Journal of Experimental Child Psychology

Papers
(The H4-Index of Journal of Experimental Child Psychology is 18. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-09-01 to 2024-09-01.)
ArticleCitations
The development of grit and growth mindset during adolescence73
Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function31
Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator30
Emotion expression and regulation in three cultures: Chinese, Japanese, and American preschoolers’ reactions to disappointment29
Language difficulties are a shared risk factor for both reading disorder and mathematics disorder28
Infants’ intention-based evaluations of distributive actions27
Museum program design supports parent–child engineering talk during tinkering and reminiscing22
Children’s recognition of happy, sad, and angry facial expressions across emotive intensities22
Math anxiety affects females’ vocational interests21
“Sure I’ll help—I’ve just been sitting around doing nothing at school all day”: Cognitive flexibility and child irony interpretation20
Facilitating young children’s numeracy talk in play: The role of parent prompts19
The mediating effect of language on the development of cognitive and affective theory of mind19
Mathematics, executive functioning, and visual–spatial skills in Chinese kindergarten children: Examining the bidirectionality19
Parents’ math anxiety and mathematics performance of pre-kindergarten children19
When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety19
Parental listening when adolescents self-disclose: A preregistered experimental study18
The continuous impact of cognitive flexibility on the development of emotion understanding in children aged 4 and 5 years: A longitudinal study18
Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children18
Why do children punish? Fair outcomes matter more than intent in children’s second- and third-party punishment18
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