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Early Learning: Scientific Articles

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The following featured articles include those from NICHD researchers or NICHD-supported researchers.

  • Ansari, A., & Crosnoe, R. (2015). Immigration and the interplay of parenting, preschool enrollment, and young children’s academic skills. Journal of Family Psychology, 29(3), 382–393. PMID: 25938712
  • Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. PMID: 25148852
  • Blair, C., Sulik, M., Willoughby, M., Mills-Koonce, R., Petrill, S., Bartlett, C., & Greenberg, M.; Family Life Project Investigators. (2015). Catechol-O-methyltransferase Val158met polymorphism interacts with early experience to predict executive functions in early childhood. Developmental Psychobiology, 2015 Aug 6 [Epub ahead of print]. PMID: 26251232
  • Blair, C., Ursache, A., Greenberg, M., & Vernon-Feagans, L.; Family Life Project Investigators. (2015). Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades. Developmental Psychology, 51(4), 459–472. PMID: 25688999
  • Blair, C., Ursache, A., Mills-Koonce, R., Stifter, C., Voegtline, K., & Granger, D. A.; Family Life Project Investigators. (2015). Emotional reactivity and parenting sensitivity interact to predict cortisol output in toddlers. Developmental Psychology, 51(9), 1271–1277. PMID: 26192038
  • Deng, W. S., & Sloutsky, V. M. (2015). Linguistic labels, dynamic visual features, and attention in infant category learning. Journal of Experimental Child Psychology, 134, 62–77. PMID: 25819100
  • Farrington, A. L., & Lonigan, C. J. (2015). Examining the measurement precision and invariance of the Revised Get Ready to Read! Journal of Learning Disabilities, 48(3), 227–238. PMID: 23851136
  • Goodrich, J. M., Lonigan, C. J., Kleuver, C. G., & Farver, J. M. (2015). Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children. Journal of Child Language, 2015 Aug 3 [Epub ahead of print]. PMID: 26235695
  • Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring preschool children’s science content knowledge. Early Education and Development, 26(1), 125–146. PMID: 25541574
  • Hawthorne, K., Mazuka, R., & Gerken, L. (2015). The acoustic salience of prosody trumps infants’ acquired knowledge of language-specific prosodic patterns. Journal of Memory and Language, 82, 105–117. PMID: 25870497
  • Litt, J. S., Glymour, M., Hauser-Cram, P., Hehir, T., & McCormick, M. C. (2015). The effect of the Infant Health and Development Program on special education use at school age. Journal of Pediatrics, 166(2), 457–462.e1. PMID: 25449222
  • Lloyd-Fox, S., Wu, R., Richards, J. E., Elwell, C. E., & Johnson, M. H. (2015). Cortical activation to action perception is associated with action production abilities in young infants. Cerebral Cortex, 25(2), 289–297. PMID: 23975948
  • Lobo, M. A., Kokkoni, E., Cunha, A. B., & Galloway, J. C. (2015). Infants born preterm demonstrate impaired object exploration behaviors throughout infancy and toddlerhood. Physical Therapy, 95(1), 51–64. PMID: 25169919
  • Lowenstein, A. E., Wolf, S., Gershoff, E. T., Sexton, H. R., Raver, C. C., & Aber, J. L. (2015). The stability of elementary school contexts from kindergarten to third grade. Journal of School Psychology, 53(4), 323–335. PMID: 26270276
  • Marchman, V. A., Adams, K. A., Loi, E. C., Fernald, A., & Feldman, H. M. (2015). Early language processing efficiency predicts later receptive vocabulary outcomes in children born preterm. Child Neuropsychology, Jun 2 [Epub ahead of print]. PMID: 26031342
  • Mathis, E. T., & Bierman, K. L. (2015). Dimensions of parenting associated with child prekindergarten emotion regulation and attention control in low-income families. Social Development, 24(3), 601–620. PMID: 26195853
