Reading List – MA Exam Option – 2010/11
Note: click green links and use password to access pdf files of articles. (Hard) copies of other articles are available for check out in the Child Development Office.
I. Theories and Social or Cognitive development
Alexander, K. W., & O'Hara, K. D. (2009). An integrated model of emotional memory: Dynamic transactions in development.
Birney, D., Citron-Pousty, J., Lutz, D., & Sternberg, R. (2005). The development of cognitive and intellectual abilities. Developmental science: An advanced textbook (5th ed.) (pp. 327-358). Mahwah, NJ US: Lawrence Erlbaum Associates Publishers.
Cohen, L. B., & Cashon, C. H. (2006). Infant cognition. In D. Kuhn, R. S. Siegler, W. Damon & R. M. Lerner (Eds.),
Espelage, D.L., & Swearer, S.M. (2003). Research on school bullying and victimization: What have we learned and
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26,
Gelman, S. A. & Kalish, C. W. (2006).
Conceptual development. In D. Kuhn, R.S. Siegler, W. Damon, & R. M.
Handbook of child psychology: Vol 2, Cognition, perception, and language
(6th ed.) (pp. 687-733). Hoboken, NJ: John Wiley & Sons Inc.
Lerner (Eds.); Handbook of child psychology: Vol 2, Cognition, perception, and language (6th ed.) (pp. 687-733).
Hoboken, NJ: John Wiley & Sons Inc.
Vaillancourt, T., McDougall, P. , Renshaw, P. D. (2002)
Peer acceptance and rejection in childhood.
Kuhn, D., & Franklin, S. (2006). The second decade: What develops (and how). In D. Kuhn, R. S. Siegler, W.
Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol 2, cognition, perception, and language (6th ed.). (pp.
953-993). Hoboken, NJ, US: John Wiley & Sons Inc.
Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human
development. In R. M. Lerner, & W. Damon (Eds.), Handbook of child psychology (6th ed.): Vol 1, theoretical models of
human development. (pp. 1-17). Hoboken, NJ: John Wiley & Sons Inc.
MacWhinney, B. (2005). Language development. Developmental science: An advanced textbook (5th ed.) (pp. 359-387).
Miller. P. (2001). Theories of Developmental Psychology. Worth Publishers.
Olson, K.R. & Dweck, C.S. (2009). Social cognitive development: A new look. Child Development
Perspectives, 3(1), 60-65.
Overton, W. (2003). Development across the life span. Handbook of psychology: Developmental psychology, Vol. 6 (pp. 13-42).
Posner, M.I. & Rothbart, M.K. (2007). Research on attention networks as a model for the integration of
psychological science. Annual Review of Psychology, 58, 1-23.
Stevenson-Hinde, J., & Verschueren, K. (2002). Attachment in childhood. Blackwell handbook of childhood
social development (pp. 182-204). Malden, MA US: Blackwell Publishing.
Thompson, R., & Goodvin, R. (2005). The individual child: temperament, emotion, self, and personality. Developmental science:
Duncan, G.J. et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 428–
Child Development, 80, 442-460.
Roberts, T.A. (2008). Home storybook reading in primary or second language with preschool children:
Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43, 103-130.
preschool children's peer acceptance. Social Development, 14, 379-397.
When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.
Developmental Psychology, 44(3), 734-746.
Waldrip, A.M., Malcolm, K.T., & Jensen-Campbell, L.A. (2008). With a little help from your friends: The
importance of high-quality friendships on early adolescent adjustment. Social Development, 17(4), 832-852.
II. Research Methods in Child Development
Aspland, H., & Gardner, F. (2003). Observational measures of parent-child interaction: An introductory
review. Child and Adolescent Mental Health, 8(3), 136-143.
Cozby, P. C. (2007). Methods in Behavioral Research (9th Ed.). New York, NY: McGraw-Hill.
King, N. M. P. & Churchill, L. R. (2000). Ethical principles guiding research on child and adolescent
subjects. Journal of Interpersonal Violence, 15(7), 710-724.
Matsumoto, D. & Yoo, S.H.. (2006). Perspectives
McCall, R.B., & Green, B.L. (2004). Beyond the methodological gold standards of behavioral research:
Considerations for practice and policy. SRCD Social Policy Report, 18(2), 1-20.
Mills, J. (2001) Educational Review, 53(3), 285-301.
Thompson, R., & Raikes, H. (2003). Toward the next quarter-century: Conceptual and methodological
challenges for attachment theory. Development and Psychopathology, 15(3), 691-718.
Way, N. (2005). Striving for engagement: Reflections from a qualitative researcher. Journal of Adolescent
Research, 20, 531-537.
III. Context of Cognitive or Social development
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner,
& W. Damon (Eds.), Handbook of child psychology (6th ed.): Vol 1, theoretical models of human development.
(pp. 793-828). Hoboken, NJ, US: John Wiley & Sons Inc.
Cole, M. (2005). Culture in development. Developmental science: An advanced textbook (5th ed.) (pp. 45-101).
