Think Like a Baby References

Have you finished reading our fun and easily accessible parenting book Think Like a Baby, and now you’re in the mood to read a bunch of much-more-difficult-to-comprehend academic articles on the subject of child development?

You’ve come to the right place.

Below is the complete list of really smart, but highly technical research materials we referenced to support the methods and factual statements found in our book.

We read them, so you don’t have to. But now you’re apparently going to read them anyway.

Experiment #1: Tiny Tunes

DeCasper, A. J., & Fifer, W. P. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science208(4448), 1174-1176.

DeCasper, A. J., & Spence, M. J. (1986). Prenatal maternal speech influences newborns’ perception of speech sounds. Infant Behavior and Development9(2), 133-150.

De Vries, J. I. P., & Fong, B. F. (2006). Normal fetal motility: an overview. Ultrasound in Obstetrics & Gynecology27(6), 701-711.

De Vries, J. I. P., Visser, G. H. A., & Prechtl, H. F. (1982). The emergence of fetal behaviour. I. Qualitative aspects. Early Human Development7(4), 301-322.

De Vries, J. I. P., Visser, G. H. A., & Prechtl, H. F. (1985). The emergence of fetal behaviour. II. Quantitative aspects. Early Human Development12(2), 99-120.

Gerry, D., Unrau, A., & Trainor, L. J. (2012). Active music classes in infancy enhance musical, communicative and social development. Developmental Science15(3), 398-407.

Gingras, J. L., Mitchell, E. A., & Grattan, K. E. (2005). Fetal homologue of infant crying. Archives of Disease in Childhood-Fetal and Neonatal Edition90(5), F415-F418.

Hausner, H., Nicklaus, S., Issanchou, S., Mølgaard, C., & Møller, P. (2009). Breastfeeding facilitates acceptance of a novel dietary flavour compound. e-SPEN, the European e-Journal of Clinical Nutrition and Metabolism4(5), e231-e238.

Hepper, P. G., & Shahidullah, B. S. (1994). Development of fetal hearing. Archives of Disease in Childhood-Fetal and Neonatal Edition71(2), F81-F87.

Mennella, J. A., Jagnow, C. P., & Beauchamp, G. K. (2001). Prenatal and postnatal flavor learning by human infants. Pediatrics107(6), e88-e88.

Moon, C., Cooper, R. P., & Fifer, W. P. (1993). Two-day-olds prefer their native language. Infant Behavior and Development16(4), 495-500.

Sullivan, S. A., & Birch, L. L. (1994). Infant dietary experience and acceptance of solid foods. Pediatrics93(2), 271-277.

Vlismas, W., Malloch, S., & Burnham, D. (2013). The effects of music and movement on mother–infant interactions. Early Child Development and Care, 183(11), 1669-1688.

Experiment #2: A Face Only A Baby Could Love

Cummings, E. M. (1994). Marital conflict and children’s functioning. Social Development, 3(1), 16-36.

Cummings, E. M., Goeke-Morey, M. C., & Papp, L. M. (2001). Couple conflict, children, and families: It’s not just you and me, babe. In A. Booth, A. C. Crouter & M. Clements (Eds.), Couples in conflict (pp. , 117-148). Mahway, NJ: Lawrence Erlbaum Associates.

Du Rocher Schudlich, T. D., White, C. R., Fleischhauer, E. A., & Fitzgerald, K. A. (2011). Observed infant reactions during live interparental conflict. Journal of Marriage and Family, 73(1), 221-235.

Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198(4312), 75-78.

Meltzoff, A. N., & Moore, M. K. (1983). Newborn infants imitate adult facial gestures. Child Development, 54, 702-709.

Meltzoff, A. N., & Moore, M. K. (1994). Imitation, memory, and the representation of persons. Infant Behavior and Development, 17(1), 83-99.

Porter, C. L., Wouden-Miller, M., Silva, S. S., & Porter, A. E. (2003). Marital harmony and conflict: Links to infants’ emotional regulation and cardiac vagal tone. Infancy, 4(2), 297-307.

Repetti, R., Taylor, S. E., & Saxbe, D. (2007). The influence of early socialization experiences on the development of biological systems. In J. E. Grusec & P. D. Hastings (Eds.) Handbook of socialization: Theory and research (pp. 124-152). New York, NY: The Guilford Press.

Strack, F., Martin, L. L., & Stepper, S. (1988). Inhibiting and facilitating conditions of the human smile: a nonobtrusive test of the facial feedback hypothesis. Journal of Personality and Social Psychology, 54(5), 768-777.

Troxel, W. M., & Matthews, K. A. (2004). What are the costs of marital conflict and dissolution to children’s physical health?. Clinical Child and Family Psychology Review, 7(1), 29-57.

