Developmental Psychology Journal Impact Factor & Information

Publisher: American Psychological Association, American Psychological Association

Journal description

Current impact factor: 3.21

Impact Factor Rankings

Additional details

5-year impact 5.12
Cited half-life 0.00
Immediacy index 0.48
Eigenfactor 0.03
Article influence 2.20
Other titles Developmental psychology (Online), Developmental psychology, Developmental psychology monograph
ISSN 1939-0599
OCLC 60623414
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

American Psychological Association

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print on a web-site
    • Pre-print must be labeled with date and accompanied with statement that paper has not (yet) been published
    • Copy of authors final peer-reviewed manuscript as accepted for publication
    • Post-print on author's web-site or employers server only, after acceptance
    • Publisher copyright and source must be acknowledged
    • Must link to APA journal home page or article DOI
    • Article must include the following statement: 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'
    • Publisher's version/PDF cannot be used
    • APA will submit NIH author articles to PubMed Central, after author completion of form
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Positive emotional engagement develops in the context of face-to-face interactions during the first 6 months of life. Deficits in emotional engagement are characteristic of autism spectrum disorder (ASD) and may characterize the younger siblings of children with ASD (high-risk siblings). High-risk siblings are likely to exhibit a broad range of positive emotional engagement that may or may not be associated with ASD outcomes. We examined positive emotional engagement (i.e., smiling rate and contingent responsiveness to the partner's smile) during the infant-parent interaction episodes of the face-to-face/still face protocol at 6 months of age. The sample included 43 high-risk infant siblings, 11 of whom went on to an ASD diagnosis, and 25 low-risk siblings with no family history of ASD. Low-risk siblings and high-risk siblings without ASD showed the typical still-face effect (i.e., decreases in smiling rate after period of parental nonresponsiveness), but high-risk siblings with later ASD outcomes did not show this decrease. Although high-risk siblings without an ASD diagnosis were less likely to respond to their parents' smiles than were low-risk siblings, the children with eventual ASD did not differ from the other groups in contingent responsiveness. Findings suggest that subtle differences in positive emotional engagement are present in the early development of high-risk siblings but are not consistently associated with ASD outcomes. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/a0039182
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    ABSTRACT: Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 05/2015; DOI:10.1037/a0039274
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    ABSTRACT: Evolutionary-minded developmentalists studying predictive-adaptive-response processes linking childhood adversity with accelerated female reproductive development and health scientists investigating the developmental origins of health and disease (DOoHaD) may be tapping the same process, whereby longer-term health costs are traded off for increased probability of reproducing before dying via a process of accelerated reproductive maturation. Using data from 73 females, we test the following propositions using path analysis: (a) greater exposure to prenatal stress predicts greater maternal depression and negative parenting in infancy, (b) which predicts elevated basal cortisol at 4.5 years, (c) which predicts accelerated adrenarcheal development, (d) which predicts more physical and mental health problems at age 18. Results prove generally consistent with these propositions, including a direct link from cortisol to mental health problems. DOoHaD investigators should consider including early sexual maturation as a core component linking early adversity and stress physiology with poor health later in life in females. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/dev0000017
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    ABSTRACT: Humans have a strong need to belong. Thus, when signs of ostracism are detected, adults often feel motivated to affiliate with others in order to reestablish their social connections. This study investigated the importance of affiliation to young children following priming with ostracism. Four- and 5-year-old children were primed with either ostracism or control videos and their understanding of, and responses to, the videos were measured. Results showed that children were able to report that there was exclusion in the ostracism videos, and that they recognized that the ostracized individual felt sad. Most interestingly, when subsequently asked to draw a picture of themselves and their friend, children primed with ostracism depicted relationships that were significantly more affiliative. Children drew themselves and their friend standing significantly closer together and adults rated their drawings as more affiliative overall. These findings introduce drawing as a useful new method for measuring social motivations and processes following an experimental manipulation, and demonstrate that affiliation is particularly important to children following even a vicarious experience of social exclusion. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/a0039176
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    ABSTRACT: The current study examined school-level victimization as a moderator of associations between peer victimization and changes in 2 types of self-blaming attributions, characterological and behavioral, across the first year of middle school. These associations were tested in a large sample (N = 5,991) of ethnically diverse adolescents from fall to spring of the 6th-grade year across 26 schools. Consistent with hypotheses, the results of multilevel modeling indicated that victimized youth showed greater increases in characterological self-blaming attributions (e.g., "my fault and cannot change it") in schools where victimization was less common. In contrast, victimization was associated with increases in behavioral self-blame (e.g., "I should have been more careful") for bullied students in schools with relatively higher levels of victimization. Underscoring the psychological consequences of person-context mismatch, the results suggest that when schools manage to decrease bullying, the few who remain victimized need additional support to prevent more maladaptive forms of self-blame. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/dev0000016