Mahwah, NJ US: Lawrence Erlbaum Associates Publishers
Collins, W. A., & Steinberg, L. (2006). Adolescent development in interpersonal context. In N. Eisenberg, W.
Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, social, emotional, and personality
development (6th ed.). (pp. 1003-1067). Hoboken, NJ, US: John Wiley & Sons Inc.
cultural repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. Hastings
(Eds.), Handbook of Socialization: Theory and Research. New York: Guilford Press
(Eds.), Learning to think (pp. 32-41). Florence, KY: Taylor & Frances/Routledge.
Choose TWO of the following three areas:
Eisenberg, N., Cumberland, A. & Spinrad, T. L. (1998). Psychological Inquiry, 9,
Grossmann, K., Grossmann, K.E., Fremmer-Bombik, E., Kindler, H., Scheuerer-Englisch, H., & Zimmermann, P. (2002). Social Development, 11(3), 307-331.
Harkness, S., & Super, C. (2002). Culture and parenting. Handbook of parenting: Vol. 2: Biology and ecology of
Keller, H. et al. (2004).
The bio-culture of parenting: Evidence from five cultural communities.
Parenting: Science and
LeVine, R. A., Miller, P. M., Richman, A. L., & LeVine, S. (1996). Education and mother-infant
interaction: A Mexican case study. In S. Harkness & C. M. Super (Eds.), Parents' Cultural Belief Systems:
Their Origins, Expressions, and Consequences. New York, NY: Guilford.
Lindsey, E., Caldera, Y., & Tankersley, L. (2009). Marital conflict and the quality of young children's peer play
Miller, P. J., Wang, S., Sandel, T., & Cho, G. (2002). Self-esteem as folk theory: A comparison of
European American and Taiwanese mothers' beliefs. Parenting: Science and Practice, 2, 209-239.
NICHD Early Child Care Research Network. (2003). Families matter—even for kids in child care.
Journal of Developmental and Behavioral Pediatrics, 24, 58-62.
problem-solving style, and family and school context. Social Psychology of Education, 12, 63-76.
De Schipper, J.C., Tavecchio, L.W.C., & Van Ijzendoorn, M.H. (2008). Children’s attachment
relationships with day care caregivers: Associations with positive caregiving and the child’s temperament.
Social Development, 17(3), 454-470.
Social Development, 18(1), 121-139.
Early et al. (2007). Teachers' education, classroom quality, and young children's academic skills:
Results from seven studies of preschool programs. Child Development, 78(2), 558-580.
Eccles, J., & Roeser, R. (2005). School and community influences on human development.
Developmental science: An advanced textbook (5th ed.) (pp. 513-555). Mahwah, NJ US: Lawrence
Erlbaum Associates Publishers.
and how to promote it. SRCD Social Policy Report, Vol. 22 (1).
Hyson, M., Copple, C., & Jones, J. (2006). Early childhood development and education. In K. A.
Renninger, I. E. Sigel, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, 6th ed.: Vol 4,
Child psychology in practice. (pp. 3-47). Hoboken, NJ, US: John Wiley & Sons Inc.
before-and after-school care arrangements? Results from the NICHD Study of Early Child Care. Child
Development, 75, 280-295.
Phinney, J.S., Jacoby, B., & Silva, C. (2007). Positive intergroup attitudes: The role of ethnic identity.
International Journal of Behavioral Development, 31, 478-490.
Reese, L., & Gallimore, R. (2000). Immigrant Latinos' cultural model of literacy development: An
evolving perspective on home-school discontinuities. American Journal of Education, 108, 103-134.
Sharkey, J.D., You, S., & Schnoebelen, K. (2008). Relations among school assets, individual
resilience, and student engagement for youth grouped by level of family functioning. Psychology in the
Schools, 45(5), 402-418.
Bradley, R., & Corwyn, R. F. (2005). Caring for children around the world: A view from HOME. International Journal of
neighborhood, and peer characteristics as predictors of child adjustment: A longitudinal analysis of additive and
mediation models. Social Development, 18, 511-535.
Evans, G.W., & English, K. (2002). The environment of poverty: Multiple stressor exposure,
psychophysiological stress, and socioemotional adjustment. Child Development, 73, 1238-1248.
labels, parental beliefs, and the contextualized individual: An exploration of the individualism-sociocentrism
debate. Parenting: Science and Practice, 1, 217-236.
Jessor, R., Turbin, M.S., & Costa, F. M. (1998). Risk and protection in successful outcomes among
disadvantaged adolescents. Applied Developmental Science, 2(4), 194-208.
Kusserow, A. S. (1999). De-homogenizing American individualism: Socializing hard and soft
individualism in Manhattan and Queens. Ethos, 27, 210-234.
Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being.
Current Directions in Psychological Science, 14, pp. 49-53.
Morelli, G., & Rothbaum, F. (2007). Situating the child in context: Attachment relationships and self-regulation in
Development, 45, 275-281.
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