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Publisher: Wiley-Blackwell

Volume 76, Number 2, March 2005

Need for Approval and Children's Well-Being
pp. 309-323(15)
Authors: Rudolph, Karen D.; Caldwell, Melissa S.; Conley, Colleen S.

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Children's Implicit Learning of Graphotactic and Morphological Regularities
pp. 324-339(16)
Authors: Pacton, Sébastien; Fayol, Michel; Perruchet, Pierre

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Origins of Individual Differences in Theory of Mind: From Nature to Nurture?
pp. 356-370(15)
Authors: Hughes, Claire; Jaffee, Sara R.; Happé, Francesca; Taylor, Alan; Caspi, Avshalom; Moffitt, Terrie E.

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Intergenerational Transmission of Warm-Sensitive-Stimulating Parenting: A Prospective Study of Mothers and Fathers of 3-Year-Olds
pp. 384-396(13)
Authors: Belsky, Jay; Jaffee, Sara R.; Sligo, Judith; Woodward, Lianne; Silva, Phil A.

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Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
pp. 397-416(20)
Authors: Marsh, Herbert W.; Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen

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Daily Reports of Witnessing and Experiencing Peer Harassment in Middle School
pp. 435-450(16)
Authors: Nishina, Adrienne; Juvonen, Jaana

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Social Norms and Self-Presentation: Children's Implicit and Explicit Intergroup Attitudes
pp. 451-466(16)
Authors: Rutland, Adam; Cameron, Lindsey; Milne, Alan; McGeorge, Peter

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Steps in Theory-of-Mind Development for Children With Deafness or Autism
pp. 502-517(16)
Authors: Peterson, Candida C.; Wellman, Henry M.; Liu, David

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Infant Emotional and Cortisol Responses to Goal Blockage
pp. 518-530(13)
Authors: Lewis, Michael; Ramsay, Douglas

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