. View at Publisher · View at Google Scholar
  • Makeda Moore, Victoria Evans, Grace Hanvey, and Cynthia Johnson, “Assessment of Sleep in Children with Autism Spectrum Disorder,” Children, vol. 4, no. 8, pp. 72, 2017. View at Publisher · View at Google Scholar
  • Evan Westra, and Peter Carruthers, “Pragmatic development explains the Theory-of-Mind Scale,” Cognition, vol. 158, pp. 165–176, 2017. View at Publisher · View at Google Scholar
  • Iris Berent, Outi Bat-El, and Vered Vaknin- Nusbaum, “The double identity of doubling: Evidence for the phonology–morphology split,” Cognition, vol. 161, pp. 117–128, 2017. View at Publisher · View at Google Scholar
  • Alycia M. Hund, Lindsay J. Bianchi, Jayne F. Winner, and Matthew S. Hesson-McInnis, “Complex spatial language improves from 3 to 5 years: The role of prompting and overhearing in facilitating direction giving using Between and Middle,” Cognitive Development, vol. 43, pp. 170–181, 2017. View at Publisher · View at Google Scholar
  • Serena Lecce, Marcella Caputi, Adriano Pagnin, and Robin Banerjee, “Theory of mind and school achievement: The mediating role of social competence,” Cognitive Development, vol. 44, pp. 85–97, 2017. View at Publisher · View at Google Scholar
  • Youjeong Park, and Marianella Casasola, “The impact of object type on the spatial analogies in Korean preschoolers,” Cognitive Psychology, vol. 94, pp. 53–66, 2017. View at Publisher · View at Google Scholar
  • Clara R. P. Ajisuksmo, and Grace R. Saputri, “The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements,” Creative Education, vol. 08, no. 03, pp. 486–497, 2017. View at Publisher · View at Google Scholar
  • Jeanna Jacobsen, “Community influences on Mormon women with same-sex sexuality,” Culture, Health & Sexuality, pp. 1–15, 2017. View at Publisher · View at Google Scholar
  • Camilla J Knight, Steffan R Berrow, and Chris G Harwood, “Parenting in sport,” Current Opinion in Psychology, vol. 16, pp. 93–97, 2017. View at Publisher · View at Google Scholar
  • Michelle F. Wright, “Adolescents' Perceptions of Popularity-Motivated Behaviors, Characteristics, and Relationships in Cyberspace and Cyber Aggression: The Role of Gender,” Cyberpsychology, Behavior, and Social Networking, vol. 20, no. 6, pp. 355–361, 2017. View at Publisher · View at Google Scholar
  • Molly Davis, Kristel Thomassin, Joanie Bilms, Cynthia Suveg, Anne Shaffer, and Steven R.H. Beach, “Preschoolers’ genetic, physiological, and behavioral sensitivity factors moderate links between parenting stress and child internalizing, externalizing, and sleep problems,” Developmental Psychobiology, 2017. View at Publisher · View at Google Scholar
  • Ofra Korat, Aviva Gitait, Deborah Bergman Deitcher, and Zmira Mevarech, “Early literacy programme as support for immigrant children and as transfer to early numeracy,” Early Child Development and Care, pp. 1–18, 2017. View at Publisher · View at Google Scholar
  • Hüseyin Kotaman, and Aslı Balcı, “Impact of realistic and non-realistic storybook characters on young children’s book listening comprehension,” Early Child Development and Care, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Danae Dinkel, Kailey Snyder, and Priscila Cacola, “Affordances in the Home Environment for Motor Development-Infant Scale, Spanish Translation,” Early Child Development and Care, pp. 1–9, 2017. View at Publisher · View at Google Scholar
  • Rovana Kinas Bueno, Mauro Luís Vieira, Maria Aparecida Crepaldi, and Ana Maria Xavier Faraco, “Father–child activation relationship in the Brazilian context,” Early Child Development and Care, pp. 1–11, 2017. View at Publisher · View at Google Scholar
  • Gary E. Bingham, Margaret F. Quinn, and Hope K. Gerde, “Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills,” Early Childhood Research Quarterly, vol. 39, pp. 35–46, 2017. View at Publisher · View at Google Scholar
  • Leydi Johana Chaparro-Moreno, Florencia Reali, and Carolina Maldonado-Carreño, “Wordless picture books boost preschoolers’ language production during shared reading,” Early Childhood Research Quarterly, vol. 40, pp. 52–62, 2017. View at Publisher · View at Google Scholar
