{"id":538,"date":"2019-01-15T18:44:55","date_gmt":"2019-01-15T18:44:55","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/?post_type=chapter&#038;p=538"},"modified":"2019-01-15T19:15:59","modified_gmt":"2019-01-15T19:15:59","slug":"references-5","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/chapter\/references-5\/","title":{"raw":"References","rendered":"References"},"content":{"raw":"<h3>References<\/h3>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 64.65pt;text-indent: 0pt\">Aiken, L. R. (1994). <em>Psychological testing and assessment <\/em>(8th ed.). Needham Heights, MA: Allyn and Bacon. Alloway, T. P. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>European Journal of Psychological Assessment, 25<\/em>, 92-98.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Alloway, T. P., Bibile, V., &amp; Lau, G. (2013). Computerized working memory training: Can lead to gains in cognitive skills in students? <em>Computers in Human Behavior, 29<\/em>, 632-638.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.05pt;text-indent: 36pt\">American Civil Liberties Union (2016). Overview of lesbian and gay parenting, adoption and foster care. Retrieved from <a class=\"rId319\">https:\/\/www.aclu.org\/fact-sheet\/overview-lesbian-and-gay-parenting-adoption-and-foster-care?redirect=overview-<\/a> <a class=\"rId319\">lesbian-and-gay-parenting-adoption-and-foster-care<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">American Psychiatric Association. (2013). <em>Diagnostic and statistical manual of mental disorders <\/em>(5th ed.). Washington, DC: American Psychiatric Association.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 42pt;text-indent: 36pt\">American Speech-Language and Hearing Association. (2016). <em>Voice disorders<\/em>. Retrieved from <a class=\"rId320\">http:\/\/www.asha.org\/Practice-<\/a> <a class=\"rId320\">Portal\/Clinical-Topics\/Voice-Disorders\/<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Arditti, J. A. (1999). Rethinking relationships between divorced mothers and their children: Capitalizing on family strengths.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Family Relations<\/em>, <em>48<\/em>, 109-119.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Arkowicz, H., &amp; Lilienfeld. (2013). Is divorce bad for children? <em>Scientific American Mind<\/em>, <em>24<\/em>(1), 68-69.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 27.2pt;text-indent: 36pt\">Asher, S. R., &amp; Hymel, S. (1981). Children's social competence in peer relations: Sociometric and behavioral assessment. In J. K. Wine &amp; M. D. Smye (Eds.), Social competence (pp. 125-157). New York: Guilford Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 40.8pt;text-indent: 0pt\">Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. <em>Psychological Review, 84, <\/em>191-215. Bandura, A. (1986). <em>Social foundations of thought and action: A social cognitive theory<\/em>. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1997). <em>Self-efficacy: The exercise of control<\/em>. New York: Freeman.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.3pt;text-indent: 36pt\">Barnett, N. P., Smoll, F. L., &amp; Smith, R. E. (1992). Effects of enhancing coach-athlete relationships on youth sport attrition. <em>The Sport Psychologist, 6<\/em>, 111-127.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Barbaresi, W. J., Colligan, R. C., Weaver, A. L., Voigt, R. G., Killian, J. M., &amp; Katusic, S. K. (2013). Mortality, ADHD, and psychosocial adversity in adults with childhood ADHD: A prospective study. <em>Pediatrics, 131<\/em>, 637\u2013644.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 57.8pt;text-indent: 36pt\">Barkley, R. A. (2006). <em>Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment<\/em>. New York, NY: Guilford Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 36.85pt;text-indent: 36pt\">Barkley, R. A., Fischer, M., Smallish, L., &amp; Fletcher, K. (2002). The persistence of attention-deficit\/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. <em>Journal of Abnormal Psychology, 111<\/em>, 279\u2013289.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 35.6pt;text-indent: 0pt\">Beaulieu, C. (2004). Intercultural study of personal space: A case study. <em>Journal of Applied Social Psychology, 34<\/em>(4), 794-805. Berk, L. (2007). <em>Development through the life span <\/em>(4th ed.). Boston: Allyn and Bacon.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Berger, K. S. (2014). <em>The developing person: Through the life span<\/em>. NY: Worth Publishers.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 26.4pt;text-indent: 0pt\">Bigelow, B. J. (1977). Children\u2019s friendship expectations: A cognitive developmental study. <em>Child Development<\/em>, <em>48<\/em>, 246\u2013253. Bigelow, B. J., &amp; La Gaipa, J. J. (1975). Children\u2019s written descriptions of friendship: A multidimensional analysis. <em>Developmental<\/em><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Psychology<\/em>, <em>11(6), <\/em>857-858.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Binet, A., Simon, T., &amp; Town, C. H. (1915). <em>A<\/em> <em>method<\/em> <em>of<\/em> <em>measuring<\/em> <em>the<\/em> <em>development<\/em> <em>of<\/em> <em>the<\/em> <em>intelligence<\/em> <em>of<\/em> <em>young children<\/em> (3rd ed.) Chicago, IL: Chicago Medical Book.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 50.1pt;text-indent: 0pt\">Bink, M. L., &amp; Marsh, R. L. (2000). Cognitive regularities in creative activity. <em>Review of General Psychology, 4<\/em>(1), 59\u201378. Bjorklund, D. F. (2005). <em>Children\u2019s thinking: Developmental function and individual differences <\/em>(4th ed.). Belmont, CA:<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Wadsworth.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 67.55pt;text-indent: 36pt\">Black, J. A., Park, M., Gregson, J. (2015). Child obesity cut-offs as derived from parental perceptions: Cross-sectional questionnaire. <em>British Journal of General Practice, 65, <\/em>e234-e239.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Boulton, M. J. (1999). Concurrent and longitudinal relations between children's playground behavior and social preference, victimization, and bullying. <em>Child Development<\/em>, <em>70<\/em>, 944-954.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Brody, N. (2003). Construct validation of the Sternberg Triarchic abilities test: Comment and reanalysis. <em>Intelligence,<\/em> <em>31<\/em>(4), 319\u2013 329.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Brown, S. L. (2000). Union Transitions Among Cohabitors: The Significance of Relationship Assessments and Expectations.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Journal of Marriage and the Family, 62<\/em>, 833-846.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 46pt;text-indent: 36pt\">Bruning, R. H., Schraw, G. J., Norby, M. M., &amp; Ronning, R. R. (2004). <em>Cognitive psychology and instruction. <\/em>Upper Saddle River, NJ: Pearson.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.3pt;text-indent: 36pt\">Burt, S. A. (2009). Rethinking environmental contributions to child and adolescent psychopathology: A meta-analysis of shared environmental influences. <em>Psychological Bulletin, 135<\/em>, 608\u2013637.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Carlson, N. (2013). <em>Physiology of Behavior<\/em>. Upper Saddle River, NJ: Pearson Education.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 68.3pt;text-indent: 36pt\">Carlson, S. M.<strong>, <\/strong>&amp; Zelazo, P. D., &amp; Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), <em>The Oxford handbook of developmental psychology, Vol. 1: Body and mind <\/em>(pp. 706-743). New York: Oxford University Press<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Cazden, C. (2001<em>). Classroom discourse<\/em>, (2nd ed.). Portsmouth, NH: Heineman Publishers.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Centers for Disease Control and Prevention. (2000). <em>2000 CDC growth charts for the United States: Methods and development<\/em>.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Retrieved from <a class=\"rId254\">http:\/\/www.cdc.gov\/nchs\/data\/series\/sr_11\/sr11_246.pdf<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.3pt;text-indent: 36pt\">Centers for Disease Control and Prevention. (2010, November 12). Increasing prevalence of parentreported attention- deficit\/hyperactivity disorder among children, United States, 2003\u20132007. <em>Morbidity and Mortality Weekly Report, 59<\/em>(44), 1439\u20131443.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 195.3pt;text-indent: 36pt\">Centers for Disease Control and Prevention. (2014a<em>). Birth defects<\/em>. Retrieved from <a class=\"rId321\">https:\/\/www.cdc.gov\/ncbddd\/birthdefects\/downsyndrome\/data.html<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Centers for Disease Control and Prevention. (2014b). <em>Prevalence of Childhood Obesity in the United States, 2011-2012.<\/em><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Retrieved from <a class=\"rId322\">http:\/\/www.cdc.gov\/obesity\/data\/childhood.html<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Chao, R. (2001). Extending research on the consequences of parenting styles for Chinese Americans and European Americans.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Child Development<\/em>, <em>72<\/em>, 1832-1843.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 50.85pt;text-indent: 36pt\">Cillesen, A. H., &amp; Mayeaux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status.. <em>Child Development<\/em>, <em>75<\/em>, 147-163.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 35.8pt;text-indent: 36pt\">Clark, M. L., &amp; Bittle, M. L. (1992). Friendship expectations and the evaluation of present friendships in middle childhood and early adolescence. <em>Child Study Journal, 22<\/em>, 115\u2013135.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Clay, R. A. (2013). Psychologists are using research-backed behavioral interventions that effectively treat children with ADHD.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Monitor on Psychology, 44<\/em>(2), 45-47.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 129.8pt;text-indent: 36pt\">Cohen, E. (2004). <em>Teaching cooperative learning: The challenge for teacher education. <\/em>Albany, NY: State University of New York Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 24.1pt;text-indent: 36pt\">Colangelo, N., &amp; Assouline, S. (2009). Acceleration: Meeting the academic and social needs of students. In T. Balchin, B. Hymer, &amp; D. J. Matthews (Eds.), <em>The Routledge international companion to gifted education <\/em>(pp. 194\u2013202). New York, NY: Routledge.