By Dawn P. Witherspoon, Rebecca M.B. White, Mayra Y. Bámaca, Christopher R. Browning, Tamara G.J. Leech, Tama Leventhal, Stephen A. Matthews, Nicolo Pinchak, Amanda L. Roy, Naomi Sugie, and Erin N. Winkler.
Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement
By Jamie M. Carroll, David S. Yeager, Jenny Buontempo, Cameron Hecht, Andrei Cimpian, Pratik Mhatre, Chandra Muller, and Robert Crosnoe
Understanding Heterogeneity in the Impact of Public Preschool Programs
By Tyler W. Watts, Jade M. Jenkins, Kenneth A. Dodge with Robert C. Carr, Maria Sauval, Yu Bai, Maya Escueta, Jennifer K. Duer, Helen F. Ladd, Clara G. Muschkin, Ellen Peisner-Feinberg, and Elizabeth Ananat
Parenting in the Context of the Child: Genetic and Social Processes
By David Reiss, Jody M. Ganiban, Leslie D. Leve, Jenae M. Neiderhiser, Daniel S. Shaw, and Misaki N. Natsuaki.
Joint Attention in Human and Chimpanzee Infants in Varied Socio-Ecological Contexts
By Kim A. Bard, Heidi Keller, Kirsty M. Ross, Barry Hewlett, Lauren Butler, Sarah T. Boysen, and Tetsuro Matsuzawa
Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind
By William V. Fabricius, Christopher R. Gonzales, Annelise Pesch, Amy A. Weimer, John Pugliese, Kathleen Carroll, Rebecca R. Bolnick, Anne S. Kupfer, Nancy Eisenberg and Tracy L. Spinrad
Prosocial and Aggressive Behavior: A Longitudinal Study
By Dale F. Hay, Amy L. Paine, Oliver Perra, Kaye V. Cook, Salim Hashmi, Charlotte Robinson, Victoria Kairis, and Rhiannon Slade
Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study
By Kimberly T. Nesbitt and Dale C. Farran
Youth in Northern Ireland: Linking Violence Exposure, Emotional Insecurity, and the Political Macrosystem
By Dana Townsend, Laura K. Taylor, Christine E. Merrilees, Andrea Furey, Marcie C. Goeke-Morey, Peter Shirlow, and E. Mark Cummings
The Development of Respect in Children and Adolescents
By Tina Malti, Ph.D., Joanna Peplak,
and Linlin Zhang, Ph.D.