Advanced Developmental Psychology (PSY 620P), spring 2018
Tuesday, Thursday 11:00 am - 12:15 pm, FLP 302
Department of Psychology, University of Miami

Daniel Messinger, Ph.D., [email protected]
FLP 308, (305) 284-8443
Office Hours: Tuesday/Thursday 12:30 - 1:30, and by appointment

Course Description: The course is designed to involve you in current research in developmental science. It involves lecture, discussion, a mid-term exam, and a final project. Multiple topics in developmental psychology will be covered through lecture and discussion. They are organized into four sections: 1) developmental theories, methodologies and conceptualizations of the biological and cultural processes that jointly influence development; 2) specific domains of development (perceptual, cognitive, social/emotional); 3) socialization processes with an emphasis on parent, peer, school, and community influences on development; 4) emerging adulthood, parenting, and aging. Emphasis will be placed on mechanisms underlying continuity and change over the lifespan.

Course Objectives. To provide you with a) a critical understanding of current developmental theories, methods, and research; b) an ability to present, critique, and defend developmental research; and c) the capacity to integrate results to address questions in developmental science.

Required Readings: Readings are chosen to provide exposure to the theory, methods, and findings of current developmental research. An article (and occasional chapter) will be assigned for each class. If two articles are listed, the student presenting the article chooses between them. Additional readings on the syllabus are not required but exam questions may ask you to integrate material from these additional readings. Readings are linked to this syllabus. In addition, Bornstein, M. H., & Lamb, M. E. (2011) (Developmental Science: An Advanced Textbook, 6th Edition) will be available through the library and BlackBoard.

Facilitating Discussion:

Presentations. Students will be responsible for presenting an article and facilitating class discussion approximately 3 times during the semester (30 points). Your presentations should cover the article’s unique contribution, integrative themes across the readings (particularly for that day), the pros and cons of different research methods for addressing the topic, and ideas regarding potential future directions/applications of the findings. They will be evaluated based on a) the clarity of your presentation and slides, b) your understanding of the article (e.g., adequacy of responses to questions), c) the depth of your communicated understanding of the issues raised by the article (e.g., what is the unique message of the article), and d) the quality of the ensuing discussion (e.g., relationship to ongoing class themes). Hallmarks of quality involve identifying strengths of the article, weaknesses, and specific, article-pertinent ideas for addressing those weaknesses.

Slides. Your presentations should use Power-Point slides. I prefer figure-based presentations where the title of each slide is communicative and slide titles do not repeat. In some instances, online slides exist with which to present your article. As needed, please edit the slides and/or create new slides. If you create new slides, please consider putting your last name in the footer section of the slide. The new slides—only send the slides you will be presenting—will be due by email 12 hours before class. You should have a balance of presentations with respect to using existing slides and creating new ones.

Feedback. I am available to discuss articles before your presentation. Good topics for discussion are elements of the article that are difficult to understand, and your questions about what is most important to present, and how it should be presented.

Participation: Participation refers your level of engagement in class (10%). Participation includes attendance, having clearly done the required reading, asking pertinent questions, offering informed responses to questions, and constructive debate. Use of electronic devices for anything except class work is prohibited.

Exams: Exams will be short essay format and will require students to reflect upon and integrate the readings and class discussions. Each question should be answered with a one page, single-spaced response with spaces between paragraphs (1” margins, 12-point font).

Midterm Exam: All students will complete a midterm exam (distributed March 1 and due March 8). The midterm will have three required questions (25 points).

Final Exam: Students may elect either a final paper or a final exam (35 points). The final exam will be distributed April 26 and due May 3. The final will have five to six questions.

Final paper. Students may elect either a final paper or a final exam (35 points). The final paper will concern typical or atypical developmental processes. For the final paper, choose a question relevant to your research that can be addressed from a developmental perspective emphasizing change over time. The paper must constitute new work. It can be grounded in your scientific research or can be an exploration of developmental themes unrelated to your work. In either case it should take one of the following two forms.

1) An empirical study in the form of a journal submission (10-25 double spaced pages). This is an ideal format for completing dissemination of an ongoing research project.

