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Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement

Developmental psychology, 2019-12, Vol.55 (12), p.2522-2533

2019

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Examining Transactional Relations Between Behavioral Self-Regulation and Social-Emotional Functioning During the Transition to Kindergarten

Developmental psychology, 2021-12, Vol.57 (12), p.2093-2105

2021

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Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

Frontiers in psychology, 2023-01, Vol.13, p.1014713-1014713

2023

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Factor structure of school readiness skills: conceptual vs. statistical distinctions

Frontiers in psychology, 2023-07, Vol.14, p.962651-962651

2023

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Corrigendum: Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

Frontiers in psychology, 2023-08, Vol.14, p.1261076-1261076

2023

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Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes

Frontiers in psychology, 2021-10, Vol.12, p.721282-721282

2021

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Construct-Specific and Timing-Specific Aspects of the Home Environment for Children’s School Readiness

Frontiers in psychology, 2020-08, Vol.11, p.1959-1959

2020

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Enjoyment of Physical Activity—Not MVPA during Physical Education—Predicts Future MVPA Participation and Sport Self-Concept

Sports (Basel), 2021-09, Vol.9 (9), p.128

2021

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Longitudinal associations between mother–child conflict and child internalizing problems in mid-childhood

Development and psychopathology, 2022-02, Vol.34 (1), p.263-272

2022

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Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

AERA open, 2021-06, Vol.7

2021

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Variability in Preschool CLASS Scores and Children’s School Readiness

AERA open, 2021, Vol.7 (1)

2021

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Parent and child adjustment dual trajectories at the beginning of the COVID‐19 syndemic

Family process, 2023-03, Vol.62 (1), p.352-367

2023

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The kindergarten Early Development Instrument predicts third grade academic proficiency

Early childhood research quarterly, 2020-01, Vol.53, p.287-300

2020

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Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards

AERA open, 2020-10, Vol.6 (4)

2020

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Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness

Early childhood research quarterly, 2018-01, Vol.42, p.291-300

2018

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When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge

Journal of experimental child psychology, 2020-07, Vol.195, p.104846-104846, Article 104846

2020

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Theoretical and methodological implications of associations between executive function and mathematics in early childhood

Contemporary educational psychology, 2019-07, Vol.58, p.276-287

2019

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Examining Longitudinal Associations Between Internalizing Problems, Body Mass Index, and Language During Childhood

Developmental psychology, 2022-11, Vol.58 (11), p.2114-2126

2022

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Parents’ math anxiety and mathematics performance of pre-kindergarten children

Journal of experimental child psychology, 2022-02, Vol.214, p.105302-105302, Article 105302

2022

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Early Cumulative Risk and Outcomes in Adolescence and Adulthood: The Role of Executive Function and Behavioral Regulation

Developmental psychology, 2023-11, Vol.59 (11), p.1988-2001

2023

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Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten

Journal of applied developmental psychology, 2019-05, Vol.62, p.135-144

2019

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Bi‐directional relations between behavioral problems and executive function: Assessing the longitudinal development of self‐regulation

Developmental science, 2023-05, Vol.26 (3), p.e13331-n/a

2023

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Additive and synergistic relations of early mother–child and caregiver–child interactions and socioeconomic outcomes in adulthood

Infant and child development, 2024-03, Vol.33 (2)

2024

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International Comparisons of the Home Mathematics Environment and Relations with Children's Mathematical Achievement

British journal of educational psychology, 2023-12, Vol.93 (4), p.1171-1187

2023

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The home numeracy environment and children’s math skills: The moderating role of parents’ math anxiety

Journal of experimental child psychology, 2023-03, Vol.227, p.105578-105578, Article 105578

2023

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Additive and Synergistic Relations of Early Mother-Child and Caregiver-Child Interactions for Predicting Later Achievement

Examining Transactional Relations Between Behavioral Self-Regulation and Social-Emotional Functioning During the Transition to Kindergarten

Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

Factor structure of school readiness skills: conceptual vs. statistical distinctions

Corrigendum: Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes

Construct-Specific and Timing-Specific Aspects of the Home Environment for Children’s School Readiness

Enjoyment of Physical Activity—Not MVPA during Physical Education—Predicts Future MVPA Participation and Sport Self-Concept

Longitudinal associations between mother–child conflict and child internalizing problems in mid-childhood

Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

Variability in Preschool CLASS Scores and Children’s School Readiness

Parent and child adjustment dual trajectories at the beginning of the COVID‐19 syndemic

The kindergarten Early Development Instrument predicts third grade academic proficiency

Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards

Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness

When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge

Theoretical and methodological implications of associations between executive function and mathematics in early childhood

Examining Longitudinal Associations Between Internalizing Problems, Body Mass Index, and Language During Childhood

Parents’ math anxiety and mathematics performance of pre-kindergarten children

Early Cumulative Risk and Outcomes in Adolescence and Adulthood: The Role of Executive Function and Behavioral Regulation

Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten

Bi‐directional relations between behavioral problems and executive function: Assessing the longitudinal development of self‐regulation

Additive and synergistic relations of early mother–child and caregiver–child interactions and socioeconomic outcomes in adulthood

International Comparisons of the Home Mathematics Environment and Relations with Children's Mathematical Achievement

The home numeracy environment and children’s math skills: The moderating role of parents’ math anxiety

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