Articles & Chapters

⬤ Masek, L. R., Swirbul, M. S., Silver, A. M., Libertus, M. E., Cabrera, N., Tamis-LeMonda, C. S. (2024) Math talk by mothers, fathers, and toddlers: Differences across materials and associations with children’s math understanding, Journal of Experimental Child Psychology.

⬤ Tamis-LeMonda, C. S., Swirbul, M.S., & Lai, K. (2024). Natural Behavior in everyday settings, Advances in Child Development and Behavior.

⬤Suarez-Rivera, C., Fletcher, K., & Tamis-LeMonda, C. S. (2024). Infants’ Home Auditory Environment: Backgrounds Sounds Shape Language Interaction, Developmental Psychology.

⬤ Karasik, L., Adolph, K. E., Robinson, S., Fernandez, S., & Tamis-LeMonda, C. S. (2023). Gahvora cradling in Tajikistan: Cultural practices and associations with motor development, Child Development.

⬤ Silver, A.M., Chen, Y., Smith, D. K., Tamis-LeMonda, C.S., Cabrera, N., Libertus, M.E. (2023). Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math belief, Frontiers in Psychology, section Developmental Psychology.

⬤ Tamis-LeMonda, C. S., & Masek, L. (2023). Embodied and Embedded Learning: Child, Caregiver, and Context,Current Directions in Psychological Science.

⬤Tamis-LeMonda, C. S. (2023). The mountain stream of infant development. Infancy, 28(3), 468-491

⬤ West, K.L., Saleh, A.N., Adolph, K.E., Tamis-LeMonda, C. S. (2023). “Go, go, go!” Mothers’ verbs align with infants’ locomotion. Developmental Science.

⬤Gennetian, L., Tamis-LeMonda, C. S., & Frank, M. (2022). Open Science in Developmental Science. Annual Review of Developmental Psychology, 4, 377-397.

⬤ Herzberg, O., Fletcher, K. K., Schatz, J. L., Adolph, K. E., & Tamis-LeMonda, C. S. (2022). Infant exuberant object play at home: Immense amounts of time-distributed, variable practice. Child development, 93(1), 150-164.

⬤ Kaplan, B., Rachwani, J., Tamis-LeMonda, C. S., & Adolph, K. E. (2022). The Process of Learning the Designed Actions of Toys. Journal of Experimental Child Psychology, 221, 105442.

⬤ McCallum, J., Suh, D. D., & Tamis-LeMonda, C. S. (2022). Children’s real-time behaviors during a model replication task. Journal of Applied Developmental Psychology, 79, 101391.

⬤ Mendelsohn, A. Suarez-Rivera, C., Suh, D., & Tamis-LeMonda, C. S. (2022). Word by word: Everyday math talk in the homes of Hispanic families. Language Learning & Development, 1-18.

⬤ Pace, A., Rojas, R., Bakeman, R., Adamson, L. B., Tamis-LeMonda, C. S., Caughy, M. O. B., … & Suma, K. (2022). A Longitudinal Study of Language Use During Early Mother-Child Interactions in Spanish-Speaking Families Experiencing Low Income. Journal of speech, language, and hearing research, 65(1), 303-319.

⬤ Schatz, J. L., Suarez-Rivera, C., Kaplan, B. E., & Tamis-LeMonda, C. S. (2022). Infants’ object interactions are long and complex during everyday joint engagement. Developmental Science, e13239.

⬤ Suarez-Rivera, C., Linn, E., & Tamis-LeMonda, C. S. (2022). From Play to Language: Infants’ Actions on Objects Cascade to Word Learning. Language Learning, 72 (4), 1092-1127.

⬤ Suarez-Rivera, C., Schatz, J. L., Herzberg, O., & Tamis-LeMonda, C. S. (2022). Joint engagement in the home environment is frequent, multimodal, timely, and structured. Infancy.

⬤ Swirbul, M., Herzberg, O., & Tamis-LeMonda, C. S. (2022). Object Play in the Everyday Home Environment Generates Rich Opportunities for Infant Learning. Infant Behavior & Development.

⬤ Tamis-LeMonda, C. S. (2022). Foreword: Being Sensitive to the Next Steps in the Area of Maternal Sensitivity. In P. Alvarenga, M. Angeles Cerezo, & Y. Kuchirko (Eds.). The Maternal Sensitivity Program: A Model for Promoting Infant Development in Challenging Contexts. Springer.

