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Conceptual Change and Developmental Teaching Hum. Dev. (IF 5.708) Pub Date : 2023-04-05 Andrea A. diSessa
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Intrusiveness and emotional manipulation as facets of parental psychological control: A culturally and developmentally sensitive reconceptualization Hum. Dev. (IF 5.708) Pub Date : 2023-04-04 So Young Choe, Brett Laursen, Charissa S. L. Cheah, Liliana J. Lengua, Sarah J. Schoppe-Sullivan, Daniel M. Bagner
Over 750 studies have examined parental psychological control (PPC) in different cultures. However, the conceptualization of PPC remains unclear, and operationalizations of PPC have been inconsistent. Herein we review and refine conceptual models of PPC, focusing on intrusiveness and emotional manipulation as two core facets of PPC. Guided by Social Domain Theory, we relate intrusiveness to the boundaries
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How can I trust you? The role of facial trustworthiness in the development of Epistemic and Interpersonal Trust Hum. Dev. (IF 5.708) Pub Date : 2023-04-03 Alberto Milesi, Pietro De Carli, Francesca Locati, Ilaria M.A. Benzi, Chloe Campbell, Peter Fonagy, Laura Parolin
Recently, researchers from developmental and clinical psychology highlighted epistemic trust (ET) as a key factor for personality disorders. ET is intended as the mental openness to information coming from others during social exchanges. ET develops from signals called ostensive cues, delivered through facial expressions during interactions in a secure attachment context. Similarly interpersonal trust
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Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches Hum. Dev. (IF 5.708) Pub Date : 2023-03-28 Thomas Gennen
Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. Moreover, both research on educational approaches that addresses the CC challenges and these approaches
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Basic Needs Satisfaction through Social Media Engagement: A Developmental Framework for Understanding Adolescent Social Media Use Hum. Dev. (IF 5.708) Pub Date : 2023-02-03 Natasha Parent
This article provides a theoretical review of how, within notions of Self-Determination Theory, adolescents’ use of social media can contribute to both the satisfaction and/or frustration of their basic psychological needs, and thus contribute to (or impede) their attainment of key developmental goals in adolescence, such as identity formation and peer affiliation, and how these may impact their overall
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Teacher Beliefs and Student Learning Hum. Dev. (IF 5.708) Pub Date : 2023-02-03 Sharon Wolf, Autumn Brown
Bringing together research from several lines of inquiry in psychology and education, this paper proposes a conceptual model for understanding how entrenched inequalities embedded within ecological macrosystems play out in the classroom to affect student learning. We consider how implicit teacher beliefs and belief expression affect teacher-student interactions and relationships, student learning-related
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Moral Development During Emerging Adulthood: Theoretical Considerations and a Neo-Aristotelian Approach Hum. Dev. (IF 5.708) Pub Date : 2023-01-30 Alexander Eustice-Corwin, Martin F. Lynch, Silvia Sörensen
Moral development during emerging adulthood is a topic of recent but growing interest. Several different theories within the study of human development appear to converge on this point of inquiry, as the study of moral development during emerging adulthood recruits different areas of expertise, drawing from developmental psychology, positive psychology, human development, and moral philosophy. This
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Acknowledgement to Reviewers Hum. Dev. (IF 5.708) Pub Date : 2023-01-03
Human Development 2022;66:414
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Identifying how many studies question children is not enough: we need to go further into how children justify their responses to questions Hum. Dev. (IF 5.708) Pub Date : 2022-10-21 Charlie Lewis, Peidong Mei
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Identifying how many studies question children is not enough: we need to go further into how children justify their responses to questions Hum. Dev. (IF 5.708) Pub Date : 2022-10-21
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Toward an Integrative Paradigm of Positive Youth Development: Implications for Research, Practice, and Policy Hum. Dev. (IF 5.708) Pub Date : 2022-10-11
Positive youth development (PYD) has gained considerable traction among researchers and practitioners in promoting adolescent well-being and mental health. Several models have also been proposed in conceptualizing and measuring PYD, almost all of which were developed in individualistic and Western contexts. The abundance of overlapping PYD indicators from different models poses a challenge in further
