Index to Volume 50

Issue 1 1-110
Issue 2 111-202
Issue 3 203-414
Issue 4 415-557

Aksan, N. See Kochanska, G., & Aksan, N.

Berndt, T. J.—Children's Friendships: Shifts Over a Half-Century in Perspectives on Their Development and Their Effects. 206-223.

Binfet, T.—It's All in Their Heads: Reflective Abstraction as an Alternative to the Moral Discussion Group. 181-201.

Cain, W. J.—Telling Stories: Examining the Effects of Elaborative Style, Reporting Condition, and Social Class in Preschoolers' Narratives. 139-158.

Champion, C. See Eisenberg, N., Champion, C., & Ma, Y.

Coplan, R. J. See Rubin, K. H., & Coplan, R. J.

Dodge, K. A.—The Nature-Nurture Debate and Public Policy. 418-427.

Dunn, J.—Understanding Children's Family Worlds: Family Transitions and Children's Outcome. 224-235.

Dweck, C. S., & London, B.—The Role of Mental Representation in Social Development. 428-444.

Eisenberg, N., Champion, C., & Ma, Y.—Emotion-Related Regulation: An Emerging Construct. 236-259.

Fabes, R. A., Martin, C. L., & Hanish, L. D.—The Next 50 Years: Considering Gender as a Context for Understanding Young Children's Peer Relationships. 260-273.

Flavell, J. H.—Theory-of-Mind Development: Retrospect and Prospect. 274-290.

Giles, J. W. See Heyman, G. D., & Giles, J. W.

Grigorenko, E. L. See Sternberg, R. J., & Grigorenko, E. L.

Groark, C. J. See McCall, R. B., Groark, C. J., & Nelkin, R. P.

Guerra, N. G. See Hanish, L. D., & Guerra, N. G.

Hanish, L. D. See Fabes, R. A., Martin, C. L., & Hanish, L. D.

Hanish, L. D., & Guerra, N. G.—Aggressive Victims, Passive Victims, and Bullies: Developmental Continuity or Developmental Change? 17-38.

Henricsson, L., & Rydell, A.—Elementary School Children with Behavior Problems: Teacher-Child Relations and Self-Perception. A Prospective Study. 111-138.

Heyman, G. D., & Giles, J. W.—Valence Effects in Reasoning About Evaluative Threats. 86-109.

Kagan, J.—The Limitations of Concepts in Developmental Psychology. 291-298.

Kail, R. V.—Cognitive Development Includes Global and Domain-Specific Processes. 445-455.

Kochanska, G., & Aksan, N.—Conscience in Childhood: Past, Present, and Future. 299-310.

Ladd, G. W.—Celebrating the 50th Anniversary of the Merrill-Palmer Quarterly. 1-16.

Ladd, G. W.—Commentaries in Honor of the 50th Anniversary of Merrill-Palmer Quarterly: An Introduction to the July 2004 and October 2004 Issues. 203-205.

Ladd, G. W.—Commentaries in Honor of the 50th Anniversary of Merrill-Palmer Quarterly: An Introduction to the October 2004 Issue. 415-417.

Laible, D. J.—Mother-Child Discourse Surrounding a Child's Past Behavior at 30 Months: Links to Emotional Understanding and Early Conscience Development at 36 Months. 159-180.

Lochman, J. E.—Contextual Factors in Risk and Prevention Research. 311-325.

London, B. See Dweck, C. S., & London, B.

Ma, Y. See Eisenberg, N., Champion, C., & Ma, Y.

Martin, C. L. See Fabes, R. A., Martin, C. L., & Hanish, L. D.

McCall, R. B., Groark, C. J., & Nelkin, R. P.—Integrating Developmental Scholarship and Society: From Dissemination and Accountability to Evidence-Based Programming and Policies. 326-340.

Nelkin, R. P. See McCall, R. B., Groark, C. J., & Nelkin, R. P.

Parke, R. D.—Fathers, Families, and the Future: A Plethora of Plausible Predictions. 456-470.

Plomin, R.—Genetics and Developmental Psychology. 341-352.

Ramey, C. T., & Ramey, S. L.—Early Learning and School Readiness: Can Early Intervention Make a Difference? 471-491.

Ramey, S. L. See Ramey, C. T., & Ramey, S. L.

Recchia, H. See Ross, H. S., Smith, J., Spielmacher, C., & Recchia, H.

Ross, H. S. See Wilson, A. E., Smith, M. D., Ross, H. S., & Ross, M.

Ross, H. S., Smith, J., Spielmacher, C., & Recchia, H.—Shading the Truth: Self-Serving Biases in Children's Reports of Sibling Conflicts. 61-85.

Ross, M. See Wilson, A. E., Smith, M. D., Ross, H. S., & Ross, M.

Rothbart, M. K.—Temperament and the Pursuit...