Department of Applied Psychology

Faculty

Catherine Tamis-LeMonda

Professor of Applied Psychology

Catherine Tamis-LeMonda

Phone: (212) 998-5399
Email:

Curriculum Vitae/Syllabi

My research is focused on infant and toddler learning and development in the areas of language and communication, object play, cognition, motor skills, gender identity, emotion regulation, and social understanding, and the long term implications of early emerging skills for children’s developmental trajectories. I investigate how skills in different domains reciprocally affect one another and snowball over time (that is, the theoretical construct of “developmental cascades”), and examine the role of socio-cultural context on skill development and lagged associations. A core emphasis of this research is on the quality of mothers’ and fathers’ interactions with children –in particular their contingent responsiveness and richness of child-directed language – in relation to children’s developmental trajectories and, conversely, how emerging communicative skills in children influence their everyday learning experiences and interactions with parents. Our studies of these bi-directional social processes are examined in children from diverse economic and ethnic backgrounds using longitudinal analyses, naturalistic observations of infant-parent interactions at home, experimental methods in the laboratory, and surveys and qualitative interviews with parents. This work takes place at NYU Steinhardt's Center for Research on Culture, Development, and Education, where a vibrant community of students and faculty work together to advance a deep and nuanced understanding of how learning and development unfolds in different cultural and ethnic groups in the U.S. as well as internationally.


Center for Research on Culture, Development and Education

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Degrees Held

  • Ph.D. New York University
    Developmental Psychology
  • B.A. New York University
    Psychology

Research Interests

  • Infancy and Early Child development
  • Cognitive development
  • Language development and social cognition
  • Parenting
  • Father Involvement
  • Culture

Grants Awarded

FEDERALLY FUNDED GRANTS

  • 2012-2013       Princiapl Investigator, Robinhood Foundation, Supporting Effective Early Parenting Programs: Bridging Research and Practice through University-Community Partnerships.
  • 2011-2012       Principal Investigator, Robinhood Foundation, Supporting Parenting in Infant Development: A Feasibility and Planning Study for Evaluating the first Steps Program.
  • 2010-2015       Co-Investigator, National Institute of Child Health and Development (NICHD), Research Project Grant (Parent R01), "Promoting School Readiness in Primary Health Care (continuation grant)."
  • 2010-2012       Co-Investigator, Hong Kong Research Grants Council General Research Fund. Children's School Readiness and Parents' Learning-Related Practices at the Transition to Kindergarten: Comparing Mainland Chinese Immigrant Families and Native Families in the United States and Hong Kong.
  • 2007-2013       Principal Investigator, National Science Foundation, IRADS: The Study of Culture and Development at Transitions to Schooling.
  • 2005-2010       Co-Investigator, National Institute of Child Health and Development (NICHD), Research Project Grant (Parent R01), "Promoting School Readiness in Primary Health Care."
  • 2005-2006       Principal Investigator, Mathematica Policy Research with Ford Foundation, Qualitative Investigation of Fathers' and Mothers' Views about Parenting.
  • 2005-2006       Co-Principal Investigator, National Science Foundation, Transnational Experiences of Chinese Infants Born to Immigrant Mothers in New York City.
  • 2003-2008       Co-Investigator, National Institute of Nursing Research (NINR), INSIGHTS: "Collaborative School-Based Intervention for Inner-City Children, Mothers, and Teachers."
  • 2002-2007       Co-Principal Investigator, National Institute of Child health and Human Development, R01, Infant-Mother Negotiation of Risk.
  • 2002-2007       Principal Investigator, National Science Foundation, Children's research Initiative, Center for Research in Education, Development, and Culture.
  • 2002-2004       Principal Investigator/Mentor for Student Doctoral Research Grant, Administration for Children, Youth, and Families (ACYF), Preschool Children's Shared Narratives at Home and School.
  • 2001-2006       Principal Investigator, Administration for Children, Youth, and Families (ACYF), Pathways to Children's School Readiness: Longitudinal Follow-up on the Early Head Start Sample.
  • 2001-2002       Principal Investigator, National Science Foundation's Children's Research Initiative, Planning Grant for a Center For Research on Culture, development, and Education.
  • 1998-2004       Principal Investigator, Administration for Children, Youth, and Families (ACYF), National Institute of Child Development (NICHD), Ford Foundation, and Mathematica Policy Research, "Father Involvement in the Lives of Low Income Children."
  • 1998-2003       Co-Investigator, National Institute of Nursing Research (NINR), INSIGHTS: "A School-based Intervention for Inner-City Children."
  • 1998-2002       Co-Principal Investigator, Administration for Children, Youth, and Families (ACYF), "A Partnership between NYU and Lower East Side Head Start to Study Pathways to Outcomes for Children and Families."
  • 1996-2001       Principal Investigator, U.S. Department of Health and Human Services (DHHS), Administration for Children, Youth, and Families (ACYF), local data collection subcontracted through Mathematica Policy Research, "National Cross-site Evaluation for Early Head Start Initiative."
  • 1996-2001       Co-Principal Investigator, U.S. Department of Health and Human Services (DHHS), Administration for Children, Youth, and Families (ACYF), "Research Partnership for New York City's Early head Start Program."
  • 1992-1995       Principal Investigator, National Institute Mental Health (NIMH), "Interrelations Among Attention Processes in Infancy."
  • 1989-1992       Principal Investigator, National Institute of Child Health and Development (NICHD), "Cognitive Assessment in High-Risk and Normal Infants."
  • 1998-1990       Co-Principal Investigator, National Institute of Child Health and Development (NICHD), New York University Project Grant (P010), "Interaction in Development: Antecedent, Process, Outcome."
SMALL GRANTS
  • 2011-2012       Principal Investigator, Society for Research on Child Development Strategic Plan Grant, Language Development in Infants reared in Multi-Cultural Backgrounds.
  • 2011-2012       Co-Principal Investigator, NYU Institute for Human Development and Social Change Seed Grant, Infants in transition: Effects of posture and locomotion on infants' actions with objects and people.
  • 2010-2011       Co-Investigator, Clinical and Translational Science Institute, NYU School of Medicine, Using Novel Technology to Assess Biological Indicators of Infant Self-Regulation.
  • 2009-2010       Principal Investigator, Steinhardt School Research Challenge Fund, "Chinese Immigrant and European American Mothers' Responses to Preschoolers' Success and Failure."
  • 2005    Principal Investigator, Foundation for Child Development, Funds for Cross-University Mentoring Conference.
  • 1999-2000       Co-Principal Investigator, New York University  Curriculum Challenge Grant, Learning in Practice.
  • 1998-1999       Principal Investigator, New York University Research Challenge Fund Emergency Support Grant, "Mother-Infant Interaction in Low-Income Families.
  • 1998-1999       Principal Investigator, School of Education Research Challenge Fund, "Predictors of Adolescent Fathers' Involvement in their Infants' Lives."
  • 1998-1999       Co-Principal Investigator, New York University Research Challenge Fund, "Determinants of Fathers' Involvement in their Infants' Lives."
  • 1997-1998       Principal Investigator, Mathematica Policy Research Grant and partnership with ACYF and the EHS National Consortium for the piloting of study on "The Determinants of Father Involvement in Low-Income Families."
  • 1994-1995       Principal Investigator, New York University Research Challenge Fund Emergency Support Grant, "Parental Knowledge, Behavior, and Child Outcome."
  • 1993-1994       Principal Investigator, SEHNAP Research Challenge Fund, "Understanding Cognitive Delay in Homeless Infants and Toddlers."
  • 1993-1994       Principal Investigator, New York University Research Challenge Fund Emergency Support Grant, "Infant Visual-Perceptual Abilities."
  • 1991-1992       Principal Investigator, SEHNAP Research Challenge Fund, "Attention Processes in Infancy."