⬤ West, K., Fletcher, K., Adolph, K. E., & Tamis-LeMonda, C. S. (2022). Mothers talk about infants’ actions: How verbs correspond to infants’ real-time behavior. Developmental Psychology, 58(3), 405–416. 

⬤Ribner, A. D., Tamis-LeMonda, C. S., & Liben, L. S. (2021). Mother’s distancing language relates to young children’s math and literacy skills, Journal of Experimental Child Psychology.

⬤ Adamson, L., Caughy, M.O., Bakeman, R., Rojas, R., Owen, M. T., Tamis-LeMonda, C.S., Pacheco, D., Pace, A., & Suma, K. (2021). The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households. Early Childhood Research Quarterly, 56, 167-179.

⬤ Alvarenga, P., Kurchirko, Y., Cerezo M. A., Euclides, J. deM. F., Bakeman, R., & Tamis-LeMonda, C. S. (2021). An intervention focused on maternal sensitivity enhanced mothers’ verbal responsiveness to infants. Journal of Applied Developmental Psychology, 76, 101313.

⬤ Lockman, J. J. & Tamis-LeMonda, C. S. (2021). Young children’s interactions with objects: Play as practice and practice as play. Annual Review of Developmental Psychology, 3, 165-186.

⬤ Masek, L. R., McMillan, B.T.M., Paterson, S. J., Tamis-LeMonda, C. S., Golinkoff, R. M., & Hirsh Pasek, K. (2021). Where language meets attention: How contingent interactions promote learning. Developmental Review, 60, 100961.

⬤ Rachwani, J., Kaplan, B. E., Tamis-LeMonda, C. S., & Adolph, K. E. (2021). Children’s use of everyday artifacts: Learning the hidden affordance of zipping. Developmental Psychobiology, 63 (4), 793-799.

⬤ Silver, A. M., Elliott, L., Braham, E.J., Bachman, H. J., Votruba-Drzal, E., Tamis-LeMonda, C. S., Cabrera, N., & Libertus, M. (2021). Measuring emerging number knowledge in toddlers. Frontiers in Psychology: Developmental Psychology,

⬤Soska, K. C., Xu, M., Gonzalez, S. L., Herzberg, O., Tamis-LeMonda C. S., Gilmore R. O., & Adolph, K. E. (2021). (Hyper)active data curation: A video case study from behavioral science. Journal of eScience Librarianship, 10(3): e1208, 1-22.

⬤ Adamson, L., Kaiser, A., Tamis-LeMonda, C. S., Tresch-Owen, M., & Dimitrova, N. (2020). The developmental landscape of early parent-focused language intervention. Early Childhood Research Quarterly, 50, 59-67.

⬤ Leyva, D., Catalán, D.M., Suarez, C., Tamis-LeMonda, C.S., & Yoshikawa, H. (In press). Mother-Child Reminiscing and First-Graders’ Emotion Competence in a Low-Income and Ethnically Diverse Sample, Journal of Cognition and Development.

⬤ Bornstein, M. H., Putnick, D. L., Hahn, C-S., Tamis-LeMonda, C. S., & Esposito, G. (2020). Stabilities of infant behaviors and maternal responses to them. Infancy. 

⬤ Custode, S., & Tamis-LeMonda, C. S. (2020). Cracking the code: Social and contextual cues to language inputs in the home environment. Infancy.

⬤ Fletcher, K., Mendelsohn, A., Brockmeir, C., & Tamis-LeMonda, C. S. (2020). Play in Mexican-American mothers and toddlers is frequent, multimodal, and rich in symbolic content. Infancy.

Genettian, L.A., Tamis-LeMonda, C. S., & Frank, M. (2020). Advancing transparency and openness in developmental research: Opportunities. Child Development Perspectives, 14 (1), pp. 3-8.

⬤ Kuchirko Y., Schatz, J., Fletcher, K., & Tamis-LeMonda, C. S. (2020). Do, say, learn: The functions of mothers’ speech to infants. Journal of Child Language, 47(1), 64-84.

⬤ Lockman, J. J., Adolph, K.E., & Tamis-LeMonda, C. S. (2020). Missing in Action: Too use is action based. Behavioral and Brain Sciences.

⬤ Luo, R., Escobar, K., & Tamis-LeMonda, C. S. (2020). Heterogeneity in the Trajectories of US Latine Mothers’ Dual-Language Input from Infancy to Preschool, First Language.