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.85pt;text-indent: 36pt\">Cowan, R., &amp; Powell, D. (2014). The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. <em>Journal of Educational Psychology, 106, <\/em>214-229.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Crain, W. (2005). <em>Theories of development <\/em>(5th ed.). Upper Saddle River, NJ: Pearson.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.1pt;text-indent: 36pt\">Davidson, T. L. (2014). Do impaired memory and body weight regulation originate in childhood with diet-induced hippocampal dysfunction? <em>The American Journal of Clinical Nutrition, 99<\/em>(5), 971-972.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 36.8pt;text-indent: 36pt\">Davidson, T. L., Hargrave, S. L., Swithers, S. E., Sample, C. H., Fu, X., Kinzig, K. P., &amp; Zheng, W. (2013). Inter-relationships among diet, obesity, and hippocampal-dependent cognitive function. <em>Neuroscience, 253<\/em>, 110-122.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.25pt;text-indent: 36pt\">de Ribaupierre, A. (2002). Working memory and attentional processes across the lifespan. In P. Graf &amp; N. Ohta (Eds.), <em>Lifespan of development of human memory <\/em>(pp. 59-80). Cambridge, MA: The MIT Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 34.2pt;text-indent: 36pt\">Doolen, J., Alpert, P. T. and Miller, S. K. (2009), Parental disconnect between perceived and actual weight status of children: A metasynthesis of the current research. <em>Journal of the American Academy of Nurse Practitioners, 21<\/em>, 160\u2013166. doi:10.1111\/j.1745-7599.2008.00382.x<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Drexler, P. (2005). <em>Raising boys without men<\/em>. Emmaus, PA: Rodale.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 50.55pt;text-indent: 36pt\">Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron &amp; R. Sternberg (Eds.), <em>Teaching thinking skills: Theory and practice <\/em>(pp. 9-26). New York: Freeman.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Ericsson, K. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>High Ability Studies, 9<\/em>(1), 75\u2013100.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Erikson, E. (1982). <em>The life cycle completed<\/em>. NY: Norton &amp; Company.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Flynn, J. R. (1999). Searching for justice: The discovery of IQ gains over time. <em>American Psychologist, 54<\/em>(1), 5\u201320.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Francis, N. (2006). The development of secondary discourse ability and metalinguistic awareness in second language learners.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>International Journal of Applied Linguistics, 16<\/em>, 37-47.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Fraser-Thomas, J. L., C\u00f4t\u00e9, J., &amp; Deakin, J. (2005). Youth sport programs: an avenue to foster positive youth development.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Physical Education &amp; Sport Pedagogy<\/em>, <em>10<\/em>, 19-40.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Furnham, A., &amp; Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. <em>Personality<\/em> <em>and Individual Differences, 45<\/em>(7), 613\u2013617.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 46pt;text-indent: 36pt\">Furstenberg, F. F., &amp; Cherlin, A. J. (1991). <em>Divided families: What happens to children when parents part<\/em>. Cambridge, MA: Harvard University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gardner, H. (1983). <em>Frames of mind: The theory of multiple intelligences<\/em>. New York: Basic Books.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gardner, H. (1999). <em>Intelligence reframed: Multiple intelligences for the 21st century<\/em>. New York, NY: Basic Books.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 35.6pt;text-indent: 36pt\">Gilligan, C. (1982). <em>In a different voice: Psychological theory and women\u2019s development<\/em>. Cambridge, MA: Harvard University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 39.6pt;text-indent: 36pt\">Gizer, I. R., Ficks, C., &amp; Waldman, I. D. (2009). Candidate gene studies of ADHD: A meta-analytic review. <em>Human Genetics, 126<\/em>, 51\u201390.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history and bibliography.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Intelligence, 24<\/em>(1), 13\u201323.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. <em>Intelligence, 31<\/em>(4), 343\u2013397.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 26.6pt;text-indent: 36pt\">Greenspan, S., Loughlin, G., &amp; Black, R. S. (2001). Credulity and gullibility in people with developmental disorders: A framework for future research. In L. M. Glidden (Ed.), <em>International<\/em> <em>review<\/em> <em>of<\/em> <em>research<\/em> <em>in<\/em> <em>mental<\/em> <em>retardation<\/em> (Vol. 24, pp. 101\u2013135). San Diego, CA: Academic Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Guttmann, J. (1993). <em>Divorce in psychosocial perspective: Theory and research<\/em>. Hillsdale, NJ: L. Erlbaum Associates.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.85pt;text-indent: 36pt\">Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. <em>Psychological Review, 108<\/em>(4), 814\u2013834.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Halpern, D. F. (1992). <em>Sex differences in cognitive abilities <\/em>(2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Hansen, L., Umeda, Y., &amp; McKinney, M. (2002). Savings in the relearning of second language vocabulary: The effects of time and proficiency. <em>Language Learning, 52, <\/em>653-663.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 47.65pt;text-indent: 0pt\">Hartup, W. W. (1983). Adolescents and their friends. <em>New<\/em> <em>Directions<\/em> <em>for<\/em> <em>Child<\/em> <em>and<\/em> <em>Adolescent<\/em> <em>Development,<\/em> <em>60,<\/em> 3-22. Hennessey, B. A., &amp; Amabile, T. M. (2010). Creativity. <em>Annual<\/em> <em>Review<\/em> <em>of<\/em> <em>Psychology,<\/em> <em>61<\/em>, 569\u2013598.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Hetherington, E. M., &amp; Kelly, J. (2002). <em>For better or for worse: Divorce reconsidered<\/em>. New York: W.W. Norton.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Horvat, E. M. (2004). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 57.05pt;text-indent: 0pt\">In A. Lareau (Author) &amp; J. H. Ballantine &amp; J. Z. Spade (Eds.), <em>Schools and society: A sociological approach to education <\/em>(2nd ed., pp. 276-286). Belmont, CA: Wadsworth.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 30.3pt;text-indent: 36pt\">Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., . . . Arnold, L. E. (2005). What aspects of peer relationships are impaired in children with ADHD? <em>Journal of Consulting and Clinical Psychology, 73<\/em>, 411\u2013423.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 34.35pt;text-indent: 0pt\">Inhelder, B., &amp; Piaget, J. (1958). <em>The growth of logical thinking from childhood to adolescence<\/em>. New York: Basic Books. Jaffee, S., &amp; Hyde, J. S. (2000). Gender differences in moral orientation: A meta-analysis. <em>Psychological Bulletin, 126<\/em>(5), 703\u2013<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">726.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 76.6pt;text-indent: 36pt\">Jimenez, R., Garcia, G., &amp; Pearson. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual\/monolingual reading. <em>American Educational Research Journal, 32 (<\/em>1), 67-97.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.25pt;text-indent: 36pt\">Johnson, D., &amp; Johnson, R. (1998). <em>Learning together and alone: Cooperative, competitive, and individualistic learning, (5th ed.). Boston: Allyn &amp; Bacon.<\/em><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Johnson, M. (2005). Developmental neuroscience, psychophysiology, and genetics. In M. Bornstein &amp; M. Lamb (Eds.),<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Developmental science: An advanced textbook <\/em>(5th ed., pp. 187-222). Hillsdale, NJ: Erlbaum.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 53.85pt;text-indent: 36pt\">Johnson, W., Carothers, A., &amp; Deary, I. J. (2009). A role for the X chromosome in sex differences in variability in general intelligence? <em>Perspectives on Psychological Science, 4<\/em>(6), 598\u2013611.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Kail, R. V., McBride-Chang, C., Ferrer, E., Cho, J.R., &amp; Shu, H. (2013). Cultural differences in the development of processing speed. <em>Developmental Science, 16<\/em>, 476-483.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 40.8pt;text-indent: 36pt\">Katz, D. L. (2015). Oblivobesity: Looking over the overweight that parents keep overlooking. <em>Childhood Obesity, 11<\/em>(3), 225- 226.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 56.7pt;text-indent: 36pt\">Klein, R. G., Mannuzza, S., Olazagasti, M. A. R., Roizen, E., Hutchison, J. A., Lashua, E. C., &amp; Castellanos,F. X. (2012). Clinical and functional outcome of childhood attention-deficit\/hyperactivity disorder 33 years later. <em>Archives of General Psychiatry, 69<\/em>, 1295\u20131303.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 49.35pt;text-indent: 36pt\">Klima, T., &amp; Repetti, R. L. (2008). Children\u2019s peer relations and their psychological adjustment: Differences between close friends and the larger peer group. <em>Merrill-Palmer Quarterly, 54<\/em>, 151-178.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Kohlberg, L. (1963). The development of children's orientations toward a moral order: Sequence in the development of moral thought. <em>Vita Humana<\/em>, <em>16<\/em>, 11-36.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Kohlberg, L. (1984). <em>The psychology of moral development: Essays on moral development <\/em>(Vol. 2, p. 200). San Francisco, CA: Harper &amp; Row.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Kohnert, K., Yim, D., Nett, K., Kan, P., &amp; Duran, L. (2005). Intervention with linguistically diverse preschool children.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Language, Speech, and Hearing Services in Schools, 36<\/em>, 251-263.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Lally, M. J., &amp; Valentine-French, S. J. (2015). Introduction to Psychology [Adapted from Charles Stangor, Introduction to Psychology] Grayslake, IL: College of Lake County.