Experiment #3: One Small Step For Baby

Cole, M., Cole, S. R., & Lightfoot, C. (2001). The development of children. New York, NY: Worth publishers.

Hunziker, U. A., & Barr, R. G. (1986). Increased carrying reduces infant crying: a randomized controlled trial. Pediatrics, 77(5), 641-648.

Newman, B. M., & Newman, P. R. (2009). Development through life: A psychosocial approach. Belmont, CA: Wadsworth Cengage Learning.

Ridenour, M. V. (1982). Infant walkers: Developmental tool or inherent danger. Perceptual and Motor Skills, 55(3f), 1201-1202.

Siegel, A. C., & Burton, R. V. (1999). Effects of baby walkers on motor and mental development in human infants. Journal of Developmental & Behavioral Pediatrics, 20(5), 355-360.

Thelen, E., & Fisher, D. M. (1982). Newborn stepping: An explanation for a” disappearing” reflex. Developmental Psychology, 18(5), 760-775.

Thelen, E., Fisher, D. M., & Ridley-Johnson, R. (1984). The relationship between physical growth and a newborn reflex. Infant Behavior and Development, 7(4), 479-493.

Experiment #4: Scrambled, With Cheeks

Annis, R. C., & Frost, B. (1973). Human visual ecology and orientation anisotropies in acuity. Science, 182(4113), 729-731.

Goren, C. C., Sarty, M., & Wu, P. Y. (1975). Visual following and pattern discrimination of face-like stimuli by newborn infants. Pediatrics, 56(4), 544-549.

Johnson, S. P. (2011). Development of visual perception. Wiley Interdisciplinary Reviews: Cognitive Science, 2(5), 515-528.

Kellman, P. J., & Arterberry, M. E. (2007). Infant visual perception. In D. Kuhn, R. S. Siegler, W. Damon & R. M. Lerner (Eds.) Handbook of child psychology: Vol 2., Cognition, perception and language (6th ed.) (pp. 109-169). Hoboken, NJ: John Wiley & Sons, Inc.

Morton, J., & Johnson, M. H. (1991). CONSPEC and CONLERN: A two-process theory of infant face recognition. Psychological Review, 98(2), 164-181.

Pascalis, O., de Schonen, S., Morton, J., Deruelle, C., & Fabre-Grenet, M. (1995). Mother’s face recognition by neonates: A replication and an extension. Infant Behavior and Development, 18(1), 79-85.

Siegler, W. Damon & R. M. Lerner (Eds.) Handbook of child psychology: Vol 2., Cognition, perception and language (6th ed.) (pp. 109-169). Hoboken, NJ: John Wiley & Sons, Inc.

Experiment #5: Getting a Leg Up

Galloway, J. C., & Thelen, E. (2004). Feet first: Object exploration in young infants. Infant Behavior and Development, 27(1), 107-112.

Grigg, J. (2004). Environmental toxins: Their impact on children’s health. Archives of Disease in Childhood, 89(3), 244-250.

Stein, J., Schettler, T., Wallinga, D., & Valenti, M. (2002). In harm’s way: Toxic threats to child development. Journal of Developmental & Behavioral Pediatrics, 23, S13-S22.

Experiment #6: Baby Boredom

Diamond, M. C. (1991). Environmental influences on the young brain. In K. R. Gibson & A. C. Petersen (Eds.) Brain maturation and cognitive development: Comparative and cross-cultural perspectives (pp. 107-124). Hawthorne, NY: Aldine De Gruyter.

Eliot, L. (1999). What’s going on in there?: How the brain and mind develop in the first five years of life. New York, NY: Bantam Books.

Kavšek, M. (2004). Predicting later IQ from infant visual habituation and dishabituation: A meta-analysis. Journal of Applied Developmental Psychology, 25(3), 369-393.

McCall, R. B., & Carriger, M. S. (1993). A meta-analysis of infant habituation and recognition memory performance as predictors of later IQ. Child Development, 64(1), 57-79.

Ruddy, M. G., & Bornstein, M. H. (1982). Cognitive correlates of infant attention and maternal stimulation over the first year of life. Child Development, 53(1), 183-188.

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(3), 738-751.

Experiment #7: Mad Mobile Skillz

Fagen, J. W., Morrongiello, B. A., Rovee-Collier, C., & Gekoski, M. J. (1984). Expectancies and memory retrieval in three-month-old infants. Child Development, 55(3), 936-943.

Goldenberg, E. R., & Sandhofer, C. M. (2013). Same, varied, or both? Contextual support aids young children in generalizing category labels. Journal of Experimental Child Psychology, 115(1), 150-162.

