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Developmental Science|July 5, 2021
A meta-analytic approach to the association between inhibitory control and parent-reported behavioral adjustment in typically-developing children: Differentiating externalizing and internalizing behavior problemsPhilipp Berger, David ButtelmannDevelopmental Science|December 5, 2020
The impact of errors in infant development: Falling like a babyDanyang Han, Karen E AdolphDevelopmental Science|October 9, 2020
The handwriting brain in middle childhoodSarah Palmis, Jean-Luc Velay, Michel Habib, et al.Developmental Science|December 20, 2020
Anticipating future actions: Motor planning improves with age in wild bearded capuchin monkeys (Sapajus libidinosus)Valentina Truppa, Gloria Sabbatini, Patricia Izar, et al.Developmental Science|July 8, 2021
Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materialsCorinne A Bower, Laura Zimmermann, Brian N Verdine, et al.Developmental Science|July 8, 2021
Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescenceRory T Devine, Ian A ApperlyDevelopmental Science|July 12, 2021
Pre-schoolers use head gestures rather than prosodic cues to highlight important information in speechNúria Esteve-Gibert, Hélène Lœvenbruck, Marion Dohen, et al.Developmental Science|July 9, 2021
What causes the word gap? Financial concerns may systematically suppress child-directed speechMonica E Ellwood-Lowe, Ruthe Foushee, Mahesh SrinivasanDevelopmental Science|December 9, 2020
When event knowledge overrides word order in sentence comprehension: Learning a first language after childhoodQi Cheng, Rachel I MayberryDevelopmental Science|November 13, 2020
Boys' advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal-spatial contribution to number line learningDavid C Geary, John E Scofield, Mary K Hoard, et al.Pageof 249