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Does It Matter How We Speak About Social Kinds? A Large, Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs

Child development, 2021-07, Vol.92 (4), p.e531-e547

2021

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Children's and Adults' Math Attitudes Are Differentiated by Number Type

The Journal of experimental education, 2021-01, Vol.89 (1), p.1-32

2021

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Maternal color‐consciousness is related to more positive and less negative attitudes toward ethnic‐racial outgroups in children in White Dutch families

Child development, 2022-05, Vol.93 (3), p.668-680

2022

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“The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use

British journal of educational psychology, 2022-03, Vol.92 (1), p.340-363

2022

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How children revise their beliefs in light of reasons

Child development, 2022-07, Vol.93 (4), p.1072-1089

2022

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Overheard evaluative comments: Implications for beliefs about effort and ability

Child development, 2022-11, Vol.93 (6), p.1889-1902

2022

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Beliefs about social norms and racial inequalities predict variation in the early development of racial bias

Developmental science, 2022-03, Vol.25 (2), p.e13170-n/a

2022

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'It's Scary Starting a New School': Children and Young People's Perspectives on Wellbeing Support during Educational Transitions

British journal of educational psychology, 2023-12, Vol.93 (4), p.1017-1033

2023

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Children's Hypothetical Reasoning about Complex and Dynamic Systems

Child development, 2023-09, Vol.94 (5), p.1340-1355

2023

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Relations between children's exploration in a children's museum and their reflections about their exploration

Child development, 2022-11, Vol.93 (6), p.1804-1818

2022

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Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative

British educational research journal, 2022-04, Vol.48 (2), p.354-370

2022

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Children’s Use of Testimony to Determine Reality Status

Child development, 2021-05, Vol.92 (3), p.e317-e328

2021

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Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders

Journal of autism and developmental disorders, 2014-08, Vol.44 (8), p.1867-1885

2014

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Me, my child and Covid‐19: Parents' reflections on their child's experiences of lockdown in the UK and China

British educational research journal, 2023-06, Vol.49 (3), p.455-475

2023

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Children’s Intuitive Theories of Academic Performance

Child development, 2020-07, Vol.91 (4), p.e902-e918

2020

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‘You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school

British educational research journal, 2020-06, Vol.46 (3), p.553-573

2020

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“Stop and just breathe for a minute”: perspectives of children on the Autism Spectrum and their caregivers on a Mindfulness Group

Journal of autism and developmental disorders, 2023-09, Vol.53 (9), p.3394-3405

2023

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Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach

Child : care, health & development, 2022-11, Vol.48 (6), p.1017-1030

2022

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Rectifying inequities in resource collection in young children

Developmental science, 2023-05, Vol.26 (3), p.e13329-n/a

2023

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Optimistic children engage in more constructive risk-taking behaviors

International journal of behavioral development, 2023-01, Vol.47 (1), p.72-81

2023

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Challenges of Inclusive Schooling for Children and Adolescents with Congenital Heart Disease: A Phenomenological Study

Psychology in the schools, 2023-12, Vol.60 (12), p.4946-4966

2023

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Elementary school students' attitudes towards peers with disabilities: The role of personal and contextual factors

Journal of intellectual & developmental disability, 2022-01, Vol.47 (1), p.3-11

2022

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Toward a Developmental Science of Politics

Monographs of the Society for Research in Child Development, 2019-09, Vol.84 (3), p.7-185

2019

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When Helping Hurts: Children Think Groups That Receive Help Are Less Smart

Child development, 2020-05, Vol.91 (3), p.715-723

2020

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The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5–6years of age

Child : care, health & development, 2023-11, Vol.49 (6), p.1096-1103

2023

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Does It Matter How We Speak About Social Kinds? A Large, Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs

Children's and Adults' Math Attitudes Are Differentiated by Number Type

Maternal color‐consciousness is related to more positive and less negative attitudes toward ethnic‐racial outgroups in children in White Dutch families

“The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use

How children revise their beliefs in light of reasons

Overheard evaluative comments: Implications for beliefs about effort and ability

Beliefs about social norms and racial inequalities predict variation in the early development of racial bias

'It's Scary Starting a New School': Children and Young People's Perspectives on Wellbeing Support during Educational Transitions

Children's Hypothetical Reasoning about Complex and Dynamic Systems

Relations between children's exploration in a children's museum and their reflections about their exploration

Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative

Children’s Use of Testimony to Determine Reality Status

Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders

Me, my child and Covid‐19: Parents' reflections on their child's experiences of lockdown in the UK and China

Children’s Intuitive Theories of Academic Performance

‘You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school

“Stop and just breathe for a minute”: perspectives of children on the Autism Spectrum and their caregivers on a Mindfulness Group

Children's perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach

Rectifying inequities in resource collection in young children

Optimistic children engage in more constructive risk-taking behaviors

Challenges of Inclusive Schooling for Children and Adolescents with Congenital Heart Disease: A Phenomenological Study

Elementary school students' attitudes towards peers with disabilities: The role of personal and contextual factors

Toward a Developmental Science of Politics

When Helping Hurts: Children Think Groups That Receive Help Are Less Smart

The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5–6years of age

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