MONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT

By R. Mccall. 2016

Citations in the corpus

• Early Experience & Multisensory Perceptual Narrowing (2014, neutral): “One, the developmental integration view, holds that infants are initially naı̈ve with respect to multisensory relations and that their ability to perceive them emerges slowly during early development (Birch & Lefford, 1963; Piaget, 1952).”
• Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. (2017, unknown): “This result is not surprising if we consider children to be active participants in the social dance of conversation (Jaffe et al., 2001; Stern, 1974).”
• How Stereotypes Are Shared Through Language: A Review and Introduction of the Social Categories and Stereotypes Communication (SCSC) Framework (2019, unknown): “Generic references have received particular research interest in developmental psychology, as these are considered to play a crucial role in the transmission of category knowledge (Cimpian & Markman, 2008, 2009; Gelman et al. 1998).”
• Maternal Responsiveness and the Development of Directed Vocalizing in Social Interactions (2014, unknown): “In addition, although we had a diverse sample, we could not examine effects of birth order or SES, which are known to influence language and communicative development (e.g., Fenson et al., 1994; Hoff-Ginsberg, 1998).”
• Intuitive Theories (2020, unknown): “Shultz (1982) found that participants' judgments were more strongly affected by the presence of a plausible mechanism as opposed to other dependency information such as the timing of events.”
• The Difficulties in Emotion Regulation Scale Short Form (DERS-SF): Validation and Replication in Adolescent and Adult Samples (2015, unknown): “…includes the ability to: identify, understand, and accept emotional experiences, control impulsive behaviors when distressed, and flexibly modulate emotional responses as situationally appropriate (Cole et al. 1994; Gratz and Roemer 2004; Eisenberg and Spinrad 2004; Linehan 1993; Thompson 1994).”
• The Reciprocal Links between School Engagement, Youth Problem Behaviors, and School Dropout during Adolescence (2013, unknown): “FIML should adequately account for missing data that may not be missing at random in this study sample, since the predictors of missingness were included in the model (Widaman, 2006).”
• Linguistic features in writing quality and development: An overview (2020, unknown): “T-unit research examining syntactic growth in young writers finds increased T-unit complexity as writers increase in grade level from 4 th , 8 th , and 12 th grade (Hunt, 1965, 1966, 1970).”
• Teacher Quality and Learning Outcomes in Kindergarten (2016, unknown): “Empirically, at about five years of age (but not earlier), most children can switch between two incompatible sets of rules such as these (Zelazo et al. 1996).”
• Emotion regulation strategies and psychosocial well-being in adolescence (2016, unknown): “…for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish one’s goals” (Thompson, 1994, p. 27), a process that might be activated at any phase of emotional responding, through strategies that involve conscious or…”
• Young Children's Self-Generated Object Views and Object Recognition (2014, unknown): “Parents completed measures of language and general development: the MacArthur-Bates Communicative Development Inventory (Fenson et al., 1994), a measure of productive vocabulary, and the Ages and Stages Questionnaires, Third Edition (ASQ-3; Squires & Bricker, 2009), a measure of social, emotional, a”
• Inferring word meanings by assuming that speakers are informative (2014, unknown): “productive language (Fenson et al., 1994), and they often require only a small amount of exposure to begin the process of learning the meaning of an individual word when it is presented in a supportive context (Carey, 1978; Markson & Bloom, 1997).”