Category: Faculty Partner Research

June 19, 2023

Worry and Mindfulness Differentially Impact Symptom Burden Following Treatment Among Breast Cancer Survivors: Findings From a Randomized Crossover Trial

M. Rosie Shrout

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June 15, 2023

Longitudinal Associations of Adolescent Stress and Cortisol, Testosterone, and DHEA during the COVID-19 Pandemic

Kristine Marceau

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June 15, 2023

Associations of Relative Pubertal Timing and Pubertal Tempo with Body Mass Index in a Sample of Youth Adopted at Birth

Kristine Marceau

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June 8, 2023

Touch to learn: Multisensory input supports word learning and processing

Infants experience language in rich multisensory environments. For example, they may first be exposed to the word applesauce while touching, tasting, smelling, and seeing applesauce. In three experiments using different methods we asked whether the number of distinct senses linked...
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June 7, 2023

Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?

In two studies, we investigated whether using three-dimensional (3D) manipulatives during assessment aided performance on a variety of preschool mathematics tasks compared to pictorial representations.
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May 29, 2023

Bedtime Routine Stability in the Context of Developmental Risk

Consistent bedtime routines are an important promoter of child sleep health. This is particularly true for children developing at elevated risk for sleep and developmental challenges. Consistent and calming bedtime routines are associated with fewer parent-reported night wakings, shorter sleep...
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May 18, 2023

Two pathways in vocabulary development: Large-scale differences in noun and verb semantic structure

Do noun and verb semantic knowledge in 16–30-month-old children tend to be semantically isolated from one another or semantically interacting from the onset of vocabulary development? In children, evidence suggests that nouns and verbs also have semantic interrelationships, though the...
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May 13, 2023

A Scoping Review of Household Factors Contributing to Dietary Quality and Food Security in Low Income Households with School-Age Children in the U.S.

The aim of this scoping review is to identify the contributing household factors to dietary quality and food security in U.S. households of school-aged children 5 to 19 years and synthesize the evidence around emergent themes for application to future...
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May 1, 2023

The Role of Peers’ Executive Function and Classroom Quality in Preschoolers’ School Readiness

The present study examined associations between peers' EF and gains in individual children's EF, language, mathematics, and literacy skills across the preschool year, and whether these associations are moderated by classroom quality. Participants included three cohorts of children, their parents,...
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May 1, 2023

The relations between teacher-child relationships in preschool and children’s outcomes in kindergarten

This study examined relations between closeness and conflict in the teacher-child relationship in preschool and children's problem behaviors, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education.
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