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Developmental Psychology|May 17, 2019
Cross-class friendship and academic achievement in middle schoolLeah M Lessard, Jaana JuvonenDevelopmental Psychology|March 31, 2022
Does caregivers' use of praise reduce children's externalizing behavior? A longitudinal observational test in the context of a parenting programJoyce Weeland, Eddie Brummelman, Sara R Jaffee, et al.Developmental Psychology|March 28, 2022
Early grammatical marking development in Mandarin-speaking toddlersRuoyu Lexie Huang, Paul Fletcher, Zhixiang Zhang, et al.Developmental Psychology|March 28, 2022
Children's trust in and learning from voice assistantsLauren N Girouard-Hallam, Judith H DanovitchDevelopmental Psychology|March 28, 2022
Be(com)ing social: Daily-life social interactions and parental bondingRobin Achterhof, Maude Schneider, Olivia J Kirtley, et al.Developmental Psychology|March 14, 2022
Neurodevelopment of HIV-exposed uninfected children compared with HIV-unexposed uninfected children during early childhoodJulia M Young, Ari Bitnun, Stanley E Read, et al.Developmental Psychology|March 17, 2022
Young children rely on gossip when jointly reasoning about whom to believeBahar Köymen, Jan M EngelmannDevelopmental Psychology|March 17, 2022
Trajectories in sense of identity and relationship with life satisfaction during adolescence and young adulthoodKai Hatano, Shogo Hihara, Reiko Nakama, et al.Developmental Psychology|March 21, 2022
Effects of incidental reminders on prospective memory in childrenNuala Ryder, Lia Kvavilashvili, Ruth FordDevelopmental Psychology|March 21, 2022
Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth gradeLynne Vernon-Feagans, Robert C Carr, Mary Bratsch-Hines, et al.Pageof 453