⬤ Luo, R., Tamis-LeMonda, C. S., & Mendelsohn, A. (2020). Children’s Literacy Experiences in Low-Income Families: The Content of Books Matters. Reading Research Quarterly, 55, 2, 213-233.

⬤ Rachwani, J., Tamis-LeMonda, C. S., Lockman, J. J., Karasik, L. B., Adolph, K. E. (2020). Learning the Designed Actions of Everyday Objects. Experimental Psychology: General.

⬤ Ribner, A., Tamis-LeMonda, C. S., & Liben, L. (2020). Mothers’ distancing language relates to young children’s math and literacy skills. Journal of Experimental Child Psychology. 

⬤ Tamis-LeMonda, C. S., & Lockman, J. J. (2020). Infant Object Manipulation and Play. In J. J. Lockman & C. S. Tamis-LeMonda (Eds.), Cambridge Handbook of Infant Development. Cambridge: UK.

⬤ Tamis-LeMonda, C. S., Caughy, M.O.B, Rojas, R., Bakeman, R. Adamson, L.B., et al. (2020). Culture, parenting, and language: Respeto in Latine mother-child interactions. Social Development.

⬤ Kuchirko, Y. & Tamis-LeMonda, C. S. (2019). The Cultural Context of Infant Development: Variability, Specificity, and Universality. Advances in Child Development and Behavior, Special issue: Child Development at the Intersection of Race and SES, 57, 27-63.

⬤ Leyva, D., Tamis-LeMonda, C. S., & Yoshikawa, H. (2019). What Parents Bring to the Table: Maternal Behaviors in a Grocery Game and First-Graders’ Literacy and Math Skills in a Low-Income Sample, Elementary School Journal, 119 (4), 629-650.

⬤ Suh, D., Liang, E., Ng, F.F., & Tamis-LeMonda, C. S. (2019). Children’s Block-Building Skills and Mother-child Block Building Interactions Across Four U.S. Ethnic Groups. Frontiers in Psychology, 10, 1626

⬤ Tamis-LeMonda, C. S., Kuchirko, Y., Escobar, K.,& Bornstein, M. H. (2019). Language and play in parent-child interactions. To appear in M.H. Bornstein (Ed.), Handbook of Parenting, 3^rd edition.

⬤ Tamis-LeMonda, C. S. & Schatz, J. (2019). Learning Language in the Context of Play. In J. Horst, J. von Koss, & K. Torkildsen (Eds.) International Handbook of Language Development. Routledge Taylor & Francis.

⬤ Golinkoff, R. M., Hoff, E., Rowe, M.L., Tamis-LeMonda, C. S., Hirsh Pasek, K. (2018). Language matters: Denying the existence of the 30-million word gap has serious consequences. Child Development.

⬤ Karasik, L., Tamis-LeMonda, C. S., Ossmy, O., & Adolph, K.E. (2018). The ties that bind: Cradling in Tajikistan. PloS One, 13 (10), e-204428.

⬤ Halim, M. L. D., Walsh, A. S., Tamis-LeMonda, C. S., Zosuls, K. M., & Ruble, D. N. (2018). The roles of self-socialization and parent socialization in toddlers’ gender-typed appearance. Archives of sexual behavior, 47 (8), 2277-2285.

⬤ Ng, F., Tamis-LeMonda, C. S. & Sze, I. (2018). Parenting among Mainland Chinese immigrant mothers in Hong Kong. To appear in S. Chuang (Ed.), Advances in Immigrant Family Research, Springer.

⬤ Pintar-Brean, A., Tamis-LeMonda, C.S., & Kahana-Kalman, R. (2018). Latina Mothers’ Emotion Socialization and their Children’s Emotion Knowledge. Infant and Child Development.

⬤ Tamis-LeMonda, C. S. & Fletcher, K. (2018). Language Development. In K. Shackelford & V. A. Weekes-Shackelford (Eds.). Encyclopedia of Evolutionary Psychological Science, Springer.

⬤ Tamis-LeMonda, C. S., Kuchirko, Y., & Suh, D. (2018). Taking Center stage: Infants’ Active Role in Language Learning. In M.Saylor & P. Ganea (Eds.), Language and Concept Development from Infancy Through Childhood, Springer.

⬤ Tamis-LeMonda, C. S., Custode, S., Kuchirko, Y., Escobar, K., & Lo, T. (2018). Routine Language: Infant-directed speech during everyday activities. Child Development.

