Developmental Psychology

Recent Publications - Students

Kat Adams

Raver, C. C., Adams, K. A., & Blair, C. (Forthcoming). Self-Regulation in Early Childhood: Implications for Motivation and Achievement. To appear in A. Elliot, C. Dweck & D. Yeager (Eds.), Handbook of Competence and Motivation: Theory and Application (2nd ed.). New York, NY: Routledge.

Marchman, V. A., Adams, K. A., Loi, E. C., Fernald, A., & Feldman, H. M. (2015). Early language processing efficiency predicts later receptive vocabulary outcomes in children born preterm. Child Neuropsychology, 1-17.

Alyssa Pintar-Breen

Sulik, M. J., Daneri, M. P., Pintar, A. I., & Blair, C. (2015). Self-regulation in early childhood: Theory and measurement. In L. Balter & C. S. Tamis-LeMonda (Eds.), Child Psychology: A Handbook of Contemporary Issues (3rd Ed.). Psychology Press/Taylor & Francis.

Brian Spitzer

Pauker, K., Apfelbaum, E. P., & Spitzer, B. (2015). When Societal Norms and Social Identity Collide The Race Talk Dilemma for Racial Minority Children. Social Psychological and Personality Science, 1948550615598379.

Spitzer, B., & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1-18.

Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of personality and social psychology, 107(4), 559.

Yeager, D.S., Johnson, R., Spitzer, B., Trzesniewski, K., Powers, J., & Dweck, C.S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106, 867-884.

Li, V., Spitzer, B., & Olson, K. R. (2014). Preschoolers reduce inequality while favoring individuals with more. Child development, 85(3), 1123-1133.

Paula Daneri

Sulik, M. J., Daneri, M. P., Pintar, A. I., & Blair, C. (2015). Self-regulation in early childhood: Theory and measurement. In L. Balter & C. S. Tamis-LeMonda (Eds.), Child Psychology: A Handbook of Contemporary Issues (3rd Ed.). Psychology Press/Taylor & Francis.

Halle, T., Vick Whittacker, J., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, M. P… Buysse, V. (2014). The social-emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29, 734-749.

Forry, N., Isner, T. K., Daneri, M. P., & Tout, K. (2014). Child care decision-making: Understanding priorities and processes used by low-income families in Minnesota. Early Education and Development, 25, 995-1015.

Forry, N., Daneri, M. P., & Howarth, G. (2013). Child care subsidy literature review. Washington, DC: Office of Planning, Research, and Evaluation, Administration of Children and Families, US Department of Health and Human Services.

Moore, K. A., Steward-Streng, N. R., & Daneri, M. P. (2013). What constitutes a strong start for babies? Child Indicators Research, 6, 137-160.

Daneri, M. P., & Rosanbalm, K. D. (2012). Kindergarten readiness assessment for English Language Learners. Durham, NC: Duke University’s Center for Child and Family Policy.

Kelly Escobar

Brand, R.J., Escobar, K., Baranes, A.F., & Albu, A. (2015). Crawling predicts infants’ understanding of agents’ navigation of obstacles. Infancy. doi:10.1111/infa.12084.

Escobar, K., & Tamis-LeMonda, C.S. (in press). Conceptualizing variability in Latino children’s language development. To appear in Cabrera & Leyendecker, Positive Development of Minority Children. Springer: Netherlands.

Eric Finegood

Blair C., Raver, C.C., & Finegood, E. (in press). Self-regulation and developmental psychopathology: Experiential canalization of brain and behavior. In D. Cicchetti (Ed.). Developmental Psychopathology, 3rd Edition. Hoboken NJ: Wiley.

Hibel, L., Granger, D.A., Blair, C., Finegood, E. D. & The Family Life Project Key Investigators (2015). Maternal-child adrenocortical attunement in early childhood: Continuity and change. Developmental Psychobiology, 57(1), 83-95.

Perkins SC, Finegood, E.D., Swain J.E. (2013). Poverty and Language Development: Roles of Parenting and Stress. Innovations in Clinical Neuroscience, 10(4), 10-19.

Swain, J. E., Konrath, S., Dayton, C. J., Finegood, E. D., & Ho, S. S. (2013). Toward a neuroscience of interactive parent-infant dyad empathy. Behavioral and Brain Sciences, 36(04), 438-439.

Swain, J. E., Perkins, S. C., Dayton, C. J., Finegood, E. D., & Ho, S. S. (2012). Parental brain and socioeconomic epigenetic effects in human development. Behavioral and Brain Sciences, 35(05), 378-379.