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Towards an Integrative Paradigm of Positive Youth Development: Implications for Research, Practice, and Policy Hum. Dev. (IF 5.708) Pub Date : 2022-10-10 Jet Buenconsejo, Jesus Alfonso Daep Datu
Positive youth development (PYD) has gained considerable traction among researchers and practitioners in promoting adolescent well-being and mental health. Several models have also been proposed in conceptualizing and measuring PYD, almost all of which were developed in individualistic and Western contexts. The abundance of overlapping PYD indicators from different models poses a challenge in further
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Argumentation in early childhood: A systematic review Hum. Dev. (IF 5.708) Pub Date : 2022-10-03 Jarmila Bubikova-Moan, Margareth Sandvik
While scientific evidence on argumentation among preschool children is on the rise, it is dispersed over a number of different fields, which may obfuscate its visibility, merit and potential. The aim of this systematic review was to synthesize the existing research and, as such, shed more concerted theoretical and empirical light on the origins as well as early development of the human capacity to
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Argumentation in early childhood: A systematic review Hum. Dev. (IF 5.708) Pub Date : 2022-10-03
While scientific evidence on argumentation among preschool children is on the rise, it is dispersed over a number of different fields, which may obfuscate its visibility, merit and potential. The aim of this systematic review was to synthesize the existing research and, as such, shed more concerted theoretical and empirical light on the origins as well as early development of the human capacity to
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How do Researchers Question Children and Adolescents?: A Systematic Assessment of Developmental Research Methods Hum. Dev. (IF 5.708) Pub Date : 2022-09-13 Stacia N Stolzenberg, Lindsay C Malloy, Megan Verhagen, Emily Denne
Both the kinds of exchanges, and the context under which children are questioned, may affect the quality of data. Yet, little is known about how developmental scientists communicate with children for research. Using manifest content analysis, the 3,119 manuscripts published in the top 20 developmental outlets in 2018 were coded for methodology, examining whether researchers communicated directly with
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How Do Researchers Question Children and Adolescents? A Systematic Assessment of Developmental Research Methods Hum. Dev. (IF 5.708) Pub Date : 2022-09-13
Both the kinds of exchanges and the context under which children are questioned may affect the quality of data. Yet, little is known about how developmental scientists communicate with children for research. Using manifest content analysis, the 3,119 manuscripts published in the top 20 developmental outlets in 2018 were coded for methodology, examining whether researchers communicated directly with
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Conceptual Commitments of Constructivism in an Age When Truth Matters Hum. Dev. (IF 5.708) Pub Date : 2022-08-16 Cynthia Lightfoot, Ulrich Müller, Cintia Rodríguez
The purpose of this special issue is to critically examine the constructivist moorings of contemporary developmental theory and practice, including the practice of research methods. This introduction to the special issue is intended to foreshadow the papers presented here by charting the terrain of several conceptual commitments that we consider paradigmatic cornerstones to constructivist approaches
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Constructing Understandings Hum. Dev. (IF 5.708) Pub Date : 2022-08-16 Eleanor Duckworth, Paula K. Hooper, Alythea McKinney, Lisa Schneier
In this 50th anniversary of the Jean Piaget Society, we have been asked to celebrate “The Having of Wonderful Ideas” and Other Essays on Teaching and Learning (2006) – winner of the 1988 AERA award for outstanding research contribution in the areas of teaching and teacher education, now in its 3rd edition, published on four continents, in 7 languages. We have taken the name that Inhelder gave to Piaget's
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Conceptual Commitments of Constructivism in an Age when Truth Matters Hum. Dev. (IF 5.708) Pub Date : 2022-08-16
The purpose of this special issue is to critically examine the constructivist moorings of contemporary developmental theory and practice, including the practice of research methods. This introduction to the special issue is intended to foreshadow the papers presented here by charting the terrain of several conceptual commitments that we consider paradigmatic cornerstones to constructivist approaches