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 34.35pt;text-indent: 36pt\">Liang, J., Matheson, B., Kaye, W., &amp; Boutelle, K. (2014). Neurocognitive correlates of obesity and obesity-related behaviors in children and adolescents. <em>International Journal of Obesity, 38<\/em>(4), 494-506<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 41.1pt;text-indent: 36pt\">Linnet, K. M., Dalsgaard, S., Obel, C., Wisborg, K., Henriksen, T. B., Rodriquez, A., . . . Jarvelin, M. R.(2003). Maternal lifestyle factors in pregnancy risk of attention deficit hyperactivity disorder and associated behaviors: A review of current evidence. <em>The American Journal of Psychiatry, 160<\/em>, 1028\u20131040.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 41.8pt;text-indent: 36pt\">Livingston, G. (2014). Fewer than half of U.S. kids today live in a \u201ctraditional\u201d family. <em>Pew Research Center. <\/em>Retrieved from <a class=\"rId323\">http:\/\/www.pewresearch.org\/fact-tank\/2014\/12\/22\/less-than-half-of-u-s-kids-today-live-in-a-traditional-family\/<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 58.3pt;text-indent: 36pt\">Loe, I. M., &amp; Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. <em>Journal of Pediatric Psychology, 32<\/em>, 643\u2013654.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Lofquist, D. (2011). Same-sex households. Current population reports, ACSBR\/10-03. U.S. Census Bureau, Washington, DC. Retrieved from <a class=\"rId324\">https:\/\/www.census.gov\/prod\/2011pubs\/acsbr10-03.pdf<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Lu, S. (2016). Obesity and the growing brain. <em>Monitor on Psychology, 47<\/em>(6), 40-43.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 30.85pt;text-indent: 36pt\">Lubinski, D., &amp; Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. <em>Perspectives on Psychological Science, 1<\/em>(4), 316\u2013345.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.25pt;text-indent: 36pt\">Macbeth, D. (2003). Hugh Mehan's Learning Lessons reconsidered: On the differences between naturalistic and critical analysis of classroom discourse. <em>American Educational Research Journal, 40 <\/em>(1), 239-280.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.55pt;text-indent: 36pt\">Markant, J. C., &amp; Thomas, K. M. (2013). Postnatal brain development. In P. D. Zelazo (Ed.), <em>Oxford handbook of developmental psychology. <\/em>New York: Oxford University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.35pt;text-indent: 36pt\">Marshal, M. P., &amp; Molina, B. S. G. (2006). Antisocial behaviors moderate the deviant peer pathway to substance use in children with ADHD. <em>Journal of Clinical Child and Adolescent Psychology, 35<\/em>, 216\u2013226.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 53.35pt;text-indent: 36pt\">McCann, D., Barrett, A., Cooper, A., Crumpler, D., Dalen, L., Grimshaw, K., . . . Stevenson, J. (2007). Food additives and hyperactive behaviour in 3-year-old and 8\/9-year-old children in the community: A randomised, double-blinded, placebo-controlled trial. <em>The Lancet, 370<\/em>(9598), 1560\u20131567.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">McGuine, T. A. (2016). The association of sports specialization and history of lower extremity injury in high school athletes.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Medical Science in Sports and Exercise, 45 (supplement 5), <\/em>866.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 34.8pt;text-indent: 36pt\">McLanahan, S., &amp; Sandefur, G. D. (1994). <em>Growing up with a single parent: What hurts, what helps<\/em>. Cambridge, MA: Harvard University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 24.8pt;text-indent: 36pt\">Medline Plus. (2016a). <em>Phonological Disorder<\/em>. National Institute of Mental Health: U.S. National Library of Medicine. Retrieved from <a class=\"rId325\">https:\/\/medlineplus.gov\/ency\/article\/001541.htm<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Medline Plus. (2016b). <em>Speech and communication disorders<\/em>. National Institute of Mental Health: U.S. National Library of Medicine. Retrieved from <a class=\"rId326\">https:\/\/medlineplus.gov\/speechandcommunicationdisorders.html<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Medline Plus. (2016c). <em>Stuttering<\/em>. National Institute of Mental Health: U.S. National Library of Medicine. Retrieved from <a class=\"rId327\">https:\/\/medlineplus.gov\/ency\/article\/001427.htm<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 89pt;text-indent: 0pt\">Meyers-Sutton, C. (2005). <em>Multiple voices: An introduction to bilingualism<\/em>. Malden, MA: Blackwell Publishers. Miller, P. H. (2000). How best to utilize a deficiency. <em>Child Development, 71<\/em>, 1013-1017.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 70.8pt;text-indent: 36pt\">Minami, M. (2002). <em>Culture-specific language styles: The development of oral narrative and literacy. <\/em>Clevedon, UK: Multilingual Matters.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 105.3pt;text-indent: 36pt\">National Institute of Neurological Disorders and Stroke. (2016<em>). Dyslexia Information Page<\/em>. Retrieved from <a class=\"rId328\">https:\/\/www.ninds.nih.gov\/Disorders\/All-Disorders\/Dyslexia-Information-Page<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 123.55pt;text-indent: 36pt\">National Institute on Deafness and other Communication Disorders. (2016). <em>Stuttering<\/em>. Retrieved from <a class=\"rId329\">https:\/\/www.nidcd.nih.gov\/health\/stuttering<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Neisser, U. (1997). Rising scores on intelligence tests. <em>American Scientist, 85<\/em>, 440-447.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Neisser, U. (Ed.). (1998). <em>The rising curve. <\/em>Washington, DC: American Psychological Association.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 46.85pt;text-indent: 36pt\">Oude Luttikhuis, H., Stolk, R. and Sauer, P. (2010), How do parents of 4- to 5-year-old children perceive the weight of their children? Acta P\u00e6diatrica, 99, 263\u2013267. doi:10.1111\/j.1651-2227.2009.01576.x<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.8pt;text-indent: 36pt\">Patterson, C. J. (2013). Children of lesbian and gay parents: Psychology, law, and Policy. <em>Psychology of Sexual Orientation and Gender Diversity, 1<\/em>, 27-34.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.3pt;text-indent: 36pt\">Pettit, G. S., Clawson, M. A., Dodge, K. A., &amp; Bates, J. E. (1996). Stability and change in peer-rejected status: The role of child behavior, parenting. And family ecology. <em>Merrill-Palmer Quarterly, 42(2), <\/em>267-294.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 45.1pt;text-indent: 36pt\">Pew Research Center. (2010). <em>New family types. <\/em>Retrieved from <a class=\"rId330\">http:\/\/www.pewsocialtrends.org\/2010\/11\/18\/vi-new-family-<\/a> <a class=\"rId330\">types\/<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 59.35pt;text-indent: 36pt\">PreBler, A., Krajewski, K., &amp; Hasselhorn, M. (2013). Working memory capacity in preschool children contributes to the acquisition of school relevant precursor skills. <em>Learning and Individual Differences, 23<\/em>, 138-144.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 118.5pt;text-indent: 36pt\">Public Law 93-112, 87 Stat. 394 (Sept. 26, 1973). <em>Rehabilitation Act of 1973. <\/em>Washington, D.C.: United States Government Printing Office.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 112.75pt;text-indent: 36pt\">Public Law 101-336, 104 Stat. 327 (July 26, 1990). <em>Americans with Disabilities Act of 1990<\/em>. Washington, D.C.: United States Government Printing Office.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Public Law 108-446, 118 Stat. 2647 (December 3, 2004<em>). Individuals with Disabilities Education Improvement Act. <\/em>Washington, D.C.: United States Government Printing Office.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Rest, J. (1979). <em>Development in judging moral issues<\/em>. Minneapolis: University of Minnesota Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 41.95pt;text-indent: 36pt\">Rogers, R., Malancharuvil-Berkes, E., Mosely, M., Hui, D., &amp; O'Garro, G. (2005). Critical discourse analysis in education: A review of the literature<em>. Review of Educational Research, 75 <\/em>(3), 365-416.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Rogoff, B. (2003). <em>The culture of human development<\/em>. New York: Oxford University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Rolls, E. (2000). Memory systems in the brain. <em>Annual Review of Psychology, 51, <\/em>599-630.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 50.8pt;text-indent: 0pt\">Ross, H. S., &amp; Lollis, S. P. (1989). A social relations analysis of toddler peer relations. <em>Child Development, 60, <\/em>1082-1091. Rubin, R. (1980). <em>Children\u2019s friendships<\/em>. Cambridge, MA: Harvard University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Sabo, D., &amp; Veliz, P. (2008). <em>Go Out and Play: Youth Sports in America<\/em>. East Meadow, NY: Women\u2019s Sports Foundation<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 37.6pt;text-indent: 36pt\">Sarafrazi, N., Hughes, J. P., &amp; Borrud, L. (2014). Perception of weight status in U.S. children and adolescents aged 8-15 years, 2005-2012<em>. NCHS Data Brief, 158<\/em>, 1-8.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Schneider, W., Kron-Sperl, V., &amp; H\u00fcnnerkopf, M. (2009). The development of young children\u2019s memory strategies: Evidence from the W\u00fcrzburg Longitudinal Memory Study. <em>European Journal of Developmental Psychology, 6, <\/em>70-99.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Schneider, W., &amp; Pressley, M. (1997). <em>Memory development between 2 and 20<\/em>. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 26.8pt;text-indent: 36pt\">Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., &amp; Bates, J. E. (2014). Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late adolescence. <em>Journal of Clinical Child and Adolescent Psychology, 44<\/em>, 393-404.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Seagoe, M. V. (1975). <em>Terman and the gifted<\/em>. Los Altos, CA: William Kaufmann.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 94.55pt;text-indent: 36pt\">Seccombe, K., &amp; Warner, R. L. (2004). <em>Marriages and families: Relationships in social context<\/em>. Belmont, CA: Wadsworth\/Thomson Learning.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Seifert, K. (2011). <em>Educational Psychology<\/em>. Houston, TX: Rice University<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\"><em>Selman, Robert L. (1980). The growth of interpersonal understanding. London: Academic Press<\/em><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Siegler, R. S. (1992). The other Alfred Binet. <em>Developmental Psychology, 28<\/em>(2), 179\u2013190.