⬤ Macon, T., Tamis-LeMonda, C. S., Cabrera, N. J., & McFadden, K. E. (2018). Predictors of Father Investment of Time and Finances: The Specificity of Resources, Relationships, and Parenting Beliefs. Journal of Family Issues, 38, (18), 2642-2662.

⬤ Ng, F. F. & Tamis-LeMonda, C. S. (2018). Parenting Among Mainland Chinese Immigrant Mothers in Hong Kong. In S. S. Chuang & C. L. Costigan (Eds.), Parental Roles and Relationships in Immigrant Families, 147-167, Springer.

⬤ Luo, R. & Tamis-LeMonda, C. S. (2017). Preschool book-sharing and oral storytelling experiences in ethnically diverse, low-income families. Early Child Development and Care, 1-18.

⬤ Tamis-LeMonda, C. S., Luo, R.,McFadden, K. E., Bandel, E., & Vallotton, C. (2017). The Early Home Learning Environment Predicts Children’s 5th Grade Academic Skills. Applied Developmental Science, 1-17.

⬤ Escobar, K., Melzi, G., & Tamis-LeMonda, C. S. (2017). Mother and child narrative elaborations during booksharing in low-income Mexican-American dyads. Infant and Child Development, 26 (6).

⬤ Kuchirko, Y., Tafuro, L., & Tamis-LeMonda, C. S. (2017). Becoming a communicative partner: Infant contingent responsiveness to maternal language and gestures. Infancy.

⬤ Leyva, D., Tamis-LeMonda, C. S., Yoshikawa, H. Jimenez-Robbins, C., Malachowski, L. (2017). Grocery games: How ethnically diverse low-income mothers support children’s reading and mathematics, Early Childhood Research Quarterly, 40, 63-76.

⬤ Prevoo, M. J. L. & Tamis-LeMonda, C. S. (2017). Parenting and globalization in western countries: Explaining differences in parent-child interactions. Current Opinion in Psychology, 15, 33-39.

⬤ Escobar, K. & Tamis-LeMonda, C. S. (2017). Conceptualizing variability in U.S. Latino children’s dual-language development. In N.J. Cabrera & B. Leyendecker (Editors), Handbook on Positive Development of Minority Children. Springer Publishers, pp. 89-106.

⬤ Luo, R.& Tamis-LeMonda, C. S. (2017). Reciprocity between maternal questions and child contributions during book-sharing, Early Childhood Research Quarterly, 38, 71-83.

⬤ McFadden, K. E., Shannon, J.D., Lauterbach, M., & Tamis-LeMonda, C. S. (2017). Becoming a father in America: Fathers of infants, Social Work Perspectives in a Changing Society, 5.

⬤ Tamis-LeMonda, C. S., Kuchirko, Y., Luo, R., & Escobar, K.& Bornstein, M.H. (2017). Power in methods: Language inputs to infants in structured and naturalistic contexts, Developmental Science.

⬤ Ng, F., Sze, I., Tamis-LeMonda, C. S., & Ruble, D. (2017). Immigrant Chinese mothers’ socialization of achievement in children: A strategic adaptation to the host society. Child Development, 88 (3), 979-995.

⬤ Halim, M.L., Ruble, D., Tamis-LeMonda, C. S., Amodio, D., & Shrout, P. (2017). Gender attitudes in early childhood: Behavioral consequences and cognitive antecedents. Child Development, 88 (3), 882-899.

⬤ Halim, M. L., Ruble, D., & Tamis-LeMonda, C. S. (2016). Children’s dynamic gender identities across development and the influence of cognition, context, and culture. L. Balter & C. S. Tamis-LeMonda (Eds.). Child Psychology: A Handbook of Contemporary Issues, 3^rd Psychology Press, pp. 193-218.

⬤ Karasik, L., Tamis-LeMonda, C. S., & Adolph, K. (2016). Decisions at the brink: Locomotor experience affects infants’ use of social information on an adjustable drop-off. Frontiers in Psychology, 7, 797.

⬤ Kuchirko, Y. & Tamis-LeMonda, C.S., Luo, R., & Liang, E. (2016) “What happened next?”: Developmental changes in mothers’ questions to children. Journal of Early Childhood Literacy, 16 (4), 498-521.

