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Vicarious Effort-Based Decision-Making in Autism Spectrum Disorders

Journal of autism and developmental disorders, 2017-10, Vol.47 (10), p.2992-3006

2017

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Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Journal of school psychology, 2002-09, Vol.40 (5), p.415-436

2002

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Early Executive Function Predicts Reasoning Development

Psychological science, 2013-01, Vol.24 (1), p.87-92

2013

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Preschool Center Care Quality Effects on Academic Achievement: An Instrumental Variables Analysis

Developmental psychology, 2014-12, Vol.50 (12), p.2559-2571

2014

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Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children

Journal of educational psychology, 2010-05, Vol.102 (2), p.299-312

2010

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Mark I. Appelbaum (1941-2020)

The American psychologist, 2021-07, Vol.76 (5), p.811-811

2021

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Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project

Early education and development, 2023-10, Vol.34 (7), p.1590-1611

2023

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Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems

Early childhood research quarterly, 2016-01, Vol.36, p.212-222

2016

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Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development

Developmental psychology, 2013-08, Vol.49 (8), p.1440-1451

2013

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Is the Prediction of Adolescent Outcomes From Early Child Care Moderated by Later Maternal Sensitivity? Results From the NICHD Study of Early Child Care and Youth Development

Developmental psychology, 2014-02, Vol.50 (2), p.542-553

2014

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Severity of Spatial Learning Impairment in Aging: Development of a Learning Index for Performance in the Morris Water Maze

Behavioral neuroscience, 1993-08, Vol.107 (4), p.618-626

1993

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Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables

Early childhood research quarterly, 2014-01, Vol.29 (4), p.750-764

2014

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IV. STABILITY OF ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE

Monographs of the Society for Research in Child Development, 2014-09, Vol.79 (3), p.51-66

2014

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Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment During the Transition to Middle School

Developmental psychology, 2008-01, Vol.44 (1), p.286-292

2008

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Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills

Early education and development, 2023-02, Vol.34 (2), p.426-448

2023

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An eco-behavioral analysis of children's engagement in urban public school preschool classrooms

Early childhood research quarterly, 2008-01, Vol.23 (1), p.108-123

2008

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Best practices in quantitative methods for developmentalists

Monographs of the Society for Research in Child Development, 2006, Vol.71 (3), p.1-145

2006

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Predictors of parent-teacher communication during infant transition to childcare in Portugal

Early child development and care, 2019-11, Vol.189 (13), p.2126-2140

2019

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V. CAREGIVING AND CONTEXTUAL SOURCES OF CONTINUITY AND CHANGE IN ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE

Monographs of the Society for Research in Child Development, 2014-09, Vol.79 (3), p.67-84

2014

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Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires

Bilingualism (Cambridge, England), 2020-11, Vol.23 (5), p.958-963

2020

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Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

Early childhood research quarterly, 2006-01, Vol.21 (2), p.174-195

2006

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Diversity, child care quality, and developmental outcomes

Early childhood research quarterly, 2003-01, Vol.18 (4), p.401-426

2003

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Cumulative Risk and Early Cognitive Development: A Comparison of Statistical Risk Models

Developmental psychology, 2000-11, Vol.36 (6), p.793-807

2000

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Racial Identity, Social Context, and Race-Related Social Cognition in African Americans During Middle Childhood

Developmental psychology, 2008-11, Vol.44 (6), p.1537-1546

2008

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Maternal role attainment with medically fragile infants: Part 2. relationship to the quality of parenting

Research in nursing & health, 2011-02, Vol.34 (1), p.35-48

2011

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Vicarious Effort-Based Decision-Making in Autism Spectrum Disorders

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Early Executive Function Predicts Reasoning Development

Preschool Center Care Quality Effects on Academic Achievement: An Instrumental Variables Analysis

Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children

Mark I. Appelbaum (1941-2020)

Head Start in Low-Wealth, Rural Communities: Evidence from the Family Life Project

Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems

Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development

Is the Prediction of Adolescent Outcomes From Early Child Care Moderated by Later Maternal Sensitivity? Results From the NICHD Study of Early Child Care and Youth Development

Severity of Spatial Learning Impairment in Aging: Development of a Learning Index for Performance in the Morris Water Maze

Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables

IV. STABILITY OF ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE

Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment During the Transition to Middle School

Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills

An eco-behavioral analysis of children's engagement in urban public school preschool classrooms

Best practices in quantitative methods for developmentalists

Predictors of parent-teacher communication during infant transition to childcare in Portugal

V. CAREGIVING AND CONTEXTUAL SOURCES OF CONTINUITY AND CHANGE IN ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE

Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires

Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?

Diversity, child care quality, and developmental outcomes

Cumulative Risk and Early Cognitive Development: A Comparison of Statistical Risk Models

Racial Identity, Social Context, and Race-Related Social Cognition in African Americans During Middle Childhood

Maternal role attainment with medically fragile infants: Part 2. relationship to the quality of parenting

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