  • Johan Korhonen, Mikaela Nyroos, Bert Jonsson, and Hanna Eklöf, “Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students,” Educational Psychology, pp. 1–24, 2017. View at Publisher · View at Google Scholar
  • Frank Niklas, and Wolfgang Schneider, “Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness,” First Language, pp. 014272371769883, 2017. View at Publisher · View at Google Scholar
  • Marie Arsalidou, Maksim G. Sharaev, Tatyana Kotova, and Olga Martynova, “Commentary: Selective Development of Anticorrelated Networks in the Intrinsic Functional Organization of the Human Brain,” Frontiers in Human Neuroscience, vol. 11, 2017. View at Publisher · View at Google Scholar
  • Emma Carey, Francesca Hill, Amy Devine, and Dénes Szűcs, “The Modified Abbreviated Math Anxiety Scale: A Valid and Reliable Instrument for Use with Children,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Zhenlin Wang, X. Christine Wang, and Wai Yip Chui, “Young Children's Understanding of Teaching and Learning and Their Theory of Mind Development: A Causal Analysis from a Cross-Cultural Perspective,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus, “How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning,” Harvard Educational Review, vol. 87, no. 3, pp. 309–334, 2017. View at Publisher · View at Google Scholar
  • David Buttelmann, Andy Schieler, Nicole Wetzel, and Andreas Widmann, “Infants’ and adults’ looking behavior does not indicate perceptual distraction for constrained modelled actions − An eye-tracking study,” Infant Behavior and Development, vol. 47, pp. 103–111, 2017. View at Publisher · View at Google Scholar
  • Dawson Cooke, Lynn Priddis, Patrick Luyten, Garth Kendall, and Robert Cavanagh, “Paternal And Maternal Reflective Functioning In The Western Australian Peel Child Health Study,” Infant Mental Health Journal, 2017. View at Publisher · View at Google Scholar
  • Carrington C.J. Shepherd, Jianghong Li, Matthew N. Cooper, Katrina D. Hopkins, and Brad M. Farrant, “The impact of racial discrimination on the health of Australian Indigenous children aged 5?10?years: analysis of national longitudinal data,” International Journal for Equity in Health, vol. 16, no. 1, 2017. View at Publisher · View at Google Scholar
  • Eliane S. Wiese, and Kenneth R. Koedinger, “Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols,” International Journal of Artificial Intelligence in Education, 2017. View at Publisher · View at Google Scholar
  • Pirko Tõugu, Maria Marcus, Catherine A. Haden, and David H. Uttal, “Connecting play experiences and engineering learning in a children's museum,” Journal of Applied Developmental Psychology, vol. 53, pp. 10–19, 2017. View at Publisher · View at Google Scholar
  • Laurence Lion-François, Vania Herbillon, Emeline Peyric, Catherine Mercier, Daniel Gérard, Tiphanie Ginhoux, Virginie Coutinho, Isabelle Kemlin, Behrouz Kassai, Vincent Desportes, and George A. Michael, “Attention and Executive Disorders in Neurofibromatosis 1: Comparison Between NF1 With ADHD Symptomatology (NF1 + ADHD) and ADHD Per Se,” Journal of Attention Disorders, pp. 108705471770757, 2017. View at Publisher · View at Google Scholar
  • Meme Hieneman, and Sarah A. Fefer, “Employing the Principles of Positive Behavior Support to Enhance Family Education and Intervention,” Journal of Child and Family Studies, 2017. View at Publisher · View at Google Scholar
  • Michael I. Posner, and Mary K. Rothbart, “Integrating brain, cognition and culture,” Journal of Cultural Cognitive Science, 2017. View at Publisher · View at Google Scholar
  • Katherine M. Robinson, Adam K. Dubé, and Jacqueline-Ann Beatch, “Children’s understanding of additive concepts,” Journal of Experimental Child Psychology, vol. 156, pp. 16–28, 2017. View at Publisher · View at Google Scholar