⬤ Luo, R. & Tamis-LeMonda, C. S. (2016). Mothers’ verbal and nonverbal strategies in relation to infants’ object-directed actions in real time and across the first three years of life in ethnically diverse families. Infancy, 21 (1), 65-89.

⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (2016). Infant word learning in biopsychosocial perspective, pp. 152-188. In S. Calkins (Ed.). Handbook of Infant Development: A Biopsychosocial Perspective, Guilford, pp. 152-188.

⬤ Tamis-LeMonda, C. S. & Kuchirko, Y. (2016). Parent-child interactions. In M. H. Bornstein, The Sage Encyclopedia of Human Development.

⬤ Karasik, L. B., Tamis-LeMonda, C. S., Adolph, K.E., & Bornstein, M. H. (2015). Places and postures: A cross-cultural comparison of sitting in 5-month olds. Journal of Cross-Cultural Psychology, 46 (8), 1023-1038.

⬤ Ng, F., Tamis-LeMonda, C. S., Yoshikawa, H., & Sze, I. (2015). Inhibitory control in preschool predicts early math skills in first grade: Evidence from an ethnically diverse sample. International Journal of Behavioral Development, 39 (2), 139-149.

⬤ Adolph, K. E., & Tamis-LeMonda, C. S. (2014). The costs and benefits of development: The transition from crawling to walking, Child Development Perspectives, 8, 4, 187-192.

⬤ Halim, M. L., Ruble, D. N., Tamis-LeMonda, C. S., Zosuls, K. M., Lurye, L. E., & Greulich, F. K. (2014). Pink frilly dresses and the avoidance of all things “girly”: Children’s appearance rigidity and cognitive theories of gender development. Developmental Psychology,50 (4), 1091-1101.

⬤ Karasik, L. B., Tamis-LeMonda, C. S., & Adolph, K. (2014). Crawling and walking infants elicit different verbalresponses from mothers, Developmental Science. 17(3), 388-395.

⬤ Luo, R., Tamis-LeMonda, C. S., Kuchirko, Y., Ng., F., & Liang, E. (2014). Mother-Child Book-Sharing and Children’s Storytelling Skills in Ethnically Diverse, Low-Income Families, Infant and Child Development, 23(4), 402-425.

⬤ Tamis-LeMonda, C. S., Song,  L., Kuchirko, Y., & Luo, R. (2014). Children’s Vocabulary Growth in English and Spanish across Early Development and Associations with School Readiness skills. Developmental Neuropsychology, 39 (2), 69-87.

⬤ Tamis-LeMonda, C. S., Luo, R. & Song, L. (2014). Parents’ role in infants’ language development and emergent literacy. In S. H. Landry, C. L. Cooper (Eds.), Wellbeing in children and families (Vol. I). Wellbeing: A complete reference guide, (pp. 91-110). Wiley-Blackwell, xxxiv, 425 pp.

⬤ Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014). Why is Infant Language Learning Facilitated by Parents’ Contingent Speech? Current Directions in Psychological Science, 23(2), 121-126.

⬤ Song, L., Spier, E. T., & Tamis-LeMonda, C. S. (2014). Reciprocal Influences between Maternal Language and Children’s Language and Cognitive Development in Low-Income Families. Journal of Child Language, 41 (2), 305-326.

⬤ Zosuls, K., Ruble, D., & Tamis-LeMonda, C. S. (2014). Self-Socialization of Gender in African American, Dominican Immigrant, and Mexican Immigrant Toddlers. Child Development, 85 (6), 2202-2217.

⬤ Luo, R., Tamis-LeMonda, C. S., & Song, L. (2013). Chinese Parenting in Early Childhood: Developmental Goals, Parents’ Role and Relations to Children’s Development. Early Childhood Research Quarterly, 28 (4), 843-857.

⬤ McCabe, A., Tamis-LeMonda, C. S., Bornstein, M. H., Brockmeyer Cates, C., Golinkoff, R., Hirsh Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L., & Wishard Guerra, A. (2013). Multi-lingual children: Beyond myths and towards best practices. Society for Research on Child Development, Policy Report, vol 27, No 4, 3-21.

⬤ Tamis-LeMonda, C. S., Kuchirko, Y., & Tafuro, L. (2013). From Action to Interaction: Infant Exploration to Mothers’ Contingent Responsiveness. IEEE Transactions on Autonomous Mental Development, 5 (3), 202-209.

