How people evaluate individuals who act morally prior to acting immorally: An examination of developmental change in moral evaluation, social preference, and prediction of moral behaviors

2024-12-1

Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator?

2024-12-1

Social and communicative not a prerequisite: Preverbal infants learn an abstract rule only from congruent audiovisual dynamic pitch–height patterns

2024-12-1

A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo

2024-12-1

Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers

2024-11-1

Effects of praise and “easy” feedback on children’s persistence and self-evaluations

2024-11-1

Age-related changes in how 5- to 8-year-old children use and execute finger-based strategies in arithmetic

2024-11-1

Exploring the impact of parents’ face-mask wearing on dyadic interactions in infants at higher likelihood for autism compared with general population

2024-11-1

Predictive factors of reading in children with developmental language disorder

2024-11-1

The role of parents’ ability mindsets in parent–child interactions during math and reading activities

2024-11-1

Is zero more than nothing? Relations between concepts of zero and integer understanding

2024-11-1

Unveiling neurodevelopmental changes in multisensory integration while controlling attention

2024-11-1

The development of self-initiated visuo-spatial working memory

2024-11-1

Mathematics anxiety and math achievement in primary school children: Testing different theoretical accounts

2024-11-1

Family science capital moderates gender differences in parent–child scientific conversation

2024-11-1

The impact of positive and adverse childhood experiences on social connectedness in young adults

2024-11-1

Understanding of the functions of forgiveness among preschoolers

2024-11-1

Predicting individual differences in preschoolers’ numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities

2024-11-1

Associations between parents’ autonomy supportive management language and children’s science, technology, engineering, and mathematics talk during and after tinkering at home

2024-11-1

Continuity in false belief understanding from 33 to 52 months of age

2024-11-1

Comparing upward: How parental social comparisons shape children’s self-concept and mastery motivation in China

2024-11-1

A cross-cultural comparison of finger-based and symbolic number representations

2024-10-1

Preschoolers’ in-group bias promotes altruistic sharing and reduces second-party punishment: The role of theory of mind

2024-10-1

Dragging but not tapping promotes preschoolers’ numerical estimating with touchscreens

2024-10-1

Statistical learning ability at 17 months relates to early reading skills via oral language

2024-10-1

Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years

2024-10-1

Do the relations of vocabulary and attentional control with word reading and spelling change as a function of development and spelling scoring method?

2024-10-1

Neural correlates of unconventional verb extensions reveal preschoolers’ analogical abilities

2024-10-1

The effect of choice on memory across development

2024-10-1

Family economic deprivation and self-esteem among preschoolers

2024-10-1

Editorial Board

2024-10-1

Shyness and risk-taking during peer observation in children and adolescents

2024-10-1

Relieved or disappointed? Children’s understanding of how others feel at the cessation of events

2024-10-1

Imagining the future improves saving in preschoolers

2024-10-1

Episodic foresight, episodic memory, and executive functions in children engaged with Child Protective Services: The role of cumulative risk

2024-10-1

The impact of strategies on young children’s saving for the future

2024-10-1

Three- and 5-year-old children know their current belief might be wrong

2024-10-1

Advanced theory of mind and children’s prosocial lie-telling in middle childhood: A training study

2024-10-1

Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children

2024-10-1

Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training

2024-10-1

The factorial structure of executive functions in preschool and elementary school children and relations with intelligence

2024-10-1

Impacts of number lines and circle visual displays on caregivers’ fraction understanding

2024-10-1

Relations among lie-telling self-efficacy, moral disengagement, and willingness to tell antisocial lies among children and adolescents

2024-10-1

Examining the cognitive and perceptual perspectives of music-to-language transfer: A study of Cantonese–English bilingual children

2024-9-18

Turkish- and English-speaking 3-year-old children are sensitive to the evidential strength of claims when revising their beliefs

2024-9-17

What do children value more in a collaborator—Problem-solving capacity or fair sharing?

2024-9-17

Do children need counting principle knowledge to count on their fingers?

2024-9-17

Give some, keep some, put some: The language of sharing in children

2024-9-14

Editorial Board

2024-9-11

Editorial Board

2024-9-10