2) A NIH F31/R03, NSF Graduate Research Fellowship, or comparable proposal to which I agree. The idea here is to tie together your knowledge of an area with a proposal to do research in this area. The final paper should include all substantive areas of the proposal (5 – 6 single-spaced pages). This is an ideal format for exploring ideas in developmental research, which are related or unrelated to your ongoing research.

3) A publication-quality literature review in summary-article format or chapter format (i.e., organized by theme, not by article (10-25 double spaced pages).

An outline of the final project, intended to crystallize your thinking and provide an opportunity for feedback is due April 12. The final paper is due May 3.

Honor Code. Exams and final papers are governed by the honor code. They will be submitted through BlackBoard SafeAssign. They are governed by the Honor code: Please review the graduate honor code here.

Office Hours. Office hours (listed above) or scheduled after class or by email are an ideal setting for me to assist you with your final paper, exam(s), discussion facilitation, or class participation.

Schedule of Classes, Readings, and Assignments 

January 16.
Introduction to Class and Developmental Psychology (ppt1)

Additional reading:

Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5, 260-266. 

Bornstein & Lamb: Chapter 1. Lerner, R. M., Lewin-Bizan, S., & Alberts Warren, A. E. (2011). Concepts and theories of Human Development.

January 18.
Developmental Design, Measurement, & Analysis (lec5.design.ppt)

integrated?

Bornstein, M. H., Putnick, D. L., & Esposito, G. (2017). Continuity and Stability in Development. Child Development Perspectives, n/a-n/a. doi: 10.1111/cdep.12221 sara1_no_slides

Additional reading:

Adolph, K. E., S. R. Robinson, et al. (2008). "What is the shape of developmental change?" Psychological Review 115(3): 527-543.

January 23.
Culture in Development (ppt3)

Cristia, A., Dupoux, E., Gurven, M., & Stieglitz, J. Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study. Child Development, n/a-n/a. doi: 10.1111/cdev.12974 Stevie_noslides_1

Additional reading:

Otto, H. W. R., Schuitmaker, N., Lamm, B., Abels, M., Serdtse, Y., Yovsi, R., & Tomlinson, M. (2016). Infants’ Social Experiences in Three African Sociocultural Contexts. Child Development, n/a-n/a. doi: 10.1111/cdev.12661 

Bornstein & Lamb: Chapter 2. Cole, M., & Packer, M. (2011). Culture in development.

January 25. Culture in Development (ppt4).

Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, K., Bacchini, D., Pastorelli, C., Bombi, A. S., Zelli, A., Tapanya, S., Chaudhary, N., Deater- Deckard, K., Manke, B., & Quinn, N. (2005). Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234.  Daniella_slides_1

Additional reading:

Lansford, JE, Godwin, J, Al-Hassan, SM, Bacchini, D, Bornstein, MH, Chang, L, Chen, BB, Deater-Deckard, K, Giunta, LD, Dodge, KA, Malone, PS, Oburu, P, Pastorelli, C, Skinner, AT, Sorbring, E, Steinberg, L, Tapanya, S, Peña Alampay, L, Uribe Tirado, LM, and Zelli, A. "Longitudinal Associations Between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator (Accepted)." Developmental Psychology(November 20, 2017).  Full Text

January 30. The genetic basis of behavior and development (ppt8) 

Conradt, E., Hawes, K., Guerin, D., Armstrong, D. A., Marsit, C. J., Tronick, E., & Lester, B. M. (2016). The Contributions of Maternal Sensitivity and Maternal Depressive Symptoms to Epigenetic Processes and Neuroendocrine Functioning. Child Development, 87(1), 73-85. doi: 10.1111/cdev.12483 Sara_noslides_2

Additional reading:

Simpson, E. A., Nicolini, Y., Shetler, M., Suomi, S. J., Ferrari, P. F., & Paukner, A. (2016). Experience-independent sex differences in newborn macaques: Females are more social than males. 6, 19669. doi: 10.1038/srep19669 https://www.nature.com/articles/srep19669#supplementary-information.

Szyf, M. and J. Bick (2012). "DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome." Child Development.

