PUBLICATIONS

Skip to IHD Member: Diana Baumrind Margaret Bridges Silvia A. Bunge Mary Cavanaugh Norm Constantine Carolyn and Phil Cowan Bruce Fuller Alison Gopnik Steve P. Hinshaw Susan Holloway Dacher Keltner Larry Nucci Elizabeth Owens Jane P. Perry Geoffrey Saxe Dan Slobin Laura Sterponi Elliot Turiel Rhona S. Weinstein

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Diana Baumrind Selected Publications

Baumrind, D. (In Press). The authoritative construct revisited: history and current status. In Morris, A.S., Larzelere, R.E., & Harrist, A. (Eds.), New Directions in Authoritative Parenting. Washington, D.C.: APA.

Baumrind, D., Larzelere, R.E., & Owens, E. (2010). Effects of preschool parents' power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10(3), 157-201.

Baumrind, D., & Larzelere, R.E. (2010). Are spanking injunctions scientifically supported? Law and Contemporary Problems, 73, 57-88.

Baumrind, D., & Sorkhabi, N. (2009). Authority and Obedience. In R. Shweder, T. Bidell, A. Dailey, S. Dixon, P. Miller & J. Modell (Eds.) The Child: An Encyclopedic Companion (pp. 81-86). Chicago, IL: University of Chicago Press.

Baumrind, D. (2008). Authoritative parenting for character and competence. In D. Streight (Ed.) Parenting for Character: Five Experts, Five Practices (pp. 17-30). Oregon: CSEE.

Baumrind, D. (2005). Taking a stand in a morally pluralistic society: Constructive obedience and responsible dissent in moral/character education. In L. Nucci (Ed.), Conflict, contradiction, and contrarian elements in moral development and education (pp. 21-50). New Jersey: Erlbaum.

Baumrind, D. (2005). Patterns of parental authority and adolescent autonomy. In J. Smetana (Ed.) New directions for child development: Changes in parental authority during adolescence (pp. 61-69). San Francisco: Jossey-Bass.

Baumrind, D. & Thompson, R.A. (2002). The Ethics of Parenting. In M. Bornstein (Ed.). Handbook of Parenting: Vol. 5. Practical issues in parenting (2nd ed., pp. 3-34). Mahwah, New Jersey: Lawrence Erlbaum.

Baumrind, D., Larzelere, R. E., & Cowan, P. (2002). Ordinary physical punishment: Is it harmful? Comment on Gershoff (2002). Psychological Bulletin, 128(4), 580-589.

Baumrind, D. (1991). The influence of parenting style on adolescent competence & substance abuse. Journal of Early Adolescence, 11(1), 56-95. http://jea.sagepub.com/cgi/reprint/11/1/56

Baumrind, D. (1985). Research using intentional deception: Ethical issues revisited. American Psychologist, 40(2), 165-174.

Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs, Part 2, 4(1), 1-103.

Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-907.

Baumrind, D. (1964). Some thought on ethics of research: After reading Milgram's "Behavioral study of obedience." American Psychologist, 19(6), 421-423.

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Margaret Bridges Selected Publications

Fuller, B., Bein, E., Bridges, M., Jang, H., Rabe-Hesketh, S., Halfon, N., & Kuo, A. (in press). Ethnic Differences in Infant Health and Cognition - The Roots of Latino Paradox. Maternal and Child Health Journal.

Bridges, M., Fuller, B., Cohen, S., Livas, A., Mangual, A., Mireles, L., & Scott, L. (under review). The Daily Activities of Mexican-American Preschool Children: Socialization and Acculturation.

Bridges, M., Fuller, B., Huang, D., & Hamre, B. (under review). Strengthening the Early Childhood Workforce - Do Wage Incentives Boost Training and Job Stability?

Fuller, B., Bein, E., Bridges, M., Jang, H., Rabe-Hesketh, S., Halfon, N., & Kuo, A. (under review). The development of Latino toddlers: At risk or immigrant paradox?

Bridges, M., Fuller, B., Yamada, H., Cohen, S., & Scott, L. (in preparation). Measuring socialization among young Latino children: The Mexican American Socialization (MAS) Scale.

Bridges, M., Brauckmann, S., Medina, O., Mireles, L., Spain, A., & Fuller, B. (2008). Giving a student voice to California's dropout crisis. California Dropout Research Project Policy Brief, No. 8, Santa Barbara, CA: UC LMRI.

Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R. (2007). How much is too much? The influence of preschool centers on children's social and cognitive development. Economics of Education Review, 26, 52-66.

Loeb, S., Bridges, M., Bassok, D., Fuller, B., & Rumberger, R. (2007). How much is too much? The influence of preschool centers on children's social and cognitive development. Economics of Education Review, 26, 52-66.

Bridges, M. (2007). Expanding and improving preschool. Crucial Issues in California (pp. 133-144). Berkeley, CA: Policy Analysis for California Education.

Fuller, B. C. & Bridges, M. (2007). Which children benefit from preschool? In B. Fuller's, Standardized Childhood: The Political and Cultural Struggle over Early Education. Palo Alto, CA: Stanford University Press.

Operario, D., Tschann, J., Flores, E., & Bridges, M. (2006). Brief Report: Associations of Parental Warmth, Peer Support, and Gender with Adolescent Emotional Distress. Journal of Adolescence, 29, 299-305.

Fuller, B., Livas, A., & Bridges, M. (2005). How to expand and improve preschool in California: Ideals, evidence, & policy options. Working Paper. Berkeley, CA: Policy Analysis for California Education, UC Berkeley.

Bridges, M., Fuller, B., Rumberger, R., & Tran, L. (2004). Preschool for California's Children: Promising Benefits, Unequal Access. Policy Brief. Berkeley, CA: Policy Analysis for California Education, UC Berkeley.

Chaffee, T.A., Bridges, M., & Boyer, C. B. (2000). Adolescent violence prevention practices among California pediatricians. Archives of Pediatrics and Adolescent Medicine, 154, 1034-1041.

Jodl, K. M., Bridges, M., Kim, J., Mitchell, A. S., & Chan, R. W. (1999). Relations among relationships: A risk and resiliency perspective. In E. M. Hetherington, S. H. Hetherington, & D. Reiss' (Eds.), Adolescent Siblings in Stepfamilies: Family Functioning and Adolescent Adjustment. Monographs of the Society for Research in Child Development, 64 (4, Serial No. 259).

Hetherington, E. M., Bridges, M., & Insabella, G. M. (1998). What matters? What does not? Five perspectives on the association between marital transitions and children's adjustment. American Psychologist, 53, 167-184.

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Silvia A. Bunge Selected Publications

Cognitive and Brain Development

Baldo, J.V., Bunge, S.A., Wilson, S.M., and Dronkers, N.F. (2010). Is relational reasoning dependent on language? A voxel-based lesion symptom mapping study. Brain and Language, 113(2), 59-64.

Wendelken, C., and Bunge, S.A. (2010). Transitive inference: Distinct contributions of rostrolateral prefontal cortex and the hippocampus. Journal of Cognitive Neuroscience, 22(5), 837-847.

Blais, C., and Bunge, S.A. (2010). Behavioral and neural evidence for item-specific performance monitoring. Journal of Cognitive Neuroscience, 22(12), 2758-2767.

Bhanji, J.P., Beer, J.S., and Bunge, S.A. (2010). Taking a gamble or playing by the rules: Dissociable prefrontal systems implicated in probabilistic versus deterministic rule-based decisions. NeuroImage, 49(2), 1810-1819.

Bunge, S.A. (2008). Changing Minds, Changing Brains. Human Development, 51(3), Editor's Corner, 51:162-164.

Bunge, S.A. & Wright, S.B. (2007) Neurodevelopmental changes in working memory and cognitive control. Current Opinion in Neurobiology, 17(2), 243-50.

Bunge, S.A. & Zelazo, P.D. (2006). A Brain-Based Account of the Development of Rule Use in Childhood. Current Directions in Psychological Science, 15(3): 118-121.

Sample Empirical Papers

Baym, C.L., Corbett, B.A., Wright, S.B. & Bunge, S.A. (2007). Neural correlates of tic severity and cognitive control in children with Tourette Syndrome. Brain, 2008; Jan;131(Pt 1):165-79. Epub Dec 3.

Crone, E.A., Donohue, S.E., van Leijenhorst, L., Wendelken, C. & Bunge, S.A. (2006). Neurocognitive development of the ability to manipulate information in working memory. Proceedings of the National Academy of Sciences, 103(24):9315-20.

General Reference

Bunge, S. A. & Souza, M.J. (In press). "Executive functions: Neuroimaging of", In: The Encyclopedia of Neuroscience, 4th edition. Adelman & Smith, eds. Elsevier.

For copies of these and other papers, please visit: http://bungelab.berkeley.edu/publications.htm

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Mary Cavanaugh Selected Publications

Gelles, R. J., & Cavanaugh, M. M. (in press). Intimate violence and abuse in families. (4th edition). New York, NY: Oxford University Press.

Cavanaugh, M.M. (forthcoming, 2010). The Dialectical Psychoeducational Workshop (DPEW): A preventative approach for males at risk for intimate partner violence. In J. Ashford (Ed.). Forensic Social Work. New York, NY: Oxford University Press.

Solomon, P., Cavanaugh, M.M., & Draine, J. (2009). Randomized Controlled Trials: Design and Implementation for Community-Based Psychosocial Interventions. New York, NY: Oxford University Press.

Loseke, D. R., Gelles, R. J., & Cavanaugh, M. M. (Eds.). (2005). Current controversies on family violence (2nd edition). Thousand Oaks, CA: Sage.

Cavanaugh, M. M., & Gelles, R. J. (February, 2005). The utility of male domestic violence offender typologies: New directions, for research, policy, and practice. Journal of Interpersonal Violence, 20, 155-166. (Click on title to view pdf.)

Solomon, P. L., Cavanaugh, M. M., & Gelles, R. J. (January, 2005). Family violence among adults with severe mental illness: A neglected area of research. Trauma, Violence & Abuse, 6, 40-54. (Click on title to view pdf.)

Gelles, R. J., & Cavanaugh, M. M. (2005). Violence, abuse, and neglect in families and intimate relationships. In P. C. McKenry and S. J. Price. (Eds.).Families and change: Coping with stressful events and transitions (3rd edition). Thousand Oaks, CA: Sage.

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Norm Constantine Recent Publications

Constantine, N. A. (2008). Converging evidence leaves policy behind: Effectiveness of and support for school-based sex education programs. [editorial]. Journal of Adolescent Health, 42, 324-326.

Constantine, N. A., Jerman, P., & Huang, A. X. (2007). California parents' preferences and beliefs on school-based sexuality education policy. Perspectives on Sexual and Reproductive Health, 39, 167-175.

Constantine, N.A. & Jerman, P. (2007). Acceptance of human papillomavirus vaccination by Californian parents of daughters: A representative statewide analysis. Journal of Adolescent Health, 40(2), 108-115.

Jerman, P., Constantine, N. A. & Nevarez, C. R. (2007). Sexually transmitted infections among California youth: Estimated incidence and cost, 2005. California Journal of Health Promotion, 5, 80-9

Constantine, N. A., Slater, J. K., & Carroll, J. (2007). Motivational aspects of community support for comprehensive school-based sexuality education. Sex Education, 7, 421-439.

