Example of Monographs of the Society for Research in Child Development format
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Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format
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Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format Example of Monographs of the Society for Research in Child Development format
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Monographs of the Society for Research in Child Development — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Developmental and Educational Psychology #127 of 332 down down by 4 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 67 Published Papers | 188 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 22/06/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.387

16% from 2018

Impact factor for Monographs of the Society for Research in Child Development from 2016 - 2019
Year Value
2019 2.387
2018 2.051
2017 2.245
2016 2.204
graph view Graph view
table view Table view

2.8

27% from 2019

CiteRatio for Monographs of the Society for Research in Child Development from 2016 - 2020
Year Value
2020 2.8
2019 2.2
2018 2.3
2017 2.6
2016 2.5
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 16% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 27% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.618

2% from 2019

SJR for Monographs of the Society for Research in Child Development from 2016 - 2020
Year Value
2020 0.618
2019 0.606
2018 0.58
2017 0.725
2016 0.734
graph view Graph view
table view Table view

2.491

48% from 2019

SNIP for Monographs of the Society for Research in Child Development from 2016 - 2020
Year Value
2020 2.491
2019 1.683
2018 1.141
2017 1.327
2016 1.057
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 2% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 48% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Monographs of the Society for Research in Child Development

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Wiley

Monographs of the Society for Research in Child Development

Since 1935 this series has presented in-depth research studies and significant findings in child development and its related disciplines. Each issue consists of a single study or a group of papers on a single theme, accompanied usually by commentary and discussion. Like all So...... Read More

Psychology

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Last updated on
22 Jun 2020
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ISSN
0037-976X
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Impact Factor
High - 1.732
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
apa
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Citation Type
Numbered
[25]
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Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Journal Article DOI: 10.2307/3333827
Security in infancy, childhood, and adulthood: A move to the level of representation.
Mary Main1, Nancy Kaplan, Jude Cassidy

Abstract:

We are grateful to the Institute of Human Development, Berkeley, and to the Society for Research in Child Development for funding that made the study of our sample at 6 years possible. In its earlier phases, the Social Development Project was supported by the William T. Grant Foundation, by the Alvin Nye Main Foundation, and ... We are grateful to the Institute of Human Development, Berkeley, and to the Society for Research in Child Development for funding that made the study of our sample at 6 years possible. In its earlier phases, the Social Development Project was supported by the William T. Grant Foundation, by the Alvin Nye Main Foundation, and by Bio-Medical Support Grants 1-444036-32024 and 1-444036-32025 for studies in the behavioral sciences. The Child Study Center at the University of California was invaluable in its provision of subjects and in the training provided for our observers and examiners. The National Center for Clinical Infancy Programs provided support and assistance to Nancy Kaplan. This project would not have been possible without the direction and assistance provided by Donna Weston and by Bonnie Powers, Jackie Stadtman, and Stewart Wakeling in its first phases. For the initial identification of infants who should be left unclassified-an identification critical to the present study-we gratefully acknowledge both Judith Solomon and Donna Weston. Carol George participated in the designing of the sixth-year project; Ruth Goldwyn served as adult interviewer; and Ellen Richardson served as the child's examiner. The videotapes and transcripts of the sixth-year study were analyzed by Jude Cassidy, Anitra DeMoss, Ruth Goldwyn, Nancy Kaplan, Todd Hirsch, Lorraine Littlejohn, Amy Strage, and Reggie Tiedemann. Mary Ainsworth, John Bowlby, Harriet Oster, and Amy Strage provided useful criticism of earlier versions of this chapter. The overall conceptualization was substantially enriched by suggestions made by Erik Hesse. read more read less
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4,213 Citations
Journal Article DOI: 10.1111/J.1540-5834.1994.TB01276.X
Emotion regulation: a theme in search of definition
Ross A. Thompson1

Abstract:

Contemporary interest in emotion regulation promises to advance important new views of emotional development as well as offering applications to developmental psychopathology, but these potential contributions are contingent on developmentalists' attention to some basic definitional issues. This essay offers a perspective on ... Contemporary interest in emotion regulation promises to advance important new views of emotional development as well as offering applications to developmental psychopathology, but these potential contributions are contingent on developmentalists' attention to some basic definitional issues. This essay offers a perspective on these issues by considering how emotion regulation should be defined, the various components of the management of emotion, how emotion regulation strategies fit into the dynamics of social interaction, and how individual differences in emotion regulation should be conceptualized and measured. In the end, it seems clear that emotion regulation is a conceptual rubric for a remarkable range of developmental processes, each of which may have its own catalysts and control processes. Likewise, individual differences in emotion regulation skills likely have multifaceted origins and are also related in complex ways to the person's emotional goals and the immediate demands of the situation. Assessment approaches that focus on the dynamics of emotion are well suited to elucidating these complex developmental and individual differences. In sum, a challenging research agenda awaits those who enter this promising field of study. read more read less