February 1.
Perceptual Development (ppt9)

Clerkin, E.M., Hart, E., Rehg, J.M., Yu, C., & Smith, L.B. (2017). Real-world visual statistics and infants' first-learned object names. Philosophical Transactions on The Royal Society B: Biological Science, 372(1711). Amy1_noslides

Additional reading:

Jakobsen, K., Umstead, L., & Simpson, E. (2015). Efficient human face detection in infancy. Developmental Psychobiology, 58(1), 129-136.  

Bornstein & Lamb: Chapter 6. Bornstein, M. H., Arterberry, M. E., & Mash, C. (2011). Perceptual development.

February 6.
Perceptual/Attention Development (ppt10).

Yu, C. & Smith, L.B. (2017) Hand-eye coordination predicts joint attention. Child Development. Sam_noslides_1

Additional reading:

Maurer, D., Mondloch, C. J., & Lewis, T. L. (2007). Sleeper effects. Developmental Science, 10, 40-47. 

Maurer, D., & Werker, J. Perceptual narrowing during infancy: A comparison of language and faces. Developmental Psychobiology, 2014, 56, 154-178.

February 8.
Joint attention

Yu, C., & Smith, L. B. (2016). The Social Origins of Sustained Attention in One-Year-Old Human Infants. Curr Biol, 26(9), 1235-1240. doi: 10.1016/j.cub.2016.03.026  Stevie_noslides_2

Additional reading:

Gangi, D. N., Messinger, D. S., Martin, E. R., & Cuccaro, M. L. (2016). Dopaminergic variants in siblings at high risk for autism: Associations with initiating joint attention. Autism Research, n/a-n/a. doi: 10.1002/aur.1623

February 8, 3:30 pm, Room 502. Special Talk: Linda Smith, Ph.D. (Indiana University - Bloomington). Perceptual and cognitive development in infancy and young children, the development of visual object recognition, word learning. Please let me know if you cannot attend.

February 13.
The biological basis of behavior and development (ppt7)

Hazlett, H. C., Gu, H., Munsell, B. C., Kim, S. H., Styner, M., Wolff, J. J., Elison, J. T., Swanson, M. R., Zhu, H., Botteron, K. N., Collins, D. L., Constantino, J. N., Dager, S. R., Estes, A. M., Evans, A. C., Fonov, V. S., Gerig, G., Kostopoulos, P., McKinstry, R. C., Pandey, J., Paterson, S., Pruett, J. R., Schultz, R. T., Shaw, D. W., Zwaigenbaum, L., Piven, J., & The, I. N. (2017). Early brain development in infants at high risk for autism spectrum disorder. Nature, 542(7641), 348-351. doi: 10.1038/nature21369 Sara_noslides_3

Additional reading:

Bornstein & Lamb: Chapter 4. Johnson, M. H. (2011). Developmental neuroscience, psychophysiology, and genetics.

Burgaleta, M., Johnson, W., Waber, D. P., Colom, R., & Karama, S. (2014). Cognitive ability changes and dynamics of cortical thickness development in healthy children and adolescents. Neuroimage, 84(0), 810-819. doi: http://dx.doi.org/10.1016/j.neuroimage.2013.09.038

February 15. Cognitive Development (ppt11)

Lauer, J. E., & Lourenco, S. F. (2016). Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood. Psychological Science. doi: 10.1177/0956797616655977 Jhonellle_noslides_1

Additional reading: 

February 20.
Cognitive Development (ppt12)

Tucker-Drob, E. M., & Bates, T. C. (2015). Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence. Psychological Science. doi: 10.1177/0956797615612727 Daniella_2

Additional reading:

Byrge, L., Sporns, O. & Smith, L. B. (in press) Developmental process emerges from extended brain-body-behavior networks. Trends in Cognitive Sciences. doi:10.1016/j.tics.2014.04.010 short

February 22.
Language Development (ppt13)

Warlaumont, A. S., Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25(7), 1314–1324. doi: 10.1177/0956797614531023 Sam_noslides_2

[supplemental materials, Akhtar et al., commentary on Warlaumont, Warlaumont et al. response to Akhtar]

Additional reading:

Bornstein & Lamb: Chapter 8. MacWhinney, B. (2011). Language Development.