Edited Books & Special Issues

  • Cabrera, N., & Tamis-LeMonda, C. S. (Co-Editors) (2013). Handbook of Father Involvement: Multidisciplinary Perspectives, 2nd Edition. Taylor & Francis.
  • Chuang, S., & Tamis-LeMonda, C. S. (Co-Editors) (in press). Conceptualizing Gender Roles and Relationships in Immigrant Families. Springer.
  • Chuang, S., & Tamis-LeMonda, C. S. (Co-Editors) (2009). From Shore to Shore: Immigent Fathers, Mothers, and Children. Special Issue of Sex Roles, Vol. 60, No. 7/8.
  • Kahana Kalman, R. K., & Tamis-LeMonda, C. S. (Co-Editors) (2009). Transition to Parenthood, Special Issue of Parenting: Science and Practice, Vol. 9, 1-2, pp. 1-178.
  • Balter, L., & Tamis-LeMonda, C. S, (Co-Editors) (2006). Child Psychology: A Handbook of Contemporary Issues, 2nd Edition. Psychology Press: New York.
  • Homer, B., & Tamis-LeMonda, C. S. (Co-Editors) (2005). The Development of Social Cognition and Communication, Lawrence Erlbaum Associates: New Jersey.
  • Harwood, R., & Tamis-LeMonda, C. S. (Co-Editors) (2002). Parental Ethnotheories. Parenting: Science and Practice, 2 (3).
  • Tamis-LeMonda, C. S., & Cabrera, N. (Co-Editors) (2002). Handbook of Father Involvement: Multidisciplinary Perspectives, Lawrence Erlbaum Associates: New Jersey.
  • Balter, L., & Tamis-LeMonda, C. S. (Co-Editors) (1999). Child Psychology: A Handbook of Contemporary Issues. Psychology Press: New York.