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.25pt;text-indent: 36pt\">Simonton, D. K. (1992). The social context of career success and course for 2,026 scientists and inventors. <em>Personality and Social Psychology Bulletin, 18<\/em>(4), 452\u2013463.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 50.55pt;margin-right: 32.1pt;text-indent: 40.6pt\">Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. <em>American Psychologist, 55<\/em>(1), 151\u2013 158.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Sodian, B., &amp; Schneider, W. (1999). Memory strategy development: Gradual increase, sudden insight or roller coaster? In F. E. Weinert &amp; W. Schneider (Eds.), <em>Individual development from 3 to 12: Findings from the Munich Longitudinal Study <\/em>(pp. 61-77). Cambridge, UK: Cambridge University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 27.1pt;text-indent: 36pt\">Sport Policy and Research Collaborative (SPARC, 2013). <em>What is the status of youth coach training in the U.S.? <\/em>University of Florida. Retrieved from <a class=\"rId331\">https:\/\/assets.aspeninstitute.org\/content\/uploads\/files\/content\/upload\/Project%20Play%20Research%20Brief%20Coach<\/a> <a class=\"rId331\">ing%20Education%20--%20FINAL.pdf<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Sport Policy and Research Collaborative (SPARC, 2016). State of play 2016: Trends and developments. The Aspen Institute.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Retrieved from <a class=\"rId332\">https:\/\/www.aspeninstitute.org\/publications\/state-play-2016-trends-developments\/<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 47.65pt;text-indent: 0pt\">Spreen, O., Rissser, A., &amp; Edgell, D. (1995). <em>Developmental neuropsychology<\/em>. New York: Oxford University Press. Sternberg, R. J. (1985). <em>Beyond<\/em> <em>IQ:<\/em> <em>A<\/em> <em>triarchic<\/em> <em>theory<\/em> <em>of<\/em> <em>human<\/em> <em>intelligence<\/em>. New York, NY: Cambridge University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Sternberg, R. J. (2003). Contemporary theories of intelligence. In W. M. Reynolds &amp; G. E. Miller (Eds.), <em>Handbook<\/em> <em>of<\/em> <em>psychology: Educational<\/em> <em>psychology<\/em> (Vol. 7, pp. 23\u201345). Hoboken, NJ: John Wiley &amp; Sons.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.95pt;text-indent: 36pt\">Sternberg, R. J., Wagner, R. K., &amp; Okagaki, L. (1993). Practical intelligence: The nature and role of tacit knowledge in work and at school. In J. M. Puckett &amp; H. W. Reese (Eds.), <em>Mechanisms of everyday cognition <\/em>(pp. 205\u2013227). Hillsdale, NJ: Lawrence Erlbaum Associates.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 39.3pt;text-indent: 36pt\">Stewart, A. J., Copeland, Chester, Malley, &amp; Barenbaum. (1997). <em>Separating together: How divorce transforms families<\/em>. New York: Guilford Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.6pt;text-indent: 36pt\">Stewart, S. M. &amp; Bond, M. H. (2002), A critical look at parenting research from the mainstream: Problems uncovered while adapting Western research to non-Western cultures. <em>British Journal of Developmental Psychology, 20<\/em>, 379\u2013392. doi:10.1348\/026151002320620389<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Stopbullying.gov. (2016). Retrieved from <a class=\"rId313\">http:\/\/www.stopbullying.gov\/index.html<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 24.8pt;text-indent: 36pt\">Swanson, J. M., Kinsbourne, M., Nigg, J., Lamphear, B., Stefanatos, G. A., Volkow, N., \u2026&amp; Wadhwa, P. D. (2007). Etiologic subtypes of attention-deficit\/hyperactivity disorder: brain imaging, molecular genetic and environmental factors and the dopamine hypothesis. <em>Neuropsychological Review, 17<\/em>(1), 39-59.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 39.1pt;text-indent: 36pt\">Tarasova, I. V., Volf, N. V., &amp; Razoumnikova, O. M. (2010). Parameters of cortical interactions in subjects with high and low levels of verbal creativity. <em>Human Physiology, 36<\/em>(1), 80\u201385.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 37.55pt;text-indent: 36pt\">Terman, L. M., &amp; Oden, M. H. (1959). <em>Genetic studies of genius: The gifted group at mid-life <\/em>(Vol. 5). Stanford, CA: Stanford University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.1pt;text-indent: 36pt\">Thakur, G. A., Sengupta, S. M., Grizenko, N., Schmitz, N., Page, V., &amp; Joober, R. (2013). Maternal smoking during pregnancy and ADHD: A comprehensive clinical and neurocognitive characterization. <em>Nicotine and Tobacco Research<\/em>, <em>15<\/em>, 149\u2013 157.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Tharp, R. &amp; Gallimore, R. (1989). <em>Rousing minds to life<\/em>. New York: Cambridge University Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Thompson, A., Molina, B. S. G., Pelham, W., &amp; Gnagy, E. M. (2007). Risky driving in adolescents and young adults with childhood ADHD. <em>Journal of Pediatric Psychology<\/em>, 32, 745\u2013759.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 56.85pt;text-indent: 36pt\">Torres-Guzman, M. (1998). Language culture, and literacy in Puerto Rican communities. In B. Perez (Ed.), <em>Sociocultural contexts of language and literacy<\/em>. Mahwah, NJ: Erlbaum.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 121.75pt;text-indent: 36pt\">Treffert, D. A., &amp; Wallace, G. L. (2004). Islands of genius. <em>Scientific American<\/em>, 14\u201323. Retrieved from <a class=\"rId334\">http:\/\/gordonresearch.com\/articles_autism\/SciAm-Islands_of_Genius.pdf<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Tse, L. (2001). <em>Why don't they learn English? <\/em>New York: Teachers' College Press.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Turiel, E. (1998). The development of morality. In W. Damon (Ed.), <em>Handbook of child psychology: Socialization <\/em>(5th ed., Vol.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">3, pp. 863\u2013932). New York, NY: John Wiley &amp; Sons.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 30.35pt;text-indent: 0pt\">United States Department of Commerce, Bureau of the Census. (2003). <em>American community survey. <\/em>Washington, D.C.: Author. United States Department of Education. (2005). <em>27th Annual Report to Congress on the implementation of the Individuals with<\/em><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Disabilities Education Act<\/em>. Washington, D.C.: Author.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 200.8pt;text-indent: 36pt\">United States Youth Soccer. (2012). <em>US youth soccer at a glance<\/em>. Retrieved from <a class=\"rId335\">http:\/\/www.usyouthsoccer.org\/media_kit\/ataglance\/<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.05pt;text-indent: 36pt\">Vakil, E., Blachstein, H., Sheinman, M., &amp; Greenstein, Y. (2009). Developmental changes in attention tests norms: Implications for the structure of attention. Child Neuropsychology, 15, 21-39.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 51.95pt;text-indent: 36pt\">van der Molen, M., &amp; Molenaar, P. (1994). Cognitive psychophysiology: A window to cognitivedevelopment and brain maturation. In G. Dawson &amp; K. Fischer (Eds.), <em>Human behavior and the developing brain. <\/em>New York: Guilford.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Visher, E. B., &amp; Visher, J. S. (1985). Stepfamilies are different. <em>Journal of Family Therapy<\/em>, <em>7<\/em>(1), 9-18.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.1pt;text-indent: 36pt\">Volkow N. D., Fowler J. S., Logan J., Alexoff D., Zhu W., Telang F., . . . Apelskog-Torres K. (2009). Effects of modafinil on dopamine and dopamine transporters in the male human brain: clinical implications. <em>Journal of the American Medical Association<\/em>, <em>301<\/em>, 1148\u20131154.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Wagner, R., &amp; Sternberg, R. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. <em>Journal<\/em> <em>of Personality<\/em> <em>and<\/em> <em>Social<\/em> <em>Psychology,<\/em> <em>49<\/em>(2), 436\u2013458.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 31.3pt;text-indent: 36pt\">Watkins, C. E., Campbell, V. L., Nieberding, R., &amp; Hallmark, R. (1995). Contemporary practice of psychological assessment by clinical psychologists. <em>Professional Psychology: Research and Practice, 26<\/em>(1), 54\u201360.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 31.85pt;text-indent: 36pt\">Weaver, J. M., &amp; Schofield, T. J. (2015). Mediation and moderation of divorce effects on children\u2019s behavior problems. <em>Journal of Family Psychology, 29<\/em>(1), 39-48. doi<a class=\"rId336\">:http:\/\/dx.doi.org\/10.1037\/fam0000043<\/a><\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Weisberg, R. (2006). <em>Creativity: Understanding innovation in problem solving, science, invention, and the arts. <\/em>Hoboken, NJ: John Wiley &amp; Sons.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.15pt;text-indent: 36pt\">Wilens, E., Fararone, S.V., Biederman, J., &amp; Gunawardene, S. (2003). Does the treatment of Attention-Deficit\/Hyperactivity Disorder with stimulants contribute to use\/abuse? <em>Pediatrics, <\/em><em>111<\/em>(1), 97-109.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 36.6pt;text-indent: 36pt\">Wolraich, M. L., Wilson, D. B., &amp; White, J. W. (1995). The effect of sugar on behavior or cognition in children. <em>Journal of the American Medical Association<\/em>, 274, 1617\u20131621.<\/p>\r\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 49.6pt;text-indent: 36pt\">Ysseldyke, J. &amp; Bielinski, J. (2002). Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities. <em>Exceptional Children, 68<\/em>(2), 189-201.<\/p>","rendered":"<h3>References<\/h3>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 64.65pt;text-indent: 0pt\">Aiken, L. R. (1994). <em>Psychological testing and assessment <\/em>(8th ed.). Needham Heights, MA: Allyn and Bacon. Alloway, T. P. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>European Journal of Psychological Assessment, 25<\/em>, 92-98.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Alloway, T. P., Bibile, V., &amp; Lau, G. (2013). Computerized working memory training: Can lead to gains in cognitive skills in students? <em>Computers in Human Behavior, 29<\/em>, 632-638.