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    ABSTRACT: What cognitive processes influence how well we maintain information in visual short-term memory (VSTM)? We used a developmentally informed design to delve into the interplay of top-down spatial biases with the nature of the internal memory codes, motivated by documented changes for both factors over childhood. Seven-year-olds, 11-year-olds, and adults completed a VSTM task in which they decided whether a probe item had been present in a preceding memory array. Spatial cues guided participants' attention to the likely location of the to-be-probed item during maintenance. We manipulated the memoranda to contain either highly familiar items or unfamiliar abstract shapes. All participants benefited from cues during maintenance, although benefits were smaller for 7-year-olds than for older participants. Critically, attentional benefits interacted with the nature of the memoranda: Better VSTM maintenance was obtained for cued familiar items. Furthermore, attentional benefits for familiar items correlated with validated measures of visual, but not verbal, short-term and working memory span. These data demonstrate that, in addition to the efficiency with which top-down biases operate during maintenance, the available mental codes for to-be-remembered items influence VSTM and differentially so over childhood. Attentional biases during maintenance seem to operate more efficiently on mental representations that are more robust and can be retrieved more easily. More important, this interaction follows a quantitative development. The findings elucidate further the dynamic interplay between attentional control and VSTM across development. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/a0039057
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    ABSTRACT: Adults learning to navigate to a hidden goal within an enclosed space have been found to prefer information provided by the distal cues of an environment, as opposed to proximal landmarks within the environment. Studies with children, however, have shown that 5- or 7-year-olds do not display any preference toward distal or proximal cues during navigation. This suggests that a bias toward learning about distal cues occurs somewhere between the age of 7 years and adulthood. We recruited 5- to 11-year-old children and an adult sample to explore the developmental profile of this putative change. Across a series of 3 experiments, participants were required to navigate to a hidden goal in a virtual environment, the location of which was signaled by both extramaze and intramaze landmark cues. During testing, these cues were placed into conflict to assess the search preferences of participants. Consistent with previously reported findings, adults were biased toward using extramaze information. However, analysis of the data from children, which incorporated age as a continuous variable, suggested that older children in our sample were, in fact, biased toward using the intramaze landmark in our task. These findings suggest the bias toward using distal cues in spatial navigation, frequently displayed by adults, may be a comparatively late developing trait, and one that could supersede an initial developmental preference for proximal landmarks. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/a0039054
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    ABSTRACT: Values, or the guiding standards of adolescents' lives, influence which behaviors are considered more justified than others. The relationship between values and social behavior has been established across many studies including the relationship of values and aggression. But only a few studies have examined these relationships among youth. Moreover, a question that remains open is the direction of these relationships. The present study examined the concurrent and longitudinal relations between values and peer nominated aggression in 3 time points with a 1-year interval (8th grade-10th grade) in a sample of 678 Israeli adolescents (51.2% girls). Students completed the Portrait Values Questionnaire (PVQ; Schwartz et al., 2001) and 6 items of peer nominations of aggression. As hypothesized, I found positive associations between aggression and self-enhancement and openness to change values concurrently. Similarly, I obtained negative associations between aggression and self-transcendence and conservation values. Moreover, crossed-lagged models revealed that self-enhancement values were positively associated with aggression 1 year later. The association between aggression and future self-enhancement values, however, was not significant. Finally, I found mutual associations between self-transcendence values and aggression across time. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 04/2015; DOI:10.1037/dev0000015
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    ABSTRACT: Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children's experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move between classrooms on a daily basis, and the associations between children's and teachers' rate of daily movement between classrooms with children's social-emotional outcomes. A moderate to high prevalence of child and teacher movement between classrooms was observed (29% and 83%, respectively). Children who were younger, considered solitary, and who had been enrolled in their classroom for shorter periods of time were less likely to transition between classrooms. Children's rate of movement was a positive predictor of teachers' perceived conflict with children in their care, and a negative predictor of teachers' perceived closeness. In addition, the more frequently teachers moved, the less children were inclined to indicate liking their teachers or centers. However, the more frequently children moved, the more likely children were to indicate liking their peers and for their peers to indicate liking them. Results are interpreted in light of additional research avenues that can inform sensible daily teacher continuity practices. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/a0039093
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    ABSTRACT: During social interaction, the behavior of interacting partners becomes coordinated. Although interpersonal coordination is well-studied in adults, relatively little is known about its development. In this project we explored how 2-, 3-, and 4-year-old children spontaneously coordinated their drumming with a peer. Results showed that all children adapted their drumming to their partner's drumming by starting and stopping their drumming in a coordinated fashion, but only 4-year-olds adapted the rhythmic structure of their drumming to their partner's drumming. In all age groups, children showed similarly stable drumming. Typically, it was 1 of the 2 children who initiated drumming throughout the session. The results of this study offer new insights into the development of interpersonal coordination abilities in early childhood. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
    Developmental Psychology 03/2015; DOI:10.1037/a0038980