Davies, Patrick T Thompson, Morgan J Coe, Jesse L Sturge-Apple, Melissa L Martin, Meredith J
Published in
Developmental psychology
Guided primarily by life history theory, this study was designed to identify how and why early exposure to caregiver intimate relationship instability uniquely predicts children's externalizing symptoms in the context of other dimensions of unpredictability characterized by residential and parental job transitions. Participants included 243 prescho...
Brod, Garvin Shing, Yee Lee
Published in
Developmental psychology
We tested 6- to 7-year-olds, 18- to 22-year-olds, and 67- to 74-year-olds on an associative memory task that consisted of knowledge-congruent and knowledge-incongruent object-scene pairs that were highly familiar to all age groups. We compared the 3 age groups on their memory congruency effect (i.e., better memory for knowledge-congruent associatio...
Ialongo, Nicholas S Domitrovich, Celene Embry, Dennis Greenberg, Mark Lawson, April Becker, Kimberly D Bradshaw, Catherine
Published in
Developmental psychology
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial impact (...
Busuito, Alex Quigley, Kelsey M Moore, Ginger A Voegtline, Kristin M DiPietro, Janet A
Published in
Developmental psychology
Infant-mother behavioral synchrony is thought to scaffold the development of self-regulation in the first years of life. During this time, infants' and mothers' physiological regulation may contribute to dyadic synchrony and, in infants, dyadic synchrony may support infants' physiological regulation. Because the sympathetic nervous system (SNS) and...
Grigoroglou, Myrto Papafragou, Anna
Published in
Developmental psychology
Adults adjust the informativeness of their utterances to the needs of their addressee. For children, however, relevant evidence is mixed. In this article we explore the communicative circumstances under which children offer informative descriptions. In Experiment 1, 4- and 5-year-old children and adults described a target event from a pair of almos...
Chen, Stephen H Zhou, Qing
Published in
Developmental psychology
Research in developmental psychology has traditionally focused on parents' roles as agents of emotion socialization in their children's socioemotional development. By contrast, little longitudinal research has examined sociocultural mechanisms shaping parents' own emotional development. Immigrant parents are an ideal population in which to examine ...
Gao, Mengyu Miranda Cummings, E Mark
Published in
Developmental psychology
Toward advancing the understanding of relations among family relationships when children transition into adolescence, this study investigated whether parent-child relationship (PCR) quality assessed at the daily level changed developmentally and/or fluctuated due to daily experiences. Specifically, this study examined (a) whether parents' daily per...
Chernyak, Nadia Kang, Carissa Kushnir, Tamar
Published in
Developmental psychology
Making sense of human actions involves thinking about both endogenous influences (the internal mental states of agents) and exogenous influences (social, moral, and interpersonal constraints). Culture impacts how we weight the relative causal influence of these two influences. To examine these cultural influences in depth, we asked 147 4-11-year-ol...
Terrizzi, Brandon F Brey, Elizabeth Shutts, Kristin Beier, Jonathan S
Published in
Developmental psychology
When navigating unfamiliar social environments, it is important to identify who is powerful. Determining who has power can be challenging because observers may have limited social information, and because people achieve influence for many reasons. In experiments with 3- to 5-year-old children (n = 192) and adults (n = 32), we investigated the devel...
Willoughby, Michael T Wylie, Amanda C Little, Michael H
Published in
Developmental psychology
Children with higher levels of executive function (EF) skills consistently demonstrate higher levels of academic achievement. Despite the consistency of these associations, fundamental questions remain about whether efforts to improve an individual child's EF skills result in corresponding improvements in his or her academic performance. In the abs...