Selected Publications

  • Cabrera, N. J., Aldoney, D., & Tamis-LeMonda, C. S. (in press.) Latino Fathers. To appear in N. J. Cabrera & C. S. Tamis-LeMonda (eds.), Handbook of Father Involvement: Multidisciplinary Perspectives, 2nd Edition. Taylor & Francis.
  • Halim, M. L., Ruble, D. N., Tamis-LeMonda, C. S. Murphy, L. E., Zosuls, K., & Knesz-Greulich, F. (in press). The case of the Pink Frilly Dress and the avoidance of all things "girly": Children's appearance rigidity and cognitive theories of gender development. Developmental Psychology.
  • Tamis-LeMonda, C. S., & Rodriguez, E. (in press). Parents' role in fostering young children's learning and language development. Encyclopedia of the Centre of Excellence for Early Childhood Development (CEECD).
  • Brady-Smith, C., Brooks-Gunn, J., Tamis-LeMonda, C. S., Ispa, J. M., Fuligni, A. S., Chazan-Cohen, R., & Fine, M. A. (2013). Mother-infant interactions in Early Head Start: A Person-oriented within-Ethnic Group Approach. Parenting Science and Practice., Vol. 13, 1, pp. 27-43. (view)
  • Calzada, E. J., Tamis-LeMonda, C. S., & Yoshikawa, H. (2013). Familismo in Mexican and Dominican Families from low-income, urban communities. Journal of Family Issues. (view)
  • Fuligni A. S., Brady-Smith, C., Tamis-LeMonda, C. S., Bradley, R. H., Chazan-Cohen, R., Boyce, L., & Brooks-Gunn, J. (2013). Patterns of Supportive Mothering with 1-,2-, and 3-Year-Olds by Ethnicity in Early Head Start. Parenting: Science & Practice., 13, 1, pp. 44-57. (view)
  • Halim, M. L., Ruble, D. N., & Tamis-LeMonda, C. S. (2013). Four-year-olds' beliefs about how others regard males and females. British Journal of Developmental Psychology, 31, pp. 128-135. (view)
  • Halim, M. L., Ruble, D. N., Tamis-LeMonda, C. S., & Shrout, P. (2013).Rigidity in gender-typed behaviors in early childhood: A longitudinal study of ethnic minority children. Child Development, 84, 4, pp. 1269-1284.
  • McClowry, S., Snow, D., Tamis-LeMonda, C. S., Spellmann, M., Rodriguez, E., Carlson, A. (2013). Teacher/Student Interactions and Classroom Behavior: The Role of Student Temperament and Gender. Journal of Research in Childhood Education., 27, 3, pp. 283-301.
  • McFadden, K. E. & Tamis-LeMonda, C. S. (2013). Maternal Responsiveness, Intrusiveness, and Negativity During Play with Infants: Contextual Associations and Infant Cognitive Status in a Low-Income Sample. Infant Mental Health Journal, 34, 1, pp. 80-92. (view)
  • Shannon, J. D., Baumwell, L. B., & Tamis-LeMonda, C.S. (2013). Transition to Parenting within Context. to appear in M.A. Fine & F.D. Fincham (Eds.). Family Theories: A Content-based Approach. Taylor and Francis: Routledge, pp. 249-262.
  • Smith Leavell, A., & Tamis-LeMonda, C. S. (2013). Parenting in Infancy and Early Childhood: A Focus on Gender Socialization. To appear in M.A. Fine & F.D. Fincham (Eds.), Family Theories: A Context-based Approach. Taylor and Francis: Routledge, pp. 11-27.
  • Song, L., Spier, E. T., & Tamis-LeMonda, C. S. (2013). Reciprocal Influences between Maternal Language and Children’s Language and Cognitive Development in Low-Income Families. Journal of Child Language, pp. 1-22. (view)
  • Zosuls, K., Ruble, D., & Tamis-LeMonda, C. S., & Martin, C. (2013). Children’s Awareness of Gender Categories across Culture: Links to gendered behavior. To appear in Banaji, M. R. & Gelman, S. A. (2013). Navigating the social world: What infants, children, and other species can teach us. New York: Oxford University Press.
  • Godfrey, E., Hunter, C. J., Ng, F. F.-Y., Tamis-LeMonda, C. S., & Yoshikawa, H. (2012). Dynamics of Mothers' Goals for Children in Ethnically Diverse Populations across the First Three Years of Life. Social Development., 21, 4, pp. 821-848. (view)
  • Karasik, L. B., Adolph, K. E., Tamis-LeMonda, C. S., & Zuckerman, A. L. (2012). Carry on: Spontaneous object carrying in 13-month-old crawling and walking infants. Developmental Psychology., 48, 2, pp. 389-397. (view)
  • Song, L., Tamis-LeMonda, C. S., Yoshikawa, H., Kahana-Kalman, R., Wu, I. (2012). Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years. Developmental Psychology., 48, 4. 1106-1123. (view)
  • Tamis-LeMonda, C. S., Song, L., Leavell Smith, A., Kahana-Kalman, R., & Yoshikawa, H. (2012). Ethnic Differences in Mother-Infant Language and Gestural Communications are Associated with Specific Skills in Infants. Developmental Science., 15, 3, pp. 384-397. (view)
  • Cristofaro, T. & Tamis-LeMonda, C. S. (2012). Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children's School Readiness. Journal of Early Childhood Literacy., 12, 1, pp. 68-97. (view)