Constantine, N.A. (2007). Simpson's paradox. In S. Boslaugh (Ed.), Encyclopedia of Epidemiology. Thousand Oaks, CA: Sage Publishers.

Constantine, N.A. (2007). The peer review process. In S. Boslaugh (Ed.), Encyclopedia of Epidemiology. Thousand Oaks, CA: Sage Publishers.

Constantine, N.A. (2007). Publication bias. In S. Boslaugh (Ed.), Encyclopedia of Epidemiology. Thousand Oaks, CA: Sage Publishers. 

Neuhauser, L., Constantine, W. L., Constantine, N.A., Sokal-Gutierrez, K, Obarski, S .K., Clayton, L, Desai, M., Sumner, G., & Syme, S. L. (2007). Promoting prenatal and early childhood health: Evaluation of a statewide materials-based intervention for parents. American Journal of Public Health, 97(10), 1813-1819.

Constantine, N. A. & Jerman, P. (2007). Acceptance of human papillomavirus vaccination among Californian parents of daughters: A representative statewide analysis. [condensed]. Obstetrical & Gynecological Survey. 62(6):377-379.

Constantine, N. A. (2007). [Book review of Luker, K., When sex goes to school: Warring views on sex and sex education since the sixties.] Sex Education, 7(4), 441-443.

Constantine, N. A., Nevarez, C. R., Miller, M., & Hamilton, P. (2006). A statewide policy advocacy intervention in California: The No Time For Complacency initiative. Californian Journal of Health Promotion, 4,10-22.

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Carolyn and Phil Cowan Selected Publications

Cowan, P.A., Cowan, C.P., and Knox, V. (2010). Marriage and fatherhood programs. The Future of Children, 20(2), 205-230.

Wood, J. L., Emmerson, N., & Cowan, P. A. (2004). Is early attachment security carried forward into relationships with preschool peers? British Journal of Developmental Psychology, 22, 245-253.

Schulz, M.S. , Cowan, P. A., Cowan, C.P, & Brennan, R. T. (2004). Coming home upset: Gender, Marital satisfaction, and the daily spillover of workday experience into couple interactions. Journal of Family Psychology, 18, 250-263.

Cowan, P. A., & Cowan, C. P. (2003). Normative family transitions, Normal family processes, and healthy child development. In Froma Walsh (Ed.). Normal family processes (3rd. ed.). (pp. 424-459). New York: Guilford press.

Johnson, V., Cowan, P. A., & Cowan, C. P. (2003) Linking changes in whole family functioning and children's externalizing behavior across the elementary school years. Journal of Family Psychology, 17, 499-509.

Cowan, P. A., & Cowan, C. P. (2002). Strengthening couples to improve children's well-being. Poverty Research News, 3, 18-20.

Cowan, P. A., & Cowan, C. P. (2002). What an intervention design reveals about how parents affect their children's academic achievement and behavior problems. In J. G. Borkowski, S. Ramey, & M. Bristol-Powers, (Eds.), Parenting and the child's world: Influences on intellectual, academic, and social-emotional development (pp. 75-98). Mahwah, N.J.: Lawrence Erlbaum Associates.

Cowan, P. A., & Cowan, C. P. (2002). Interventions as tests of family systems theories: Marital and family relationships in children's development, and psychopathology. Development and Psychopathology. Special issue on Interventions as tests of theories. 14, 731-760.

Measelle, J. R., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (1998). Assessing young children's views of their academic, social, and emotional lives: An evaluation of the self-perception scales of the Berkeley Puppet Interview. Child Development, 69, 1556-1576.

Cowan, P. A., Powell, D., & Cowan, C. P. (1997). Parenting interventions: A family systems perspective. In I. E. Sigel & K. A. Renninger (Eds.), Handbook of child psychology: Vol 4. Child psychology in practice (5th ed., pp. 3-72). New York: Wiley.

Cowan, P. A., Cohn, D., Cowan, C. P., & Pearson, J. L. (1996). Parents' attachment histories and children's internalizing and externalizing behavior: Exploring family systems models of linkage. Special section: Attachment and psychopathology, Part I. Journal of Consulting and Clinical Psychology, 64, 53-63.

Cowan, C. P., & Cowan, P. A. (1992). When partners become parents: The big life change for couples. New York: Basic Books. Republished by Lawrence Erlbaum Associates, Fall, 1999.

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Bruce Fuller Selected Publications

Books

Fuller with Bridges and Pai. (2007). Standardized Childhood: The Political and Cultural Struggle over Early Education. Palo Alto: Stanford University Press.

Duerr Berrick, J. and Fuller, B. (eds. 2005). Good Parents or Good Workers? How Policy Shapes Families' Daily Lives. New York: Palgrave Macmillan.

Fuller, B. (ed. 2000) Inside Charter Schools: The Paradox of Radical Decentralization. Cambridge, MA.: Harvard University Press.

Holloway, S. and Fuller, B. (1997). Through My Own Eyes: Single Mothers and the Cultures of Poverty. Cambridge, MA: Harvard University Press.

Selected Articles

Fuller, Bridges, Bein, Jang, Jung, Rabe-Hesketh, Halfon, and Kuo. (in press). The health and cognitive growth of Latino toddlers. Maternal and Child Health Journal.

Galindo, C., and Fuller, B. (2010). The social competence of latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3), 579-592.

Fuller, B., and Coll, C.G. (2010). Learning from latinos: Contexts, families, and child development in motion. Developmental Psychology, 46(3), 559-565.

Fuller, Wright, Gesicki, and Kang. (2007). Gauging growth: How to judge No Child Left Behind? Educational Researcher, 36, 268-278.

Fuller and Rasiah. (2005). Schooling citizens for evolving democracies, Pp. 81-106, Institutions of American Democracy: The Public Schools,edited by S.Fuhrman and M.Lazerson. New York: Oxford University Press.

Loeb, Fuller, Kagan, and Carol. (2004). Child care in poor communities: Early learning effects of type, quality, and stability. Child Development , 75, 47-65.

Fuller, Loeb, Strath, and Carrol. (2004). State formation of the child care sector: Family demand and policy action, Sociology of Education, 77, 337-358.

Loeb, Fuller, Kagan, and Carol. (2003). How welfare reform affects young children: Experimental findings from Connecticut, Journal of Policy Analysis and Management, 22, 537-550.

Fuller, Kagan, Caspary, and Gauthier. (2002). Welfare reform and child care options for low-income families. Future of Children (Packard Foundation), 12, 97-119.

Singer, Fuller, Keiley, and Wolf. (1998). Early child-care selection: Variation by geographic location, maternal characteristics, and family structure. Developmental Psychology, 34, 1129-1144.

Fuller, Holloway, and Liang. (1996). Which families use child care? The influence of family structure, ethnicity, and parental practices. Child Development, 67:3320-3337.

Fuller, Raudenbush, Holloway, and Wei. (1993). Can government raise child care quality? The influence of family demand, poverty, and policy, Educational Evaluation and Policy Analysis, 15, 255-278.

Essays and Commentaries

Prof. Fuller's coverage of the 2008 presidential campaign for the New York Times, debates and evidence regarding family and education policy -

http://campaignstops.blogs.nytimes.com/author/bruce-fuller/

Halfon and Fuller. (2009). Prop 1D isn't worth it - raids funds that help preschoolers with health care and early learning. Los Angeles Times, May 8.

Huerta and Fuller. (2008). Scorekeeper for the schools. New York Sun, July 7.

Fuller, B. (2008). Latino families: Shattering perceptions of an ethnic bloc. San Francisco Chronicle, July 10.

Fuller, B. (2007). State can't afford to ignore T-word. Sacramento Bee, December 8, B7.

Fuller, B. (2004). Only the politicking gets an 'A'. Washington Post, February 1.

Fuller, B. (1996). Virtual Policy: The earned income tax credit feels good, but does it lift families out of poverty? Chicago Tribune, January 3.

Fuller, B. (1981). Carter's program for youth. New York Times, February 12.

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Alison Gopnik Selected Publications

Buchsbaum, D., Gopnik, A., Griffiths, T.L. and Shafto, P. (2011). Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition  (in press).

Gopnik, A. (2011). Causality. In P. Zelazo (ed.) The Oxford Handbook of Developmental Psychology. New York: Oxford University Press.

Gopnik, A. (2010). How babies think. Scientific American July 2010, 76-81.

Gopnik, A. (2010). Review of Melvin Konner`s "The Evolution of Childhood: Relationships, Emotion, Mind" (Harvard University Press, 2010). Science 15 Oct. 2010, 321-322.

Gopnik, A. (in press). A unified account of abstract structure and conceptual change: Probabilistic models and early learning mechanisms. Commentary on Susan Carey "The Origin of Concepts." Behavioral and Brain Sciences.

Gopnik, A. (in press). The theory theory 2.0: Probabilistic models and cognitive development. Commentary on Nora Newcombe Neoconstructivism. Child Development Perspectives.

Gopnik, A., Wellman, H.M., Gelman, Susan A. & Meltzoff, A. N. (2010). A computational foundation for cognitive development: comment on Griff[i]ths et al. and McLelland et al. Trends in Cognitive Sciences 14:342-343.

Bonawitz, E.B., Ferranti, D., Saxe, R., Gopnik, A., Meltzoff, A. N., Woodward, J. & Schulz, L. E. (2010). Just do it? Investigating the gap between prediction and action in toddlers' causal inferences. Cognition 115:104-117.

Gopnik, A. (2009). Could David Hume have known about Buddhism? Charles Francois Dolu, The Royal College of La Fleche, and the global Jesuit intellectual network. Hume Studies 35:5-28.

Gopnik, A. & Seiver, E. (2009). Reading minds: How infants come to understand others. Zero to Three 30(2):28-32.

Richardson, T., Schulz, L., & Gopnik, A. (2007). Data-mining probabilists or experimental determinists? A dialogue on the principles underlying causal leanring inchildren. In A. Gopnik & L. Schulz (Eds.). Causal learning: Psychology, philosophy, computation. New York: Oxford University Press. pp. 208-230.

Schulz, L., Kushnir, T. & Gopnik, A. (2007). Learning from doing: Intervention and causal inference in children. A. Gopnik & L. Schulz (Eds.). Causal learning: Psychology, philosophy, computation. New York: Oxford University Press.

Gopnik, A. & Schulz, L. (2007). Introduction. To A. Gopnik & L. Schulz (eds.). Causal learning: Psychology, philosophy, and computation. New York: Oxford University Press, 2007, 358 pp.

Sobel, D., Yoachim, C., Gopnik, A., Meltzoff, A. & Blumenthal, E. (2007). The blicket within: Preschoolers’ inferences about insides and causes. Journal of Cognition and Development, 8(2):159-182.

Schulz, L., Gopnik, A. & Glymour, C. (2007). Preschool children learn about causal structure from conditional interventions. Developmental Science (special section on Bayesian and Bayes-Net approaches to development), 10(3): 322-332.

Kushnir, T. & Gopnik, A. (2007). Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptions. Developmental Psychology, 43, 1, : 186-196.

Gopnik, A. & Tenenbaum, J. (2007). Bayesian networks, Bayesian learning and cognitive development. Developmental Science (special section on Bayesian and Bayes-Net approaches to development), 10(3): 281-287.