Mandel, D. R., Jusczyk, P. W., & Pisoni, D. B. (1995). Infants’ recognition of the sound patterns of their own names. Psychological Science, 6(5), 314-317.

Rovee-Collier, C. K., Sullivan, M. W., Enright, M., Lucas, D., & Fagen, J. W. (1987). Reactivation of infant memory. In J. Oates & S. Sheldon (Eds.) Cognitive Development in Infancy (pp. 87-92). East Sussex, UK: Lawrence Erlbaum Associated Ltd., Publishers.

Smith, S. M., Glenberg, A., & Bjork, R. A. (1978). Environmental context and human memory. Memory & Cognition, 6(4), 342-353.

Smith, S. M., & Vela, E. (2001). Environmental context-dependent memory: A review and meta-analysis. Psychonomic Bulletin & Review, 8(2), 203-220.

Tincoff, R., & Jusczyk, P. W. (1999). Some beginnings of word comprehension in 6-month-olds. Psychological Science, 10(2), 172-175.

Vlach, H. A., & Sandhofer, C. M. (2011). Developmental differences in children’s context-dependent word learning. Journal of Experimental Child Psychology, 108(2), 394-401.

Experiment #8: Tipsy Tots

Clark, D. L., & Chee, F. K. (1977). Vestibular stimulation influence on motor development in infants. Science, 196(4295), 1228-1229.

Eliot, L. (1999). What’s going on in there?: How the brain and mind develop in the first five years of life. New York, NY: Bantam Books.

Korner, A. F., & Thoman, E. B. (1972). The relative efficacy of contact and vestibular-proprioceptive stimulation in soothing neonates. Child Development, 43(2), 443-453.

Park, J. J., Tang, Y., Lopez, I., & Ishiyama, A. (2001). Age-related change in the number of neurons in the human vestibular ganglion. Journal of Comparative Neurology, 431(4), 437-443.

Romand, R. (1983). Development of auditory and vestibular systems. Elsevier.

Experiment #9: Now You See It…

Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48(5), 505-522.

Baillargeon, R. (1993). The object concept revisited: New directions in the investigation of infants’ physical knowledge. Visual Perception and Cognition in Infancy, 23, 265-315.

Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70(5), 1067-1081.

Christakis, D. A. (2009). The effects of infant media usage: What do we know and what should we learn?. Acta Paediatrica, 98(1), 8-16.

Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants’ performance on AB. Child Development, 56(4), 868-883.

Hayne, H., Herbert, J., & Simcock, G. (2003). Imitation from television by 24-and 30-month-olds. Developmental Science, 6(3), 254-261.

Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10(1), 41-63.

Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100(15), 9096-9101.

Piaget, J. (1954). The construction of reality in the child. Oxon, UK: Routledge.

Schmitt, K. L., & Anderson, D. R. (2002). Television and reality: Toddlers’ use of visual information from video to guide behavior. Media Psychology, 4(1), 51-76.

Stayton, D. J., Ainsworth, M. D., & Main, M. B. (1973). Development of separation behavior in the first year of life: Protest, following, and greeting. Developmental Psychology, 9(2), 213.

Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4), 950-965.

Zimmerman, F. J., Christakis, D. A., & Meltzoff, A. N. (2007). Associations between media viewing and language development in children under age 2 years. The Journal of Pediatrics, 151(4), 364-368.

Experiment #10: …Now You Don’t

Benedict, H. (1979). Early lexical development: Comprehension and production. Journal of Child Language, 6(2), 183-200.

Goldin-Meadow, S., Seligman, M. E., & Gelman, R. (1976). Language in the two-year old. Cognition, 4(2), 189-202.

Hoff, E. (2009). Language development. Belmont, CA: Wadsworth, Cengage Learning.

Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236-248.

Piaget, J. (1954). The construction of reality in the child. Oxon, UK: Routledge.

Smith, L. B., Thelen, E., Titzer, R., & McLin, D. (1999). Knowing in the context of acting: The task dynamics of the A-not-B error. Psychological Review, 106(2), 235-260.

Experiment #11: My Kind of Doll

Berscheid, E. & Walster, E. (1978). Interpersonal attraction. Reading, MA: Addison-Wesley.

Botwin, M. D., Buss, D. M., & Shackelford, T. K. (1997). Personality and mate preferences: Five factors in mate selection and marital satisfaction. Journal of Personality, 65(1), 107-136.

Huynh, V. W., & Fuligni, A. J. (2008). Ethnic socialization and the academic adjustment of adolescents from Mexican, Chinese, and European backgrounds. Developmental Psychology, 44(4), 1202-1208.