⬤ Brady-Smith, C., Brooks-Gunn, J., Tamis-LeMonda, C. S., Ispa, J. M., Fuligni, A. S., Chazan-Cohen, R., & Fine, M. A. (2013). Mother-Infant Interactions in Early Head Start: A Person-Oriented Within-Ethnic Group Approach. Parenting: Science & Practice.Vol 13 (1), 27-43.

⬤ Cabrera, N. J., Aldoney, D., & Tamis-LeMonda, C. S. (2013). Latino Fathers. In N.J.Cabrera & C. S. Tamis-LeMonda (Eds.), Handbook of Father Involvement: Multidisciplinary Perspectives, 2^nd Taylor & Francis, 244-260. 

⬤ Calzada, E. J., Tamis-LeMonda, C. S., & Yoshikawa, H. (2013). Familismo in Mexican and Dominican Families from low-income, urban communities. Journal of Family Issues, 34 (12), 1696-1724.

⬤ Fuligni A. S., Brady-Smith, C., Tamis-LeMonda, C. S., Bradley, R.  H., Chazan-Cohen, R., Boyce, L., & Brooks-Gunn, J. (2013) Patterns of Supportive Mothering with 1-, 2-, and 3-Year-Olds by Ethnicity in Early Head Start. Parenting: Science & Practice,Vol 13 (1), 44-57.

⬤ Halim, M., Ruble, D. N., & Tamis-LeMonda, C. S. (2013). Four-Year-Olds’ Beliefs of how Others Regard Males and Females. British Journal of Developmental Psychology, 31, 128-135.

⬤ Halim, M., Ruble, D. N., Tamis-LeMonda,  C. S., & Shrout, P. (2013). Rigidity in gender-typed behaviors in early childhood: A longitudinal study of ethnic minority children, Child Development, 84 (4), 1269-1284.

⬤ Halim, M., Ruble, D. N., Tamis-LeMonda, C. S., Murphy, L.E., Zosuls, K., & Knesz-Greulich, F. (2013). The case of the Pink Frilly Dress and the avoidance of all things “girly”: Children’s appearance rigidity and cognitive theories of gender development, Developmental Psychology.

⬤ McClowry, S., Snow, D., Tamis-LeMonda, C. S., Spellmann, M., Rodriguez, E., Carlson, A. (2013). Teacher/Student Interactions and Classroom Behavior: The Role of Student Temperament and Gender. Journal of Research in Childhood Education, Vol 27(3), 283-301.

⬤ Cabrera, J., Tamis-LeMonda, C. S., Bradley, R. H., Shannon, J. D., Hancock, G. R. (2012).  Contributions to the quality of parent-child relationships during childhood in low-income families: Variations by Child Gender. Family Science, 3 (3-4), 201-214.

⬤ McFadden, K.& Tamis-LeMonda, C. S. (2012). Fathers in the U.S. In  D. Shwalb, B.  Shwalb, & M.Lamb (Editors). Fathers in Cultural Context, Taylor & Francis, Routledge 250-276.

⬤ Ng, F., Tamis-LeMonda, C. S., Hunter, C., Godfrey, E., & Yoshikawa, H. (2012). Dynamics of Mothers’ Goals for Children in Ethnically Diverse Populations across the First Three Years of Life.Social Development, 21, 4, 821-848.

⬤ Shannon, J. D., Baumwell, L. B., & Tamis-LeMonda, C. (2013). Transition to Parenting within Context. In M. A. Fine & F. D. Fincham (Eds.).  Handbook of Family Theories:  A Content-based Approach.  Taylor and Francis: Routledge, 249-262.

⬤ Smith Leavell, A., & Tamis-LeMonda, C. S. (2013). Parenting in Infancy and Early Childhood: A Focus on Gender Socialization. In M.A. Fine & F.D. Fincham (Eds.), Handbook of Family Theories:  A Content-based Approach. Taylor and Francis: Routledge, 11-27.

⬤ McFadden, K. E., Tamis-LeMonda, C. S., & Cabrera, N. (2012).Quality Matters: Low-Income Fathers’ Engagement in Learning Activities in Early Childhood Predict Children’s Academic Performance in Fifth Grade. Family Science, 2, 2, 120-130.

⬤ Song, L, Tamis-LeMonda, C. S., Yoshikawa, H., Kahana-Kalman, R., Wu, I. (2012).Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years.Developmental Psychology, 48, 4, 1106-1123.