Mitroff, S., Sobel, D. & Gopnik, A. (2006). Reversing how to think about ambiguous figure reversals: Spontaneous alternating by uninformed observers. Perception. 35, 5, 709-715.

Gopnik, A. & Glymour, C. (2006). A brand new ball game: Bayes net and neural net learning mechanisms in children. Processes of change in brain and cognitive development: Attention and performance xxi. Attention and Performance. 349-372.

Kushnir, T. & Gopnik, A. (2005 ). Young children infer causal strength from probabilities and interventions. Psychological Science, 16 (9): 678-683.

Sobel, D.M., Capps, L.M., & Gopnik, A. (2005). Ambiguous figure perception and theory of mind understanding in children with autistic spectrum disorders British Journal Of Developmental Psychology, 23(2): 159-174.

Nazzi, T., Gopnik, A., & Karmiloff-Smith, A. (2005). Asynchrony in the cognitive and lexical development of young children with Williams syndrome. Journal of Child Language, 32, 427-438.

Gopnik, A. (2004). A mid-century modern education. In J. Brockman (ed.) Curious minds: How a child becomes a scientist. New York: Pantheon

Gopnik, A. & Schulz, L. (2004). Mechanisms of theory-formation in young children. Trends in Cognitive Science, 8. 8.

Sobel, D., Tenenbaum, J. & Gopnik, A. (2004). Children’s causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28, 3. 303-333.

Schulz, L. & Gopnik, A. (2004). Causal learning across domains. Developmental Psychology, 40, 2, 162-176.

Gopnik, A. (2004). Finding our inner scientist. Daedalus, 133, 1, 21-28.

Gopnik, A., Glymour, C., Sobel, D., Schulz, L., Kushnir, T. & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 1, 1-31.

Kushnir, T., Gopnik, A., Schulz, & D. Danks (2003). Inferring hidden causes. In R. Alterman & D. Kirsch (eds). Proceedings of the Twenty-Fourth Annual Meeting of the Cognitive Science Society, Cognitive Science Society: Boston MA.

Nazzi, T. & Gopnik, A. (2003). Sorting and acting with objects in early childhood: an exploration of the use of causal cues. Cognitive Development, 18, 219-237.

Gopnik, A. (2003). The theory theory as an alternative to the innateness hypothesis. In L. Antony and N. Hornstein (eds.) Chomsky and his critics. Blackwells, Oxford.

Gopnik, A. & Nazzi, T. (2003). Words, kinds and causal powers: A theory theory perspective on early naming and categorization. In D. Rakison, & L. Oakes (Eds.) Early category and concept development: Making sense of the blooming, buzzing confusion. New York: Oxford University Press. xxi, 442 pp. 303-329.

Giles, J., Gopnik, A. & Heyman, G. (2002). Source monitoring reduces the suggestibility of preschool children. Psychological Science, 13, 3, 288-291.

Gopnik, A. (2002). What children will teach scientists. In J. Brockman (Ed.) The next fifty years: Science in the first half of the twenty-first century. New York: Vintage.

Gopnik, A. & Glymour, C. (2002). Causal maps and Bayes nets: A cognitive and computational account of theory-formation. In P. Carruthers, S. Stich, M. Siegal (Eds.) The cognitive basis of science. Cambridge: Cambridge University Press. 117-132.

Nazzi, T. & Gopnik, A. (2001). Linguistic and cognitive abilities in infancy: when does language become a tool for categorization? Cognition, 80, B11-B20.

Gopnik, A., Sobel, D., Schulz, L. & Glymour, C. (2001). Causal learning mechanisms in very young children: Two, three, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37, 5, 620-629.

Gopnik, A. (2000). Explanation as orgasm and the drive for causal understanding: The evolution, function and phenomenology of the theory-formation system. In F. Keil & R. Wilson (Eds.) Cognition and explanation. Cambridge, Mass: MIT Press. 299-323.

 

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Steve P. Hinshaw Selected Publications

Jones, H.A., Epstein, J.N., Hinshaw, S.P., Owens, E.B., Chi, T.C., Arnold, L.E., Hoza, B., and Wells, K.C. (2010). Ethnicity as a moderator of treatment effects on parent-child interaction for children with ADHD. Journal of Attention Disorders, 13(6), 592-600.

Stone, S., Brown, T.T., Hinshaw, S.P. (2010). ADHD-Related School Compositional Effects: An Exploration. Teachers College Record, 112(5), 1275-1299.

Langberg, J.M., Arnold, L.E., Flowers, A.M., Epstein, J.N., Altaye, M., Hinshaw, S.P., Swanson, J.M., Kotkin, R., Simpson, S., Molina, B.S.G., Jensen, P.S., Abikoff, H., Pelham Jr., W.E., Vitiello, B., Wells, K.C., and Hechtman, L. (2010). Parent-reported homework problems in the MTA study: Evidence for sustained improvement with behavioral treatment. Journal of Clinical Child & Adolescent Psychology, 39(2), 220-233.

Aceves, M.J., Hinshaw, S.P., Mendoza-Denton, R., and Page-Gould, E. (2010). Seek Help from Teachers or Fight Back? Student Perceptions of Teachers' Actions during Conflicts and Responses to Peer Victimization. Journal of Youth and Adolescence, 39(6), 658-669.

Miller, M. and Hinshaw, S.P. (2010). Does childhood executive function predict adolescent functional outcomes in girls with ADHD? Journal of Abnormal Child Psychology, 38(3), 315-326.

Langberg, J.M., Epstein, J.N., Simon, J.O., Loren, R.E.A., Arnold, L.E., Hechtman, L., Hinshaw, S.P., Hoza, B., Jensen, P.S., Pelham, W.E., Swanson, J.M., and Wigal, T. (2010). Parent agreement on ratings of children's attention deficit/hyperactivity disorder and broadband externalizing behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 41-50.

Hinshaw, S. P. (2009). The triple bind: Saving our teenage daughters from today's pressures. New York: Ballantine. See www.triplebind.com

Hinshaw, S. P. (Ed.) (2008). Breaking the silence: Mental health professionals disclose their personal and family experiences of mental illness. New York: Oxford University Press.

Hinshaw, S. P., Carte, E. T., Fan, C., Jassy, J. S., & Owens, E. B. (2007). Neuropsychological functioning of girls with attention-deficit/hyperactivity disorder followed prospectively into adolescence: Evidence for continuing deficits? Neuropsychology, 21, 263-273.

Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70, 1086-1098.

Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.

Hinshaw, S. P. (1987). On the distinction between attentional deficits/hyperactivity and conduct problems/aggression in child psychopathology. Psychological Bulletin, 101, 443-463.

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Susan Holloway Selected Publications

Books

Holloway, S. D. (2010). Women and family in contemporary Japan. New York: Cambridge University Press.

Holloway, S. D. (2000). Contested childhood: Diversity and change in Japanese preschools. New York: Routledge.

Holloway, S. D., Fuller, B., Rambaud, M. F., Eggers-Pierola, C. (1997). Through my own eyes: Single mothers and the cultures of poverty. Harvard University Press.

Articles

Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children's academic performance in sociocultural context. Educational Psychology Review. http://www.springerlink.com/content/u4155uv418153631/fulltext.pdf

Holloway, S. D. (2009). Participant in moderated discussion of Preschools in Three Cultures Revised. Comparative Education Review, 53, 259-282.

Suzuki, S., Holloway, S. D., Yamamoto, Y., & Mindnich, J. D. (2009). Parenting self-efficacy and social support in Japan and the United States. Journal of Family Issues, 30, 1505-1526.

Holloway, S. D., Mirny, A., Bempechat, J., & Li, J. (2008). Schooling, peer relations, and family life of Russian adolescents. Journal of Adolescent Research, 23, 488-507.

Bae, S., Holloway, S. D., Bempechat, J., & Li, J. (2008). Mexican-American students' perceptions of teachers' expectations: Do perceptions differ depending on student achievement levels? The Urban Review, 40, 210-225.

Holloway, S. D., Yamamoto, Y., Suzuki, S., & Mindnich, J. (2008). Determinants of parental involvement in early schooling: Evidence from Japan. Early Childhood Research and Practice, 10 (1). [On-line journal: http://ecrp.uiuc.edu/v10n1/holloway.html].

Holloway, S. D. (2007). Understanding child development in Japan: A shift in research perspectives from West to East. Human Development, 49(6), 369-374.

Holloway, S. D., Suzuki, S., Yamamoto, Y., & Mindnich, J. D. (2006). Relation of maternal role concepts to parenting, employment choices, and life satisfaction among Japanese women. Sex Roles: A Journal of Research, 54, 235-249.

Yamamoto, Y., Holloway, S. D., & Suzuki, S. (2006). Maternal involvement in preschool children's education in Japan: Relation to parenting beliefs and socioeconomic status. Early Childhood Research Quarterly, 21, 332-346.

Petrie, J. T., & Holloway, S. D. (2006). Mothers' representations of the role of parents and preschools in promoting children's development. Early Childhood Research and Practice , 8 (2). [On-line journal: http://ecrp.uiuc.edu/v8n2/petrie.html].

Holloway, S. D., Suzuki, S., Yamamoto, Y., & Behrens, K. Y. (2005). Parenting self-efficacy among Japanese mothers. Journal of Comparative Family Studies , 36, 61-76.

Holloway, S. D. (2001). Diversity and change in Japanese preschools: Directors' views on the topic of individualization. Child Research Net Cybrary Website: http://www.childresearch.net/CYBRARY/EVISION/2001/HOLLOWAY.htm.

Holloway, S. D., Kagan, S. L., Fuller, B., Tsou, L., & Carroll, J. (2001). Asessing child- care quality with a telephone interview. Early Childhood Research Quarterly, 16, 165- 189.

Holloway, S. D. (2000). Preface: Families and early childhood education. Early Education and Development, 11, 543-546.

Holloway, S. D. (2000). Accentuating the negative: Views of preschool staff about mothers in Japan. Early Education and Development, 11, 618-632.

Holloway, S. D. (1999). The role of religious beliefs in early childhood education: Christian and Buddhist preschools in Japan. Early Childhood Research and Practice, 1. http://ecrp.uiuc.edu/v1n2/index.html.

Fuller, B., & Holloway, S. D. (1998, February 11). Child-care combat: Debate over the President's $21 Billion Initiative will test the limits of decentralization. Education Week, p. 56.

Holloway, S. D. (1997). Images of close relationships in Japanese preschools. The Japanese Journal of Infant Care and Early Childhood Education, 6, 95-102.

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Dacher Keltner Selected Publications

Books

Keltner, D. (2009). Born to be good: The science of a meaningful life.New York: W. W. Norton & Company.

Oatley, K., Keltner, D., & Jenkins, J. (2006). Understanding Emotions, 2nd Edition. Oxford, United Kingdom: Blackwell Publishers.

Gilovich, T., Keltner, D., & Nisbett, R. (2005). Social Psychology, 1st Edition. New York, NY: W.W. Norton & Company.

Research Articles and Chapters

Côté, S., Kraus, M. W., Cheng, B. H., Oveis, C., van der Löwe, I., Lian, H., & Keltner, D. (in press). Social power facilitates the effect of prosocial orientation on empathic accuracy. Journal of Personality and Social Psychology.

Horberg, E. J., Oveis, C., & Keltner, D. (in press). Emotions as moral amplifiers: An appraisal tendency approach to the influences of distinct emotions upon moral judgment. Emotion Review.