  • Leavell Smith, A., Tamis-LeMonda, C.S., Ruble, D.R., Zosuls, K., & Cabrera, N.C. (2012). African-American, White, and Latino Fathers' Activities with Their Sons and Daughters across Early Childhood. Sex Roles, Vol. 66 (1), pp. 53-65. (view)
  • Tamis-LeMonda, C. S., Baumwell, L. B., & Cristofaro, T. (2012). Parent-child conversations during play. First Language, 32, 4, pp. 413-438.
  • McFadden, K. & Tamis-LeMonda, C. S. (2012.) Fathers in the U.S. To appear in D. Shwalb, B. Shwalb, & M. Lamb (Editors). The Father's Role: International Perspectives, pp. 250-276. Routledge, pp. 250-276.
  • Tamis-LeMonda, C. S., Baumwell, L., & Cabrera, N.J. (in press). Fathers' Role in Children's Language Development. To appear in N.J. Cabrera & C.S. Tamis-LeMonda (Eds.), Handbook of Father Involvement: Multidisciplinary Perspectives, 2nd Edition. Taylor & Francis.
  • Tamis-LeMonda, C. S., & Song, L. (2012). Parent-Infant Communicative Interactions in Cultural Context. In R. M. Lerner, E. Easterbrooks, & J. Mistry (Co-Editors) Handbook of Psychology, 2nd ed.: Volume 6. Developmental Psychology.
  • Tamis-LeMonda, C. S., Sze, I., Ng, F., Kahana-Kalman, R. K., & Yoshikawa, H. (2013). Maternal Teaching during Play with 4-Year Olds: Variations by Ethnicity and Family Resources. Merrill Palmer Quarterly, 59, 3.
  • Karasik, L. B., Tamis-LeMonda, C. S., & Adolph, K. E. (2011). Transition from Crawling to Walking and Interactions with Objects and People. Child Development, Vol. 82(4), pp. 1199-1209. (view)
  • McFadden, K. E., Tamis-LeMonda, C. S., & Cabrera, N. (2011). Quality Matters: Low-Income Fathers' Engagement in learning Activities in Early Childhood Predict Children's Academic Performance in Fifth Grade. Family Science, 2, 2, pp. 120-130.
  • Rodriguez, E., & Tamis-LeMonda, C. S. (2011). Trajectories of the Home Learning Environment across the First Five Years: Associations with Children's Language and Literacy Skills at PreKindergarten. Child Development, Vol. 82(4), pp. 1058-1075. (view)
  • Tamis-LeMonda, C. S., & Baumwell, L. (2011). Parental Sensitivity in Early Development: Conceptualization, Methods, Measurement and Generalizability. In D. Davis & M. Cynthia Logsdon (Eds.), Mental Sensitivity: A critical review for practitioners, Nova Science Publishers, Inc.
  • Tamis-LeMonda, C. S., Baumwell, L., & Dias, S. (2011). School Readiness in Latino Immigrant Children in the U.S. In S. S. Chuang & R. P. Moreno (Eds.), Immigrant Children, Lexington Books.
  • Adolph, K. E., Karasik, L. B. & Tamis-LeMonda, C. S. (2010). Using social information to guide action: Infants' locomotion over slippery slopes. Neural Networks, Vol. 23(8-9), Oct.-Nov. 2010, pp. 1033-1042. (view)
  • Adolph, K. E., Tamis-LeMonda, C. S., & Karasik, L. B. (2010). Cinderella Indeed. Comments on an article by Jana M. Iverson (see record 2010-06184). Journal of Child Language, Vol. 37(2), pp. 269-273. (view)
  • Karasik, L. B., Adolph, K. E., Tamis-LeMonda, C. S., & Bornstein, M. H. (2010). WEIRD walking: Cross-cultural research on motor development. Commentary on Henrich et al. Behavioral and Brain Sciences., Vol. 33(2-3), pp. 95-96.
  • McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades. School Mental Health, (2), pp. 23-35. (view)
  • Adolph, K. E., Karasik, L. B., & Tamis-LeMonda, C. S. (2010). Motor Skill. In M. H. Bornstein (Ed.), Handbook of Cultural Developmental Science, (pp. 61-88). New York, NY, US: Psychology Press.
  • Bornstein, M. H., & Tamis-LeMonda, C. S. (2010). Mother-Infant Interaction. In G. Bremner & T. Wachs (Eds.), Handbook of Infancy, 2nd edition. London: Blackwell Publishers.
  • Tamis-LeMonda, C. S., & McFadden, K. E. (2010). Development in The United States of America. In M. H. Bornstein (Ed.), Handbook of Cultural Developmental Science, Lawrence Erlbaum Associates, pp. 299-322.
  • Tamis-LeMonda, C. S. & McFadden, K. E. (2010). Low-Income Fathers: Myth and Evidence. To appear in M. E. Lamb (Ed.), The Role of Father in Child Development, (5th ed.), pp. 296-318. Hoboken, NJ, US: John Wiley & Sons Inc.
  • Luze, G., Pan, B., Raikes, H., Rodriguez, E., & Tamis-LeMonda, C. S. (2009). The Formative role of Home Literacy Experiences across the First Three Years of Life in Children from Low-Income Families. Applied Developmental Psychology, 30, 677-694.
  • Shannon, J. D., Cabrera, N. J., Tamis-LeMonda, C. S., & Lamb, M. E. (2009). Who stays and who leaves? A Discrete-Time Survival Analysis of Father Involvement. Parenting: Science & Practice, Vol. 9, (1-2), pp. 78-100. (view)
  • Tamis-LeMonda, C. S. & Kahana Kalman, R. K. (2009). Mothers’ Views at the Transition to a New Baby: Variation across Ethnic Groups. Parenting: Science & Practice, Vol. 9, (1-2), pp. 36-55. (view)