  • Leanne Elliott, Emily J. Braham, and Melissa E. Libertus, “Understanding sources of individual variability in parents’ number talk with young children,” Journal of Experimental Child Psychology, vol. 159, pp. 1–15, 2017. View at Publisher · View at Google Scholar
  • 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
  • Susan M. Letourneau, Robin Meisner, Jessica L. Neuwirth, and David M. Sobel, “What Do Caregivers Notice and Value About How Children Learn Through Play In a Children's Museum?,” Journal of Museum Education, vol. 42, no. 1, pp. 87–98, 2017. View at Publisher · View at Google Scholar
  • Susan Ellis Weismer, Meghan M. Davidson, Ishanti Gangopadhyay, Heidi Sindberg, Hettie Roebuck, and Margarita Kaushanskaya, “The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders,” Journal of Neurodevelopmental Disorders, vol. 9, no. 1, 2017. View at Publisher · View at Google Scholar
  • Linda F. L. Tse, Andrew M. H. Siu, and Cecilia W. P. Li-Tsang, “Development of Chinese handwriting skills among kindergarten children: Copying of the composition in Chinese characters and name writing,” Journal of Occupational Therapy, Schools, & Early Intervention, pp. 1–12, 2017. View at Publisher · View at Google Scholar
  • Karen Nicholas, and Jo Fletcher, “Early Adolescents’ Views on Engagement and Achievement in Mathematical Learning,” Journal of Research in Childhood Education, vol. 31, no. 1, pp. 40–52, 2017. View at Publisher · View at Google Scholar
  • Wiebke Schulz, Reinhard Schunck, Martin Diewald, and Wendy Johnson, “Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment,” Journal of Youth and Adolescence, 2017. View at Publisher · View at Google Scholar
  • Lili Ma, and Angeline S. Lillard, “The evolutionary significance of pretend play: Two-year-olds’ interpretation of behavioral cues,” Learning & Behavior, 2017. View at Publisher · View at Google Scholar
  • Elma Blom, and Tessel Boerma, “Effects of language impairment and bilingualism across domains,” Linguistic Approaches to Bilingualism, 2017. View at Publisher · View at Google Scholar
  • Rackeb Tesfaye, and Reut Gruber, “The Association between Sleep and Theory of Mind in School Aged Children with ADHD,” Medical Sciences, vol. 5, no. 3, pp. 18, 2017. View at Publisher · View at Google Scholar
  • Emma Carey, Amy Devine, Francesca Hill, and Dénes Szűcs, “Differentiating anxiety forms and their role in academic performance from primary to secondary school,” Plos One, vol. 12, no. 3, pp. e0174418, 2017. View at Publisher · View at Google Scholar
  • Michelle R. Ellefson, Florrie Fei-Yin Ng, Qian Wang, and Claire Hughes, “Efficiency of Executive Function: A Two-Generation Cross-Cultural Comparison of Samples From Hong Kong and the United Kingdom,” Psychological Science, pp. 095679761668781, 2017. View at Publisher · View at Google Scholar
  • Angela P. Branyon, ““A Home for Me When I Am So Far from Home”: Perceptions of Libraries by Immigrant Mothers in Language Acquisition and Cultural Acclimation,” Public Library Quarterly, pp. 1–14, 2017. View at Publisher · View at Google Scholar
  • Chenyi Zhang, Gary E. Bingham, and Margaret F. Quinn, “The associations among preschool children’s growth in early reading, executive function, and invented spelling skills,” Reading and Writing, 2017. View at Publisher · View at Google Scholar
  • Ahmed A. Moustafa, Richard Tindle, Zaheda Ansari, Margery J. Doyle, Doaa H. Hewedi, and Abeer Eissa, “Mathematics, anxiety, and the brain,” Reviews in the Neurosciences, vol. 28, no. 4, 2017. View at Publisher · View at Google Scholar
  • Margaret J. Mohr-Schroeder, Christa Jackson, Maureen Cavalcanti, Cindy Jong, D. Craig Schroeder, and Lydia G. Speler, “Parents’ Attitudes Toward Mathematics and the Influence on Their Students’ Attitudes toward Mathematics: A Quantitative Study,” School Science and Mathematics, vol. 117, no. 5, pp. 214–222, 2017. View at Publisher · View at Google Scholar
  • María Laura Andrés, Florencia Stelzer, Santiago Vernucci, Lorena Canet Juric, Juan Ignacio Galli, and José Ignacio Navarro Guzmán, “Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad,” Suma Psicológica, 2017. View at Publisher · View at Google Scholar
