iPost: Developmental Psychology - Volume 46, Issue 6

Developmental Psychology

2010  Volume 46, Issue 6 (Nov)

Longitudinal consistency of adolescent ethnic identification across varying school ethnic contexts.

Page 1389-1401

Nishina, Adrienne; Bellmore, Amy; Witkow, Melissa R.; Nylund-Gibson, Karen

True or false: Do 5-year-olds understand belief?

Page 1402-1416

Fabricius, William V.; Boyer, Ty W.; Weimer, Amy A.; Carroll, Kathleen

Forgetting common ground: Six- to seven-year-olds have an overinterpretive theory of mind.

Page 1417-1432

Lagattuta, Kristin Hansen; Sayfan, Liat; Blattman, Amanda J.

Goals and everyday problem solving: Manipulating goal preferences in young and older adults.

Page 1433-1443

Hoppmann, Christiane A.; Blanchard-Fields, Fredda

The age prospective memory paradox: Young adults may not give their best outside of the lab.

Page 1444-1453

Aberle, Ingo; Rendell, Peter G.; Rose, Nathan S.; McDaniel, Mark A.; Kliegel, Matthias

Causal inference and developmental psychology.

Page 1454-1480

Foster, E. Michael

The influence of a friend's perspective on American Indian children's recall of previously misconstrued events.

Page 1481-1496

Tsethlikai, Monica

Children's judgments of regular and irregular novel past-tense forms: New data on the English past-tense debate.

Page 1497-1504

Ambridge, Ben

Preschoolers' understanding of others' desires: Fulfilling mine enhances my understanding of yours.

Page 1505-1513

Atance, Cristina M.; Bélanger, Michèle; Meltzoff, Andrew N.

Learning to read and spell in Persian: A cross-sectional study from Grades 1 to 4.

Page 1514-1527

Rahbari, Noriyeh; Sénéchal, Monique

Associations among family environment, sustained attention, and school readiness for low-income children.

Page 1528-1542

Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

A mixture-model approach to linking ADHD to adolescent onset of illicit drug use.

Page 1543-1555

Malone, Patrick S.; Van Eck, Kathryn; Flory, Kate; Lamis, Dorian A.

Why what we teach depends on when: Grade and reading intervention modality moderate effect size.

Page 1556-1579

Suggate, Sebastian Paul

Gender-nonconforming lesbian, gay, bisexual, and transgender youth: School victimization and young adult psychosocial adjustment.

Page 1580-1589

Toomey, Russell B.; Ryan, Caitlin; Diaz, Rafael M.; Card, Noel A.; Russell, Stephen T.

Developing an integrated self: Academic and ethnic identities among ethnically diverse college students.

Page 1590-1604

Syed, Moin

Coping with perceived peer stress: Gender-specific and common pathways to symptoms of psychopathology.

Page 1605-1620

Sontag, Lisa M.; Graber, Julia A.

Children's spatial analysis of hierarchical patterns: Construction and perception.

Page 1621-1631

Vinter, Annie; Puspitawati, Ira; Witt, Arnaud

Longitudinal outcomes of young high-risk adolescents with imaginary companions.

Page 1632-1636

Taylor, Marjorie; Hulette, Annmarie C.; Dishion, Thomas J.

Why attend school? Chinese immigrant and European American preschoolers' views and outcomes.

Page 1637-1650

Li, Jin; Yamamoto, Yoko; Luo, Lily; Batchelor, Andrea K.; Bresnahan, Richard M.

Perceptions of childhood relationships with mother and father: Daily emotional and stressor experiences in adulthood.

Page 1651-1661

Mallers, Melanie H.; Charles, Susan T.; Neupert, Shevaun D.; Almeida, David M.

Developmental models of learning to read Chinese words.

Page 1662-1676

Tong, Xiuli; McBride-Chang, Catherine

Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children.

Page 1677-1693

Bornstein, Marc H.; Cote, Linda R.; Haynes, O. Maurice; Hahn, Chun-Shin; Park, Yoonjung

The transmission and evolution of experimental microcultures in groups of young children.

Page 1694-1709

Whiten, Andrew; Flynn, Emma

Infants communicate in order to be understood.

Page 1710-1722

Grosse, Gerlind; Behne, Tanya; Carpenter, Malinda; Tomasello, Michael

Patterns of sustained attention in infancy shape the developmental trajectory of social behavior from toddlerhood through adolescence.

Page 1723-1730

Pérez-Edgar, Koraly; McDermott, Jennifer N. Martin; Korelitz, Katherine; Degnan, Kathryn A.; Curby, Timothy W.; Pine, Daniel S.; Fox, Nathan A.

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

Page 1731-1746

Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Bryant, Joan D.; Schatschneider, Christopher

Developmental relations and patterns of change between alcohol use and number of sexual partners from adolescence through adulthood.

Page 1747-1759

Dogan, Shannon J.; Stockdale, Gary D.; Widaman, Keith F.; Conger, Rand D.

The U-shaped relationship between complexity and usefulness: A commentary.

Page 1760-1766

Foster, E. Michael

Complexity, usefulness, and optimality: A response to Foster (2010).

Page 1767-1770

Widaman, Keith F.; Dogan, Shannon J.; Stockdale, Gary D.; Conger, Rand D.

Examining infants' cortisol responses to laboratory tasks among children varying in attachment disorganization: Stress reactivity or return to baseline?

Page 1771-1778

Bernard, Kristin; Dozier, Mary

Jessor's problem behavior theory: Cross-national evidence from Hungary, the Netherlands, Slovenia, Spain, Switzerland, Taiwan, Turkey, and the United States.

Page 1779-1791

Vazsonyi, Alexander T.; Chen, Pan; Jenkins, Dusty D.; Burcu, Esra; Torrente, Ginesa; Sheu, Chuen-Jim

Trajectories of perceived support in mother–adolescent relationships: The poor (quality) get poorer.

Page 1792-1798

Laursen, Brett; DeLay, Dawn; Adams, Ryan E.

Shifting perceptions: Developmental changes in judgments of melodic similarity.

Page 1799-1803

Stalinski, Stephanie M.; Schellenberg, E. Glenn