  • Tamis-LeMonda, C. S., Briggs, R. D., & McClowry, S. G., & Snow, D. (2009). Maternal Control and Sensitivity, Child Gender and Maternal Education in Relation to Children’s Behavioral Outcomes in African American Families. Applied Developmental Psychology, Vol. 30(3), pp. 321-331. (view)
  • Chuang, S. & Tamis-LeMonda, C. S. (2009). Gender Roles in Immigrant Families: Parenting Views, Practices, and Child Development. Sex Roles, 60(7-8), pp. 451-455. (view)
  • Tamis-LeMonda, C. S., Kahana Kalman, R. K. , & Yoshikawa, H., & (2009). Father Involvement in Immigrant and Ethnically Diverse Families from the Prenatal Period to the Second Year: Prediction and Mediating Mechanisms. Sex Roles, 60 (7-8), pp. 496-509. (view)
  • Zosuls, K. M., Ruble, D. N., Tamis-LeMonda, C. S., Shout, P. E., Bornstein, M. H., & Greulich, F. K. (2009). The acquisition of gender labels in infancy: Implications for sex-typed play, Developmental Psychology, 45, (3), pp. 688-701.
  • Cristofaro, T., Rodriguez, E. & Tamis-LeMonda, C. S. (2009). Assessment. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.
  • Cristofaro, T., Rodriguez, E. & Tamis-LeMonda, C. S. (2009). Language and Literacy. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.
  • Niwa, E. & Tamis-LeMonda, C. S. (2009). Cross-Cultural Psychology . To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.
  • Rodriguez, E., Cristofaro, T., & Tamis-LeMond, C. S. (2009). Toddler Childcare. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.
  • Adolph, K. E., Tamis-LeMonda, C. S., Ishak, S., Lobo, S., & Karasik, L. (2008). Locomotor Experience and Use of Social Information is Posture Specific. Developmental Psychology, 44(6), 1705-1714. (view)
  • Cabrera, N. J., Mitchell, J. S., Ryan, R. M., Shannon, J., & Tamis-LeMonda, C. S. (2008). Low-Income Nonresident Father Involvement with their Toddlers: Variation by Fathers' Race and Ethnicity. Journal of Family Psychology, Vol. 22 (4), pp. 643-647. (view)
  • Tamis-LeMonda, C. S., Adolph, K. E., Lobo, S. A., Karasik, L. B., Ishak, S., & Dimitropoulou, K. A. (2008). When infants take mothers' advise: 18-month-olds integrate perceptual and social information to guide motor action. Developmental Psychology, 44(3), pp. 734-746. (view)
  • Tamis-LeMonda, C. S., Briggs, R. D., McClowry, S. G., & Snow, D. (2008). Challenges to the Study of African American Parenting: Conceptualization, Sampling, Research Approaches, Measurement, and Design. Parenting: Science & Practice, Vol. 8(4), pp. 319-358. (view)
  • Bornstein, M. H., Tamis-LeMonda, C. S., Hahn, C-S., & Haynes, M. (2008). Maternal Responsiveness to Young Children at Three Ages: Longitudinal Analysis of a Multidimensional, Modular, and Specific Parenting Construct. Developmental Psychology, 44(3), 867-874. (view)
  • Karasik, L. B., Tamis-LeMonda, C. S., Adolph, K., & Dimitripoulou, K. A. (2008). How Mothers Encourage and Discourage Infants’ Motor Actions. Infancy, Vol. 13 (4), pp. 366-392. (view)
  • Lugo-Gil, J., & Tamis-LeMonda, C. S. (2008). Family Resources and Parenting Quality: Links to Children’s Cognitive Development across the First Three Years. Child Development, 79, 4, 1065-1085. (view)
  • Tamis-LeMonda, C. S., Way, N., Hughes, D., Yoshikawa, H., Kahana-Kalman, R. & Niwa, E. (2008). Parents’ Goals for Children: The Dynamic Co-Existence of Collectivism and Individualism. Social Development, 17 (1), 183-209. (view)
  • Cristofaro, T. N., & Tamis-LeMonda, C. S. (2008). Mother-Child and Father-Child Personal Narratives in Latino Families. In A. McCabe, A. L. Bailey, & G. Melzi (Eds.), Spanish-Language Narration and Literacy, pp. 54-91. New York: Cambridge University Press.
  • Lucchese, F., & Tamis-LeMonda, C. S. (2008). Fostering Language Development in Children from Disadvantaged Backgrounds. Encyclopedia for the Canadian Language and Literacy Research Network (CCLRNET).
  • Tamis-LeMonda, C. S., & Rodriguez, E. T. (2008). Parents’ Role in Fostering Young Children’s Language and Literacy Development. In Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. the Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2008:1-10. (link)
  • Tamis-LeMonda, C. S., Niwa, E., Kahana-Kalman, R., & Yoshikawa, H. (2008). Immigrant Fathers and Families at the transition to Parenthood. In S. Chuang & R. Moreno (Eds.), On New Shores: Understanding Fathers in North America, pp. 229-253. Lexington Books.
  • Cabrera, N., Shannon, J. E., & Tamis-LeMonda, C. S. (2007). Fathers' influence on their children's cognitive and emotional development: From toddlers to pre-K. Applied Developmental Science, 11.4: 208-213. (view)
  • Ishak, S., Tamis-LeMonda, C. S., & Adolph, K. E. (2007). Ensuring safety and providing challenge: Mothers' and fathers' expectations and choices about infant locomotion. Parenting: Science and Practice, 7 (1), 57-68. (view)