Topics:

Interpersonal emotion regulation (74%)74% related to the paper, Emotion work (67%)67% related to the paper, Affective science (63%)63% related to the paper, Emotion classification (62%)62% related to the paper, Affective neuroscience (60%)60% related to the paper
2,975 Citations
Journal Article DOI: 10.2307/1166214
Social Cognition, joint attention and communicative Competence from 9 to 15 months of age
Malinda Carpenter1, Katherine Nagell, Michael Tomasello1

Abstract:

At around 1 year of age, human infants display a number of new behaviors that seem to indicate a newly emerging understanding of other persons as intentional beings whose attention to outside objects may be shared, followed into, and directed in various ways. These behaviors have mostly been studied separately. In the current... At around 1 year of age, human infants display a number of new behaviors that seem to indicate a newly emerging understanding of other persons as intentional beings whose attention to outside objects may be shared, followed into, and directed in various ways. These behaviors have mostly been studied separately. In the current study, we investigated the most important of these behaviors together as they emerged in a single group of 24 infants between 9 and 15 months of age. At each of seven monthly visits, we measured joint attentional engagement, gaze and point following, imitation of two different kinds of actions on objects, imperative and declarative gestures, and comprehension and production of language. We also measured several nonsocial-cognitive skills as a point of comparison. We report two studies. The focus of the first study was the initial emergence of infants' social-cognitive skills and how these skills are related to one another developmentally. We found a reliable pattern of emergence: Infants progressed from sharing to following to directing others' attention and behavior. The nonsocial skills did not emerge predictably in this developmental sequence. Furthermore, correlational analyses showed that the ages of emergence of all pairs of the social-cognitive skills or their components were inter-related. The focus of the second study was the social interaction of infants and their mothers, especially with regard to their skills of joint attentional engagement (including mothers' use of language to follow into or direct infants' attention) and how these skills related to infants' early communicative competence. Our measures of communicative competence included not only language production, as in previous studies, but also language comprehension and gesture production. It was found that two measures--the amount of time infants spent in joint engagement with their mothers and the degree to which mothers used language that followed into their infant's focus of attention--predicted infants' earliest skills of gestural and linguistic communication. Results of the two studies are discussed in terms of their implications for theories of social-cognitive development, for theories of language development, and for theories of the process by means of which human children become fully participating members of the cultural activities and processes into which they are born. read more read less

Topics:

Joint attention (62%)62% related to the paper, Communicative competence (56%)56% related to the paper, Language development (54%)54% related to the paper, Language production (54%)54% related to the paper, Cognitive development (52%)52% related to the paper
2,291 Citations
Journal Article DOI: 10.2307/1165983
Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen.

Abstract:

The study was designed (a) to provide prevalence data on behavioral problems and competencies, (b) to identify differences related to demographic variables, and (c) to compare clinically referred and demographically similar nonreferred children. Data were obtained with the Child Behavior Checklist (CBCL), consisting of 20 soc... The study was designed (a) to provide prevalence data on behavioral problems and competencies, (b) to identify differences related to demographic variables, and (c) to compare clinically referred and demographically similar nonreferred children. Data were obtained with the Child Behavior Checklist (CBCL), consisting of 20 social competence items and 118 behavior problems. Parents of 1,300 referred children completed the CBCL at intake into outpatient mental health services, while parents of 1,300 randomly selected nonreferred children completed the CBCL in a home interview survey. Intraclass correlations were in the .90s for interparent agreement, 1-week test-retest reliability, and inter-interviewer reliability. Indices of the reported prevalence of each item are graphically portrayed for children grouped by age, gender, and clinical status. Multiple regressions and ANCOVAs showed minimal racial differences but significant tendencies for lower SES children to have higher behavior problem and lower competence scores than upper SES children. There were numerous gender differences on specific items but no significant gender difference in total behavior problem or competence score. Age showed more and larger differences than the other demographic variables, but these differences were dwarfed by differences related to referral status. Across all demographic groups, referal status accounted for more variance in total behavior problem and social competence scores than in the scores for any single item. However, some behavior problems that have traditionally received little attention were much more strongly associated with referral status than problems that have received much attention. Cutoff points on the distributions of total behavior problem and social competence scores yield good separation between referred and nonreferred samples. read more read less

Topics:

Child Behavior Checklist (59%)59% related to the paper, Social competence (55%)55% related to the paper, CBCL (54%)54% related to the paper
1,698 Citations
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13. What is Sherpa RoMEO Archiving Policy for Monographs of the Society for Research in Child Development?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Monographs of the Society for Research in Child Development. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Monographs of the Society for Research in Child Development?

The 5 most common citation types in order of usage for Monographs of the Society for Research in Child Development are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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