# | Title | Journal | Year | Citations |
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1 | How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory | Infant and Child Development | 2002 | 623 |
2 | Cumulative parenting stress across the preschool period: relations to maternal parenting and child behaviour at age 5 | Infant and Child Development | 2005 | 563 |
3 | The relationships between parenting stress, parenting behaviour and preschoolers' social competence and behaviour problems in the classroom | Infant and Child Development | 2005 | 464 |
4 | The development and neural bases of face recognition | Infant and Child Development | 2001 | 437 |
5 | The early development of the autonomic nervous system provides a neural platform for social behaviour: a polyvagal perspective | Infant and Child Development | 2011 | 373 |
6 | Parenting and self-regulation in preschoolers: a meta-analysis | Infant and Child Development | 2006 | 261 |
7 | Changes and challenges in 20 years of research into the development of executive functions | Infant and Child Development | 2011 | 255 |
8 | Homotypic and heterotypic continuity of fine‐grained temperament during infancy, toddlerhood, and early childhood | Infant and Child Development | 2008 | 248 |
9 | Mother's face recognition in newborn infants: learning and memory | Infant and Child Development | 2001 | 221 |
10 | Sex differences in the activity level of infants | Infant and Child Development | 1999 | 194 |
11 | Distinguishing novelty and familiarity effects in infant preference procedures | Infant and Child Development | 2004 | 185 |
12 | Rigidity and flexibility of gender stereotypes in childhood: developmental or differential? | Infant and Child Development | 2005 | 183 |
13 | The relation between theory of mind and rule use: evidence from persons with autism-spectrum disorders | Infant and Child Development | 2002 | 182 |
14 | How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments | Infant and Child Development | 2014 | 173 |
15 | Who knows best? Preschoolers sometimes prefer child informants over adult informants | Infant and Child Development | 2009 | 168 |
16 | Executive functioning deficits in relation to symptoms of ADHD and/or ODD in preschool children | Infant and Child Development | 2006 | 167 |
17 | The role of the mother's voice in developing mother's face preference: Evidence for intermodal perception at birth | Infant and Child Development | 2005 | 159 |
18 | Relationships among parenting practices, parental stress, child behaviour, and children's social‐cognitive development | Infant and Child Development | 2009 | 150 |
19 | Early predictors of self-regulation in middle childhood | Infant and Child Development | 2006 | 149 |
20 | What is it like to be a person who knows nothing? Defining the active intersubjective mind of a newborn human being | Infant and Child Development | 2011 | 141 |
21 | Predicting school adjustment from motor abilities in kindergarten | Infant and Child Development | 2007 | 131 |
22 | What causes 3-year-olds' difficulty on the dimensional change card sorting task? | Infant and Child Development | 2002 | 126 |
23 | Do 7-month-old infants process independent features or facial configurations? | Infant and Child Development | 2001 | 125 |
24 | Improving executive functions in 5‐ and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children | Infant and Child Development | 2012 | 123 |
25 | Empathy, Perspective Taking and Prosocial Behaviour: The Importance of Parenting Practices | Infant and Child Development | 2012 | 120 |
26 | Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school | Infant and Child Development | 2006 | 118 |
27 | The robot in the crib: a developmental analysis of imitation skills in infants and robots | Infant and Child Development | 2008 | 113 |
28 | The Co‐Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool‐Aged Children: A Look at the Direction of the Developmental Pathways | Infant and Child Development | 2014 | 113 |
29 | Links between socialization goals and child-rearing practices in Chinese and Indian mothers | Infant and Child Development | 2003 | 111 |
30 | Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood | Infant and Child Development | 2009 | 111 |
31 | Sex differences in children's toy preferences: A systematic review, meta‐regression, and meta‐analysis | Infant and Child Development | 2018 | 111 |
32 | Perceptions of parent-child attachment, social self-efficacy, and peer relationships in middle childhood | Infant and Child Development | 2003 | 107 |
33 | Do verbal interactions with infants during electronic media exposure mitigate adverse impacts on their language development as toddlers? | Infant and Child Development | 2010 | 104 |
34 | The origins of face perception: specific versus non-specific mechanisms | Infant and Child Development | 2001 | 103 |
35 | Genetic relations between effortful and attentional control and symptoms of psychopathology in middle childhood | Infant and Child Development | 2008 | 102 |
36 | Bidirectional Associations Among Sensitive Parenting, Language Development, and Social Competence | Infant and Child Development | 2012 | 100 |
37 | The developmental change in strategies parents employ to settle young children to sleep, and their relationship to infant sleeping problems, as assessed by a new questionnaire: the Parental Interactive Bedtime Behaviour Scale | Infant and Child Development | 2002 | 99 |
38 | The potential of growth mixture modelling | Infant and Child Development | 2006 | 98 |
39 | Executive control and higher-order theory of mind in children at risk of ADHD | Infant and Child Development | 2002 | 97 |
40 | The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families | Infant and Child Development | 2016 | 96 |
41 | Three facial expressions mothers direct to their infants | Infant and Child Development | 2003 | 94 |
42 | Attachment and sensitivity in family context: the roles of parent and infant gender | Infant and Child Development | 2006 | 94 |
43 | Parents' Emotion‐Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion | Infant and Child Development | 2015 | 93 |
44 | Psychological and psychophysiological considerations regarding the maternal–fetal relationship | Infant and Child Development | 2010 | 92 |
45 | Agree or agree to disagree? Assessing the convergence between parents and observers on infant temperament | Infant and Child Development | 2008 | 89 |
46 | Face recognition in the newborn infant | Infant and Child Development | 2001 | 88 |
47 | Visuo-spatial abilities in autism: A review | Infant and Child Development | 2004 | 87 |
48 | Parenting stress and children's development: introduction to the special issue | Infant and Child Development | 2005 | 87 |
49 | The interactive effects of temperament and maternal parenting on toddlers' externalizing behaviours | Infant and Child Development | 2007 | 87 |
50 | Exploring memory in infancy: deferred imitation and the development of declarative memory | Infant and Child Development | 2006 | 86 |