Swain, J. E., Konrath, S., Brown, S. L., Finegood, E. D., Akce, L. B., Dayton, C. J., & Ho, S. S. (2012). Parenting and beyond: Common neurocircuits underlying parental and altruistic caregiving. Parenting: Science and Practice, 12(2-3), 115-123.

Yana Kuchirko

Tamis-LeMonda, C.S., & Kuchirko, Y. (2015). Parent-child interactions. Sage Encyclopedia of Lifespan Development.

Chazan, S., Kuchirko, Y., Beebe, B., & Sossin, M. (2015) A longitudinal case study of traumatic play activity using the children’s developmental play scale (CDPI). Journal of Infant, Child, and Adolescent Psychology.

Kuchirko, Y., Tamis-LeMonda, C.S., Luo, R., & Liang, E. (2015) “What happened next?”: developmental changes in mothers’ questions to children. Journal of Early Childhood Literacy.

Tamis-LeMonda, C.S., Song, L., Luo, R., Kuchirko, Y., Kahana-Kalman, R., Yoshikawa, H., & Raufman, J. (2014). Children’s language growth in spanish and english across early development: association to school readiness. Developmental Neuropsychology.

Luo, R.,  Tamis-LeMonda, C.S., Kuchirko, Y., Ng, F., & Liang, E. (2014). Ethnic variation in mother-child book-sharing and children’s storytelling. Infant and Child Development.

Tamis-LeMonda, C.S., Baumwell, L., & Kuchirko, Y. (2014). Parental responsiveness and scaffolding of language development. Encyclopedia of Language Development.

Tamis-LeMonda, C.S., Kuchirko, Y., & C.S., Song, L. (2014). Why is infant language learning facilitated by parental responsiveness? Current Perspectives in Psychological Science.

Tamis-LeMonda, C.S., Kuchirko, Y., & Tafuro, L (2013). From action to interaction: mothers’ contingent responsiveness to infant exploration across cultural communities. IEE Transactions on Autonomous Mental Development.

Juan Del Toro

Hughes, D., Del Toro, J., Harding, J. F., Way, N, & Rarick, J. (in press). Trajectories of sources and types of discrimination across early and middle adolescence predicting academic, psychological and behavioral outcomes. Child Development.

Tynes, B., Del Toro, J., & Lozada, F. (in press). An Unwelcomed Digital Visitor in the Classroom: The Longitudinal Impact of Online Racial Discrimination on School Achievement Motivation. School Psychology Review.

Hughes, D., Del Toro, J., Rarick, J., & Way, N. (in press). Liberty and Justice for All: When and how parents teach egalitarian views to their children. In B. Balter & C. Tamis-LeMonda (Ed.) Child Psychology: A Handbook of Contemporary Issues. Psychology Press: New York.

Hughes, D., Harding, J., Niwa, E., Del Toro, J., & Way, N. (in press). Racial socialization and racial discrimination as intra- and intergroup processes. In A. Rutland, D. Nesdale, & C.S. Brown’s (Eds.) The Wiley-Blackwell Handbook of Group Processes of Children and Adolescents. Wiley-Blackwell Press.

Emily Bostwick

Melzi, G., Schick, A., & Bostwick, E. (2013). Latino Children’s Narrative Competencies over the Preschool Years. Actualidades en Psicología, 27(115), 1-14.

Melzi, G., Schick, A., & Bostwick, E. (2013). Érase Una Vez: Latino Family Narrative and Literacy Practices during the Preschool Years. In H. Kreider, M. Caspe, & D. Hiatt-Michael (Eds.), Promising Practices for Engaging Families in Literacy. IAP Press.

Rachel McKinnon

Blair, C., & McKinnon, R. D. (2013).  The experiential canalization model of executive function development: Implications for the origins and limits of intentionality in children. In G. Seebaß, M. Schmitz, & P. Gollwitzer (Eds.), Acting Intentionally and Its Limits: Individuals, Groups, Institutions (pp. 245-262). Berlin: DeGruyter.

Fitzpatrick, C. McKinnon, R. D., Blair, C., & Willoughby, M. (2014).  Do Preschool Executive Function Skills Explain the School Readiness Gap Between Advantaged and Disadvantaged Children? Learning and Instruction (30), 24 – 31

Blair, C. & McKinnon, R. D. (in press). Executive Function, Effortful Control, and Teacher-Child Relationships: Predictors of Kindergartners’ Early Math Skills. Learning and Instruction.