  • McCoy, D. C., Connors M. C., Morris, P. A., Yoshikawa, H., & Friedman-Krauss, A. H. (2015). Neighborhood economic disadvantage and children’s cognitive and social-emotional development: Exploring Head Start classroom quality as a mediating mechanism. Early Childhood Research Quarterly, 32, 150–159. PMID: 25937703
  • McCoy, D. C., Raver, C. C., & Sharkey, P. (2015). Children’s cognitive performance and selective attention following recent community violence. Journal of Health and Social Behavior, 56(1), 19–36. PMID: 25663176
  • McCoy, D. C., Roy, A. L., & Raver, C. C. (2015). Neighborhood crime as a predictor of individual differences in emotional processing and regulation. Developmental Science, 2015 Feb 20 [Epub ahead of print]. PMID: 25702532
  • Merz, E. C., Zucker, T. A., Landry, S. H., Williams, J. M., Assel, M., Taylor, H. B., et al.; School Readiness Research Consortium. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology, 132, 14–31. PMID: 25576967
  • Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162. PMID: 25866441
  • Novack, M. A., Goldin-Meadow, S., & Woodward, A. L. (2015). Learning from gesture: How early does it happen? Cognition, 142, 138–147. PMID: 26036925
  • Purpura, D. J., & Lonigan, C. J. (2015). Early numeracy assessment: The development of the preschool numeracy scales. Early Education and Development, 26(2), 286–313. PMID: 25709375
  • Raver, C. C., Blair, C., & Garrett-Peters, P.; Family Life Project Key Investigators. (2015). Poverty, household chaos, and interparental aggression predict children’s ability to recognize and modulate negative emotions. Development and Psychopathology, 27(3), 695–708. PMID: 25215541
  • Sasser, T. R., Beekman, C. R., & Bierman, K. L. (2015). Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school. Development and Psychopathology, 27(3), 681–693. PMID: 25200465
  • Slone L. K., & Johnson, S. P. (2015.) Infants’ statistical learning: 2- and 5-month-olds’ segmentation of continuous visual sequences. Journal of Experimental Child Psychology, 133, 47–56. PMID: 25757016
  • Stephens, E., Suarez, S., & Koenig, M. (2015). Early testimonial learning: Monitoring speech acts and speakers. Advances in Child Development and Behavior, 48, 151–183. PMID: 25735944
  • Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., & Greenberg, M.; Family Life Project Investigators. (2015). Early parenting and the development of externalizing behavior problems: Longitudinal mediation through children’s executive function. Child Development, 2015 Jun 17 [Epub ahead of print]. PMID: 26082032
  • Willner, C. J., Gatzke-Kopp, L. M., Bierman, K. L., Greenberg, M. T., & Segalowitz, S. J. (2015). Relevance of a neurophysiological marker of attention allocation for children’s learning-related behaviors and academic performance. Developmental Psychology, 51(8), 1148–1162. PMID: 26053149
  • Willoughby, M. T., & Blair, C. B.; Family Life Project Investigators. (2015). Measuring executive function in early childhood: A case for formative measurement. Psychological Assessment, 2015 Jun 29 [Epub ahead of print]. PMID: 26121388
  • Yuen, I., Miles, K., Cox, F., & Demuth, K. (2015). The syllabic status of final consonants in early speech: A case study. Journal of Child Language, 42(3), 682–694. PMID: 25068836
  • Zhai, F., Raver, C. C., & Jones, S. M. (2015). Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants. Children and Youth Services Review, 56, 42–51. PMID: 26236063
  • Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368–2379. PMID: 25069051
  • Allan, N. P., & Lonigan, C. J. (2014). Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children. Journal of Experimental Child Psychology, 122, 33–47. PMID: 24518050
  • Berry, D., Blair, C., Ursache, A., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., et al.; Family Life Project Key Investigators. (2014). Child care and cortisol across early childhood: Context matters. Developmental Psychology, 50(2), 514–525. PMID: 23772818