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.05pt;text-indent: 36pt\">American Civil Liberties Union (2016). Overview of lesbian and gay parenting, adoption and foster care. Retrieved from <a class=\"rId319\">https:\/\/www.aclu.org\/fact-sheet\/overview-lesbian-and-gay-parenting-adoption-and-foster-care?redirect=overview-<\/a> <a class=\"rId319\">lesbian-and-gay-parenting-adoption-and-foster-care<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">American Psychiatric Association. (2013). <em>Diagnostic and statistical manual of mental disorders <\/em>(5th ed.). Washington, DC: American Psychiatric Association.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 42pt;text-indent: 36pt\">American Speech-Language and Hearing Association. (2016). <em>Voice disorders<\/em>. Retrieved from <a class=\"rId320\">http:\/\/www.asha.org\/Practice-<\/a> <a class=\"rId320\">Portal\/Clinical-Topics\/Voice-Disorders\/<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Arditti, J. A. (1999). Rethinking relationships between divorced mothers and their children: Capitalizing on family strengths.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Family Relations<\/em>, <em>48<\/em>, 109-119.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Arkowicz, H., &amp; Lilienfeld. (2013). Is divorce bad for children? <em>Scientific American Mind<\/em>, <em>24<\/em>(1), 68-69.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 27.2pt;text-indent: 36pt\">Asher, S. R., &amp; Hymel, S. (1981). Children&#8217;s social competence in peer relations: Sociometric and behavioral assessment. In J. K. Wine &amp; M. D. Smye (Eds.), Social competence (pp. 125-157). New York: Guilford Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 40.8pt;text-indent: 0pt\">Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. <em>Psychological Review, 84, <\/em>191-215. Bandura, A. (1986). <em>Social foundations of thought and action: A social cognitive theory<\/em>. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1997). <em>Self-efficacy: The exercise of control<\/em>. New York: Freeman.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.3pt;text-indent: 36pt\">Barnett, N. P., Smoll, F. L., &amp; Smith, R. E. (1992). Effects of enhancing coach-athlete relationships on youth sport attrition. <em>The Sport Psychologist, 6<\/em>, 111-127.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Barbaresi, W. J., Colligan, R. C., Weaver, A. L., Voigt, R. G., Killian, J. M., &amp; Katusic, S. K. (2013). Mortality, ADHD, and psychosocial adversity in adults with childhood ADHD: A prospective study. <em>Pediatrics, 131<\/em>, 637\u2013644.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 57.8pt;text-indent: 36pt\">Barkley, R. A. (2006). <em>Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment<\/em>. New York, NY: Guilford Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 36.85pt;text-indent: 36pt\">Barkley, R. A., Fischer, M., Smallish, L., &amp; Fletcher, K. (2002). The persistence of attention-deficit\/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. <em>Journal of Abnormal Psychology, 111<\/em>, 279\u2013289.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 35.6pt;text-indent: 0pt\">Beaulieu, C. (2004). Intercultural study of personal space: A case study. <em>Journal of Applied Social Psychology, 34<\/em>(4), 794-805. Berk, L. (2007). <em>Development through the life span <\/em>(4th ed.). Boston: Allyn and Bacon.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Berger, K. S. (2014). <em>The developing person: Through the life span<\/em>. NY: Worth Publishers.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 26.4pt;text-indent: 0pt\">Bigelow, B. J. (1977). Children\u2019s friendship expectations: A cognitive developmental study. <em>Child Development<\/em>, <em>48<\/em>, 246\u2013253. Bigelow, B. J., &amp; La Gaipa, J. J. (1975). Children\u2019s written descriptions of friendship: A multidimensional analysis. <em>Developmental<\/em><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Psychology<\/em>, <em>11(6), <\/em>857-858.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Binet, A., Simon, T., &amp; Town, C. H. (1915). <em>A<\/em> <em>method<\/em> <em>of<\/em> <em>measuring<\/em> <em>the<\/em> <em>development<\/em> <em>of<\/em> <em>the<\/em> <em>intelligence<\/em> <em>of<\/em> <em>young children<\/em> (3rd ed.) Chicago, IL: Chicago Medical Book.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 50.1pt;text-indent: 0pt\">Bink, M. L., &amp; Marsh, R. L. (2000). Cognitive regularities in creative activity. <em>Review of General Psychology, 4<\/em>(1), 59\u201378. Bjorklund, D. F. (2005). <em>Children\u2019s thinking: Developmental function and individual differences <\/em>(4th ed.). Belmont, CA:<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Wadsworth.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 67.55pt;text-indent: 36pt\">Black, J. A., Park, M., Gregson, J. (2015). Child obesity cut-offs as derived from parental perceptions: Cross-sectional questionnaire. <em>British Journal of General Practice, 65, <\/em>e234-e239.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Boulton, M. J. (1999). Concurrent and longitudinal relations between children&#8217;s playground behavior and social preference, victimization, and bullying. <em>Child Development<\/em>, <em>70<\/em>, 944-954.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Brody, N. (2003). Construct validation of the Sternberg Triarchic abilities test: Comment and reanalysis. <em>Intelligence,<\/em> <em>31<\/em>(4), 319\u2013 329.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Brown, S. L. (2000). Union Transitions Among Cohabitors: The Significance of Relationship Assessments and Expectations.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Journal of Marriage and the Family, 62<\/em>, 833-846.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 46pt;text-indent: 36pt\">Bruning, R. H., Schraw, G. J., Norby, M. M., &amp; Ronning, R. R. (2004). <em>Cognitive psychology and instruction. <\/em>Upper Saddle River, NJ: Pearson.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.3pt;text-indent: 36pt\">Burt, S. A. (2009). Rethinking environmental contributions to child and adolescent psychopathology: A meta-analysis of shared environmental influences. <em>Psychological Bulletin, 135<\/em>, 608\u2013637.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Carlson, N. (2013). <em>Physiology of Behavior<\/em>. Upper Saddle River, NJ: Pearson Education.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 68.3pt;text-indent: 36pt\">Carlson, S. M.<strong>, <\/strong>&amp; Zelazo, P. D., &amp; Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), <em>The Oxford handbook of developmental psychology, Vol. 1: Body and mind <\/em>(pp. 706-743). New York: Oxford University Press<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Cazden, C. (2001<em>). Classroom discourse<\/em>, (2nd ed.). Portsmouth, NH: Heineman Publishers.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Centers for Disease Control and Prevention. (2000). <em>2000 CDC growth charts for the United States: Methods and development<\/em>.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Retrieved from <a class=\"rId254\">http:\/\/www.cdc.gov\/nchs\/data\/series\/sr_11\/sr11_246.pdf<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.3pt;text-indent: 36pt\">Centers for Disease Control and Prevention. (2010, November 12). Increasing prevalence of parentreported attention- deficit\/hyperactivity disorder among children, United States, 2003\u20132007. <em>Morbidity and Mortality Weekly Report, 59<\/em>(44), 1439\u20131443.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 195.3pt;text-indent: 36pt\">Centers for Disease Control and Prevention. (2014a<em>). Birth defects<\/em>. Retrieved from <a class=\"rId321\">https:\/\/www.cdc.gov\/ncbddd\/birthdefects\/downsyndrome\/data.html<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Centers for Disease Control and Prevention. (2014b). <em>Prevalence of Childhood Obesity in the United States, 2011-2012.<\/em><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Retrieved from <a class=\"rId322\">http:\/\/www.cdc.gov\/obesity\/data\/childhood.html<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Chao, R. (2001). Extending research on the consequences of parenting styles for Chinese Americans and European Americans.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Child Development<\/em>, <em>72<\/em>, 1832-1843.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 50.85pt;text-indent: 36pt\">Cillesen, A. H., &amp; Mayeaux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status.. <em>Child Development<\/em>, <em>75<\/em>, 147-163.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 35.8pt;text-indent: 36pt\">Clark, M. L., &amp; Bittle, M. L. (1992). Friendship expectations and the evaluation of present friendships in middle childhood and early adolescence. <em>Child Study Journal, 22<\/em>, 115\u2013135.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Clay, R. A. (2013). Psychologists are using research-backed behavioral interventions that effectively treat children with ADHD.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Monitor on Psychology, 44<\/em>(2), 45-47.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 129.8pt;text-indent: 36pt\">Cohen, E. (2004). <em>Teaching cooperative learning: The challenge for teacher education. <\/em>Albany, NY: State University of New York Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 24.1pt;text-indent: 36pt\">Colangelo, N., &amp; Assouline, S. (2009). Acceleration: Meeting the academic and social needs of students. In T. Balchin, B. Hymer, &amp; D. J. Matthews (Eds.), <em>The Routledge international companion to gifted education <\/em>(pp. 194\u2013202). New York, NY: Routledge.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.85pt;text-indent: 36pt\">Cowan, R., &amp; Powell, D. (2014). The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. <em>Journal of Educational Psychology, 106, <\/em>214-229.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Crain, W. (2005). <em>Theories of development <\/em>(5th ed.). Upper Saddle River, NJ: Pearson.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.1pt;text-indent: 36pt\">Davidson, T. L. (2014). Do impaired memory and body weight regulation originate in childhood with diet-induced hippocampal dysfunction? <em>The American Journal of Clinical Nutrition, 99<\/em>(5), 971-972.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 36.8pt;text-indent: 36pt\">Davidson, T. L., Hargrave, S. L., Swithers, S. E., Sample, C. H., Fu, X., Kinzig, K. P., &amp; Zheng, W. (2013). Inter-relationships among diet, obesity, and hippocampal-dependent cognitive function. <em>Neuroscience, 253<\/em>, 110-122.