Gruber, J., Oveis, C., Keltner, D., & Johnson, S. L. (2011). A discrete emotions approach to positive emotion disturbance in depression. Cognition and Emotion, 25, 40-52.

Hertenstein, M. J., & Keltner, D. (2011). Gender and the communication of emotion via touch. Sex Roles, 64, 70-80.

Impett, E. A., Gordon, A., Kogan, A., Oveis, C., Gable, S. L., & Keltner, D. (2010). Moving toward more perfect unions: Daily and long-term consequences of approach and avoidance goals in romantic relationships. Journal of Personality and Social Psychology, 99, 948-963.

Kogan, A., Impett, E. A., Oveis, C., Hui, B., Gordon, A. M., & Keltner, D. (2010). When giving feels good: The intrinsic benefits of sacrifice in romantic relationships for the communally motivated. Psychological Science, 21, 1918-1924.

Piff, P. K., Kraus, M. W., Côté, S., Cheng, B. H., & Keltner, D. (2010). Having less, giving more: The influence of social class on prosocial behavior. Journal of Personality and Social Psychology, 99, 771-784.

Kraus, M. W., Côté, S., & Keltner, D. (2010). Social class, contextualism, and empathic accuracy. Psychological Science, 21, 1716-1723.

Kraus, M. W., Huang, C., & Keltner, D. (2010). Tactile communication, cooperation, and performance: An ethological study of the NBA. Emotion, 10, 745-749.

Cohen, A. B., Gruber, J., & Keltner, D. (2010). Comparing spiritual transformations and experiences of profound beauty. Psychology of Religion and Spirituality, 2, 127-135.

Shiota, M. N., Campos, B. C., Gonzaga, G. C., Keltner, D., & Peng, K. (2010). I love you but ... : Cultural differences in complexity of emotional experience during interaction with a romantic partner. Cognition and Emotion, 24, 786-799.

Goetz, J. L., Keltner, D., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136, 351-374.

Oveis, C., Horberg, E. J., & Keltner, D. (2010). Compassion, pride, and social intuitions of self-other similarity. Journal of Personality and Social Psychology, 98, 618-630.

Keltner, D., & Lerner, J. S. (2010). Emotion. In D. T. Gilbert, S. T. Fiske, & G. Lindsay (Eds.), The handbook of social psychology (5th ed.; pp. 312-347). New York: McGraw Hill.

Keltner, D., Gruenfeld, D., Galinsky, A., & Kraus, M. W. (2010). Paradoxes of power: Dynamics of the acquisition, experience, and social regulation of social power. In A. Guinote & T. K. Vescio (Eds.), The social psychology of power (pp. 177-208). New York: Guilford Press.

Horberg, E. J., Oveis, C., Keltner, D., & Cohen, A. B. (2009). Disgust and the moralization of purity. Journal of Personality and Social Psychology, 97, 963-976.

Rodrigues, S. M., Saslow, L. R., Garcia, N., John, O. P., & Keltner, D. (2009). Oxytocin receptor genetic variation relates to empathy and stress reactivity in humans. Proceedings of the National Academy of Sciences, 106, 21437-21441.

Simon-Thomas, E. R., Keltner, D. J., Sauter, D., Sinicropi-Yao, L., & Abramson, A. (2009). The voice conveys specific emotions: Evidence from vocal burst displays. Emotion, 9, 838-846.

Kraus, M. W., Piff, P. K., & Keltner, D. (2009). Social class, the sense of control, and social explanation. Journal of Personality and Social Psychology, 97, 992-1004.

Hertenstein, M. J., Holmes, R., McCullough, M., & Keltner, D. (2009). The communication of emotion via touch. Emotion, 9, 566-573.

Oveis, C., Gruber, J., Keltner, D., Stamper, J. L., & Boyce, W. T. (2009).Smile intensity and warm touch as thin slices of child and family affective style. Emotion, 9, 544-548.

Oveis, C., Cohen, A. B., Gruber, J., Shiota, M. N., Haidt, J., & Keltner, D. (2009). Resting respiratory sinus arrhythmia is associated with tonic positive emotionality. Emotion, 9, 265-270.

Kraus, M. W., & Keltner, D. (2009). Signs of socioeconomic status: A thin-slicing approach. Psychological Science, 20, 99-106.

Van Kleef, G. A., Oveis, C., van der Löwe, I., LuoKogan, A., Goetz, J., & Keltner, D. (2008). Power, distress, and compassion: Turning a blind eye to the suffering of others. Psychological Science, 19, 1315-1322.

Gruber, J., Johnson, S. L., Oveis, C., & Keltner, D. (2008). Risk for mania and positive emotional responding: Too much of a good thing? Emotion, 8, 23-33.

Gonzaga, G. C., Keltner, D., & Ward, D. (2008). Power in mixed-sex stranger interactions. Cognition and Emotion, 22, 1555-1568.

Keltner, D., Van Kleef, G. A., Chen, S., & Kraus, M. W. (2008). A reciprocal influence model of social power: Emerging principles and lines of inquiry. Advances in Experimental Social Psychology, 40, 151-192.

Langner, C. A., & Keltner, D. (2008). Social power and emotional experience: Actor and partner effects within dyadic interactions. Journal of Experimental Social Psychology, 44, 848-856.

Keltner, D., & Oveis, C. (2007). Elevation. In R. F. Baumeister & K. D. Vohs (Eds.), Encyclopedia of social psychology (Vol. 1, p. 283). Thousand Oaks, CA: Sage.

Campos, B., Keltner, D., Beck, J. M., Gonzaga, G. C., & John, O. P. (2007). Culture and teasing: The relational benefits of reduced desire for positive self-differentiation. Personality and Social Psychology Bulletin, 33, 3-16.

Bonanno, G. A., Colak, D. M., Keltner, D., Shiota, M. N., Papa, A., Noll,J. G., Putnam, F. W., & Trickett, P. K. (2007). Context matters: The benefits and costs of expressing positive emotion among survivors of childhood sexual abuse. Emotion, 7, 824-837.

Keltner, D., & Goetz, J. L. (2007). Compassion. In R. F. Baumeister & K. D. Vohs (Eds.), Encyclopedia of social psychology (pp.159-161). Thousand Oaks, CA: Sage.

Goetz, J. L., & Keltner, D. (2007). Shifting meanings of self-conscious emotions across cultures: A social functional approach. In J. L. Tracy, R. W.Robins, & J. P. Tangney (Eds.), The Self-conscious emotions:Theory and research (pp. 153-173). New York: Guilford.

Horberg, E. J., & Keltner, D. (2007). Passions for justice. In D. DeCremer (Ed.), Advances in the psychology of justice and affect (pp. 155-174). Greenwich: Information Age Publishing.

Gruber, J., & Keltner, D. (2007). Emotional behavior: A survey of methods and concepts. In J. Rottenberg & S. L. Johnson (Eds.), Emotion and psychopathology: Bridging affective and clinical science (pp. 35-52). Washington, D.C: American Psychological Association Books.

Shiota, M. N., Keltner, D., & Mossman, A. (2007). The nature of awe: Elicitors, appraisals, and effects on self-concept. Cognition and Emotion, 21, 944-963.

Lerner, J. S., Han, S., & Keltner, D. (2007). Feelings and consumer decision making: Extending the appraisal-tendency framework. Journal of Consumer Psychology, 17, 184-187.

Han, S., Lerner, J. S., & Keltner, D. (2007). Feelings and consumer decision making: The appraisal-tendency framework. Journal of Consumer Psychology, 17, 158-168.

Parker Tapias, M., Glaser, J., Keltner, D., Vasquez, K., & Wickens, T.(2007). Emotions and prejudice: Specific emotions toward outgroups. Group Processes & Intergroup Relations, 10, 27-39.

Keltner, D., Horberg, E. J., & Oveis, C. (2006). Emotional intuitions and moral play. Social Justice Research, 19, 208-217.

Keltner, D., Horberg, E. J., & Oveis, C. (2006). Emotions as moral intuitions. In J. P. Forgas (Ed.), Affect in social thinking and behavior (pp. 161-175). New York: Psychology Press.

Keltner, D., Langner, C. A., & Allison, M. L. (2006). Power and moral leadership. In D. L. Rhode (Ed.), Moral leadership: The theory and practice of power, judgment, and policy (pp. 177-194). Wiley.

Keltner, D., Haidt, J., & Shiota, M. N. (2006). Social functionalism and the evolution of emotions. In M. Schaller, J. A. Simpson, & D. T. Kenrick (Eds.), Evolution and social psychology (pp. 115-142). New York: Psychology Press.

Hertenstein, M. J., Keltner, D., App, B., Bulleit, B. A., Jaskolka, A. R. (2006). Touch communicates distinct emotions. Emotion, 6, 528-533.

Gonzaga, G. C., Turner, R. A., Keltner, D., Campos, B., & Altemus, M. (2006). Romantic love and sexual desire in close bonds. Emotion, 6, 163-179.

Shiota, M. N., Keltner, D., & John, O. P. (2006). Positive emotion dispositions differentially associated with Big Five personality and attachment style. Journal of Positive Psychology, 1, 61-71.

Magee, J. C., Gruenfeld, D. H, Keltner, D. J., & Galinsky, A. D. (2005). Leadership and the psychology of power. In D.Messick & R. Kramer (Eds.), New perspectives on leadership (pp. 275-294). Erlbaum.

Shiota, M. N., & Keltner, D. (2005). What do emotion words represent?: A commentary on Sabini & Silver. Psychological Inquiry, 16, 32-36.

Keltner, D., & Beer, J. (2005). Self-conscious emotion and self-regulation. In A. Tesser, J. Wood, & D. Stapel (Eds.), On building, defending, and regulating the self: A psychological perspective (pp. 197-216). Psychology Press.

Heerey, E. A., Capps, L., Keltner, D., & Kring, A.M. (2005). Understanding teasing: Lessons from children with autism. Journal of Child Abnormal Psychology, 33, 55-68.

Cohen, A. B., Rozin, P., & Keltner, D. (2004). Different religions, different emotions [Commentary]. Behavioral and Brain Sciences, 27, 734-735.

Campos, B., Keltner, D., & Tapias, M. P. (2004). Emotion. In C. Spielberger (Ed.), Encyclopedia of Applied Psychology (pp. 713-721). San Diego, CA: Academic Press.

Shiota, M., Keltner, D., Campos, B., & Hertenstein, M. J. (2004). Positive emotion and the regulation of interpersonal relationships. In P. Phillipot & R. Feldman (Eds.), Emotion regulation (pp. 127-156). Mahwah, NJ: Erlbaum.

Keltner, D. (2004). The compassionate instinct. Greater Good, 1, 6-9.

Keltner, D. (2004). Ekman, emotional expression, and the art of empirical epiphany. Journal of Research in Personality, 38, 37-44.

Haidt, J., & Keltner, D. (2004). Appreciation of beauty and excellence. In C. Peterson & M. E. P. Seligman (Eds.), Character Strengths and Virtues (pp. 537-551). New York: Oxford University Press.

Bonanno, G. A., & Keltner, D. (2004). The coherence of emotion systems: Comparing "on-line" measures of appraisal and facial expressions, and self-report. Cognition and Emotion, 18,431-444.

