Child development

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  Año 2012, Vol. 83, Número 4

  • In This Issue

    págs. 1117-1121

    

  • Using Saliency Maps to Separate Competing Processes in Infant Visual Cognition

    Nadja Althaus, Denis Mareschal

    • Resumen

    págs. 1122-1128

    

  • 12-Month-Olds’ Phonotactic Knowledge Guides Their Word–Object Mappings

    Heather MacKenzie, Suzanne Curtin, Susan A. Graham

    • Resumen

    págs. 1129-1136

    

  • Distributing Learning Over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts

    Haley A. Vlach, C. M. Sandhofer

    • Resumen

    págs. 1137-1144

    

  • Thinking in Categories or Along a Continuum: Consequences for Children’s Social Judgments

    Allison Master, Ellen M. Markman, Carol S. Dweck

    • Resumen

    págs. 1145-1163

    

  • Relations Between Colorblind Socialization and Children’s Racial Bias: Evidence From European American Mothers and Their Preschool Children

    Erin Pahlke, Rebecca S. Bigler, Marie-Anne Suizzo

    • Resumen

    págs. 1164-1179

    

  • Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success

    Jantine L. Spilt, Jan N. Hughes, Jiun-Yu Wu, Oi-man Kwok

    • Resumen

    págs. 1180-1195

    

  • Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents: Exploring Pathways to Success

    Noelle M. Hurd, Bernadette Sánchez, Marc A. Zimmerman, Cleopatra H. Caldwell

    • Resumen

    págs. 1196-1212

    

  • Family Process and Peer Deviance Influences on Adolescent Aggression: Longitudinal Effects Across Early and Middle Adolescence

    Mark J. Benson, Cheryl Buehler

    • Resumen

    págs. 1213-1228

    

  • Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

    Claire E. Cameron, Laura L. Brock, William M. Murrah, Lindsay H. Bell, Samantha L. Worzalla, David W Grissmer, Frederick J Morrison

    • Resumen

    págs. 1229-1244

    

  • Separating the Fish From the Sharks: A Longitudinal Study of Preschool Response Inhibition

    Sandra A. Wiebe, Tiffany D. Sheffield, Kimberly Andrews Espy

    • Resumen

    págs. 1245-1261

    

  • Developmental Effects of Incentives on Response Inhibition

    Charles F. Geier, Beatriz Luna

    • Resumen

    págs. 1262-1274

    

  • Child Temperament Moderates Effects of Parent–Child Mutuality on Self-Regulation: A Relationship-Based Path for Emotionally Negative Infants

    Sanghag Kim, Grazyna Kochanska

    • Resumen

    págs. 1275-1289

    

  • Enhanced Handling and Positioning in Early Infancy Advances Development Throughout the First Year

    Michele A. Lobo, James C. Galloway

    • Resumen

    págs. 1290-1302

    

  • Language-Specific Developmental Differences in Speech Production: A Cross-Language Acoustic Study

    Fangfang Li

    • Resumen

    págs. 1303-1315

    

  • The Relation Between Exposure to Sophisticated and Complex Language and Early-Adolescent English-Only and Language Minority Learners’ Vocabulary

    Perla B. Gámez, Nonie K. Lesaux

    • Resumen

    págs. 1316-1331

    

  • Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

    Nathalie Malenfant, Simon Grondin, Michel Boivin, Nadine Forget-Dubois, Philippe Robaey, Ginette Dionne

    • Resumen

    págs. 1332-1346

    

  • Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development Within Elementary Schools?

    Jürgen Baumert, Gabriel Nagy, Rainer Lehmann

    • Resumen

    págs. 1347-1367

    

  • The Development of Children’s Ability to Fill the Gaps in Their Knowledge by Consulting Experts

    Naomi R. Aguiar, Caryn J. Stoess, Marjorie Taylor

    • Resumen

    págs. 1368-1381

    

  • Counting the Nouns: Simple Structural Cues to Verb Meaning

    Sylvia Yuan, Cynthia D Fisher, Jesse Snedeker

    • Resumen

    págs. 1382-1399

    

  • The Development of Preschoolers’ Appreciation of Communicative Ambiguity

    Elizabeth S. Nilsen, Susan A. Graham

    • Resumen

    págs. 1400-1415

    

  • Preschoolers Use Intentional and Pedagogical Cues to Guide Inductive Inferences and Exploration

    Lucas P. Butler, Ellen M. Markman

    • Resumen

    págs. 1416-1428

    

  • Children’s Use of Analogy During Collaborative Reasoning

    Tzu-Jung Lin, Richard C. Anderson, John E. Hummel, May Jadallah, Brian W. Miller, Kim Nguyen Jahiel, Joshua A. Morris, Li Jen Kuo, Il-Hee Kim, Xiaoying Wu, Ting Dong

    • Resumen

    págs. 1429-1443

    

  • Child-Care Subsidies: Do They Impact the Quality of Care Children Experience?

    Anna D. Johnson, Rebecca M. Ryan, Jeanne Brooks-Gunn

    • Resumen

    págs. 1444-1461

    

  • Errata

    págs. 1462-1463