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Constructing Understandings Hum. Dev. (IF 5.708) Pub Date : 2022-08-16
In this 50th anniversary of the Jean Piaget Society, we have been asked to celebrate The Having of Wonderful Ideas and Other Essays on Teaching and Learning (Duckworth, 2006) – winner of the 1988 AERA award for outstanding research contribution in the areas of teaching and teacher education, now in its 3rd edition, published on four continents, in 7 languages. We have taken the name that Inhelder gave
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A sociocultural psychology of the lifecourse to study human development Hum. Dev. (IF 5.708) Pub Date : 2022-08-10 Tania Zittoun
This paper presents one line of sociocultural psychology aiming at a better understanding of people’s development in their courses of life, unfolding in changing social and cultural environment. Adopting such a position leads me to three core questions: First, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the sociocultural
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A Sociocultural Psychology of the Life Course to Study Human Development Hum. Dev. (IF 5.708) Pub Date : 2022-08-10
This paper presents one line of sociocultural psychology aiming at a better understanding of people’s development in their courses of life, unfolding in changing social and cultural environments. Adopting such a position leads me to three core questions: first, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the sociocultural
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Early learning in autism as an atypical balance between assimilation and accommodation processes Hum. Dev. (IF 5.708) Pub Date : 2022-08-09 Giacomo Vivanti, Sally J. Rogers, Patrick Dwyer, Susan Rivera
Many children on the autism spectrum are capable of learning large amounts of material in specific areas - yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions while having difficulties learning from novel situations and from others’ actions and communications. We
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Early Learning in Autism as an Atypical Balance between Assimilation and Accommodation Processes Hum. Dev. (IF 5.708) Pub Date : 2022-08-09
Many children on the autism spectrum are capable of learning large amounts of material in specific areas – yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions, while having difficulties learning from novel situations and from others’ actions and communications. We
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The construction of Executive Function in Early Development: The Pragmatics of Action and Gestures Hum. Dev. (IF 5.708) Pub Date : 2022-08-04 Cintia Rodríguez
The position I take in this paper is that investigation of the construction and development of executive function (EF) and cognitive self-regulation must give children the opportunity to behave with initiative, as the agents they are. It must be based on children’s goal-directed behaviours and the challenges they face to achieve their own goals from the last third of the first year of life. It must
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The Construction of Executive Function in Early Development: The Pragmatics of Action and Gestures Hum. Dev. (IF 5.708) Pub Date : 2022-08-04
The position I take in this paper is that investigation of the construction and development of executive function (EF) and cognitive self-regulation must give children the opportunity to behave with initiative, as the agents they are. It must be based on children’s goal-directed behaviours and the challenges they face to achieve their own goals from the last third of the first year of life. It must
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The Future of Constructivist Education Hum. Dev. (IF 5.708) Pub Date : 2022-08-02 David Kritt, Nancy Budwig
We make the case that there is an urgent need to revitalize the reach of constructivist education into both K-12 public schools and higher education. After considering the current state of the theory and practice of constructivist education, we argue that disparities between theory and practice arise from the divergent conceptual frameworks constructivist theorists and educators hold. To examine this
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Developmental Perspectives on Social Inequalities and Human Rights Hum. Dev. (IF 5.708) Pub Date : 2022-08-02 Melanie Killen, Laura Elenbaas, Martin D. Ruck
Social inequalities and human rights are inevitably linked to children’s and adolescents’ healthy development. Children who experience structural and interpersonal inequalities in access to resources and opportunities based on their gender, race, ethnicity, or other group categories are denied the right to fair treatment. We assert that investigating the psychological perspectives that children hold