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.25pt;text-indent: 36pt\">de Ribaupierre, A. (2002). Working memory and attentional processes across the lifespan. In P. Graf &amp; N. Ohta (Eds.), <em>Lifespan of development of human memory <\/em>(pp. 59-80). Cambridge, MA: The MIT Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 34.2pt;text-indent: 36pt\">Doolen, J., Alpert, P. T. and Miller, S. K. (2009), Parental disconnect between perceived and actual weight status of children: A metasynthesis of the current research. <em>Journal of the American Academy of Nurse Practitioners, 21<\/em>, 160\u2013166. doi:10.1111\/j.1745-7599.2008.00382.x<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Drexler, P. (2005). <em>Raising boys without men<\/em>. Emmaus, PA: Rodale.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 50.55pt;text-indent: 36pt\">Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron &amp; R. Sternberg (Eds.), <em>Teaching thinking skills: Theory and practice <\/em>(pp. 9-26). New York: Freeman.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Ericsson, K. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>High Ability Studies, 9<\/em>(1), 75\u2013100.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Erikson, E. (1982). <em>The life cycle completed<\/em>. NY: Norton &amp; Company.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Flynn, J. R. (1999). Searching for justice: The discovery of IQ gains over time. <em>American Psychologist, 54<\/em>(1), 5\u201320.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Francis, N. (2006). The development of secondary discourse ability and metalinguistic awareness in second language learners.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>International Journal of Applied Linguistics, 16<\/em>, 37-47.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Fraser-Thomas, J. L., C\u00f4t\u00e9, J., &amp; Deakin, J. (2005). Youth sport programs: an avenue to foster positive youth development.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Physical Education &amp; Sport Pedagogy<\/em>, <em>10<\/em>, 19-40.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Furnham, A., &amp; Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. <em>Personality<\/em> <em>and Individual Differences, 45<\/em>(7), 613\u2013617.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 46pt;text-indent: 36pt\">Furstenberg, F. F., &amp; Cherlin, A. J. (1991). <em>Divided families: What happens to children when parents part<\/em>. Cambridge, MA: Harvard University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gardner, H. (1983). <em>Frames of mind: The theory of multiple intelligences<\/em>. New York: Basic Books.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gardner, H. (1999). <em>Intelligence reframed: Multiple intelligences for the 21st century<\/em>. New York, NY: Basic Books.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 35.6pt;text-indent: 36pt\">Gilligan, C. (1982). <em>In a different voice: Psychological theory and women\u2019s development<\/em>. Cambridge, MA: Harvard University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 39.6pt;text-indent: 36pt\">Gizer, I. R., Ficks, C., &amp; Waldman, I. D. (2009). Candidate gene studies of ADHD: A meta-analytic review. <em>Human Genetics, 126<\/em>, 51\u201390.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history and bibliography.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Intelligence, 24<\/em>(1), 13\u201323.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. <em>Intelligence, 31<\/em>(4), 343\u2013397.<\/p>\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 26.6pt;text-indent: 36pt\">Greenspan, S., Loughlin, G., &amp; Black, R. S. (2001). Credulity and gullibility in people with developmental disorders: A framework for future research. In L. M. Glidden (Ed.), <em>International<\/em> <em>review<\/em> <em>of<\/em> <em>research<\/em> <em>in<\/em> <em>mental<\/em> <em>retardation<\/em> (Vol. 24, pp. 101\u2013135). San Diego, CA: Academic Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Guttmann, J. (1993). <em>Divorce in psychosocial perspective: Theory and research<\/em>. Hillsdale, NJ: L. Erlbaum Associates.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.85pt;text-indent: 36pt\">Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. <em>Psychological Review, 108<\/em>(4), 814\u2013834.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Halpern, D. F. (1992). <em>Sex differences in cognitive abilities <\/em>(2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Hansen, L., Umeda, Y., &amp; McKinney, M. (2002). Savings in the relearning of second language vocabulary: The effects of time and proficiency. <em>Language Learning, 52, <\/em>653-663.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 47.65pt;text-indent: 0pt\">Hartup, W. W. (1983). Adolescents and their friends. <em>New<\/em> <em>Directions<\/em> <em>for<\/em> <em>Child<\/em> <em>and<\/em> <em>Adolescent<\/em> <em>Development,<\/em> <em>60,<\/em> 3-22. Hennessey, B. A., &amp; Amabile, T. M. (2010). Creativity. <em>Annual<\/em> <em>Review<\/em> <em>of<\/em> <em>Psychology,<\/em> <em>61<\/em>, 569\u2013598.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Hetherington, E. M., &amp; Kelly, J. (2002). <em>For better or for worse: Divorce reconsidered<\/em>. New York: W.W. Norton.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Horvat, E. M. (2004). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 57.05pt;text-indent: 0pt\">In A. Lareau (Author) &amp; J. H. Ballantine &amp; J. Z. Spade (Eds.), <em>Schools and society: A sociological approach to education <\/em>(2nd ed., pp. 276-286). Belmont, CA: Wadsworth.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 30.3pt;text-indent: 36pt\">Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., . . . Arnold, L. E. (2005). What aspects of peer relationships are impaired in children with ADHD? <em>Journal of Consulting and Clinical Psychology, 73<\/em>, 411\u2013423.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 34.35pt;text-indent: 0pt\">Inhelder, B., &amp; Piaget, J. (1958). <em>The growth of logical thinking from childhood to adolescence<\/em>. New York: Basic Books. Jaffee, S., &amp; Hyde, J. S. (2000). Gender differences in moral orientation: A meta-analysis. <em>Psychological Bulletin, 126<\/em>(5), 703\u2013<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">726.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 76.6pt;text-indent: 36pt\">Jimenez, R., Garcia, G., &amp; Pearson. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual\/monolingual reading. <em>American Educational Research Journal, 32 (<\/em>1), 67-97.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.25pt;text-indent: 36pt\">Johnson, D., &amp; Johnson, R. (1998). <em>Learning together and alone: Cooperative, competitive, and individualistic learning, (5th ed.). Boston: Allyn &amp; Bacon.<\/em><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Johnson, M. (2005). Developmental neuroscience, psychophysiology, and genetics. In M. Bornstein &amp; M. Lamb (Eds.),<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Developmental science: An advanced textbook <\/em>(5th ed., pp. 187-222). Hillsdale, NJ: Erlbaum.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 53.85pt;text-indent: 36pt\">Johnson, W., Carothers, A., &amp; Deary, I. J. (2009). A role for the X chromosome in sex differences in variability in general intelligence? <em>Perspectives on Psychological Science, 4<\/em>(6), 598\u2013611.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Kail, R. V., McBride-Chang, C., Ferrer, E., Cho, J.R., &amp; Shu, H. (2013). Cultural differences in the development of processing speed. <em>Developmental Science, 16<\/em>, 476-483.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 40.8pt;text-indent: 36pt\">Katz, D. L. (2015). Oblivobesity: Looking over the overweight that parents keep overlooking. <em>Childhood Obesity, 11<\/em>(3), 225- 226.<\/p>\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 56.7pt;text-indent: 36pt\">Klein, R. G., Mannuzza, S., Olazagasti, M. A. R., Roizen, E., Hutchison, J. A., Lashua, E. C., &amp; Castellanos,F. X. (2012). Clinical and functional outcome of childhood attention-deficit\/hyperactivity disorder 33 years later. <em>Archives of General Psychiatry, 69<\/em>, 1295\u20131303.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 49.35pt;text-indent: 36pt\">Klima, T., &amp; Repetti, R. L. (2008). Children\u2019s peer relations and their psychological adjustment: Differences between close friends and the larger peer group. <em>Merrill-Palmer Quarterly, 54<\/em>, 151-178.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Kohlberg, L. (1963). The development of children&#8217;s orientations toward a moral order: Sequence in the development of moral thought. <em>Vita Humana<\/em>, <em>16<\/em>, 11-36.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Kohlberg, L. (1984). <em>The psychology of moral development: Essays on moral development <\/em>(Vol. 2, p. 200). San Francisco, CA: Harper &amp; Row.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Kohnert, K., Yim, D., Nett, K., Kan, P., &amp; Duran, L. (2005). Intervention with linguistically diverse preschool children.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Language, Speech, and Hearing Services in Schools, 36<\/em>, 251-263.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Lally, M. J., &amp; Valentine-French, S. J. (2015). Introduction to Psychology [Adapted from Charles Stangor, Introduction to Psychology] Grayslake, IL: College of Lake County.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 34.35pt;text-indent: 36pt\">Liang, J., Matheson, B., Kaye, W., &amp; Boutelle, K. (2014). Neurocognitive correlates of obesity and obesity-related behaviors in children and adolescents. <em>International Journal of Obesity, 38<\/em>(4), 494-506<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 41.1pt;text-indent: 36pt\">Linnet, K. M., Dalsgaard, S., Obel, C., Wisborg, K., Henriksen, T. B., Rodriquez, A., . . . Jarvelin, M. R.(2003). Maternal lifestyle factors in pregnancy risk of attention deficit hyperactivity disorder and associated behaviors: A review of current evidence. <em>The American Journal of Psychiatry, 160<\/em>, 1028\u20131040.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 41.8pt;text-indent: 36pt\">Livingston, G. (2014). Fewer than half of U.S. kids today live in a \u201ctraditional\u201d family. <em>Pew Research Center. <\/em>Retrieved from <a class=\"rId323\">http:\/\/www.pewresearch.org\/fact-tank\/2014\/12\/22\/less-than-half-of-u-s-kids-today-live-in-a-traditional-family\/<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 58.3pt;text-indent: 36pt\">Loe, I. M., &amp; Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. <em>Journal of Pediatric Psychology, 32<\/em>, 643\u2013654.