Cover Image
close this bookEarly Supplementary Feeding and Cognition (Society for Research in Child Development, 1993, 123 pages)
View the document(introductory text...)
View the documentAbstract
View the documentI. Introduction
Open this folder and view contentsII. Methodology and findings of the longitudinal study
Open this folder and view contentsIII. Conceptual rationale for the follow-up
Open this folder and view contentsIV. Methodological and substantive considerations
Open this folder and view contentsV. Methods of the cross-sectional follow-up
Open this folder and view contentsVI. Results from the cross-sectional follow-up
Open this folder and view contentsVII. Discussion
View the documentAppendix A: Average nutrient intakes of Atole and Fresco subjects
View the documentAppendix B: Descriptions of tests used in the analysis of the preschool battery
View the documentReferences
View the documentAcknowledgments
View the documentCommentary - Going beyond nutrition: Nutrition, context, and development
View the documentCommentary - Early supplementary feeding and cognition: A retrospective comment
View the documentReply - Nutrition and development: Considerations for intervention
View the documentContributors
View the documentStatement of editorial policy

Statement of editorial policy

The Monographs series is intended as an outlet for major reports of developmental research that generate authoritative new findings and use these to foster a fresh and/or better-integrated perspective on some conceptually significant issue or controversy. Submissions from programmatic research projects are particularly welcome; these may consist of individually or group-authored reports of findings from some single large-scale investigation or of a sequence of experiments centering on some particular question. Multiauthored sets of independent studies that center on the same underlying question can also be appropriate; a critical requirement in such instances is that the various authors address common issues and that the contribution arising from the set as a whole be both unique and substantial. In essence, irrespective of how it may be framed, any work that contributes significant data and/or extends developmental thinking will be taken under editorial consideration.

Submissions should contain a minimum of 80 manuscript pages (including tables and references); the upper limit of 150-175 pages is much more flexible (please submit four copies; a copy of every submission and associated correspondence is deposited eventually in the archives of the SRCD). Neither membership in the Society for Research in Child Development nor affiliation with the academic discipline of psychology are relevant; the significance of the work in extending developmental theory and in contributing new empirical information is by far the most crucial consideration. Because the aim of the series is not only to advance knowledge on specialized topics but also to enhance cross-fertilization among disciplines or subfields, it is important that the links between the specific issues under study and larger questions relating to developmental processes emerge as clearly to the general reader as to specialists on the given topic.

Potential authors who may be unsure whether the manuscript they are planning would make an appropriate submission are invited to draft an outline of what they propose and send it to the Editor for assessment. This mechanism, as well as a more detailed description of all editorial policies, evaluation processes, and format requirements, is given in the "Guidelines for the Preparation of Monographs Submissions," which can be obtained by writing to the Editor designate, Rachel K. Clifton., Department of Psychology, University of Massachusetts, Amherst, MA 01003.

EDITOR

WANDA C. BRONSON

Institute of Human Development, University of California, Berkeley

CONSULTING EDITORS (1992)

ROGER BAKEMAN

Georgia State University

RONALD BARR

Montreal Children's Hospital

ELIZABETH BATES

University of California, San Diego

JACK BLOCK

University of California, Berkeley

LOIS BLOOM

Columbia University Teachers College

CHARLES J. BRAINERD

University of Arizona

SHIRLEY BRICK HEATH

Stanford University

MICHAEL COLE

University of California, San Diego

PHILIP M. DAVIDSON

Catholic University of America

KENNETH DODGE

Vanderbilt University

MARTIN FORD

Stanford University

KATHLEEN GIBSON

University of Texas Dental Branch

ALISON GOPNIK

University of California, Berkeley

ALLEN GOTTFRIED

California State University at Fullerton

MEGAN GUNNAR

University of Minnesota

MARK HOWE

Memorial University of Newfoundland

JOHN HAYES

Carnegie-Mellon University

ROBERT A. LEVINE

Harvard University

WILLIAM A. MASON

University of California, Davis

GEORGE MILLER

Princeton University

WILLIAM NAGY

University of Illinois

ROBERTA PAIKOFF

University of Illinois at Chicago

VALERIE REYNA

University of Arizona

RICHARD E. SNOW

Stanford University

CHARLES M. SUPER

Pennsylvania State University

ELLIOT TURIEL

University of California, Berkeley

DEBORAH LOWE VANDELL

University of Wisconsin-Madison

THEODORE D. WACHS

Purdue University

AMYE R. WARREN

University of Tennessee, Chattanooga

MONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT

CURRENT:

The Architecture and Dynamics of Developing Mind: Experiential Structuralism as a Frame for Unifying Cognitive Developmental Theories - ANDREAS DEMETRIOU, ANASTASIA EFKLIDES, and MARIA PLATSIDOU (Serial No. 234, 1993, $18.50)

Language Comprehension in Ape and Child - E. SUE SAVAGE-RUMBAUGH, JEANNINE MURPHY,
ROSE A. SEVCIK, KAREN E. BRAKKE, SHELLY L. WILLIAMS, and DUANE M. RUMBAUGH (Serial No. 233, 1993, $18.50)

The Development of Sex Typing in Middle Childhood - LISA A. SERBIN, KIMBERLY K. POWLISHTA, and JUDITH GULKO (Serial No. 232, 1993, $14.06)

Young Children's Understanding of Pretense - PAUL L. HARRIS and ROBERT D. KAVANAUGH (Serial No. 231, 1993, $14.00)

Development of Infants with Disabilities and Their Families: Implications for Theory and Service Delivery - JACK P. SHONKOFF, PENNY HAUSER-CRAM, MARTY WYNGAARDEN KRAUSS, and CAROLE CHRISTOFK UPSHUR (Serial No. 230, 1992, $14.00)

Testifying in Criminal Court: Emotional Effects on Child Sexual Assault Victims - GAIL S. GOODMAN, ELIZABETH PYLE TAUB, DAVID P. H. JONES, PATRICIA ENGLAND, LINDA K. PORT, LESLIE RUDY, and LYDIA PRADO (Serial No. 229, 1992, $14.00)

Overregularization in Language Acquisition - GARY F. MARCUS, STEVEN PINKER, MICHAEL ULLMAN, MICHELLE HOLLANDER, T. JOHN ROSEN, and FEI XU (Serial No. 228, 1992, $14.00)

Coping with Marital Transitions: A Family Systems Perspective. - E. MAVIS HETHERINGTON, W. GLENN CLINGEMPEEL, EDWARD R. ANDERSON, JAMES E. DEAL, MARGARET STANLEY HAGAN, E. ANN HOLLIER, and MARJORIE S. LINDNER (Serial No. 227, 1992, $18.50)

Self-Evaluation in Young Children - DEBORAH STIPEK, SUSAN RECCHIA, and SUSAN McCLINTIC (Serial No. 226, 1992, $14.00)

National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples - THOMAS M. ACHENBACH, CATHERINE T. HOWELL, HERBERT C. QUAY, and C. KEITH CONNERS (Serial No. 225, 1991, $14.00)

Judging Social Issues: Difficulties, Inconsistencies, and Consistencies - ELLIOT TURIEL, CAROLYN HILDEBRANDT, and CECILIA WAINRYB (Serial No. 224, 1991, $14.00)

Hidden Skills: A Dynamic Systems Analysis of Treadmill Stepping during the First Year - ESTHER THELEN and BEVERLY D. ULRICH (Serial No. 223, 1991, $14.00)

The Development of Forgetting and Reminiscence - C. J. BRAINERD, V. F. REYNA, M. L. HOWE, and J. KINGMA (Serial No. 222, 1990, $18.50)

Contexts of Achievement: A Study of American, Chinese, and Japanese Children - HAROLD W. STEVENSON, SHIN-YING LEE, CHUANSHENG CHEN, JAMES W. STIGLER, CHEN-CHIN Hsu, and SEIRO KITAMURA (Serial No. 221, 1990, $18.50)

FORTHCOMING:

Guided Participation in Cultural Activity by Toddlers and Caregivers - BARBARA ROGOFF, JAYANTHI MISTRY, ARTIN GÖNCÜ, and CHRISTINE MOSIER (Serial No. 236, 1993)

Order from
CHILD DEVELOPMENT PUBLICATIONS
THE UNIVERSITY OF CHICAGO PRESS