February 27.
Language Development (ppt14)

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychol Sci, 26(7), 1071-1083. doi: 10.1177/0956797615581493 Jhonelle_2

Additional reading:

Tamis-LeMonda, C. S., Song, L., Kuchirko, Y., & Luo, R. (2014). Children’s

Language Growth in Spanish and English across Early Development and Associations with School Readiness. Developmental Neuropsychology, 39 (2), 69-87.

Beyond Childhood: Socialization Experiences III. School and Community (ppt25)

Gaydosh, L., Schorpp, K. M., Chen, E., Miller, G. E., & Harris, K. M. (2018). College completion predicts lower depression but higher metabolic syndrome among disadvantaged minorities in young adulthood. Proc Natl Acad Sci U S A, 115(1), 109-114. doi: 10.1073/pnas.1714616114 Zabin_ns_1

Evans, G. W., & Kutcher, R. (2011). Loosening the link between childhood poverty and adolescent smoking and obesity: The protective effects of social capital. Psychological Science, 22, 3-7.  

March 1st. 3:30 pm, Room 502. Special Talk. Edith Chen, Ph.D. (Northwestern University). Association between low SES and poor health, psychosocial and psychobiological pathways to poor health, the resilience in at risk youth. Please let me know if you cannot attend. 

Temperament and Emotion (ppt15)

Mattson, W. I., Cohn, J. F., Mahoor, M. H., Gangi, D. N., & Messinger, D. S. (2013). Darwin’s Duchenne: Eye constriction during infant joy and distress. PLOS ONE, 8(11). doi: 10.1371/journal.pone.0080161 Zabin_s_2

 Additional reading:

Cole, P. M., & Moore, G. A. (2015). About face! Infant facial expression of emotion. 7, 116-120. doi: 10.1177/1754073914554786 

Somerville, L.H., Jones, R.M., Ruberry, E.J., Dyke, J.P., Glover, G., & Casey, B.J.(2013). The medial prefrontal cortex and the emergence of self-conscious emotion in adolescence. Psychological Science, 24, 1554-1562.
PDF

Camras, L. A. (2011). Differentiation, Dynamical Integration and Functional Emotional Development. Emotion Review, 3(2), 138-146. doi: 10.1177/1754073910387944 

Temperament and Emotion (ppt16)

Heller, A.S., Casey, B.J., (2016). The neurodynamics of emotion: delineating typical and atypical emotional processes during adolescence. Developmental Science, 19, 3-18. Zabin_3_ns

Additional reading:

Casey, B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. Development of the emotional brain. Neuroscience Letters. doi: https://doi.org/10.1016/j.neulet.2017.11.055

Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., Jonides, J., Berman, M. G., Wilson, N. L., Teslovich, T., Glover, G., Zayas, V., Mischel, W., & Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proceedings of the National Academy of Sciences, 108(36), 14998-15003. doi: 10.1073/pnas.1108561108   

March 20.
Socialization Experiences I. Parent-child relationships (ppt17) 

Bourvis, N., Singer, M., Saint Georges, C., Bodeau, N., Chetouani, M., Cohen, D., & Feldman, R. (2018). Pre-linguistic infants employ complex communicative loops to engage mothers in social exchanges and repair interaction ruptures. R Soc Open Sci, 5(1), 170274. doi: 10.1098/rsos.170274 Amanda_ns_1

Additional reading:

Beebe, B., D. Messinger, L. E. Bahrick, A. Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant Face-to-Face Communication. Developmental Psychology, 52(4), 556-571.

Weisman, O., et al. (2012). "Oxytocin administration to parent enhances infant physiological and behavioral readiness for social engagement." Biological Psychiatry 72(12): 982 989. 

Feldman, R., Rosenthal, Z., & Eidelman, A. I. (2014). Maternal-Preterm Skin-to-Skin Contact Enhances Child Physiologic Organization and Cognitive Control Across the First 10 Years of Life. Biological Psychiatry, 75(1), 56-64. doi: http://dx.doi.org/10.1016/j.biopsych.2013.08.012

Mesman, J., M. H. van Ijzendoorn, et al. (2009). "The many faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.