Kramer, L., & Radey, C. (1997). Improving sibling relationships among young children: A social skills training model. Family Relations, 46(3), 237-246.

Mahajan, N., & Wynn, K. (2012). Origins of “us” versus “them”: Prelinguistic infants prefer similar others. Cognition, 124(2), 227-233.

Pahlke, E., Bigler, R. S., & Suizzo, M. A. (2012). Relations between colorblind socialization and children’s racial bias: evidence from European American mothers and their preschool children. Child Development, 83(4), 1164-1179.

Vittrup, B., & Holden, G. W. (2011). Exploring the impact of educational television and parent–child discussions on children’s racial attitudes. Analyses of Social Issues and Public Policy, 11(1), 82-104.

Experiment #12: The Honeydew Whisperer

Goldstein, M. H., & Schwade, J. A. (2008). Social feedback to infants’ babbling facilitates rapid phonological learning. Psychological Science, 19(5), 515-523.

Hoff, E. (2009). Language development. Belmont, CA: Wadsworth, Cengage Learning.

Hoff-Ginsberg, E. (1990). Maternal speech and the child’s development of syntax: A further look. Journal of Child Language, 17(01), 85-99.

Johnson, S., Slaughter, V., & Carey, S. (1998). Whose gaze will infants follow? The elicitation of gaze-following in 12-month-olds. Developmental Science, 1(2), 233-238.

Tamis-LeMonda, C. S., & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. Advances in Child Development and Behavior, 29, 89-127.

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(3), 675-700.

Experiment #13: Do I Know You?

Ainsworth, M. D. (1985). Patterns of infant-mother attachments: antecedents and effects on development. Bulletin of the New York Academy of Medicine, 61(9), 771-791.

Cole, M., Cole, S. R., & Lightfoot, C. (2001). The development of children. New York, NY: Worth publishers.

Eckerberg, B. (2004). Treatment of sleep problems in families with young children: Effects of treatment on family well-being. Acta Paediatrica, 93(1), 126-134.

Englund, M. M., Sally, I., Kuo, C., Puig, J., & Collins, W. A. (2011). Early roots of adult competence: The significance of close relationships from infancy to early adulthood. International Journal of Behavioral Development, 35(6), 490-496.

Lewis, M., & Feiring, C. (1989). Infant, mother, and mother-infant interaction behavior and subsequent attachment. Child Development, 60(4), 831-837.

Pechtel, P., Woodman, A., & Lyons-Ruth, K. (2012). Early maternal withdrawal and nonverbal childhood IQ as precursors for substance use disorder in young adulthood: Results of a 20-year prospective study. International Journal of Cognitive Therapy, 5(3), 316-329.

Planalp, E. M., & Braungart-Rieker, J. M. (2013). Temperamental precursors of infant attachment with mothers and fathers. Infant Behavior and Development, 36(4), 796-808.

Puig, J., Englund, M. M., Simpson, J. A., & Collins, W. A. (2013). Predicting adult physical illness from infant attachment: A prospective longitudinal study. Health Psychology, 32(4), 409-417.

Richland, L. E., Stigler, J. W., & Holyoak, K. J. (2012). Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189-203.

Experiment #14: The Magic Touch

Carr, M., Kurtz, B. E., Schneider, W., Turner, L. A., & Borkowski, J. G. (1989). Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development. Developmental Psychology, 25(5), 765-771.

Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.

Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.

Ellis, S. (1997). Strategy choice in sociocultural context. Developmental Review, 17(4), 490-524.

Gopnik, A., & Meltzoff, A. (1987). The development of categorization in the second year and its relation to other cognitive and linguistic developments. Child Development, 1523-1531.

Larkina, M., Evren Güler, O., Kleinknecht, E., & Bauer, P. J. (2008). Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall. Journal of Experimental Child Psychology, 100(4), 235-251.

Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34(1), 16-20.

Neitzel, C., & Stright, A. D. (2003). Mothers’ scaffolding of children’s problem solving: establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147-159.

Rosengren, K. S., & Hickling, A. K. (1994). Seeing is believing: Children’s explanations of commonplace, magical, and extraordinary transformations. Child Development, 65(6), 1605-1626.

Vygotsky, L. S. (2005). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.) Readings on the development of children (4th edition) (pp. 34-41). New York, NY: York Publishers.

Experiment #15: Talk To The Hand

Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539.

Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds?. Journal of Cognition and Development, 7(2), 211-232.

Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106(2), 1047-1058.

Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. Kuczaj (Ed.), Language development: Vol. 2. Language, thought and culture (pp. 301-334). Hillsdale, NJ: Lawrence Erlbaum Associates.

Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10(6), 778-785.