  • Tamis-LeMonda, C. S., Zack, E., Adolph, K. E., Dimitripoulou, K. A., & (2007). “No! Don’t! Stop! Mothers’ words for impending danger. Parenting: Science & Practice, 7 (1), 1-25. (view)
  • Bradley, R. H., Shears, J., Roggman, L. & Tamis-LeMonda, C. S. (2006). Lessons Learned from Early Head Start for Fatherhood Research and Program Development. Parenting: Science & Practice, Special Issue of the Early Head Start Fathers’ Study, 6 (2-3), 259-271. (view)
  • McClowry, S., Snow, D. & Tamis-LeMonda, C. S. (2006). An evaluation of the effects of Insights on the behavior of inner-city primary school children. Journal of Primary Prevention, 26(6), pp. 567-584. (view)
  • Raikes, H., Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Cohen, R., & Rodriguez, E. (2006). Mother-child book reading in low-income families. Child Development,Vol. 77 (4), pp. 924-953. (view)
  • Shannon, J. D., Tamis-LeMonda, C. S., & Cabrera, N. J. (2006). Fathering in Infancy: Mutuality and Stability Between 8 and 16 Months. Parenting: Science and Practice, 6 (2-3), 167-188. (view)
  • Toumopolous, S., Dreyer, B., Tamis-LeMonda, C. S., Flynn, V., Rovira, I., Tineo, W., & Mendelsohn, A. L. (2006). Books, Toys, Parent-Child Interaction and Development in Young Latino Children. Ambulatory Pediatrics, Volume 6, No. 2, pp. 72-78.
  • Balter, L., & Tamis-LeMonda, C. S. (Eds.) (2006). Child Psychology: A Handbook of Contemporary Issues, 2nd Edition. Psychology Press: New York.
  • Bornstein, M. H. & Tamis-LeMonda, C. S. (2006). Infants at Play: Development, Partners and Functions. In A. Slater & M. Lewis (Eds.), Introduction to Infant Development. New York City NY: Oxford University Press.
  • Tamis-LeMonda, C. S., Cristofaro, T., Rodriguez, E., & Bornstein, M. H. (2006). Early Language Development: Social Influences in the First Years of Life. In L. Balter & C. S. Tamis-LeMonda (Eds.). Child Psychology: A Handbook of Contemporary Issues, pp. 79-108, New York, New York: Psychology Press.
  • Shannon, J. D., & Tamis-LeMonda, C. S., & Margolin, A. (2005). Fathers’ Involvement in Infancy: Influence of Past and Current Relationships. Infancy, 8 (1), pp. 21-41. (view)
  • Cabrera, N. J., Ryan, R. M., Shannon, J. D., Brooks-Gunn, J., Vogel, C., Raikes, H., Tamis-LeMonda, C. S., & Cohen, R. (2004). Low income fathers’ involvement in their toddlers’ lives: Biological fathers from the Early Head Start Research and Evaluation Study. Fathering, Special Issue: Fathers in Early Head Start, 2(1), pp. 5-36. (view)
  • Pan, B., Rowe, M., Spier, E., & Tamis-LeMonda, C. S. (2004). Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data. Journal of Child Language, Vol 31(3), pp. 587-608 (view)
  • Tamis-LeMonda, C. S. (2004). Playmates and more: Fathers’ Role in Child Development. Human Development, Vol . 47(4), pp. 220-227.
  • Tamis-LeMonda, C. S., Shannon, J. D., & Cabrera, N. (2004). Mothers and Fathers at Play with their 2- and 3-year olds. Child Development, 75 (6), 1806-1820. (view)
  • Bornstein, M. H., Hendricks, C., Hahn, C. S., Haynes, O. M., Painter, K. M., Tamis-LeMonda, C. S. (2003). Contributors to self-perceived competence, satisfaction, investment, and role balance in maternal parenting: A multivariate ecological analysis. Parenting: Science and Practice, Vol. 3 (4), pp. 285-326. (view)
  • Tamis-LeMonda, C. S. (2003). Cultural Perspectives on the “What?” and “Whys?” of Parenting. Human Development, Vol 46(5), pp. 319-327.
  • Wang, S. & Tamis-LeMonda, C. S. (2003). Do Childrearing Values in Taiwan and the U.S. Reflect the Values of Collectivism and Individualism? Journal of Cross-Cultural Psychology. (view)
  • Albright, M. and Tamis Le-Monda, C. S. (2002). Maternal Depressive Symptoms in relation to Dimensions of Parenting in Low-Income Mothers. Applied Developmental Science, 6 (1), 24-34. (view)
  • Shannon, J., Tamis-LeMonda, C. S., London, K., & Cabrera, N. (2002). Beyond Rough and Tumble: Low-Income Fathers’ Interactions and Children’s Cognitive Development at 24 Months. Parenting: Science and Practice, 2 (2), 77-104. (view)
  • Tamis-LeMonda, C. S., & Cabrera, N. (Eds.) (2002). Handbook of Father Involvement: Multidisciplinary Perspectives, Lawrence Erlbaum Associates: New Jersey.
  • Tamis-LeMonda, C. S., Shannon, J. S., & Spellmann, M. (2002). Low-income adolescent mothers’ knowledge about domains of child development.Infant Mental Health Journal, 23(1-2), 88-103. (view)
  • Tamis-LeMonda, C. S., Wang, S., Koutsouvanou, E. and Albright, M. (2002). Childrearing Values in Greece, Taiwan, and the United States. Parenting: Science and Practice, 2 (3), 185-208. (view)
  • Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal Responsiveness and Children’s Achievement of Language Milestones. Child Development, 72 (3), 748-767. (view)
  • Cabrera, N., Tamis-LeMonda, C. S., Bradley, B., Hofferth, S. & Lamb, M. (2000). Fatherhood in the 21st Century. Child Development, Millenium Issue, 71, 1, 127-136. (view)
  • Mondschein, E., Adolph, K., & Tamis-LeMonda, C. S. (2000). Gender Bias in Mothers’ Expectations about Infant Crawling. Journal of Experimental Child Psychology, 77, 304-316. (view)
  • Nicely, P., Tamis-LeMonda, C. S. & Bornstein, M. H. (2000). Mothers’ Responsiveness to Infant Affect Predicts Language Acquisition. Infant Behavior and Development.
  • Bluestone, C., & Tamis-LeMonda, C. S. (1999). Correlates of Parenting Styles in Predominantly Working- and Middle-Class African American Mothers. Journal of Marriage and Family, 61, 881-893. (view)
  • Bornstein, M. H., Tamis-LeMonda, & Haynes, M. O. (1999). First Words in the Second Year: Continuity, Stability, and Models of Concurrent and Predictive Correspondence in Vocabulary and Verbal Responsiveness across Age and Context. Infant Behavior and Development, 22, 1, 65-85. (view)
  • Nicely, P., Tamis-LeMonda, C. and Bornstein, M. (1999). Mothers’ Attuned Responses to Infant Affect Expressivity Promote Earlier Achievement of Language Milestones. Infant Behavior & Development, 22 (4), 557-568. (view)
  • Nicely, P., Tamis-LeMonda, C. S., & Grolnick, W. (1999). Maternal Responsiveness to Infant Affect: Stability and Prediction. Infant Behavior and Development, 22, 1, 103-117. (view)
  • Tamis-LeMonda, C. S., & Cabrera, N. (1999). Perspectives on Father Involvement: Research and Social Policy (with commentary by Ross Thompson). Society for Research in Child Development, Social Policy Report, Vol. XIII, No. 2.
  • Tamis-LeMonda, C. S., Bornstein, M. H., Kahana-Kalman, R., Baumwell, L., & Cyphers, L. (1998). Predicting variation in the timing of language milestones in the second year: An events-history approach. Journal of Child Language, 25, 675-700. (view)
  • Tamis- LeMonda, C.S., Chen L.A., & Bornstein, M.H. (1998). Mothers' Knowledge About Children's Play and Language Development: Short-Term Stability and Interrelations. Developmental Psychology, Vol. 34, No. 1, 115-124. (view)
  • Baumwell, L., Tamis-LeMonda, C. S., & Bornstein, M. H. (1997). Maternal Verbal Sensitivity and Child Language Comprehension. Infant Behavior and Development, 20, (2), 247-258. (view)
  • Bornstein, M. H., & Tamis-LeMonda, C. S. (1997). Maternal Responsiveness and Infant Mental Abilities: Specific Predictive Relations. Infant Behavior and Development, 20, (3), 283-296. (view)
  • Bornstein, M. H., Tamis-LeMonda, C. S., Pascual, L., Haynes, M. O., Painter, K. M., Galperin, C. Z., & Pecheux, M-G. (1996). Ideas about Parenting in Argentina, France, and the United States. International Journal of Behavioral Development, 19, (2), 347-367. (view)
  • Damast, A. M., Tamis-LeMonda, C. S., Bornstein, M. H. (1996). Mother-Child Play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors. Child Development, 67, 1752-1766. (view)
  • Dreyer, B., Mendolsohn, A., & Tamis-LeMonda, C. S. (1996). Assessing the Child's Cognitive Home Environment Through Parental Report: Reliability and Validity. Early Development and Parenting, Thematic Issue on Parenting Sensitivity (Tamis-LeMonda, Guest Editor), 5, 271-287.
  • Tamis-LeMonda, C. S. (1996). Introduction: Maternal Sensitivity: Individual, Contextual, and Cultural Factors in Recent Conceptualizations. In C. S. Tamis-LeMonda (Guest Editor), Parenting Sensitivity: Individual, Contextual and Cultural Factors in Recent Conceptualizations, Thematic Issue of Early Development and Parenting, 5, 167-171.
  • Tamis-LeMonda, C. S., Bornstein, M. H., Baumwell, L., & Damast, A. M. (1996). Responsive Parenting in the Second Year: Specific Influences on Children’s Language and Play. In C. S. Tamis-LeMonda (Guest Editor), Parenting Sensitivity: Individual, Contextual and Cultural Factors in Recent Conceptualizations, Thematic Issue of Early Development and Parenting, 5, 173-183.
  • Bornstein, M. H., & Tamis-LeMonda, C. S. (1995). Parent-Child Symbolic Play: Three Theories in Search of an Effect. Developmental Review, 15, 382-400.
  • Tamis-LeMonda, C. S., & McClure, J. (1995). Infant Visual Expectation in Relation to Feature Learning. Infant Behavior and Development, 18, 427-434. (view)
  • Bornstein, M. H., & Tamis-LeMonda, C. S. (1994) Antecedents of Information-Processing Skills in Infants: Habituation, Novelty, Responsiveness, and Cross-Modal Transfer. Infant Behavior and Development, 17, 371-380. (view)