Beer, J. S., & Keltner, D. (2004). What is unique about the self-conscious emotions? Psychological Inquiry, 15,126-129.

Anderson, C., & Keltner, D. (2004). The emotional convergence hypothesis: Implications for individuals, relationships, and cultures. In L. Z. Tiedens & C. W. Leach (Eds.), The social life of emotions (pp. 144-163).

Shiota, M. N., Campos, B., & Keltner, D. (2003). The faces of positive emotion: Prototype displays of awe, amusement, and pride. Annals of the New York Academy of Sciences, 1000, 296-299.

Keltner, D., & Shiota, M. N. (2003). New displays and new emotions: A commentary on Rozin and Cohen. Emotion, 3, 86-91.

Keltner, D., & Haidt, J. (2003). Approaching awe, a moral, aesthetic, and spiritual emotion. Cognition and Emotion,17,297-314.

Keltner, D., Gruenfeld, D. H., & Anderson, C. (2003). Power, approach and inhibition. Psychological Review, 110, 265-284.

Keltner, D., & Ekman, P. (2003). Introduction to expression of emotion. In R. Davidson, K. Scherer, & H. H. Goldsmith (Eds.), Handbook of Affective Science (pp. 411-414). London: Oxford University Press.

Keltner, D., Ekman, P., Gonzaga, G. C., & Beer, J.S. (2003). Facial expression of emotion. In R. Davidson, K. Scherer, & H. H. Goldsmith (Eds.), Handbook of Affective Science. (pp. 415-432). London: Oxford University Press.

Keltner, D. (2003). Expression and the course of life: Studies of emotion, personality, and psychopathology from a social functional perspective. Annals of the New York Academy of Sciences,1000, 222-243.

Heerey, E. A., Keltner, D., & Capps, L. M. (2003). Making sense of self-conscious emotion: Linking theory of mind and emotion in children with autism. Emotion, 3, 394-400.

Gruenfeld, D. H., Keltner, D., & Anderson, C. (2003). The effects of power upon those who possess it: An interpersonal perspective on social cognition. In G. Bodenhausen & A. Lambert (Eds.), Foundations of social cognition: A festschrift in honor of Robert S. Wyer, Jr. (pp.237-262). Hilldale, NJ: Erlbaum.

Beer, J. S., Heerey, E. A., Keltner, D., Knight, R., & Scabini, D. (2003). The regulatory function of self-conscious emotion: Insights from patients with orbitofrontal damage. Journal of Personality and Social Psychology, 85, 594-604.

Anderson, C., Keltner, D., & John, O. P. (2003). Emotional convergence between people over time. Journal of Personality and Social Psychology, 84, 1054-1068.

Keltner, D., Anderson, C., & Gonzaga, G. C. (2002). Culture, emotion, and the good life in the study of affect and judgment. Psychological Inquiry, 13, 65-67.

Bonanno, G.A., Keltner, D., Noll, J. G., Putnam, F. W., Trickett, P. K., LeJeune, J., & Anderson., C. (2002). When the face reveals what words do not: Facial expressions of emotion, smiling, and the willingness to disclose childhood sexual abuse. Journal of Personality and Social Psychology, 83,. 94-110.

Anderson, C., & Keltner, D. (2002). The role of empathy in the formation and maintenance of social bonds. Behavioral and Brain Sciences, 25.

Vasquez, K., Keltner, D., Ebenbach, D. H., & Banaszynski, T. L. (2001). Cultural variation and similarity in moral rhetorics: Voices from the Philippines and United States. Journal of Cross-Cultural Psychology, 32, 93-120.

Keltner, D., & Haidt, J. (2001). Social functions of emotions. T. Mayne & G. Bonanno (Eds.), Emotions: Current issues and future directions (pp. 192-213). New York: Guilford Press.

Keltner, D., Capps, L. M., Kring, A. M., Young, R. C., & Heerey, E. A. (2001). Just teasing: A conceptual analysis and empirical review. Psychological Bulletin, 127, 229-248.

Gonzaga, G. C., Keltner, D., Londahl, E. A., & Smith, M. D. (2001). Love and the commitment problem in romantic relations and friendship. Journal of Personality and Social Psychology, 81, 247-262.

Lerner, J., & Keltner, D. (2001). Fear, anger and risk. Journal of Personality and Social Psychology, 81, 146-159.

[Awarded special recognition from ISI Web of Science as being in the top 10% of all papers for citations]

Harker, L. A., & Keltner, D. (2001). Expressions of positive emotion in women's college yearbook pictures and their relationship to personality and life outcomes across adulthood. Journal of Personality and Social Psychology, 80, 112-124.

Anderson, C., John, O. P., Keltner, D., & Kring, A.M. (2001). Who attains social status? Effects of personality and physical attractiveness in social groups. Journal of Personality and Social Psychology, 81, 116-132.

Plant, A., Hyde, J. S., Keltner, D., & Devine, P.D. (2000). The gender stereotyping of emotions. Psychology of Women Quarterly, 24, 80 91.

Morris, M. W., & Keltner, D. (2000). How emotions work: An analysis of the social functions of emotional expression in negotiations. Review of Organizational Behavior, 22, 1-50.

Lerner, J. S., & Keltner, D. (2000). Beyond valence: Toward a model of emotion specific influences on judgment and choice. Cognition and Emotion, 14, 473-493.

Keltner, D., & Ekman, P. (2000). Emotion: An overview. In A. Kazdin (Ed.), Encyclopedia of psychology. London: Oxford University Press.

Keltner, D., & Ekman, P. (2000). Facial expression of emotion. In M. Lewis & J. Haviland-Jones (Eds.), Handbook of emotion (pp. 236-249). New York: Guilford Press.

Keltner, D., & Anderson, C. (2000). Saving face for Darwin: Functions and uses of embarrassment. Current Directions in Psychological Science, 9, 187-191.

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Larry Nucci Publications

Books

Nucci, L. (2008). Nice is not enough: Facilitating moral development. Upper Saddle River, NJ: Merrill.

Nucci, L. & Narvaez, D. (Eds.). (2008). Handbook of Moral and Character Education. New York: Routledge.

Nucci, L. (2001). Education in the moral domain. Cambridge UK: Cambridge University Press.

Articles

Lagattuta, K.H., Nucci, L., and Bosacki, S.L. (2010). Bridging Theory of Mind and the Personal Domain: Children's Reasoning about Resistance to Parental Control. Child Development, 81(2), 616-635.

Hasebe, Y., Nucci L., & Nucci, M. S. (2004). Parental control of the personal domain and adolescent symptoms of psychopathology: A cross-national study in the U.S. and Japan. Child Development, 75, 815-828.

Nucci, L. & Weber, E. (1995). Social interactions in the home and the development of young children's conceptions of the personal. Child Development, 66, 1443-1452.

Nucci & Turiel. (1993). God's word, religious rules and their relation to Chrisitian and Jewish children's concepts of morality. Child Development, 64, 1485-1491.

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Elizabeth Owens Selected Publications

Baumrind, D., Larzelere, R.E., & Owens, E.B. (2010). Effects of preschool parents' power assertive patterns and practices on adolescent development. Parenting: Science and Practice.

Jones, H.A., Epstein, J.N., Hinshaw S.P., Owens, E.B., Chi, T.C., Arnold. L. E., Hoza, B.,& Wells, K.C. (2010). Ethnicity as a moderator of treatment effects on parent-child interaction for children with ADHD. Journal of Attention Disorders.

Owens, E.B., Hinshaw, S.P., Lee, S.S., & Lahey, B.B. (2009). Few girls with childhood attention-deficit/hyperactivity disorder show positive adjustment during adolescence. Journal of Clinical Child and Adolescent Psychology, 38(1), 1-12.

Owens, E. B. (2008). Laura's Story: Making sense of and deriving meaning from her life with mental illness. In S. Hinshaw (Ed.), Breaking the silence: Mental health professionals disclose their personal and family experiences of mental illness (pp. 102-121). New York, NY: Oxford University Press.

Lee, S.S., Lahey, B.B., Owens, E. B., & Hinshaw, S. P. (2008). Few preschool boys and girls with ADHD are well adjusted during adolescence. Journal of Abnormal Child Psychology, 36(3), 373-383.

Hinshaw, S. P., Carte, E. T., Fan, C., Jassy, J., & Owens, E. B. (2007). Neuropsychological functioning of girls with attention-deficit/hyperactivity disorder followed prospectively into adolescence: Evidence for continuing deficits? Neuropsychology, 21(2), 263-173.

Hinshaw, S. P., Owens, E. B., Sami, N., & Fargeon, S. (2006). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into adolescence: Evidence for continuing cross- domain impairment. Journal of Consulting and Clinical Psychology, 74(3), 489-499.

Owens, E. B., & Shaw, D. S. (2003). Predicting growth curves of externalizing behavior across the preschool years. Journal of Abnormal Child Psychology, 31(6), 575-590.

Owens, E. B., Hinshaw, S. P., Kraemer, H. C., Arnold, L. E., Abikoff, H. B., Cantwell, D. P., Conners, C. K., Elliott, G., Greenhill, L. L., Hechtman, L., Hoza, B., Jensen, P. S., March, J. S., Newcorn, J. H., Pelham, W. E., Severe, J. B., Swanson, J. M., Vitiello, B., Wells, K. C., & Wigal, T. (2003). Which treatment for whom for ADHD: Moderators of treatment response in the MTA. Journal of Consulting and Clinical Psychology, 71(3), 540-552.

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Jane P. Perry Books and Papers

Perry, J.P. (2009). PLAY Summit Annotated Bibliography. Clemson, South Carolina: Clemson University.

Perry, J.P. (2008). Children's experience of security and mastery on the playground. Elizabeth Goodenough (Ed.). A place to play. Detroit, Michigan: Wayne State University Press, www.redroom.com/author/jane-p-perry

Scales, B.S., Perry, J.P. & Tracy, R. (in press). Children making sense: A curriculum for the early years. Upper Saddle River, New Jersey: Pearson Education, Inc.

Perry, J.P. (2003/4). Making sense of outdoor pretend play. Young Children, 58(3), 26-30.

Also in D. Koralek (Ed.) Spotlight on young children and play. Washington, D.C.: National Association for the Education of Young Children, pp. 17-21, www.redroom.com/author/jane-p-perry

Perry, J.P. (2008). 20 Minutes of Massachusetts, www.redroom.com/author/jane-p-perry

Perry, J.P. (2008). Darting Briefly, www.redroom.com/author/jane-p-perry.

Perry, J.P. (2007). Complex learning on the preschool playground: How to use the peer culture to plan, observe, facilitate inquiry, and match outdoor play to assessment goals. Presentation at NAEYC's National Institute for Early Childhood Professional Development, Pittsburgh, June 10.

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Geoffrey Saxe Selected Publications

Saxe, G. B., & Esmonde, I. (in press). Studying cognition in flux: A historical treatment of fu in the shifting structure of oksapmin mathematics. Mind, Culture, & Activity.

Nasir, N. & Saxe, G. B. (in press). Ethnic and Academic Identities: A Cultural Practice Perspective on Emerging Tensions and Their Management in the Lives of Minority Students. Educational Researcher.

Saxe, G. B. (2004). Practices of quantification from a sociocultural perspective. In K. A. Demetriou & A. Raftopoulos (Eds), Developmental Change: Theories, models, and measurement (pp. 241-263). NY: Cambridge University Press.