  • Berry, D., Blair, C., Ursache, A., Willoughby, M. T., & Granger, D. A.; Family Life Project Key Investigators. (2014). Early childcare, executive functioning, and the moderating role of early stress physiology. Developmental Psychology, 50(4), 1250–1261. PMID: 24188036
  • Berry, D., McCartney, K., Petrill, S., Deater-Deckard, K., & Blair, C. (2014). Gene-environment interaction between DRD4 7-repeat VNTR and early child-care experiences predicts self-regulation abilities in prekindergarten. Developmental Psychobiology, 56(3), 373–391. PMID: 23460366
  • Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140–159. PMID: 23647355
  • Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLOS ONE, 9(11), e112393. PMID: 25389751
  • Blair, C., Raver, C. C., & Berry, D. J.; Family Life Project Investigators. (2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental Psychology, 50(2), 554–565. PMID: 23834294
  • Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon-Feagans, L., & Blair, C. B.; Family Life Project Key Investigators. (2014). Early communicative gestures prospectively predict language development and executive function in early childhood. Child Development, 85(5), 1898–1914. PMID: 24773289
  • Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J. M., Assel, M., et al.; School Readiness Research Consortium. (2014). Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50(2), 526–541. PMID: 23772822
  • Lerner, M. D., & Lonigan, C. J. (2014). Executive function among preschool children: unitary versus distinct abilities. Journal of Psychopathology and Behavioral Assessment, 36(4), 626–639. PMID: 25642020
  • Li-Grining, C. P., Raver, C. C., Jones-Lewis, D., Madison-Boyd, S., & Lennon, J. (2014). Targeting classrooms’ emotional climate and preschoolers’ socioemotional adjustment: Implementation of the Chicago School Readiness Project. Journal of Prevention & Intervention in the Community, 42(4), 264–281. PMID: 25321641
  • Merz, E. C., Landry, S. H., Williams, J. M., Barnes, M. A., Eisenberg, N., Spinrad, T. L., et al.; the School Readiness Research Consortium. (2014). Associations among parental education, home environment quality, effortful control, and preacademic knowledge. Journal of Applied Developmental Psychology, 35(4), 304–315. PMID: 25110382
  • Miller, B., Vaughn, S., & Freund, L. (2014). Learning disabilities research studies: Findings from NICHD funded projects. Journal of Research on Educational Effectiveness, 7(3), 225–231. PMID: 25485027
  • Puranik, C. S., & Lonigan, C. J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49(4), 453–467. PMID: 25316955
  • Puranik, C. S., Petscher, Y., & Lonigan, C. J. (2014). Learning to write letters: Examination of student and letter factors. Journal of Experimental Child Psychology, 128, 152–150. PMID: 25181463
  • Reynolds, A. J., Richardson, B. A., Hayakawa, M., Lease, E. M., Warner-Richter, M., Englund, M. M., et al. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA, 312(20), 2126–2134. PMID: 25423219
  • Roy, A. L., McCoy, D. C., & Raver, C. C. (2014). Instability versus quality: Residential mobility, neighborhood poverty, and children’s self-regulation. Developmental Psychology, 50(7), 1891–1896. PMID: 24842459
  • Roy, A. L., & Raver, C. C. Are all risks equal? Early experiences of poverty-related risk and children’s functioning. Journal of Family Psychology, 28(3), 391–400. PMID: 24749652
  • Towe-Goodman, N. R., Willoughby, M., Blair, C., Gustafsson, H. C., Mills-Koonce, W. R., & Cox, M. J.; Family Life Project Key Investigators. (2014). Fathers’ sensitive parenting and the development of early executive functioning. Journal of Family Psychology, 28(6), 867–876. PMID: 25347539
  • Ursache, A., & Raver, C. C. (2014). Trait and state anxiety: Relations to executive functioning in an at-risk sample. Cognition & Emotion, 28(5), 845–855. PMID: 24228688

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