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Journal of Experimental Child Psychology|September 13, 2017
Using language to get ready: Familiar labels help children engage proactive controlSabine Doebel, John P Dickerson, Jerome D Hoover, et al.Journal of Experimental Child Psychology|July 4, 2016
Do sex and age affect strategic behavior and inequity aversion in children?Nereida Bueno-Guerra, David Leiva, Montserrat Colell, et al.Journal of Experimental Child Psychology|February 14, 2018
Children's explicit assessments of reliability influence their willingness to learn novel labelsSheila Krogh-Jespersen, Catharine H EcholsJournal of Experimental Child Psychology|February 18, 2018
Charting the development of cognitive mappingAlina Nazareth, Steven M Weisberg, Katherine Margulis, et al.Journal of Experimental Child Psychology|February 13, 2018
Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learnedAmanda K Holland, Grace Hyde, Kevin J Riggs, et al.Journal of Experimental Child Psychology|February 25, 2018
Vocabulary matters! The relationship between verbal fluency and measures of inhibitory control in monolingual and bilingual childrenGloria Pino Escobar, Marina Kalashnikova, Paola EscuderoJournal of Experimental Child Psychology|February 23, 2018
The impact of feedback valence and communication style on intrinsic motivation in middle childhood: Experimental evidence and generalization across individual differencesElien Mabbe, Bart Soenens, Gert-Jan De Muynck, et al.Journal of Experimental Child Psychology|November 11, 2017
The emergence of automaticity in reading: Effects of orthographic depth and word decoding ability on an adjusted Stroop measureHakima Megherbi, Carsten Elbro, Jane Oakhill, et al.Journal of Experimental Child Psychology|January 23, 2018
Children's early understanding of number predicts their later problem-solving sophistication in additionFelicia W Chu, Kristy vanMarle, Jeffrey Rouder, et al.Journal of Experimental Child Psychology|February 7, 2018
The benefits of adding a brief measure of simple reaction time to the assessment of executive function skills in early childhoodMichael T Willoughby, Clancy B Blair, Laura J Kuhn, et al.Pageof 396