Sheridan, M. A., N. A. Fox, et al. (2012). "Variation in neural development as a result of exposure to institutionalization early in childhood." Proceedings of the National Academy of Sciences.

van IJzendoorn, M. H., Belsky, J., & Bakermans-Kranenburg, M. J. (2012). Serotonin transporter genotype 5HTTLPR as a marker of differential susceptibility? A meta-analysis of child and adolescent gene-by-environment studies. Transl Psychiatry, 2, e147. doi: 10.1038/tp.2012.73 

March 22.
Socialization Experiences I. Parent-child relationships. (ppt18) 

Groh, A. M., Narayan, A. J., Bakermans-Kranenburg, M. J., Roisman, G. I., Vaughn, B. E., Fearon, R. M. P., & van Ijzendoorn, M. H. (2016). Attachment and Temperament in the Early Life Course: A Meta-Analytic Review. Child Development, n/a-n/a. doi: 10.1111/cdev.12677 Hannah_s_1

Additional reading:

Groh, A. M., Fearon, R. M. P., van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives, 11(1), 70-76. doi: 10.1111/cdep.12213

Raby, K. L., Roisman, G. I., & Booth-LaForce, C. (2015). Genetic moderation of stability in attachment security from early childhood to age 18 years: A replication study. Dev Psychol, 51(11), 1645-1649. doi: 10.1037/dev0000053

Raby, K. L., Roisman, G. I., Fraley, R. C., & Simpson, J. A. (2014). The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years. Child Development, n/a-n/a. doi: 10.1111/cdev.12325 

Beijersbergen, M. D., Juffer, F., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2012). Remaining or becoming secure: Parental sensitive support predicts attachment continuity from infancy to adolescence in a longitudinal adoption study. Developmental Psychology, 48(5), 1277-1282. doi: 10.1037/a0027442 

March 27.
Socialization Experiences I. Parent-child relationships (ppt19)

Kochanska, G., Brock, R. L., & Boldt, L. J. (2016). A cascade from disregard for rules of conduct at preschool age to parental power assertion at early school age to antisocial behavior in early preadolescence: Interplay with the child's skin conductance level. Development and Psychopathology, 29(3), 875-885. doi: 10.1017/S0954579416000547 Amy_2

Additional reading:

MacKenzie, M. J., Nicklas, E., Waldfogel, J., & Brooks-Gunn, J. (2013). Spanking and Child Development Across the First Decade of Life. Pediatrics. doi: 10.1542/peds.2013-1227

March 29.
Socialization Experiences I. Parent-child relationships (ppt20).

Golombok, S., Blake, L., Slutsky, J., Raffanello, E., Roman, G. D., & Ehrhardt, A. (2017). Parenting and the Adjustment of Children Born to Gay Fathers through Surrogacy. Child Development, n/a-n/a. doi: 10.1111/cdev.12728 Stevie_s_3

Additional reading:

April 3.
Socialization Experiences II. Peer relationships (ppt21)

Hartl, A. C., Laursen, B., & Cillessen, A. H. N. (2015). A Survival Analysis of Adolescent Friendships: The Downside of Dissimilarity. Psychological Science. doi: 10.1177/0956797615588751 Sam_3_s

Additional reading:

Bornstein & Lamb: Chapter 11. Rubin, K. H., Coplan, R. J., Chen, X., Bowker, J., & McDonald, K. L. (2011). Peer relationships in childhood.

April 5.
Socialization Experiences II. Peer relationships (ppt22)

Botdorf, M., et al. (2017). "Adolescent risk-taking is predicted by individual differences in cognitive control over emotional, but not non-emotional, response conflict." Cognition and Emotion 31(5): 972-979. Jhonelle_3_no_s

Additional reading:

Coplan, R. J., Prakash, K., O’Neil, K., & Armer, M. (2004). Do you “want” to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40, 244-258.

April 10
Socialization Experiences III - School and Community (ppt23)

Chen, J., Lin, T. J., Justice, L., & Sawyer, B. (2017). The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms. J Autism Dev Disord. doi: 10.1007/s10803-017-3272-4 . Hannah_2_s

Additional reading:

Santos, A. J., Daniel, J. R., Fernandes, C. & Vaughn, B. E. Affiliative Subgroups in Preschool Classrooms: Integrating Constructs and Methods from Social Ethology and Sociometric Traditions. PLOS ONE 10, e0130932, doi:10.1371/journal.pone.0130932 (2015).

