| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Children consider a speaker’s information privilege and engage in adaptive selective trust in referential cues
|
Yow, W. Quin
|
|
|
60 |
C |
p.
|
article
|
| 2 |
Context specificity in adolescents’ implicit theories of morality
|
Scirocco, Alyssa
|
|
|
60 |
C |
p.
|
article
|
| 3 |
Contingent experience with touchscreens promotes parent-child conversations
|
Okumura, Yuko
|
|
|
60 |
C |
p.
|
article
|
| 4 |
Contribution of working memory to gesture production in toddlers
|
Güneş-Acar, Naziye
|
|
|
60 |
C |
p.
|
article
|
| 5 |
Conversations about guilt and mental states can improve young children’s performance on the happy victimizer task
|
Misailidi, Plousia
|
|
|
60 |
C |
p.
|
article
|
| 6 |
Developmental changes in understanding emotion in speech in children in Japan and the United States
|
Ikeda, Shinnosuke
|
|
|
60 |
C |
p.
|
article
|
| 7 |
Developmental reconstruction of cognitive ability: Interactions between executive, cognizance, and reasoning processes in childhood
|
Demetriou, Andreas
|
|
|
60 |
C |
p.
|
article
|
| 8 |
Does accent trump skin color in guiding children’s social preferences? Evidence from Brazil’s natural lab
|
Cohen, Emma
|
|
|
60 |
C |
p.
|
article
|
| 9 |
Editorial Board
|
|
|
|
60 |
C |
p.
|
article
|
| 10 |
Emotion words in early childhood: A language transcript analysis
|
Ogren, Marissa
|
|
|
60 |
C |
p.
|
article
|
| 11 |
Executive functioning profiles in adolescence: Using person-centered approaches to understand heterogeneity
|
Chaku, Natasha
|
|
|
60 |
C |
p.
|
article
|
| 12 |
Gaze following emergence relies on both perceptual cues and social awareness
|
Astor, Kim
|
|
|
60 |
C |
p.
|
article
|
| 13 |
How much can you learn in one year? How content, pedagogical resources, and learner’s age influence beliefs about knowledge acquisition
|
Lockhart, Kristi L.
|
|
|
60 |
C |
p.
|
article
|
| 14 |
It’s hard for children to accept a teacher’s lies: Implications of authority on children’s evaluation of lies
|
Peng, Qingfeng
|
|
|
60 |
C |
p.
|
article
|
| 15 |
Longitudinal associations between melodic auditory-visual integration and reading precursor skills in beginning readers
|
Lukács, Borbála
|
|
|
60 |
C |
p.
|
article
|
| 16 |
Mental imagery and visual working memory abilities appear to be unrelated in childhood: Evidence for individual differences in strategy use
|
Bates, Kathryn E.
|
|
|
60 |
C |
p.
|
article
|
| 17 |
Numerical estimation strategies are correlated with math ability in school-aged children
|
Xing, Chenmu
|
|
|
60 |
C |
p.
|
article
|
| 18 |
Parent-child conversations about animals on a visit to a (virtual) zoo
|
Labotka, Danielle
|
|
|
60 |
C |
p.
|
article
|
| 19 |
Perceiving size through sound in sighted and visually impaired children
|
Cuturi, Luigi F.
|
|
|
60 |
C |
p.
|
article
|
| 20 |
Preschool children’s private speech content and performance on executive functioning and problem-solving tasks
|
Mulvihill, Aisling
|
|
|
60 |
C |
p.
|
article
|
| 21 |
Relating a picture and 1000 words: Self-derivation through integration within and across presentation formats
|
Esposito, Alena G.
|
|
|
60 |
C |
p.
|
article
|
| 22 |
Rhythm discrimination and metronome tapping in 4-year-old children at risk for developmental dyslexia
|
Kalashnikova, Marina
|
|
|
60 |
C |
p.
|
article
|
| 23 |
The development of cognitive functioning indices in early childhood
|
Neumann, Denise
|
|
|
60 |
C |
p.
|
article
|
| 24 |
The development of early visual-spatial abilities – considering effects of test mode
|
Meinhardt, A.
|
|
|
60 |
C |
p.
|
article
|
| 25 |
The influence of parental guidance on video game performance, exploration, and cortical activity in 5-year-old children
|
Perone, Sammy
|
|
|
60 |
C |
p.
|
article
|
| 26 |
The role of accent and speaker certainty in children's selective trust
|
Kertesz, Ajna F.
|
|
|
60 |
C |
p.
|
article
|
| 27 |
What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning
|
Resendes, Tiffany
|
|
|
60 |
C |
p.
|
article
|
| 28 |
Who can be in a group? 3- to 5-year-old children construe realistic social groups through mutual intentionality
|
Straka, Brenda C.
|
|
|
60 |
C |
p.
|
article
|
| 29 |
Young children’s understanding of justifications for breaking a promise
|
Kanngiesser, Patricia
|
|
|
60 |
C |
p.
|
article
|
Journal description