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Emergent Constructivism: Theoretical and Methodological Considerations Hum. Dev. (IF 5.708) Pub Date : 2022-07-29 Jedediah W.P. Allen, Mark H. Bickhard
Nativist and empiricist approaches require foundationalism because they cannot account for the emergence of representation. Foundationalism is the assumption of an innate representational base. In turn, foundationalism places limits on the nature of learning as a constructivist process. In contrast, action-based approaches can account for the emergence of representation through (inter)action. In so
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Vocabulary and Early Executive Function during Early Childhood: Revisiting Questions on the Nature of Thought and Language – Commentary on Bruce & Bell Hum. Dev. (IF 5.708) Pub Date : 2022-06-03 Stephanie E. Miller
Bruce and Bell (2022) address an important issue in their review relevant to classic questions contemplating the nature of the relationship between thought and language. Their work examining the unidirectional and bidirectional associations between executive function (EF) and vocabulary brings a contemporary approach to the question. The multifaceted and developmental scoping review narrows the question
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Emotional Availability (EA): Clinical Populations and Clinical Applications Hum. Dev. (IF 5.708) Pub Date : 2022-05-30 Zeynep Biringen, Karen Sandoval, Marjo Flykt, Steffany Joslin, Michael Lincoln
Emotional Availability (EA) is the ability to share an emotional connection within a dyad. The observational EA System includes the EA Scales and the EA Zones. The EA Scales consist of four adult dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and two child dimensions (responsiveness, involvement). Based on the EA Scales, EA Zones refers to “emotional attachment styles” and are
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Supporting Families: Lessons Learned from the COVID-19 Pandemic Hum. Dev. (IF 5.708) Pub Date : 2022-05-30 Leslie Frankel, Ritu Sampige
The COVID-19 pandemic has impacted so many aspects of family life in unprecedented ways. Some of these changes might necessitate a reexamining of how we can best research and support families as we move forward. In this editorial, we propose ways that we might examine families differently in research and approach families differently as a result of COVID-19.
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Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations Across Early Childhood Hum. Dev. (IF 5.708) Pub Date : 2022-05-11 Madeleine Bruce, Martha Ann Bell
Early childhood marks a time where word learning is accompanied by rapid growth in the cognitive processes that underlie self-modulated and goal-directed behavior (i.e., executive functions). Although there is empirical evidence to support the association between executive functioning and vocabulary in childhood, inconsistent findings have been reported regarding the extent to which early executive
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Scientific and Ethical Mandates in the Study of Purpose Hum. Dev. (IF 5.708) Pub Date : 2022-04-19 Kendall Cotton Bronk, William Damon
We appreciate the letter by Hill and Pfund about our commentary and the opportunity to respond to it. It is exactly this type of interchange that advances understanding and clarity of communication in the scholarly community. The object of our commentary (Bronk Damon, 2021, “What makes a purpose ‘worth having’) was a thoughtful Human Development article by Burrow et al. (2021) entitled “Are all purposes
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Purpose Should Be in the Eye of the Holder, not the Researcher Hum. Dev. (IF 5.708) Pub Date : 2022-04-19 Patrick L. Hill, Gabrielle N. Pfund
Researchers have discussed how best to define and measure purpose in life for decades, and this debate has been reinvigorated by recent work by Burrow et al. (2021), in their discussion of how to capture purpose development within a broader ecological context. However, in their commentary, Bronk and Damon (2021) have suggested that researchers also need to consider whether the individual's stated purpose
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Erratum Hum. Dev. (IF 5.708) Pub Date : 2022-04-12 Susan Rivera, Larry Nucci, Terezinha Nunes, Philip Zelazo, Terezinha Nunes, Shoji Itakura, Na'ilah Suad Nasir, Keiko Takahashi, Ileana Enesco, Cynthia Garcia Coll, Artin Goncu, Bente E. Hagtvet, Paul L. Harris, Christine Howe, Melanie Killen, Willis F. Overton, Barbara Rogoff, Martin D. Ruck, Geoffrey Saxe, Diana T. Slaughter Kotzin, Elsbeth Stern, Stella Vosniadou, Cecilia Wainryb, James Youniss,
Human Development
