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Journal of Cognition and Development is a peer-reviewed journal published by Taylor & Francis, covering Child and Animal Learning Development, Cognitive and developmental aspects of mathematical skills, Early Childhood Education and Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Cognition and Development 12 (3): 45–58.
Formats any DOI in Journal of Cognition and Development style. No sign-up. |
| Publishes research in | Child and Animal Learning Development Cognitive and developmental aspects of mathematical skills Early Childhood Education and Development Language Development and Disorders Reading and Literacy Development |
| ISSN | 1524-8372 |
| Citation impact (2-yr) | 1.16 |
| h-index | 92 |
| i10-index | 540 |
| Total citations | 33,602 |
| Top institutions publishing here | University of Chicago |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Longitudinal data analysis has long played a significant role in empirical research within the developmental sciences. The past decade has given rise to a host of new and exciting analytic methods for studying between-person differences in within-person change. These methods are broadly organized under the term growth curve models. The historical lines of development leading…
Abstract Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, Citation2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether math anxiety relates to…
Classically, infants are thought to point for 2 main reasons: (a) They point imperatively when they want an adult to do something for them (e.g., give them something; "Juice!"), and (b) they point declaratively when they want an adult to share attention with them to some interesting event or object ("Look!"). Here we demonstrate the…
Personal narratives are integral to autobiographical memory and to identity, with coherent personal narratives being linked to positive developmental outcomes across the lifespan. In this article, we review the theoretical and empirical literature that sets the stage for a new lifespan model of personal narrative coherence. This new model integrates context, chronology, and theme as…
