Previous Studies Conducted at & Supported by the CDL
*Please note that some of the more historical studies listed below may not have been completed at the CDL, as we cannot know for certain. However, they remain listed as we know it was faculty in relevant departments that put out such work.
| Year | Title | Authors | DOI/URL |
| 2022 | SARS-CoV-2 and other respiratory pathogens are detected in continuous air samples from congregate settings | Ramuta, M.D. et al. | https://doi.org/10.1038/s41467-022-32406-w |
| 2021 | What obese and healthy weight preschoolers believe and know about food | Schultz, C.M. & Danford, C.A. | https://doi.org/10.1016/j.cogdev.2020.101000 |
| 2021 | The impact of touchscreen interactivity on US toddlers’ selective attention and learning from digital media | Kirkorian, H.L. Choi, K, Yoo, S. Y., & Etta, R.A. | https://doi.org/10.1080/17482798.2021.1944888 |
| 2021 | Attending less and forgetting more: Dynamics of simultaneous, massed, and spaced presentations in science concept learning | Vlach, H. Kaul, M., Hosch, A., & Lazaroff, E. | https://doi.org/10.1016/j.jarmac.2021.10.007 |
| 2020 | Overconfidence Among Young Decision-Makers: Assessing the Effectiveness of a Video Intervention and the Role of Gender, Age, Feedback, and Repetition | Piehlmaier, D. | https://doi.org/10.1038/s41598-020-61078-z
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| 2020 | Investigating Cumulative Exposures among 3- to 4-Year-Old Children Using Wearable Ultrafine Particle Sensors and Language Environment Devices: A Pilot and Feasibility Study | Schultz, A. A. et al. | https://doi.org/10.3390/ijerph17145259 |
| 2019 | Children’s Learning from Interactive eBooks: Irrelevant Features are Not Necessarily Worse than Relevant Ones | Etta, R.A., & Kirkorian, H. L. | https://doi.org/10.3389/fpsyg.2018.02733 |
| 2019 | Cognitively-Based Compassion Training for parents reduces cortisol in infants and young children | Poehlmann-Tynan, J. et al. | https://doi.org/10.1002/imhj.21831
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| 2018
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When the Sun Sings Science, Are Children Left in the Dark? Representations of Science in Children’s Television and Their Effects on Children’s Learning | Bonus, J.A., & Mares, M. | https://doi.org/10.1093/hcr/hqy009 |
| 2016
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How we categorize objects is related to how we remember them: The shape bias as a memory bias | Vlach, H. | https://doi.org/10.1016/j.jecp.2016.06.013 |
| 2016
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When Seeing Is Better than Doing: Preschoolers’ Transfer of STEM Skills Using Touchscreen Games | Schroeder, E. L., & Kirkorian, H.L. | https://doi.org/10.3389/fpsyg.2016.01377 |
| 2016
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A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s Empathic and Self-Regulatory Behaviors | Poehlmann-Tynan, J. et al. | https://doi.org/10.1007/s12671-015-0426-3 |
| 2016
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Toddlers’ Word Learning from Contingent and Noncontingent Video on Touch Screens | Kirkorian, H.L., Choi, K., & Pempek, T. A. | https://doi.org/10.1111/cdev.12508 |
| 2016 | Touch or Watch to Learn? Toddlers’ Object Retrieval Using Contingent and Noncontingent Video | Choi, K. & Kirkorian, H. L. | https://doi.org/10.1177/0956797616636110 |
| 2014
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“Vámonos means go, but that’s made up for the show”: Reality confusions and learning from educational TV. | Mares, M. & Sivakumar, G. | https://doi.org/10.1037/a0038041 |
| 2011
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Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children | Stoiber, K.C. & Gettinger, M. | https://doi.org/10.1002/pits.20587 |
| 2011 | Collectible toys and decisions to share: I will gift you one to expand my set | McAlister, A.R., Cornwell, T.B, & Cornain, E.K.
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https://doi.org/10.1348/026151010X526353 |
| 2011
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Do children and adults learn forward and inverse conditional probabilities together? | Kalish, C. | https://escholarship.org/uc/item/7wn2t8d9 |
| 1995 | Links between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children’s Social Status | Black, B. & Logan, A. | https://doi.org/10.1111/j.1467-8624.1995.tb00869.x |
| 1992 | Negotiating Social Pretend Play: Communication Differences Related to Social Status and Sex | Black, B. | https://www.jstor.org/stable/23087382
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| 1990 | Social status and patterns of communication in acquainted and unacquainted preschool children | Black, B. & Hazen, N.L. | https://doi.org/10.1037/0012-1649.26.3.379 |
| 1989 | Interactive Pretense: Social and Symbolic Skills in Preschool Play Groups | Black, B. | https://www.jstor.org/stable/23086392
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| 1987 | Computers in Early Childhood Education | Donohue, W. A., Borgh, K., & Jackson, W. P. | https://doi.org/10.1080/02568548709594918
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| 1984 | Another look at children’s comprehension of television | Pingree, S. et al. | https://doi.org/10.1177/009365084011004002 |
| 1964 | Near-Accidents and Minor Mishaps in the Nursery School. Factors related to Their Frequency | Federer, S.S. & Dawe, H.C. | https://www.jstor.org/stable/42717154
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