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Developmental Psychology|May 5, 2022
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational dataMeghan P McCormick, Mirjana Pralica, Christina Weiland, et al.Developmental Psychology|May 5, 2022
Why do children and adults think other people punish?Julia Marshall, Anton Gollwitzer, Paul BloomDevelopmental Psychology|May 5, 2022
Connecting symbolic fractions to their underlying proportions using iterative partitioningMichelle A Hurst, Jacob R Butts, Susan C LevineDevelopmental Psychology|May 5, 2022
Children expect others to prefer handmade itemsJasmine M DeJesus, Susan A Gelman, Julie C LumengDevelopmental Psychology|April 28, 2022
Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problemsAnna Gassman-Pines, Elizabeth O Ananat, John Fitz-Henley, et al.Developmental Psychology|April 4, 2022
The policing paradox: Police stops predict youth's school disengagement via elevated psychological distressJuan Del Toro, Dylan B Jackson, Ming-Te WangDevelopmental Psychology|November 30, 2023
Maternal contingent responses to distress facilitate infant soothing but not in mothers with depression or infants high in negative affectKaya de Barbaro, Priyanka Khante, Meeka Maier, et al.Developmental Psychology|November 30, 2023
Child-level factors associated with Spanish-English bilingual toddlers' productive vocabulary growthPerla B Gámez, Maily Galindo, Carla JáureguiDevelopmental Psychology|November 27, 2023
Correction to Armstrong-Carter et al. (2023)Developmental Psychology|November 2, 2023
Do you see what I see? Exploring maternal and child perceptions of children's anxiety longitudinallyAlison Kirkpatrick, Lisa A Serbin, Dale M StackPageof 453