Iverson, J. M., & Goldin-Meadow, S. (1997). What’s communication got to do with it? Gesture in children blind from birth. Developmental Psychology, 33(3), 453-467.

Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371.

Masur, E. F. (1982). Mothers’ responses to infants’ object-related gestures: Influences on lexical development. Journal of Child Language, 9(1), 23-30.

Özçalışkan, Ş., & Goldin-Meadow, S. (2005). Gesture is at the cutting edge of early language development. Cognition, 96(3), B101-B113.

Rowe, M. L., Özçalışkan, Ş., & Goldin-Meadow, S. (2008). Learning words by hand: Gesture’s role in predicting vocabulary development. First Language, 28(2), 182-199.

Experiment #16: Monkey See

Au, J. M. J. (2001). The effect of print access on reading frequency. Reading Psychology, 22(3), 225-248.

Greaney, V. (1986). Parental influences on reading. The Reading Teacher, 39(8), 813-818.

Heimann, M., & Meltzoff, A. N. (1996). Deferred imitation in 9-and 14-month-old infants: A longitudinal study of a Swedish sample. British Journal of Developmental Psychology, 14(1), 55-64.

Meltzoff, A. N. (1988). Infant imitation after a 1-week delay: Long-term memory for novel acts and multiple stimuli. Developmental Psychology, 24(4), 470-476.

Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3-4), 357-378.

Experiment #17: That’s Why There’s Broccoli and Vanilla

Faber, A., & Mazlish, E. (1980). How to talk so kids will listen & listen so kids will talk. New York, NY: HarperCollins Publishers.

Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14-and 18-month-olds. Developmental Psychology, 33(1), 12-21.

Experiment #18: School Belt

Geary, D. C. (1998). Male, female: The evolution of human sex differences. Washington, DC: American Psychological Association.

Gredlein, J. M., & Bjorklund, D. F. (2005). Sex differences in young children’s use of tools in a problem-solving task. Human Nature, 16(2), 211-232.

McCarty, M. E., Clifton, R. K., & Collard, R. R. (1999). Problem solving in infancy: The emergence of an action plan. Developmental Psychology, 35(4), 1091-1101.

Mosier, C. E., & Rogoff, B. (1994). Infants’ instrumental use of their mothers to achieve their goals. Child Development, 65(1), 70-79.

Experiment #19: Getting Into Shapes

Ankowski, A. A., Vlach, H. A., & Sandhofer, C. M. (2013). Comparison versus contrast: Task specifics affect category acquisition. Infant and Child Development, 22(1), 1-23.

Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52(1), 45-56.

Loewenstein, J., & Gentner, D. (2001). Spatial mapping in preschoolers: Close comparisons facilitate far mappings. Journal of Cognition and Development, 2(2), 189-219.

Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.

Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13(1), 13-19.

Vlach, H. A., Ankowski, A. A., & Sandhofer, C. M. (2012). At the same time or apart in time? The role of presentation timing and retrieval dynamics in generalization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 246-254.

Experiment #20: Quick Learner

Ankowski, A. A., Vlach, H. A., & Sandhofer, C. M. (2013). Comparison versus contrast: Task specifics affect category acquisition. Infant and Child Development, 22(1), 1-23.

Bates, E., Bretherton, I., & Snyder, L. S. (1988). From first words to grammar: Individual differences and dissociable mechanisms. New York, NY: Cambridge University Press.

Fenson L., Marchman V. A., Thal D., Dale P. S., Reznick J. S. , Bates E. (2009). MacArthur-Bates communicative development inventories: User’s guide and technical manual. Baltimore, MD: Brookes.

Goldenberg, E. R., & Sandhofer, C. M. (2013). Same, varied, or both? Contextual support aids young children in generalizing category labels. Journal of Experimental Child Psychology, 115(1), 150-162.

Heibeck, T. H., & Markman, E. M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58(4), 1021-1034.

Nazzi, T., & Bertoncini, J. (2003). Before and after the vocabulary spurt: Two modes of word acquisition?. Developmental Science, 6(2), 136-142.

Thom, E. E. (2011). Patterns of children’s word learning (Doctoral Dissertation). Dissertation Abstracts International, 73.

Thom, E. E., & Sandhofer, C. M. (2009). More is more: The relationship between vocabulary size and word extension. Journal of Experimental Child Psychology, 104(4), 466-473.

Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008). The spacing effect in children’s memory and category induction. Cognition, 109(1), 163-167.

Experiment #21: Hey, Good Lookin’!

Ankowski, A. A., Thom, E. E., Sandhofer, C. M., & Blaisdell, A. P. (2012). Spatial language and children’s spatial landmark use. Child Development Research, 2012.