  • Dreyer, B. P., Mendelsohn, A. L., Kruger, H. A., Legano, L. A., Lim, S. W., Agrawal, N., Fierman, A. H., & Tamis-LeMonda, C. S.(1994). StimQ, a new scale for assessing the home environment: reliability and validity. Archives of Pediatrics and Adolescent Medicine, 150, 4, suppl., 47.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1994) Specificity in Mother-Toddler Language-Play Relations Across the Second Year. Developmental Psychology, 30, 2, 283-292. (view)
  • Tamis-LeMonda, C. S., Melstein-Damast, A., & Bornstein, M. H. (1994) What Do Mothers Know About the Developmental Nature of Play? Infant Behavior and Development, 17, 341-345. (view)
  • Braine, M. D. S., Brooks, P. J., Cowan, N., Samuels, M. C., & Tamis-LeMonda, C. S. (1993). The Development of Categories at the Semantics/Syntax Interface. Cognitive Development, 8, 4, 465-494.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1993) Antecedents of Exploratory Competence at One Year. Infant Behavior and Development, 16, 4, 423-439. (view)
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1993). Play and Its Relations to Other Mental Functions in the Child. In M. H. Bornstein (Ed.), The role of play in the development of thought. W. Damon (Series Ed.), New Directions for Child Development, No. 59, San Francisco: Jossey Bass, pp 17-28.
  • Bornstein, M. H., Tal, J., Rahn, C., Galperin, C. Z., Pecheux, M-G., Lamour, M., Toda, S., Azuma, H., Ogino, M., & Tamis-LeMonda, C. S. (1992). Functional Analysis of the Contents of Maternal Speech to Infants of 5 and 13 months in Four Cultures: Argentina, France, Japan, and the United States. Developmental Psychology, 28, 4, 593-603. (view)
  • Bornstein, M. H., Tamis-LeMonda, C. S., Tal, J., Ludemann, P., Toda, S., Rahn, C. W., Pecheux, M-G., Azuma, H., & Vardi, D. (1992). Maternal Responsiveness to Infants in Three Societies: The United States, France, and Japan. Child Development, 63, 808-821. (view)
  • Tamis-LeMonda, C. S., Bornstein, M. H., Cyphers, L., Toda, S., & Ogino, M. (1992) Language and Play at One Year: A Comparison of Toddlers and Mothers in the United States and Japan. International Journal of Behavioral Development, 15, 1, 19-42. (view)
  • Bornstein, M. H., Tamis-LeMonda, C. S., Germaine-Pecheux, M., & Rahn, C. (1991). Mother and Infant Activity and Interaction in France and in the United States: A Comparative Study. International Journal of Behavioral Development, 14, 1, 21-43. (view)
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1991). Individual Variation, Correspondence, Stability, and Change in Mother-Toddler Play. Infant Behavior and Development, 14, 143-162. (view)
  • Bornstein, M. H., Azuma, H., Tamis-LeMonda, C. S., & Ogino, M. (1990). Mother and Infant Activity and Interaction in Japan and in the United States: I. A Comparative Macroanalysis of Naturalistic Exchanges. International Journal of Behavioral Development, 13, (3), 267-287. (view)
  • Bornstein, M. H., & Tamis-LeMonda, C. S. (1990). Activities and Interactions on Mothers and Their Firstborn Infants in the First Six Months of Life: Covariation, Stability, Continuity, Correspondence, and Prediction. Child Development, 61, 1206-1217. (view)
  • Bornstein, M. H., Toda, S., Azuma, H., Tamis-LeMonda, C. S., & Ogino, M. (1990). Mother and Infant Activity and Interaction in Japan and in the Untied States: II. A Comparative Microanalysis of Naturalistic Exchanges Focused on the Organization of Infant Attention. International Journal of Behavioral Development, 13, (3), 289-308. (view)
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1990) Language, Play, and Attention at One Year. Infant Behavior and Development, 13, 85-98. (view)
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1989). Habituation and Maternal Encouragement of Attention in Infancy as Predictors of Toddler Language, Play, and Representational Competence. Child Development, 60, 738-751. (view)
  • Bornstein, M. H., Miyake, K., Azuma, H., Tamis-LeMonda, C. S., & Toda, S. (1988-1989). Responsiveness in Japanese Mothers: Consequences and Characteristics. Annual Report of the Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Sapporo, Japan, pp.15-26. (view)
  • Azuma, H., Bornstein, M. H., Misako, O., & Tamis-LeMonda, C. (1986). Parental Didactics and Cognitive Achievement in Young Children: A Comparison of Family Life in Japan and the United States. Bulletin of the Center of Developmental Education and Research, 2, 189-194
  • Bornstein, M. H., Miyake, K., & Tamis-LeMonda, C. (1985-1986). A Cross-National Study of Mother and Infant Activities and Interactions: Some Preliminary Comparisons Between Japan and the United States. Annual Report of the Research and Clinical Center for Child Development (pp.1-12). Sapporo: Japan University of Hokkaido Press. (view)