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Lofquist, D. (2011). Same-sex households. Current population reports, ACSBR\/10-03. U.S. Census Bureau, Washington, DC. Retrieved from <a class=\"rId324\">https:\/\/www.census.gov\/prod\/2011pubs\/acsbr10-03.pdf<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Lu, S. (2016). Obesity and the growing brain. <em>Monitor on Psychology, 47<\/em>(6), 40-43.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 30.85pt;text-indent: 36pt\">Lubinski, D., &amp; Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. <em>Perspectives on Psychological Science, 1<\/em>(4), 316\u2013345.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.25pt;text-indent: 36pt\">Macbeth, D. (2003). Hugh Mehan&#8217;s Learning Lessons reconsidered: On the differences between naturalistic and critical analysis of classroom discourse. <em>American Educational Research Journal, 40 <\/em>(1), 239-280.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.55pt;text-indent: 36pt\">Markant, J. C., &amp; Thomas, K. M. (2013). Postnatal brain development. In P. D. Zelazo (Ed.), <em>Oxford handbook of developmental psychology. <\/em>New York: Oxford University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.35pt;text-indent: 36pt\">Marshal, M. P., &amp; Molina, B. S. G. (2006). Antisocial behaviors moderate the deviant peer pathway to substance use in children with ADHD. <em>Journal of Clinical Child and Adolescent Psychology, 35<\/em>, 216\u2013226.<\/p>\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 53.35pt;text-indent: 36pt\">McCann, D., Barrett, A., Cooper, A., Crumpler, D., Dalen, L., Grimshaw, K., . . . Stevenson, J. (2007). Food additives and hyperactive behaviour in 3-year-old and 8\/9-year-old children in the community: A randomised, double-blinded, placebo-controlled trial. <em>The Lancet, 370<\/em>(9598), 1560\u20131567.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">McGuine, T. A. (2016). The association of sports specialization and history of lower extremity injury in high school athletes.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Medical Science in Sports and Exercise, 45 (supplement 5), <\/em>866.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 34.8pt;text-indent: 36pt\">McLanahan, S., &amp; Sandefur, G. D. (1994). <em>Growing up with a single parent: What hurts, what helps<\/em>. Cambridge, MA: Harvard University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 24.8pt;text-indent: 36pt\">Medline Plus. (2016a). <em>Phonological Disorder<\/em>. National Institute of Mental Health: U.S. National Library of Medicine. Retrieved from <a class=\"rId325\">https:\/\/medlineplus.gov\/ency\/article\/001541.htm<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Medline Plus. (2016b). <em>Speech and communication disorders<\/em>. National Institute of Mental Health: U.S. National Library of Medicine. Retrieved from <a class=\"rId326\">https:\/\/medlineplus.gov\/speechandcommunicationdisorders.html<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Medline Plus. (2016c). <em>Stuttering<\/em>. National Institute of Mental Health: U.S. National Library of Medicine. Retrieved from <a class=\"rId327\">https:\/\/medlineplus.gov\/ency\/article\/001427.htm<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 89pt;text-indent: 0pt\">Meyers-Sutton, C. (2005). <em>Multiple voices: An introduction to bilingualism<\/em>. Malden, MA: Blackwell Publishers. Miller, P. H. (2000). How best to utilize a deficiency. <em>Child Development, 71<\/em>, 1013-1017.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 70.8pt;text-indent: 36pt\">Minami, M. (2002). <em>Culture-specific language styles: The development of oral narrative and literacy. <\/em>Clevedon, UK: Multilingual Matters.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 105.3pt;text-indent: 36pt\">National Institute of Neurological Disorders and Stroke. (2016<em>). Dyslexia Information Page<\/em>. Retrieved from <a class=\"rId328\">https:\/\/www.ninds.nih.gov\/Disorders\/All-Disorders\/Dyslexia-Information-Page<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 123.55pt;text-indent: 36pt\">National Institute on Deafness and other Communication Disorders. (2016). <em>Stuttering<\/em>. Retrieved from <a class=\"rId329\">https:\/\/www.nidcd.nih.gov\/health\/stuttering<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Neisser, U. (1997). Rising scores on intelligence tests. <em>American Scientist, 85<\/em>, 440-447.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Neisser, U. (Ed.). (1998). <em>The rising curve. <\/em>Washington, DC: American Psychological Association.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 46.85pt;text-indent: 36pt\">Oude Luttikhuis, H., Stolk, R. and Sauer, P. (2010), How do parents of 4- to 5-year-old children perceive the weight of their children? Acta P\u00e6diatrica, 99, 263\u2013267. doi:10.1111\/j.1651-2227.2009.01576.x<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.8pt;text-indent: 36pt\">Patterson, C. J. (2013). Children of lesbian and gay parents: Psychology, law, and Policy. <em>Psychology of Sexual Orientation and Gender Diversity, 1<\/em>, 27-34.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.3pt;text-indent: 36pt\">Pettit, G. S., Clawson, M. A., Dodge, K. A., &amp; Bates, J. E. (1996). Stability and change in peer-rejected status: The role of child behavior, parenting. And family ecology. <em>Merrill-Palmer Quarterly, 42(2), <\/em>267-294.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 45.1pt;text-indent: 36pt\">Pew Research Center. (2010). <em>New family types. <\/em>Retrieved from <a class=\"rId330\">http:\/\/www.pewsocialtrends.org\/2010\/11\/18\/vi-new-family-<\/a> <a class=\"rId330\">types\/<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 59.35pt;text-indent: 36pt\">PreBler, A., Krajewski, K., &amp; Hasselhorn, M. (2013). Working memory capacity in preschool children contributes to the acquisition of school relevant precursor skills. <em>Learning and Individual Differences, 23<\/em>, 138-144.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 118.5pt;text-indent: 36pt\">Public Law 93-112, 87 Stat. 394 (Sept. 26, 1973). <em>Rehabilitation Act of 1973. <\/em>Washington, D.C.: United States Government Printing Office.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 112.75pt;text-indent: 36pt\">Public Law 101-336, 104 Stat. 327 (July 26, 1990). <em>Americans with Disabilities Act of 1990<\/em>. Washington, D.C.: United States Government Printing Office.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Public Law 108-446, 118 Stat. 2647 (December 3, 2004<em>). Individuals with Disabilities Education Improvement Act. <\/em>Washington, D.C.: United States Government Printing Office.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Rest, J. (1979). <em>Development in judging moral issues<\/em>. Minneapolis: University of Minnesota Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 41.95pt;text-indent: 36pt\">Rogers, R., Malancharuvil-Berkes, E., Mosely, M., Hui, D., &amp; O&#8217;Garro, G. (2005). Critical discourse analysis in education: A review of the literature<em>. Review of Educational Research, 75 <\/em>(3), 365-416.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Rogoff, B. (2003). <em>The culture of human development<\/em>. New York: Oxford University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Rolls, E. (2000). Memory systems in the brain. <em>Annual Review of Psychology, 51, <\/em>599-630.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 50.8pt;text-indent: 0pt\">Ross, H. S., &amp; Lollis, S. P. (1989). A social relations analysis of toddler peer relations. <em>Child Development, 60, <\/em>1082-1091. Rubin, R. (1980). <em>Children\u2019s friendships<\/em>. Cambridge, MA: Harvard University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Sabo, D., &amp; Veliz, P. (2008). <em>Go Out and Play: Youth Sports in America<\/em>. East Meadow, NY: Women\u2019s Sports Foundation<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 37.6pt;text-indent: 36pt\">Sarafrazi, N., Hughes, J. P., &amp; Borrud, L. (2014). Perception of weight status in U.S. children and adolescents aged 8-15 years, 2005-2012<em>. NCHS Data Brief, 158<\/em>, 1-8.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Schneider, W., Kron-Sperl, V., &amp; H\u00fcnnerkopf, M. (2009). The development of young children\u2019s memory strategies: Evidence from the W\u00fcrzburg Longitudinal Memory Study. <em>European Journal of Developmental Psychology, 6, <\/em>70-99.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Schneider, W., &amp; Pressley, M. (1997). <em>Memory development between 2 and 20<\/em>. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.<\/p>\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 46pt;margin-right: 26.8pt;text-indent: 36pt\">Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., &amp; Bates, J. E. (2014). Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late adolescence. <em>Journal of Clinical Child and Adolescent Psychology, 44<\/em>, 393-404.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Seagoe, M. V. (1975). <em>Terman and the gifted<\/em>. Los Altos, CA: William Kaufmann.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 94.55pt;text-indent: 36pt\">Seccombe, K., &amp; Warner, R. L. (2004). <em>Marriages and families: Relationships in social context<\/em>. Belmont, CA: Wadsworth\/Thomson Learning.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Seifert, K. (2011). <em>Educational Psychology<\/em>. Houston, TX: Rice University<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\"><em>Selman, Robert L. (1980). The growth of interpersonal understanding. London: Academic Press<\/em><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Siegler, R. S. (1992). The other Alfred Binet. <em>Developmental Psychology, 28<\/em>(2), 179\u2013190.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.25pt;text-indent: 36pt\">Simonton, D. K. (1992). The social context of career success and course for 2,026 scientists and inventors. <em>Personality and Social Psychology Bulletin, 18<\/em>(4), 452\u2013463.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 50.55pt;margin-right: 32.1pt;text-indent: 40.6pt\">Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. <em>American Psychologist, 55<\/em>(1), 151\u2013 158.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Sodian, B., &amp; Schneider, W. (1999). Memory strategy development: Gradual increase, sudden insight or roller coaster? In F. E. Weinert &amp; W. Schneider (Eds.), <em>Individual development from 3 to 12: Findings from the Munich Longitudinal Study <\/em>(pp. 61-77). Cambridge, UK: Cambridge University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 27.1pt;text-indent: 36pt\">Sport Policy and Research Collaborative (SPARC, 2013). <em>What is the status of youth coach training in the U.S.? <\/em>University of Florida. Retrieved from <a class=\"rId331\">https:\/\/assets.aspeninstitute.org\/content\/uploads\/files\/content\/upload\/Project%20Play%20Research%20Brief%20Coach<\/a> <a class=\"rId331\">ing%20Education%20&#8211;%20FINAL.pdf<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Sport Policy and Research Collaborative (SPARC, 2016). State of play 2016: Trends and developments. The Aspen Institute.