Bertenthal, B. I., & Fischer, K. W. (1978). Development of self-recognition in the infant. Developmental Psychology; Developmental Psychology, 14(1), 44-50.

Gallup, G. G. (1970). Chimpanzees: self-recognition. Science, 167(3914), 86-87.

Gopnik, A., & Meltzoff, A. (1987). The development of categorization in the second year and its relation to other cognitive and linguistic developments. Child Development, 58, 1523-1531.

Lewis, M., & Ramsay, D. (2004). Development of self-recognition, personal pronoun use, and pretend play during the 2nd year. Child Development, 75(6), 1821-1831.

Priel, B., & de Schonen, S. (1986). Self-recognition: A study of a population without mirrors. Journal of Experimental Child Psychology, 41(2), 237-250.

Reiss, D., & Marino, L. (2001). Mirror self-recognition in the bottlenose dolphin: A case of cognitive convergence. Proceedings of the National Academy of Sciences, 98(10), 5937-5942.

Experiment #22: Yo-Yo Moppet

Dahl, R. E. (1996, March). The impact of inadequate sleep on children’s daytime cognitive function. Seminars in Pediatric Neurology, 3(1), 44-50.

Iglowstein, I., Jenni, O. G., Molinari, L., & Largo, R. H. (2003). Sleep duration from infancy to adolescence: reference values and generational trends. Pediatrics, 111(2), 302-307.

Kelly, Y., Kelly, J., & Sacker, A. (2013). Changes in bedtime schedules and behavioral difficulties in 7 year old children. Pediatrics, 132(5), e1184-e1193.

Lampl, M., & Johnson, M. L. (2011). Infant growth in length follows prolonged sleep and increased naps. Sleep, 34(5), 641-650.

Lampl, M., Thompson, A. L., & Frongillo, E. A. (2005). Sex differences in the relationships among weight gain, subcutaneous skinfold tissue and saltatory length growth spurts in infancy. Pediatric Research, 58(6), 1238-1242.

Lavigne, J. V., Arend, R., Rosenbaum, D., Smith, A., Weissbluth, M., Binns, H. J., & Christoffel, K. K. (1999). Sleep and behavior problems among preschoolers. Journal of Developmental & Behavioral Pediatrics, 20(3), 164-169.

Mindell, J. A., Telofski, L. S., Wiegand, B., & Kurtz, E. S. (2009). A nightly bedtime routine: impact on sleep in young children and maternal mood. Sleep, 32(5), 599-606.

Randazzo, A. C., Muehlbach, M. J., Schweitzer, P. K., & Walsh, J. K. (1998). Cognitive function following acute sleep restriction in children ages 10-14. Sleep, 21(8), 861-868.

Tikotzky, L., De Marcas, G., Har-Toov, J., Dollberg, S., Bar-Haim, Y., & Sadeh, A. (2010). Sleep and physical growth in infants during the first 6 months. Journal of Sleep Research, 19, 103-110.

Experiment #23: That’s Good Enough For Me

Breckinridge Church, R., & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23(1), 43-71.

Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539-550.

Goldin-Meadow, S. (2001). Giving the mind a hand: The role of gesture in cognitive change. In J. L. McClelland & R. S. Siegler (Eds.) Mechanisms of cognitive development: Behavioral and neural perspectives (pp. 5-31). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.

Goldin-Meadow, S., Alibali, M. W., & Church, R. B. (1993). Transitions in concept acquisition: Using the hand to read the mind. Psychological Review, 100(2), 279-297.

Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York, NY: Basic Books.

Siegler, R. S. & Alibali, M. W. (2005). Children’s thinking. Upper Saddle River, NJ: Prentice Hall.

Experiment #24: Think Inside The Box

Cassidy, K. W., Fineberg, D. S., Brown, K., & Perkins, A. (2005). Theory of mind may be contagious, but you don’t catch it from your twin. Child Development, 76(1), 97-106.

De Groot, A., Kaplan, J., Rosenblatt, E., Dews, S., & Winner, E. (1995). Understanding versus discriminating nonliteral utterances: Evidence for a dissociation. Metaphor and Symbol, 10(4), 255-273.

Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34(5), 1026-1037.

Jenkins, J. M., Turrell, S. L., Kogushi, Y., Lollis, S., & Ross, H. S. (2003). A longitudinal investigation of the dynamics of mental state talk in families. Child Development, 74(3), 905-920.

Piaget, J., & Inhelder, B. (1967). The child’s conception of space. London: Routledge.

Ruffman, T., Perner, J., Naito, M., Parkin, L., & Clements, W. A. (1998). Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology, 34(1), 161-174.

Shaffer, D. R. (2009). Social and personality development. Belmont, CA: Wadsworth Cengage Learning.

Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545-564.

Taumoepeau, M., & Ruffman, T. (2008). Stepping stones to others’ minds: Maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months. Child Development, 79(2), 284-302.

Taylor, M., & Carlson, S. M. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68(3), 436-455.

Experiment #25: It’s The Thought That Counts

Atance, C. M., Bélanger, M., & Meltzoff, A. N. (2010). Preschoolers’ understanding of others’ desires: Fulfilling mine enhances my understanding of yours. Developmental Psychology, 46(6), 1505-1513.

Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351-355.

Faber, A., & Mazlish, E. (1980). How to talk so kids will listen & listen so kids will talk. New York, NY: HarperCollins Publishers.

Gilovich, T. (1990). Differential construal and the false consensus effect. Journal of Personality and Social Psychology, 59(4), 623-634.

Wright Cassidy, K., Cosetti, M., Jones, R., Kelton, E., Meier Rafal, V., Richman, L., & Stanhaus, H. (2005). Preschool children’s understanding of conflicting desires. Journal of Cognition and Development, 6(3), 427-454.

Experiment #26: Mini Memorizer

Acredolo, L. P., Pick, H. L., & Olsen, M. G. (1975). Environmental differentiation and familiarity as determinants of children’s memory for spatial location. Developmental Psychology, 11(4), 495-501.

Bjorklund, D. F., & Douglas, R. N. (1997). The development of memory strategies. In N. Cowan & C. Hulme (Eds.) The development of memory in childhood (pp. 201-246). New York, NY: Psychology Press Ltd.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.

Mistry, J., Rogoff, B., & Herman, H. (2001). What is the meaning of meaningful purpose in children’s remembering? Istomina Revisited. Mind, Culture, and Activity, 8(1), 28-41.

Wellman, H. M., Ritter, K., & Flavell, J. H. (1975). Deliberate memory behavior in the delayed reactions of very young children. Developmental Psychology, 11(6), 780-787.

Experiment #27: The Young Switcheroo

Bialystok, E. (2007). Cognitive effects of bilingualism: How linguistic experience leads to cognitive change. International Journal of Bilingual Education and Bilingualism, 10(3), 210-223.

Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290-303.

Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325-339.

Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11(1), 37-63.

Experiment #28: For Realsies

Djikic, M., Oatley, K., & Moldoveanu, M. C. (2013). Reading other minds: Effects of literature on empathy. Scientific Study of Literature, 3(1), 28-47.

Eckerman, C. O., Whatley, J. L., & Kutz, S. L. (1975). Growth of social play with peers during the second year of life. Developmental Psychology, 11(1), 42-49.

Fong, K., Mullin, J. B., & Mar, R. A. (2013). What you read matters: The role of fiction genre in predicting interpersonal sensitivity. Psychology of Aesthetics, Creativity, and the Arts, 7(4), 370-376.

Lillard, A. S. (1993). Pretend play skills and the child’s theory of mind. Child Development, 64(2), 348-371.

Skolnick, D., & Bloom, P. (2006). What does Batman think about SpongeBob? Children’s understanding of the fantasy/fantasy distinction. Cognition, 101(1), B9-B18.

Vandell, D. L., & Wilson, K. S. (1987). Infants’ interactions with mother, sibling, and peer: Contrasts and relations between interaction systems. Child Development, 58, 176-186.

Experiment #29: I Am Not An Animal!

Chang, A., Sandhofer, C. M., Adelchanow, L., & Rottman, B. (2011). Parental numeric language input to Mandarin Chinese and English speaking preschool children. Journal of Child Language, 38(2), 341-355.

Chang, A., Sandhofer, C. M., & Brown, C. S. (2011). Gender biases in early number exposure to preschool-aged children. Journal of Language and Social Psychology, 30(4), 440-450.

Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539.

Gelman, R. (1982). Accessing one-to-one correspondence: Still another paper about conservation. British Journal of Psychology, 73(2), 209-220.

Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child. London: Routledge.

Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20(2), 82-88.

Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children’s mathematical knowledge: The effect of teacher “math talk.” Developmental Psychology, 42(1), 59-69.

Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516-531.

Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children’s number knowledge?. Developmental Psychology, 46(5), 1309-1319.

Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375-394.

Siegler, R. S. & Alibali, M. W. (2005). Children’s thinking. Upper Saddle River, NJ: Prentice Hall.

Wolfgang, C. H., Stannard, L. L., & Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 467-475.

Experiment #30: Pants on Fire

Bronson, P. & Merryman, A. (2009). NurtureShock: New thinking about children. New York, NY: Twelve.

Bruck, M., Ceci, S. J., & Hembrooke, H. (2002). The nature of children’s true and false narratives. Developmental Review, 22(3), 520-554.