Saxe, G. B., & Esmonde, I. (2004). Making change in Oksapmin tradestores: A study of shifting practices of quantification under conditions of rapid shift towards a cash economy. South Pacific Journal of Psychology, 15(1), 2-19.

Saxe, G. B. (2002). Children's developing mathematics in collective practices: A framework for analysis. Journal of the Learning Sciences, 11(2-3,: 275-300.

Saxe, G. B., M. Gearhart, & Seltzer, J.(2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4(1), 55-79.

Guberman, S. R. and G. B. Saxe (2000). Mathematical problems and goals in children's play of an educational game. Mind, Culture, & Activity, 7(3), 201-216.

Saxe, G. B., & Gearhart, M., & Seltzer, M. (1999). Relations between classroom practices and student learning in the domain of fractions. Cognition and Instruction, 17, 1-24.

Gearhart, M., G. B. Saxe, et al. (1999). Opportunities to learn fractions in elementary mathematics classrooms. Journal for Research in Mathematics Education, 30(3): 286-315.

Saxe, G. B. (1999). Cognition, development, and cultural practices. In E. Turiel. (Ed.), Development and cultural change: Reciprocal processes (pp. 19-35). San Francisco, CA: Jossey-Bass Inc, Publishers.

Saxe, G. B. (1999). Sources of concepts: A cultural-developmental perspective. In E. K. Scholnick, K. Nelson and et al (Eds.), Conceptual development: Piaget's legacy (pp. 253-267). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.

Saxe, G. B. (1997). Selling candy: A study of cognition in context. In M. Cole, Y. Engestroem and et al. (Eds.), Mind, culture, and activity: Seminal papers from the Laboratory of Comparative Human Cognition (pp. 330-337). New York, NY: Cambridge University Press.

Saxe, G. B., Gearhart, M., et al. (1999). Relations between classroom practices and student learning in the domain of fractions. Cognition & Instruction, 17(1): 1-24.

Saxe, G. B., Gearheart, M., et al. (1999). The social organization of early number development. In P. Llyod and C. Fernyhough, Lev Vygotsky: Critical assessments: The zone of proximal development, Vol. III (pp. 371-382). Florence, KY: Taylor & Francis/Routledge.

Saxe, G. B. and S. R. Guberman (1998). Emergent arithmetical environments in the context of distributed problem solving: Analyses of childrenplaying an educational game. In J. G. Greeno and S. V. Goldman, Thinking practices in mathematics and science learning (pp. 237-256). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.

Saxe, G. B. and Guberman, S. R. (1998). Studying mathematics learning in collective activity. Learning & Instruction, 8(6): 489-501.

Saxe, G. B. (1996). Studying cognitive development in sociocultural context: The development of a practice-based approach. In R. Jessor, A. Colby and et al., Ethnography and human development: Context and meaning in social inquiry (pp. 275-303). Chicago, IL: The University of Chicago Press.

Saxe, G. B., Dawson, V., et al. (1996). Culture and children's mathematical thinking. In R. J. Sternberg and T. Ben-Zeev, The nature of mathematical thinking (pp. 119-144). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

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Dan Slobin Selected Publications

Books and Monographs

Slobin, D. I. (1994). Crosslinguistic aspects of child language acquisition (Sophia Linguistica Working Papers in Linguistics No. 35). Tokyo: Sophia University.


Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.

Edited Volumes and Special Issues of Journals

Slobin, D. I., Gerhardt, J., Kyratzis, A., & Guo, J. (Eds.). (1996). Social interaction, social context, and language: Essays in honor of Susan Ervin-Tripp. Hillsdale, NJ: Lawrence Erlbaum Associates. [Introduction: pp. 3-11.]

Slobin, D. I. (Ed.). (1997). The crosslinguistic study of language acquisition: Vol. 4. Mahwah, NJ: Lawrence Erlbaum Associates. [Introduction: pp. xi-xiii]

Slobin, D. I. (Ed.). (1997). The crosslinguistic study of language acquisition: Vol. 5. Expanding the contexts. Mahwah, NJ: Lawrence Erlbaum Associates. [Introduction: pp. xi-xiii]

Shirai, Y., Slobin, D. I., & Weist, R. (Eds.). (1998). The acquisition of tense/aspect morphology.Special issue of First Language, 18. [Introduction: pp. 245-253]

Tomasello, M., & Slobin, D. I. (Eds.). (2005). Beyond nature-nature: Essays in honor of Elizabeth Bates. Mahwah, NJ: Lawrence Erlbaum Associates. [Introduction: pp. xv-xxiv]

Articles in Journals and Periodical Publications

Küntay, A., & Slobin, D. I. (1999). The acquisition of Turkish as a native language. A research review. Turkic languages, 3, 151-188.

Slobin, D. I., Hoiting, N., Anthony, M., Biederman, Y., Kuntze, M., Lindert, R., Pyers, J., Thumann, H., Weinberg, A. (2001). Sign language transcription at the level of meaning components: The Berkeley Transcription System (BTS). Sign Language & Linguistics, 4, 63-96. [BTS coding manual available online at http://childes.psy.cmu.edu/]

Slobin, D. I. (2002). What language is "mentalese"?Behavioral and Brain Sciences, 75, 700-701.

Küntay, A., & Slobin, D.I. (2002). Putting interaction back into child language:Examples from Turkish.Psychology of Language and Communication, 6:5-14.

Slobin, D. I., & Tomasello, M.(2005).Thirty years of research on language, cognition, and development:The legacy of Elizabeth Bates.Language Learning& Cognition 1, 139-149..

Slobin, D. I., & Bowerman, M. (2007).Interfaces between linguistic typology and child language research.Linguistic Typology 11, 213-226.

Lemmens, M., & Slobin, D. I. (2008). Positie- en bewegingswerkwoorden in het Nederlands, het Engels en in het Frans [Positional and motion verbs in Dutch, English and French].Verslagen & Mededelingen van de Koninklijke Academie voor Nederlandse Taal- en Letterkunde, 118(1), 17-32.

Slobin, D. I. (2008).Breaking the molds: Signed languages and the nature of human language.Sign Language Studies, 8, 114-130.

Slobin, D. I.(2008).Putting the pieces together: Commentary on "The Onset and Mastery of Spatial Language in Children Acquiring British Sign Language" by G. Morgan, R. Herman, I. Barriere, and B. Woll.Cognitive Development, 20, 20-23.

Chapters in Books, Papers in Conference Proceedings

Slobin, D. I. (1995). Converbs in Turkish child language: The grammaticalization of event coherence. In M. Haspelmath & E. König (Eds.), Converbs in cross-linguistic perspective: Structure and meaning of adverbial verb forms - adverbial participles, gerunds (pp. 349-371). Berlin/New York: Mouton de Gruyter.

Slobin, D. I., & Küntay, A. (1995). Nouns and verbs in Turkish child-directed speech. In D. MacLaughlin & S. McEwen (Eds.), Proceedings of the 19th annual Boston University Conference on Language Development: Vol. 1 (pp. 323-334). Somerville, MA: Cascadilla Press.

Slobin, D. I. (1996). Aspectos especiales en la adquisición del español. In M. Pérez Pereira (Ed.), Estudios sobre la acquisición del castellano, catalán, eusquera y gallego (pp. 27-59). Santiago de Compostela, Spain: Universidade de Santiago de Compostela.

Slobin, D. I. (1996). Beyond universals of grammatical development in children. In W. J. M. Levelt (Ed.), Advanced psycholinguistics: A Bressanone retrospective for Giovanni B. Flores d'Arcais (pp. 82-88). Nijmegen, Netherlands: Max Planck Institute for Psycholinguistics.

Slobin, D. I. (1996). From "thought and language" to "thinking to speaking". In J. J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 70-96.). Cambridge: Cambridge University Press. [Translation: Poland]

Slobin, D. I. (1996). Two ways to travel: Verbs of motion in English and Spanish. In M. S. Shibatani & S. A. Thompson (Eds.), Grammatical constructions: Their form and meaning (pp. 195-220). Oxford: Clarendon Press.

Küntay, A., & Slobin, D. I. (1996). Listening to a Turkish mother: Some puzzles for acquisition. In D. I. Slobin, J. Gerhardt, A. Kyratzis, & J. Guo (Eds.), Social interaction, social context, and language: Essays in honor of Susan Ervin-Tripp (Vol. 265-286). Hillsdale, NJ: Lawrence Erlbaum Associates.

Slobin, D. I. (1997). Mind, code, and text. In J. Bybee, J. Haiman, & S. A. Thompson, (Eds.), Essays on language function and language type: Dedicated to T. Givón (pp. 437-467). Amsterdam/Philadelphia: John Benjamins.

Slobin, D. I. (1997). The origins of grammaticizable notions: Beyond the individual mind. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition: Vol. 5. Expanding the contexts (pp. 265-323). Mahwah, NJ: Lawrence Erlbaum Associates.

Slobin, D. I. (1997). The universal, the typological, and the particular in acquisition. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition: Vol. 5. Expanding the contexts (pp. 1-39). Mahwah, NJ: Lawrence Erlbaum Associates.

Slobin, D. I. (1998). A typological perspective on learning to talk about space. In H. Ragnarsdóttir & S. Strömqvist (Eds.), Learning to talk about time and space: Proceedings from the 3rd NELAS Conference, Reykjavík, 1994 (Gothenburg Papers in Theoretical Linguistics 80) (pp. 1-29). Göteborg, Sweden: Kompendiet.

Özçalişkan, Ş, & Slobin, D. I. (1999). Learning how to search for the frog: Expressions of manner of motion in English, Spanish, and Turkish. In H. L. A. Greenhill, H. Littlefield, & C. Tano (Eds.), Proceedings of the 23rd annual Boston University Conference on Language Development:Vol. 2 (pp. 541-552). Somerville, MA: Cascadilla Press.

Slobin, D. I. (2000). Verbalized events: A dynamic approach to linguistic relativity and determinism. In S. Niemeier & R. Dirven (Eds.), Evidence for linguistic relativity (pp. 107-138). Amsterdam/Philadelphia: John Benjamins.

Özçalişkan, Ş, & Slobin, D. I. (2000). Climb up vs. ascend climbing: Lexicalization choices in expressing motion events with manner and path components. In S. Catherine-Howell, S. A. Fish, & T. K. Lucas, (Eds.), Proceedings of the 24th Annual Boston University Conference on Language Development: Vol. 2 (pp. 558-570). Somerville, MA: Cascadilla Press.

Özçalişkan, Ş, & Slobin, D. I. (2000). Expression of manner of movement in monolingual and bilingual adult narratives: Turkish vs. English. In A. Göksel & C. Kerslake (Eds.), Studies on Turkish and Turkic languages (pp. 253-262). Wiesbaden, Germany: Harrasowitz Verlag.

Slobin, D. I. (2001). Form function relations: how do children find out what they are? In M. Bowerman & S. C. Levinson (Eds.), Language acquisition and conceptual development (pp. 406-449). Cambridge: Cambridge University Press.

Hoiting, N., & Slobin, D. I. (2001). Typological and modality constraints on borrowing: Examples from the Sign Language of the Netherlands. In D. Brentari (Ed.), Foreign vocabulary in sign languages (pp. 121-137). Mahwah, NJ: Lawrence Erlbaum Associates.

