Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Developmental Stages | 3 |
| Skill Development | 3 |
| Infants | 2 |
| Longitudinal Studies | 2 |
| Adolescents | 1 |
| Adults | 1 |
| After School Programs | 1 |
| Age Differences | 1 |
| Athletics | 1 |
| Barriers | 1 |
| Behavior Change | 1 |
| More ▼ | |
Source
| Developmental Psychology | 3 |
Author
| Adolph, Karen E. | 1 |
| Bobbitt, Kaeley C. | 1 |
| Epps, Sylvia R. | 1 |
| Heckhausen, Jutta | 1 |
| Huston, Aletha C. | 1 |
| Johnson, Scott P. | 1 |
| Soska, Kasey C. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
Audience
| Researchers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkEpps, Sylvia R.; Huston, Aletha C.; Bobbitt, Kaeley C. – Developmental Psychology, 2013
The experiment reported here tested impacts of New Hope, an employment-based poverty intervention for adults on developmental patterns of children's participation in structured out-of-school activities, using a cross-sequential design spanning ages 6 through 19. New Hope increased participation in activities (lessons, sports, religious, clubs,…
Descriptors: Low Income Groups, After School Programs, Poverty, Intervention
Soska, Kasey C.; Adolph, Karen E.; Johnson, Scott P. – Developmental Psychology, 2010
How do infants learn to perceive the backs of objects that they see only from a limited viewpoint? Infants' 3-dimensional object completion abilities emerge in conjunction with developing motor skills--independent sitting and visual-manual exploration. Infants at 4.5 to 7.5 months of age (n = 28) were habituated to a limited-view object and tested…
Descriptors: Infants, Psychomotor Skills, Skill Development, Motor Development
Peer reviewedHeckhausen, Jutta – Developmental Psychology, 1987
Adopts a longitudinal design to track mother-child developmental change in infant task-related mastery and concomitant maternal behavior. Finds that, as infants gain more mastery across time, mothers gradually withdraw support in terms of concrete, specific and nonverbal means of instruction. Results support a one-step-ahead model for maternal…
Descriptors: Behavior Change, Behavior Development, Developmental Stages, Infant Behavior