Socialization Experiences III. School and Community (ppt24)

van Huizen, T., Dumhs, L., & Plantenga, J. The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform. Child Development, n/a-n/a. doi: 10.1111/cdev.12993 Hannah3_no_s

Additional reading:

Cowell, J., & Decety, J. (2015). Precursors to morality in development as a complex interplay between neural, socio-environmental, and behavioral facets. PNAS, 112 (41), 12657-12662. Amanda_2_s

Additional reading.

April 19
Beyond Childhood: Transition to parenthood (ppt26)

Abraham, E., Hendler, T., Shapira-Lichter, I., Kanat-Maymon, Y., Zagoory-Sharon, O., Feldman, R. (2014). Father’s brain is sensitive to childcare experiences. PNAS. Amy_3_s

Additional reading.

Atzil, S., Touroutoglou, A., Rudy, T., Salcedo, S., Feldman, R., Hooker, J. M., Dickerson, B. C., Catana, C., & Barrett, L. F. (2017). Dopamine in the medial amygdala network mediates human bonding. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1612233114 http://www.pnas.org/content/114/9/2361.full.pdf

Rilling, J. K., & Young, L. J. (2014). The biology of mammalian parenting and its effect on offspring social development. Science, 345(6198), 771-776. doi: 10.1126/science.1252723 

Nelson, S. K., Kushlev, K., English, T., Dunn, E. W., & Lyubomirsky, S. (2013). In defense of parenthood: Children are associated with more joy than misery. Psychological Science, 24, 3-10.  

Beyond Childhood: Adulthood (ppt27)

Julianne, H.-L., Timothy, B. S., Mark, B., Tyler, H., & David, S. (2015). Loneliness and Social Isolation as Risk Factors for Mortality: A Meta-Analytic Review. Perspectives on Psychological Science, 10(2), 227-237. doi:10.1177/1745691614568352 Amanda_no_s_3

Additional reading:

Anthony P. Zanesco, Brandon G. King, Katherine A. MacLean, Clifford D. Saron. Cognitive Aging and Long-Term Maintenance of Attentional Improvements Following Meditation Training. Journal of Cognitive Enhancement, 2018; DOI: 10.1007/s41465-018-0068-1

Ritchie, S. J., Tucker-Drob, E. M., Cox, S. R., Corley, J., Dykiert, D., Redmond, P., Pattie, A., Taylor, A., Sibbett, R., Starr, J. M., & Deary, I. J. (2016). Predictors of ageing-related decline across multiple cognitive functions. Intelligence, 59, 115-126. Link (Open Access).

Waldinger, RJ., Vaillant, GE., and Orav, EJ. (2007) “Childhood Sibling Relationships as a Predictor of Major Depression in Adulthood: A 30-Year Prospective Study.” American Journal of Psychiatry, 164:6, 949-954.

ASD. Developmental psychopathology: Autism spectrum disorder.

Odriozola, P., Uddin, L. Q., Lynch, C. J., Kochalka, J., Chen, T., & Menon, V. (2016). Insula response and connectivity during social and non-social attention in children with autism. Social Cognitive and Affective Neuroscience, 11(3), 433-444. doi:10.1093/scan/nsv126 Daniella_3_s

Extra:

Thomas, M. S. C., Davis, R., Karmiloff-Smith, A., Knowland, V. C. P., & Charman, T. (2015). The over-pruning hypothesis of autism. Developmental Science, n/a-n/a. doi: 10.1111/desc.12303.

Messinger, D. S., Young, G. S., Webb, S. J., Ozonoff, S., Bryson, S. E., Carter, A., Carver, L., Charman, T., Chawarska, K., Curtin, S., Dobkins, K., Hertz-Picciotto, I., Hutman, T., Iverson, J. M., Landa, R., Nelson, C. A., Stone, W. L., Tager-Flusberg, H., & Zwaigenbaum, L. (2015). Early sex differences are not autism-specific: A Baby Siblings Research Consortium (BSRC) study. Mol Autism, 6, 32. doi: 10.1186/s13229-015-0027-y