Küntay, A., & Slobin, D. I. (2001). Discourse behavior of lexical categories in Turkish child-directed speech: Nouns vs. verbs. In M. Almgren, A. Barreña, M-J. Ezeizabarrena, I. Idiazabal, & B. MacWhinney (Eds.), Research on child language acquisition: Proceedings of the 8th Congress of the International Association for the Study of Child Language (pp. 928-946). Somerville, MA: Cascadilla Press.

Bowerman, M., Brown, P., Eisenbeiss, S., Narasimhan, B., Slobin, D. I. (2002).The crosslinguistic encoding of goal-directed motion in child-caregiver discourse. In E. V. Clark (Ed.), Proceedings of the 31st Stanford Child Language Research Forum, http://csli-publications.stanford.edu/CLRF/2002/CLRF-2002-toc.html.

Hoiting, N., & Slobin, D. I. (2002). What a deaf child needs to see: Advantages of a natural sign language over a sign system.In R. Schulmeister & H. Reinitzer (Eds.) Progress in sign language research. In honor of Siegmund Prillwitz /Fortschritte in der Gebärdensprachforschung. Festschrift für Siegmund Prillwitz (pp. 267-278).Hamburg: Signum.

Slobin, D. I. (2002).Cognitive and communicative consequences of linguistic diversity.In S. Strömqvist (Ed.), The diversity of languages and language learning (pp. 7-23). Lund, Sweden:Lund University, Centre for Languages and Literature.

Slobin, D. I. (2002). Language evolution, acquisition, diachrony: Probing the parallels. In T. Givón & B. Malle (Eds.), The evolution of language out of pre-language (pp. 375-392). Amsterdam/Philadelphia: John Benjamins.

Hoiting, N., & Slobin, D. I. (2002). Transcription as a tool for understanding: The Berkeley Transcription System for sign language research (BTS). In G. Morgan & B. Woll (Eds.), Directions in sign language acquisition (pp. 55-75). Amsterdam/Philadelphia: John Benjamins.

Özçalişkan, Ş, & Slobin, D. I. (2003). Codability effects on the expression of manner of motion in Turkish and English. In A. S. Özsoy, D. Akar, M. Nakipoğlu-Demiralp, E. Erğuvanlı-Taylan, & A. Aksu-Koç (Eds.), Studies in Turkish linguistics (pp. 259-270).Istanbul: Bogaziçi University Press.

Slobin, D. I. (2003). Language and thought online: Cognitive consequences of linguistic relativity. In D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the investigation of language and thought (pp. 157-191). Cambridge, MA: MIT Press.

Slobin, D. I., Hoiting, N., Kuntze, K., Lindert, R., Weinberg, A., Pyers, J., Anthony, M., Biederman, Y., Thumann, H. (2003). A cognitive/functional perspective on the acquisition of "classifiers". In K. Emmorey (Ed.), Perspectives on classifier constructions in sign languages (pp. 271-296). Mahwah, NJ: Lawrence Erlbaum Associates.

Slobin, D. I. (2004). How people move: Discourse effects of linguistic typology. In C. L. Moder & A. Martinovic-Zic (Eds.), Discourse across languages and cultures (pp. 195-210). Amsterdam/Philadelphia: John Benjamins.

Narasimhan, B., Bowerman, M., Brown, P., Eisenbeiss, S., & Slobin, D. I. (2004)."Putting things in places": Effekte linguisticher Typologie auf die Sprachentwicklung.  In G. Plehn (Ed.),  Max-Planck Gesellschaft Jahrbuch 2004. Göttingen: Verlag Vandenhoeck & Ruprecht.

Slobin, D. I. (2004).The many ways to search for a frog: Linguistic typology and the expression of motion events.In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative: Vol. 2: Typological and contextual perspectives (pp. 219-257).Mahwah, NJ: Lawrence Erlbaum Associates.

Slobin, D. I. (2004). From ontogenesis to phylogenesis: What can child language tell us about language evolution?In J. Langer, S. T. Parker, & C. Milbrath (Eds.), Biology and Knowledge revisited: From neurogenesis to psychogenesis (pp. 255-285).Mahwah, NJ: Lawrence Erlbaum Associates.

Slobin, D. I. (2005).Relating events in translation.In D. Ravid & H. B. Shyldkrot (Eds.).Perspectives on language and language development:Essays in honor of Ruth A. Berman (pp.115-129).Dordrecht: Kluwer.

Slobin, D. I. (2005).Linguistic representations of motion events:What is signifier and what is signified?In C. Maeder, O. Fischer, & W. Herlofsky (Eds.)Iconicity Inside Out: Iconicity in Language and Literature 4 (pp. 307-322). Amsterdam/Philadelphia: John Benjamins.

Slobin, D. I. (2006).Issues of linguistic typology in the study of sign language development of deaf children.In B. Schick, M. Marschark, & P. E. Spencer (Eds.), Advances in the sign language development of deaf children (pp. 20-45). Oxford University Press.

Slobin, D. I. (2006).What makes manner of motion salient?Explorations in linguistic typology, discourse, and cognition.In M. Hickmann & S. Robert (Eds.), Space in languages: Linguistic systems and cognitive categories (59-81). Amsterdam/Philadelphia: John Benjamins.

Hoiting, N., & Slobin, D. I. (2007).From gestures to signs in the acquisition of sign language.In S. D. Duncan, J. Cassell, & E. T. Levy (Eds.), Gesture and the dynamic dimension of language: Essays in honor of David McNeill (pp. 51-65). Amsterdam/Philadelphia: John Benjamins.

Slobin, D. I. (2008).The child learns to think for speaking: Puzzles of crosslinguistic diversity in form-meaning mappings.In T. Ogura, H. Kobayashi, et al. (Eds.), Studies in Language Sciences 7, 3-22.

Tokyo: Kurosio Publishers.

Slobin, D. I. (2009).Relations between paths of motion and paths of vision: A crosslinguistic and developmental exploration.InV. M. Gathercole (Ed.), Routes to Language: Studies in honor of Melissa Bowerman (pp. 197-222).New York/London: Psychology Press.

Slobin, D. I. (2010).Od diskursa ka gramatici.In V. Vasić (Ed.), Zbornik u čast Svenki Savić: Diskurs i diskursi (pp. 73-90).Novi Sad, Serbia: Filozofski Fakultet Univerziteta u Novom Sadu.

Slobin, D. I., Bowerman, M., Brown, P. Eisenbeiss, S., & Narasimhan, B. (2011). Putting things in places:Developmental consequences of linguistic typology.In J. Bohnemeyer & E. Pederson (Eds.), Event representation in language and cognition (pp. 134-165). Cambridge: Cambridge University Press.

Frishberg, N., Hoiting, N., & Slobin, D. I. (in press).Transcription. In R. Pfau, B. Woll, & M. Steinbach (Eds.), Handbook of sign language linguistics.Berlin: Mouton de Gruyter.

Slobin, D. I. (in press).Typology and channel of communication: Where do signed languages fit in?In B. Bickel, L. Grenoble, D. A. Peterson, & A. Timberlake (Eds.), (Festschrift for Johanna Nichols).Amsterdam/Philadelphia: John Benjamins.

Slobin, D. I. (in press).Turkish across borders: Translating Turkish poetry into German, English, and French.In E. Erğuvanlı-Taylan & Rona, B. (Eds.), Puzzles of linguistics: Essays in honour of Karl Zimmer.Wiesbaden: Harrassowitz.

Reviews

Slobin, D. I. (1999). Review of K. Hirsh-Pasek & R. M. Golinkoff, The origins of grammar: Evidence from early language comprehension. Jounal of Child Language, 26, 208-215.

Slobin, D. I. (2006).Review of S. Liddell, Grammar, gestures, and meaning in American Sign Language Language, 82, 176-179.

Slobin, D. I. (2009). Review of M. Bowerman & P. Brown (Eds.), Crosslinguistic perspectives on argument structure:Implications for learnability.Journal of Child Language, 36, 697-704.

Bibliographies

Matsumoto, Y., & Slobin, D. I. (2002).A bibliography of linguistic expressions for motion events.Meiji Gakuin Review, No. 684, 83-158.[Version of 2005 available at http://www.lit.kobe-u.ac.jp/~yomatsum/motionbiblio.html]

Articles in Popular Journals, Textbooks, Encyclopedias, and on Websites

Slobin, D. I. (1998). How language can direct thought: Linguistic relativity and linguistic determinism. In R. L. Atkinson, R. C. Atkinson, E. F. Smith, D. J. Bem, & S. Nolen-Hoeksma, Hilgard's introduction to psychology (13th ed.) (p. 342). Fort Worth, TX: Harcourt Brace.

Slobin, D. I. (1998). Language and thought. LSA Fields of Linguistics.Linguistic Society of America website:http://lsadc.org/web/thought.html.

Slobin, D. I. (2005).Cross-linguistic comparative approaches to language acquisition.The Encyclopedia of Language and Linguistics (2nd ed.).Oxford: Elsevier.

Introductions, Prefaces, Forewords to Books

Slobin, D. I. (1996). Introduction. In X. R. García Soto, Era unha vez un neno... Estudio da evolución da linguaxe en nenos galego-falantes (pp. 11-17). Santiago de Compostela, Spain: Sotelo Blanco

Hoiting, N., & Slobin, D. I. (2000). Foreward. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. xv-xvii). Mahwah, NJ: Lawrence Erlbaum Associates.

Poems

Slobin, D. I. (1994)."Sensing Sense""From My Son's Bed"In B. R. Strahan, D. J. Napoli, & E. N. Rando (Eds.), Speaking in tongues: Poems by linguists.Falls Church, VA: Black Buzzard Press.

Slobin, D. I. (2005)."to right the writing""Fiat Lux""Verbs of Motion""Written Lines"In A. Sunshine (Ed.), Poetry by linguists.Chicago: Atlantis-Centaur.

 

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Laura Sterponi Selected Publications

Books

Sterponi, L. (guest editor) (2008). The spirit of reading: Practices of reading sacred texts. Special Issue of Text & Talk, 28(5).

Fasulo, A. & Sterponi, L. (eds.) (2006). Linguaggio e cultura. L'acquisizione della competenza comunicativa. (Language and culture. The acquisition of conversational competence). Italian translation of a compilation of essays by Elinor Ochs. Roma: Carocci Editore.

Articles (Refereed Journals, Proceeding)

Sterponi, L. & Fasulo, A. (2010). How to go on: Intersubjectivity and progressivity in the communication of a child with autism. Ethos, 38(1), 116-142.

Sterponi, L. (2009). Accountability in family discourse: Socialization into norms and standards and negotiation of responsibility in Italian dinner conversations. Childhood, 16(4), 441-459.

Sterponi, L. (2008). Introduction. In L. Sterponi (guest editor), The spirit of reading: Practices of reading sacred texts. Special Issue of Text & Talk, 28(5), 555-559.

Sterponi, L. (2008). Reading and meditation in the Middle Ages: Lectio divina and books of hours. In L. Sterponi (guest editor), The spirit of reading: Practices of reading sacred texts. Special Issue of Text & Talk, 28(5), 667-689.

Sterponi, L. (2007). Reading as involvement with text: Insights from a study of high-functioning children with autism. Rivista di Psicolinguistica Applicata, VII, 3, 87-114.

