Developmental Psychology

  1939-0599

  0012-1649

  Mỹ

Cơ quản chủ quản:  AMER PSYCHOLOGICAL ASSOC , American Psychological Association

Lĩnh vực:
DemographyLife-span and Life-course StudiesDevelopmental and Educational Psychology

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Thông tin về tạp chí

 

Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.

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Differential experience of siblings in the same family.
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Cognitive abilities and hemispheric lateralization in females following idiopathic precocious puberty.
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Early vocabulary growth: Relation to language input and gender.
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The influence of mother–child emotion regulation strategies on children's expression of anger and sadness.
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Amanda Sheffield Morris, Jennifer S. Silk, M.D. Morris, Laurence Steinberg, Katherine J. Aucoin, Angela W. Keyes
Top-down influence in young children's linguistic ambiguity resolution.
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Hugh Rabagliati, Liina Pylkkänen, Gary Marcus
Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children.
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Yuping Zhang, Twila Tardif, Hua Shu, Hong Li, Hongyun Liu, Catherine McBride‐Chang, Weilan Liang, Zhixiang Zhang
The effect of perceptual salience on reflective-impulse performance differences.
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Deborah G. Hartley
Reading to learn: Prereaders' and early readers' trust in text as a source of knowledge.
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Growth and aggression: I. Childhood to early adolescence.
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Robert B. Cairns, Beverley D. Cairns, Holly J. Neckerman, Lynda L. Ferguson, Jean Gariépy
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Britt Rachelle Galen, Marion K. Underwood