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Conceptualising Autistic Masking, Camouflaging, and Neurotypical Privilege: Towards a Minority Group Model of Neurodiversity Hum. Dev. (IF 5.708) Pub Date : 2022-03-21 Elizabeth M. Radulski
Autistic masking and camouflaging—concealing Autistic traits to ‘pass’ as non-Autistic—is linked to negative developmental consequences including stress, mental illness, identity loss, and suicidality. Recent psychological literature on masking and camouflaging seeks to urgently address these issues—yet overlooks relevant sociological research. This study uses Sara Ahmed and Frantz Fanon’s work on
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Come As You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens Hum. Dev. (IF 5.708) Pub Date : 2022-03-21 Monique Botha, Kristen Gillespie-Lynch
Singer intended for neurodiversity to be a new category of intersectionality. However, intersectionality has been neglected in autism research and practice. This paper aims to inform an intersectional approach to autism by exploring autistic identity development in relation to other marginalized identities. We reviewed literature about neurodiversity, intersectionality, discrimination, and the identity
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Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories Hum. Dev. (IF 5.708) Pub Date : 2022-03-11 Matthew C. Zajic, Heather Merle Brown
Autism and writing are commonly discussed independently as complex, multifaceted entities. However, studies examining their intersections are limited and often oversimplify the nuances innate to both topics. This paper focuses on the complexities involved in studying autistic individuals’ foundational writing skills (i.e., transcription and text generation skills) by drawing on theories of writing
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The Neurodiversity Approach(es): What Are They and What Do They Mean for Researchers? Hum. Dev. (IF 5.708) Pub Date : 2022-02-22 Patrick Dwyer
This paper presents the concepts of “neurodiversity” and the “neurodiversity approaches” towards disability. This paper discusses how confusion regarding the meaning of these concepts exacerbates debate and conflict surrounding the neurodiversity approaches. For example, some claim the neurodiversity approaches focus solely on society and denies contributions of individual characteristics to disability
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Erratum Hum. Dev. (IF 5.708) Pub Date : 2022-01-18 Larry Nucci, Terezinha Nunes, Philip Zelazo, Terezinha Nunes, Shoji Itakura, Na'ilah Suad Nasir, Keiko Takahashi, Ileana Enesco, Cynthia Garcia Coll, Artin Goncu, Bente E. Hagtvet, Paul L. Harris, Christine Howe, Melanie Killen, Willis F. Overton, Barbara Rogoff, Martin D. Ruck, Geoffrey Saxe, Diana T. Slaughter Kotzin, Elsbeth Stern, Stella Vosniadou, Cecilia Wainryb, James Youniss, Marc H. Bornstein
Human Development
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A Reevaluation of the 1990 “Minnesota Study of Twins Reared Apart” IQ Study Hum. Dev. (IF 5.708) Pub Date : 2022-01-12 Jay Joseph
In 1990, Thomas J. Bouchard, Jr. and colleagues published the widely cited 1990 “Minnesota Study of Twins Reared Apart” (MISTRA) Science IQ study. To arrive at the conclusion that “IQ is strongly affected by genetic factors,” Bouchard and colleagues omitted their control group reared-apart dizygotic twin (“DZA”) IQ-score correlations. Near-full-sample correlations published after the study’s 2000 endpoint
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The Development of Positive Attributes of Character: On the Embodiment of Specificity, Holism, and Self-System Processes Hum. Dev. (IF 5.708) Pub Date : 2021-12-20 Richard M. Lerner, Marc H. Bornstein, Pamela Jervis
Positive character involves a system of mutually beneficial relations between individual and context that coherently vary across ontogenetic time and enable individuals to engage the social world as moral agents. We present ideas about the development of positive character attributes using three constructs associated with relational developmental systems (RDS) metatheory: the specificity of mutually
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A Road Map for Navigating Next Steps in the Study of Attachment in Middle Childhood: Commentary on Gastelle and Kerns Hum. Dev. (IF 5.708) Pub Date : 2021-12-16 Howard Steele
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Society News Hum. Dev. (IF 5.708) Pub Date : 2021-12-14 Melanie Killen, Martin D. Ruck
Human Development 2021;65:342–344
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Acknowledgement to Reviewers Hum. Dev. (IF 5.708) Pub Date : 2021-12-14 Melanie Killen, Martin D. Ruck
Human Development 2021;65:345
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Author Index / Subject Index Hum. Dev. (IF 5.708) Pub Date : 2021-12-14 Melanie Killen, Martin D. Ruck
Human Development 2021;65:346