Sterponi, L. (2007). Clandestine interactional reading: Intertextuality and double-voicing under the desk. Linguistics & Education, 18(1), 1-23.

Ochs, E., Solomon, O. & Sterponi, L. (2005). Limitations and transformations of habitus in child-directed communication. Discourse Studies, 7(4-5), 547-583.

Sterponi, L. (2004). Construction of rules, accountability and moral identity by high-functioning children with autism. Discourse Studies, 6(2), Special Issue: Discourse and Autism. E. Ochs & O. Solomon (eds.), 207-228.

Sterponi, L. (2003). Account episodes in family discourse: The making of morality in everyday interaction. Discourse Studies, 5(1), 79-100.

Sterponi, L. & Pontecorvo, C. (2003). Morale situata: Costruzione discorsiva delle norme e del posizionamento morale attraverso l'attività del "render conto". (Situated morality: Accountability and the discursive construction of norms and moral positioning). Rivista di Psicolinguistica Applicata, III, 1, 137-156.

Sterponi, L. (2002). Exploring children's spontaneous accomplishments of reading activity. In J.E. Alatis, H.E. Hamilton & A. Tan (eds.), Georgetown University Round Table on Languages and Linguistics (GURT) 2000. Linguistics, Language, and the Professions: Education, Journalism, Law, Medicine, and Technology. Washington, D.C.: Georgetown University Press. Pp. 141-161.

Santagata, R & Sterponi, L. (2001). Aspetti culturali del discorso a scuola: uno studio delle pratiche educative in classi e famiglie italiane e statunitensi. (Cultural aspects of school discourse: An investigation of educative practices in Italian and U.S. classrooms and families). Rassegna di Psicologia, XVIII, 3, 41-54.

Pontecorvo, C., Fasulo, A. & Sterponi, L. (2001). Mutual apprentices: The making of parenthood and childhood in family dinner Conversations. Human Development, 44, 340-361.

Sterponi, L. & Santagata, R. (2000). Mistakes in the classroom and at the dinner table: A comparison between socialization practices in Italy and United States. Crossroads of Language, Interaction and Culture, 3, 57-72.

Pontecorvo, C., Pirchio, S. & Sterponi, L. (2000). Are there just two people in a dyad? Dyadic configurations in multiparty family conversations. Rivista svizzera di scienze dell÷educazione, 3, 535-556.

Sterponi, L. (2000). Lo sviluppo discorsivo dell'identità. Note sulle modalità di riferimento interpersonale nelle conversazioni familiari a tavola (The discursive development of identity. Remarks on interpersonal references in family dinner conversations). Studi Italiani di Linguistica Teorica ed Applicata. XXIX, 3, 525-542.

Pontecorvo, C., Fasulo, A. & Sterponi, L. (1998). L'apprendistato reciproco nell'interazione familiare (The mutual apprenticeship in family interaction). Ikon, 36, 107-130.

Bonaiuto, M. & Sterponi, L. (1997). Attribuzione di intenzionalità retorica nell'interazione adulti-bambini (The attribution of rhetorical intentionality in adult-child interactions). Rassegna di Psicologia, Vol. XIV, n. 1, 107-137.

Sterponi, L. & Pontecorvo, C. (1996). Discourse at family dinner: how children are socialized through arguing. In D. Brixhe (Ed.), "Construction de savoirs". Numéro thématique de Interaction et cognitions, n. 2, Juin, 329-366.

Sterponi, L. & Pontecorvo, C. (1996). Il farsi e il disfarsi dell'argomento di discorso nelle conversazioni familiari a tavola (The making and unmaking of discourse topic in family dinner conversations). Rassegna di Psicologia, Vol. XIII, n. 3, 39-68.

Book Chapters

Sterponi, L. (in press). Vicarious accounts: Morality and responsibility in Italian family dinner conversations. In J. Cromdal and M. Tholander (eds.), Children, morality and interaction. Nova Science: Hauppague, N.Y.

Sterponi, L. (2009). Learning communicative competence. In D.F. Lancy, J. Bock, & S. Gaskins (eds.), Anthropological perspectives on learning in childhood. New York: Rowan & Littlefield. Pp. 235-259.

Pontecorvo, C. & Sterponi, L. (2008). Explication et justification dans les séquences de rendre compte (accountability): moralité et raisonnement dans les discours familiaux (Explanation and justification in account sequences: morality and reasoning in family discourse). In C. Hudelot, A. Salazar Ovig & E. Veneziano (eds.), L'explication. Enjeux cognitifs et interactionnels. Louvain: Peeters Editions. Pp. 245-254.

Sterponi, L. (2007). Voci sussurrate sottobanco: habitus e agentività nelle pratiche di lettura (Whispered voices under the desk: habitus and agency in reading practices). In A. Donzelli & A. Fasulo (a cura di), Agentività nell'interazione umana. Roma: Carocci. Pp. 237-262.

Sterponi, L. & Fasulo, A. (2006). Introduzione. In A. Fasulo & L. Sterponi (eds.), Linguaggio e cultura. L'acquisizione della competenza comunicativa. (Language and culture. The acquisition of conversational competence). Italian translation of a compilation of essays by Elinor Ochs. Roma: Carocci Editore. Pp. 13-24.

Ochs, E. & Sterponi, L. (2003). Analisi delle narrazioni (Narrative analysis). In G. Mantovani and A. Spagnolli (eds.), Metodi qualitativi in psicologia. Bologna: Il Mulino. Pp. 131-158.

Pontecorvo, C., & Sterponi, L. (2002). Learning to argue and reason through discourse in educational settings. In G. Wells and G. Claxton (Eds.), Learning for life in the 21th century: sociocultural perspectives on the future of education. Oxford, UK: Blackwell. Pp. 127-140.

Pirchio, S., Pontecorvo, C. & Sterponi, L. (2002). "Dialogare" nelle conversazioni in famiglia. In C. Bazzanella (ed.), Le forme del dialogo. Milano: Guerini e Associati. Pp. 47-57.

Amendola, S. & Sterponi, L. (1996). Strategie discorsive e forme linguistiche nella socializzazione a tavola (Discursive strategies and linguistic forms in dinner table socialization). In C. Gallo Barbisio (eds.), Trasformazioni e narrazioni. Torino: Editrice Tirrenia Stampatori.

 

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Elliot Turiel Selected Publications

Turiel, E. (in press). The relevance of moral epistemology and psychology for neuroscience. In P. Zelazo, M. Chandler, & E. Crone (Eds.), Developmental Social Cognitive Neuroscience. Taylor & Francis.

Turiel, E. (2010). Domain Specificity in Social Interactions, Social Thought, and Social Development. Child Development, 81(3), 720-726.

Turiel, E. (2008). Thought about actions in social domains: Morality, social conventions, and social interactions. Cognitive Development, 23, 136-154.

Turiel, E. (2008). The development of children's orientations toward moral, social, and personal orders. Human Development: 50th Anniversary Special Issue; Celebrating a Legacy of Theory with New Directions for Research on Human Development, 51, 21-39.

Turiel. E. (2008). Social decisions, social interactions, and the coordination of diverse judgments. In U. Mueller, J. Carpendale, N. Budwig, & B. Solkol (Eds.), Social life and social knowledge: Toward a process account of development (pp. 255-276). Mahwah, NJ: Lawrence Erlbaum.

Turiel, E. (2007). The trouble with the ways morality is used and how they impede social equality and social justice. In C. Wainryb, J. Smetana, & E. Turiel (Eds.), Social development, social inequalities, and social justice (pp. 1-26). Mahwah, NJ: Lawrence Erlbaum.

Wainryb, C., Smetana, J., & Turiel, E. (Eds.) (2007). Social development, social inequalities, and social justice. Mahwah, NJ: Lawrence Erlbaum.

Perkins, S., & Turiel, E. (2007). To Lie or Not to Lie: To Whom and under What Circumstances. Child Development, 78(2), 609-621.

Turiel, E. (2006). Thought, emotions, and social interactional processes in moral development. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 7-35). Mahwah, N.J.: Erlbaum.

Turiel, E. (2006). Social hierarchy, social conflicts, and moral development. In C. Dauite, Z. Beykont, C. Higson-Smith, & L. P. Nucci (Eds.), Global perspectives on youth conflict and development (pp. 86-99). New York: Oxford University Press.

Turiel, E. (2006). The multiplicity of norms: The case for psychological constructivism and social epistemologies. In L. Smith & J. Voneche (Eds.), Norms and Development. Cambridge, England: Cambridge University Press.

Turiel, E. (2006). The development of morality (revised edition). In W. Damon & R. Lerner (Eds.), Handbook of child psychology (Sixth Edition). Volume 3. N. Eisenberg (Ed.), Social, emotional, and personality development. New York: Wiley.

Turiel, E., & Perkins, S.E. (2004). Flexibilities of mind: Culture and conflict. Human Development, 47, 158-178.

Turiel, E. (2003). Morals, motives, and actions. British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education-Current Trends, Number 2. L. Smith, C. Rogers, & P. Tomlinson (Eds.), Development and Motivation: Joint perspectives, pp. 29-40.

Turiel, E. (2002). The Culture of Morality: Social Development, Context, and Conflict. Cambridge, England: Cambridge University Press.

Nucci, L., Saxe, G.B., & Turiel, E. (2000). Social Life in Cultures: Judgments, Conflict, and Subversion. Child Development, 71(1), 250-56.

Turiel, E. (1983). The development of social knowledge: morality and convention. Cambridge: Cambridge University Press.

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Rhona S. Weinstein Selected Publications

Book

Weinstein, R. S. (2002/2004). Reaching Higher: The Power of Expectations in Schooling. Cambridge, MA: Harvard University Press.

Papers

Strambler, M.J., and Weinstein, R.S. (2010). Psychological Disengagement in Elementary School among Ethnic Minority Students. Journal of Applied Developmental Psychology, 31(2), 155-165.

Weinstein, R. S. (2008). Schools that actualize high expectations for all youth: Theory for setting change and setting creation. In B. Shinn & H. Yoshikawa (Eds.) Toward positive youth development: Transforming schools and community programs. Oxford University Press.

Gregory, A. & Weinstein, R. S. (2008). The discipline gap and African Americans. Defiance or cooperation in the high school classroom. Journal of School Psychology, 46, 455-475.

Weinstein, R. S. (2006). Reaching higher in community psychology: Social problems, social settings, and social change. American Journal of Community Psychology, 37, 9-20.

Cappella, E., & Weinstein, R.S. (2006). The prevention of social aggression in girls. Social Development, 15, 434-462.

Weinstein, R. S. (2004). Reflections on becoming a community psychologist. In J. Kelly & A. Song (Eds.). Six community psychologists tell their stories: History, contexts, and narrative. Journal of Prevention and Intervention in the Community, 28, 125-147.

Weinstein, R.S., Gregory, A., & Strambler, M. (2004) Intractable self-fulfilling prophecies: Fifty years after Brown v. Board of Education. American Psychologist, 59, 511-520.

McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype-consciousness in middle childhood. Child Development, 74, 498-515.

Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Classroom instructional practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24, 91-118.

Weinstein, R. S. (2002). Overcoming inequality in schooling: A call to action for community psychology. American Journal of Community Psychology, 30, 21-42.