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">Retrieved from <a class=\"rId332\">https:\/\/www.aspeninstitute.org\/publications\/state-play-2016-trends-developments\/<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 47.65pt;text-indent: 0pt\">Spreen, O., Rissser, A., &amp; Edgell, D. (1995). <em>Developmental neuropsychology<\/em>. New York: Oxford University Press. Sternberg, R. J. (1985). <em>Beyond<\/em> <em>IQ:<\/em> <em>A<\/em> <em>triarchic<\/em> <em>theory<\/em> <em>of<\/em> <em>human<\/em> <em>intelligence<\/em>. New York, NY: Cambridge University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 36pt\">Sternberg, R. J. (2003). Contemporary theories of intelligence. In W. M. Reynolds &amp; G. E. Miller (Eds.), <em>Handbook<\/em> <em>of<\/em> <em>psychology: Educational<\/em> <em>psychology<\/em> (Vol. 7, pp. 23\u201345). Hoboken, NJ: John Wiley &amp; Sons.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 29.95pt;text-indent: 36pt\">Sternberg, R. J., Wagner, R. K., &amp; Okagaki, L. (1993). Practical intelligence: The nature and role of tacit knowledge in work and at school. In J. M. Puckett &amp; H. W. Reese (Eds.), <em>Mechanisms of everyday cognition <\/em>(pp. 205\u2013227). Hillsdale, NJ: Lawrence Erlbaum Associates.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 39.3pt;text-indent: 36pt\">Stewart, A. J., Copeland, Chester, Malley, &amp; Barenbaum. (1997). <em>Separating together: How divorce transforms families<\/em>. New York: Guilford Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.6pt;text-indent: 36pt\">Stewart, S. M. &amp; Bond, M. H. (2002), A critical look at parenting research from the mainstream: Problems uncovered while adapting Western research to non-Western cultures. <em>British Journal of Developmental Psychology, 20<\/em>, 379\u2013392. doi:10.1348\/026151002320620389<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Stopbullying.gov. (2016). Retrieved from <a class=\"rId313\">http:\/\/www.stopbullying.gov\/index.html<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 24.8pt;text-indent: 36pt\">Swanson, J. M., Kinsbourne, M., Nigg, J., Lamphear, B., Stefanatos, G. A., Volkow, N., \u2026&amp; Wadhwa, P. D. (2007). Etiologic subtypes of attention-deficit\/hyperactivity disorder: brain imaging, molecular genetic and environmental factors and the dopamine hypothesis. <em>Neuropsychological Review, 17<\/em>(1), 39-59.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 39.1pt;text-indent: 36pt\">Tarasova, I. V., Volf, N. V., &amp; Razoumnikova, O. M. (2010). Parameters of cortical interactions in subjects with high and low levels of verbal creativity. <em>Human Physiology, 36<\/em>(1), 80\u201385.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 37.55pt;text-indent: 36pt\">Terman, L. M., &amp; Oden, M. H. (1959). <em>Genetic studies of genius: The gifted group at mid-life <\/em>(Vol. 5). Stanford, CA: Stanford University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.1pt;text-indent: 36pt\">Thakur, G. A., Sengupta, S. M., Grizenko, N., Schmitz, N., Page, V., &amp; Joober, R. (2013). Maternal smoking during pregnancy and ADHD: A comprehensive clinical and neurocognitive characterization. <em>Nicotine and Tobacco Research<\/em>, <em>15<\/em>, 149\u2013 157.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Tharp, R. &amp; Gallimore, R. (1989). <em>Rousing minds to life<\/em>. New York: Cambridge University Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Thompson, A., Molina, B. S. G., Pelham, W., &amp; Gnagy, E. M. (2007). Risky driving in adolescents and young adults with childhood ADHD. <em>Journal of Pediatric Psychology<\/em>, 32, 745\u2013759.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 56.85pt;text-indent: 36pt\">Torres-Guzman, M. (1998). Language culture, and literacy in Puerto Rican communities. In B. Perez (Ed.), <em>Sociocultural contexts of language and literacy<\/em>. Mahwah, NJ: Erlbaum.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 121.75pt;text-indent: 36pt\">Treffert, D. A., &amp; Wallace, G. L. (2004). Islands of genius. <em>Scientific American<\/em>, 14\u201323. Retrieved from <a class=\"rId334\">http:\/\/gordonresearch.com\/articles_autism\/SciAm-Islands_of_Genius.pdf<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Tse, L. (2001). <em>Why don&#8217;t they learn English? <\/em>New York: Teachers&#8217; College Press.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Turiel, E. (1998). The development of morality. In W. Damon (Ed.), <em>Handbook of child psychology: Socialization <\/em>(5th ed., Vol.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\">3, pp. 863\u2013932). New York, NY: John Wiley &amp; Sons.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 30.35pt;text-indent: 0pt\">United States Department of Commerce, Bureau of the Census. (2003). <em>American community survey. <\/em>Washington, D.C.: Author. United States Department of Education. (2005). <em>27th Annual Report to Congress on the implementation of the Individuals with<\/em><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 0pt;text-indent: 0pt\"><em>Disabilities Education Act<\/em>. Washington, D.C.: Author.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 200.8pt;text-indent: 36pt\">United States Youth Soccer. (2012). <em>US youth soccer at a glance<\/em>. Retrieved from <a class=\"rId335\">http:\/\/www.usyouthsoccer.org\/media_kit\/ataglance\/<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 32.05pt;text-indent: 36pt\">Vakil, E., Blachstein, H., Sheinman, M., &amp; Greenstein, Y. (2009). Developmental changes in attention tests norms: Implications for the structure of attention. Child Neuropsychology, 15, 21-39.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 51.95pt;text-indent: 36pt\">van der Molen, M., &amp; Molenaar, P. (1994). Cognitive psychophysiology: A window to cognitivedevelopment and brain maturation. In G. Dawson &amp; K. Fischer (Eds.), <em>Human behavior and the developing brain. <\/em>New York: Guilford.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 10pt;margin-right: 0pt;text-indent: 0pt\">Visher, E. B., &amp; Visher, J. S. (1985). Stepfamilies are different. <em>Journal of Family Therapy<\/em>, <em>7<\/em>(1), 9-18.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.1pt;text-indent: 36pt\">Volkow N. D., Fowler J. S., Logan J., Alexoff D., Zhu W., Telang F., . . . Apelskog-Torres K. (2009). Effects of modafinil on dopamine and dopamine transporters in the male human brain: clinical implications. <em>Journal of the American Medical Association<\/em>, <em>301<\/em>, 1148\u20131154.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 47.65pt;text-indent: 36pt\">Wagner, R., &amp; Sternberg, R. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. <em>Journal<\/em> <em>of Personality<\/em> <em>and<\/em> <em>Social<\/em> <em>Psychology,<\/em> <em>49<\/em>(2), 436\u2013458.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 31.3pt;text-indent: 36pt\">Watkins, C. E., Campbell, V. L., Nieberding, R., &amp; Hallmark, R. (1995). Contemporary practice of psychological assessment by clinical psychologists. <em>Professional Psychology: Research and Practice, 26<\/em>(1), 54\u201360.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 31.85pt;text-indent: 36pt\">Weaver, J. M., &amp; Schofield, T. J. (2015). Mediation and moderation of divorce effects on children\u2019s behavior problems. <em>Journal of Family Psychology, 29<\/em>(1), 39-48. doi<a class=\"rId336\">:http:\/\/dx.doi.org\/10.1037\/fam0000043<\/a><\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 26.4pt;text-indent: 36pt\">Weisberg, R. (2006). <em>Creativity: Understanding innovation in problem solving, science, invention, and the arts. <\/em>Hoboken, NJ: John Wiley &amp; Sons.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 33.15pt;text-indent: 36pt\">Wilens, E., Fararone, S.V., Biederman, J., &amp; Gunawardene, S. (2003). Does the treatment of Attention-Deficit\/Hyperactivity Disorder with stimulants contribute to use\/abuse? <em>Pediatrics, <\/em><em>111<\/em>(1), 97-109.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 36.6pt;text-indent: 36pt\">Wolraich, M. L., Wilson, D. B., &amp; White, J. W. (1995). The effect of sugar on behavior or cognition in children. <em>Journal of the American Medical Association<\/em>, 274, 1617\u20131621.<\/p>\n<p class=\"import-Normal\" style=\"text-align: left;margin-left: 46pt;margin-right: 49.6pt;text-indent: 36pt\">Ysseldyke, J. &amp; Bielinski, J. (2002). Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities. <em>Exceptional Children, 68<\/em>(2), 189-201.<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-538\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li><strong>Authored by<\/strong>: Martha Lally and Suzanne Valentine-French. <strong>Provided by<\/strong>: College of Lake County Foundation. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/dept.clcillinois.edu\/psy\/LifespanDevelopment.pdf\">http:\/\/dept.clcillinois.edu\/psy\/LifespanDevelopment.pdf<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":89971,"menu_order":22,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"\",\"author\":\"Martha Lally and Suzanne Valentine-French\",\"organization\":\"College of Lake County Foundation\",\"url\":\"http:\/\/dept.clcillinois.edu\/psy\/LifespanDevelopment.pdf\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-538","chapter","type-chapter","status-publish","hentry"],"part":29,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/538","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/users\/89971"}],"version-history":[{"count":2,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/538\/revisions"}],"predecessor-version":[{"id":583,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/538\/revisions\/583"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/parts\/29"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/538\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/media?parent=538"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/pressbooks\/v2\/chapter-type?post=538"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/contributor?post=538"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-lifespandevelopment\/wp-json\/wp\/v2\/license?post=538"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}