  • Nádia Salgado Pereira, and Alexandra Marques Pinto, “Effects of an After-school Socio-Emotional Learning Program on Middle School Pupils,” The Arts in Psychotherapy, 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
  • Mark McCann, Oliver Perra, Aisling McLaughlin, Claire McCartan, and Kathryn Higgins, “Assessing elements of a family approach to reduce adolescent drinking frequency: parent-adolescent relationship, knowledge management and keeping secrets,” Addiction, vol. 111, no. 5, pp. 843–853, 2016. View at Publisher · View at Google Scholar
  • 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
  • Daphna Bassok, Jenna E. Finch, RaeHyuck Lee, Sean F. Reardon, and Jane Waldfogel, “Socioeconomic Gaps in Early Childhood Experiences,” AERA Open, vol. 2, no. 3, pp. 233285841665392, 2016. View at Publisher · View at Google Scholar
  • Sean F. Reardon, and Ximena A. Portilla, “Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry,” AERA Open, vol. 2, no. 3, pp. 233285841665734, 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
  • Marie Arsalidou, and Nancie Im-Bolter, “Why parametric measures are critical for understanding typical and atypical cognitive development,” Brain Imaging and Behavior, 2016. View at Publisher · View at Google Scholar
  • Lucia Bigozzi, Alessandra Di Cosimo, and Giulia Vettori, “Appearances Are Deceiving: Observing the World as It Looks and How It Really Is—Theory of Mind Performances Investigated in 3-, 4-, and 5-Year-Old Children,” Child Development Research, vol. 2016, pp. 1–10, 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
  • Shelia M. Kennison, Erin E. Wood, Jennifer Byrd-Craven, and Megan L. Downing, “Financial and ethical risk-taking by young adults: A role for family dynamics during childhood,” Cogent Economics & Finance, vol. 4, no. 1, 2016. View at Publisher · View at Google Scholar
  • Jonna J. Dahl, Osman S. Kingo, and Peter Krøjgaard, “Twenty-four-month-olds’ nonverbal memory for expected and unexpected versions of familiar events,” Cognitive Development, vol. 39, pp. 168–180, 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
  • 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
  • Emily J. Hopkins, and Deena Skolnick Weisberg, “The youngest readers’ dilemma: A review of children’s learning from fictional sources,” Developmental Review, 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
  • Shi Yu, Beiwen Chen, Chantal Levesque-Bristol, and Maarten Vansteenkiste, “Chinese Education Examined via the Lens of Self-Determination,” Educational Psychology Review, 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
  • Laís Rodrigues Gerzson, Bruna Maciel Catarino, Kelly Andara de Azevedo, Paula Ribeiro Demarco, Míriam Stock Palma, and Carla Skilhan de Almeida, “Frequência semanal de um programa de intervenção motora para bebês de berçário,” Fisioterapia e Pesquisa, vol. 23, no. 2, pp. 178–184, 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
  • Susanna Geidne, Ingela Fredriksson, and Charli Eriksson, “What motives are important for participation in leisure-time activities at Swedish youth centres?,” Health Education Journal, vol. 75, no. 8, pp. 972–985, 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
  • Susan Sonnenschein, and Shuyan Sun, “Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home-based activities as mediators,” Infant and Child Development, 2016. View at Publisher · View at Google Scholar
  • Tanya Kaefer, Ashley M. Pinkham, and Susan B. Neuman, “Seeing and knowing: Attention to illustrations during storybook reading and narrative comprehension in 2-year-olds,” Infant and Child Development, pp. e2018, 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
  • O. Kochukhova, A.A. Mikhailova, Ju.O. Dyagileva, S.A. Makhin, and V.B. Pavlenko, “Temperament differences between institution- and family-reared toddlers,” Infant Behavior and Development, vol. 45, pp. 91–97, 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