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Child Development|June 16, 1999
Experiences in after-school programs and children's adjustment in first-grade classroomsK M Pierce, J V Hamm, D L VandellChild Development|February 8, 2006
Promoting transfer: effects of self-explanation and direct instructionBethany Rittle-JohnsonChild Development|February 8, 2006
Children's use of syntactic and pragmatic knowledge in the interpretation of novel adjectivesGil Diesendruck, D Geoffrey Hall, Susan A GrahamChild Development|February 8, 2006
Recognizing the face of Johnny, Suzy, and me: insensitivity to the spacing among features at 4 years of ageCatherine J Mondloch, Anishka Leis, Daphne MaurerChild Development|June 1, 1975
Development of detection and recognition of orientation of geometric and real figuresN L Stein, J M MandlerChild Development|December 5, 1998
The role of semantic context and memory in the acquisition of novel nounsJ C Goodman, L McDonough, N B BrownChild Development|December 5, 1998
Children's and adults' spontaneous false memories: long-term persistence and mere-testing effectsC J Brainerd, A H MojardinChild Development|December 5, 1998
Children's emerging regulation of conduct: restraint, compliance, and internalization from infancy to the second yearG Kochanska, T L Tjebkes, D R FormanChild Development|December 5, 1998
Correlates of attachment at school age: maternal reported stress, mother-child interaction, and behavior problemsE Moss, D Rousseau, S Parent, et al.Child Development|August 1, 1996
The interpersonal context of emotion: anger with close friends and classmatesN R Whitesell, S HarterPageof 629