Stouthamer-Loeber, M. (1986). Lying as a problem behavior in children: A review. Clinical Psychology Review, 6(4), 267-289.

Sullivan, K., Winner, E., & Hopfield, N. (1995). How children tell a lie from a joke: The role of second-order mental state attributions. British Journal of Developmental Psychology, 13(2), 191-204.

Talwar, V., & Lee, K. (2002). Development of lying to conceal a transgression: Children’s control of expressive behaviour during verbal deception. International Journal of Behavioral Development, 26(5), 436-444.

Talwar, V., & Lee, K. (2008). Social and cognitive correlates of children’s lying behavior. Child Development, 79(4), 866-881.

Talwar, V., Lee, K., Bala, N., & Lindsay, R. C. L. (2002). Children’s conceptual knowledge of lying and its relation to their actual behaviors: Implications for court competence examinations. Law and Human Behavior, 26(4), 395-415.

Wilson, A. E., Smith, M. D., & Ross, H. S. (2003). The nature and effects of young children’s lies. Social Development, 12(1), 21-45.

Experiment #31: Doodle-y Noted

Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., Reed, E. & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89(4), 652-666.

Connelly, V., Dockrell, J. E., & Barnett, J. (2005). The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25(1), 99-107.

Einstein, G. O., Morris, J., & Smith, S. (1985). Note-taking, individual differences, and memory for lecture information. Journal of Educational Psychology, 77(5), 522-532.

Eskritt, M., & Lee, K. (2002). “Remember where you last saw that card”: Children’s production of external symbols as a memory aid. Developmental Psychology, 38(2), 254-266.

Kiewra, K. A., & Fletcher, H. J. (1984). The relationship between levels of note-taking and achievement. Human Learning: Journal of Practical Research & Applications, 3(4), 273-280.

Peverly, S. T. (2006). The importance of handwriting speed in adult writing. Developmental Neuropsychology, 29(1), 197-216.

Peverly, S. T., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (2007). What predicts skill in lecture note taking?. Journal of Educational Psychology, 99(1), 167-180.

Experiment #32: The Sweet, Sticky Squish of Success

Bandura, A., & Mischel, W. (1965). Modifications of self-imposed delay of reward through exposure to live and symbolic models. Journal of Personality and Social Psychology, 2(5), 698-705.

Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109-114.

Mauro, C. F., & Harris, Y. R. (2000). The influence of maternal child-rearing attitudes and teaching behaviors on preschoolers’ delay of gratification. The Journal of Genetic Psychology, 161(3), 292-306.

Mischel, W., Shoda, Y., & Rodriguez, M. I. (1989). Delay of gratification in children. Science, 244(4907), 933-938.

Putnam, S. P., Spritz, B. L., & Stifter, C. A. (2002). Mother-Child coregulation during delay of gratification at 30 months. Infancy, 3(2), 209-225.

Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57(2), 358-367.

Schlam, T. R., Wilson, N. L., Shoda, Y., Mischel, W., & Ayduk, O. (2013). Preschoolers’ delay of gratification predicts their body mass 30 years later. The Journal of Pediatrics, 162(1), 90-93.

Webley, P., & Nyhus, E. K. (2006). Parents’ influence on children’s future orientation and saving. Journal of Economic Psychology, 27(1), 140-164.

Experiment #33: Imagine That!

Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330.

Buchsbaum, D., Gopnik, A., Griffiths, T. L., & Shafto, P. (2011). Children’s imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition, 120(3), 331-340.

Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49(4), 283-291.

Cropley, A. J. (1972). A five-year longitudinal study of the validity of creativity tests. Developmental Psychology, 6(1), 119-124.

Derks, P., & Hervas, D. (1988). Creativity in humor production: Quantity and quality in divergent thinking. Bulletin of the Psychonomic Society, 26(1), 37-39.

Mellou, E. (1996). Can creativity be nurtured in young children?. Early Child Development and Care, 119(1), 119-130.

Moran III, J. D., Milgram, R. M., Sawyers, J. K., & Fu, V. R. (1983). Original thinking in preschool children. Child Development, 54(4), 921-926.

Mullineaux, P. Y., & Dilalla, L. F. (2009). Preschool pretend play behaviors and early adolescent creativity. The Journal of Creative Behavior, 43(1), 41-57.

Urban, K. K. (2004). Assessing Creativity: The test for creative thinking-drawing production (TCT-DP): The concept, application, evaluation, and international studies. Psychology Science, 46(3), 387-397.

Ziv, A. (1976). Facilitating effects of humor on creativity. Journal of Educational Psychology, 68(3), 318-322.