⬤ Tamis-LeMonda, C. S., Baumwell, L. B., & Cabrera, N. J. (2013). Fathers’ Role in Children’s Language Development. In N.J.Cabrera & C. S. Tamis-LeMonda (Eds.), Handbook of Father Involvement: Multidisciplinary Perspectives, 2^nd Taylor & Francis, 135-150.

⬤ McFadden, K.E., Tamis-LeMonda, C. S. (2013). Maternal Responsiveness, Intrusiveness, and Negativity During Play with Infants: Contextual Associations and Infant Cognitive Status in A Low-Income Sample.Infant Mental Health Journal, 34(1), 80-92.

⬤ Tamis-LeMonda, C. S., Baumwell, L. B., & Cristofaro, T. (2012). Parent-child conversations during play. First Language, 32 (4), 413-438.

⬤ Tamis-LeMonda, C. S. & Rodriguez, E. (in press). Parents’ role in fostering young children’s learning and language development. Encyclopedia of the Centre of Excellence for Early Childhood Development (CEECD).

⬤ Tamis-LeMonda, C. S., Sze, I., Ng, F., Kahana-Kalman, R.K.,& Yoshikawa, H. (2013).Maternal Teaching during Play with 4-Year Olds: Variation by Ethnicity and Family Resources. Merrill Palmer Quarterly,Vol 59 (3), 361-398.

⬤ Zosuls, K., Ruble, D., & Tamis-LeMonda, C. S. (2013). Does your infant say the words “girl” and “boy”? How gender labels matter in early gender development. In M.  Banaji and S. Gelman (Editors). Navigating the Social World: What Infants, Children, and Other Species can Tell Us, 301-305.

⬤ Cristofaro, T. & Tamis-LeMonda, C. S. (2012). Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children’s School Readiness. Journal of Early Childhood Literacy, 12, 1, pp. 68-97.

⬤ Karasik, L., B., Adolph, K. E., Tamis-LeMonda, C. S., & Zuckerman, A. (2012). Carry on: Spontaneous object carrying in 13-month-old crawling and walking infants. Developmental Psychology, Vol 48(2), Mar 2012, pp. 389-397.

⬤ Leavell Smith, A., Tamis-LeMonda, C. S., Ruble, D. R., Zosuls, K., & Cabrera, N. C. (2012). African American, White and Latino Fathers’ Activities with Their Sons and Daughters in Early Childhood. Sex Roles, 66 (1), pp. 53-65.

⬤ Tamis-LeMonda, C. S., & Song, L. (2012). Parent-Infant Communicative Interactions in Cultural Context. In R. M. Lerner, E.  Easterbrooks, & J. Mistry (Co-Editors) Handbook of Psychology, 2^nd: Volume 6.  Developmental Psychology.

⬤ Tamis-LeMonda, C. S., Song, L., Leavell Smith, A., Kahana-Kalman, R., & Yoshikawa, H. (2012). Ethnic Differences in Mother-Infant Language and Gestural Communications are Associated with Specific Skills in Infants. Developmental Science, 15 (3), 384-397.

⬤ Karasik, L. B., Tamis-LeMonda, C. S., & Adolph, K. E. (2011). Transition from Crawling to Walking and Interactions with Objects and People. Child Development,Vol 82 (4), pp. 1199-1209.

⬤ Rodriguez, E., & Tamis-LeMonda, C. S. (2011). Trajectories of the Home Learning Environment across the First Five Years: Associations with Children’s Language and Literacy Skills at PreKindergarten. Child Development.Vol 82(4), pp. 1058-1075.

⬤ Tamis-LeMonda, C. S., & Baumwell, L. (2011). Parental Sensitivity in Early Development: Conceptualization, Methods, Measurement and Generalizability. In D. Davis & M. Cynthia Logsdon (Eds.),Maternal Sensitivity: A critical review for practitioners, Nova Science Publishers, Inc.

⬤ Tamis-LeMonda, C. S., Baumwell, L., & Dias, S. (2011). School Readiness in Latino Immigrant Children in the U.S. In S. S. Chuang & R. P. Moreno (Eds.), Immigrant Children, Lexington Books.

⬤ Adolph, K. E., Karasik, L. B., & Tamis-LeMonda, C. S. (2010). Motor Skill. In M. H. Bornstein (Ed.), Handbook of Cultural Developmental Science, (pp. 61-88). New York, NY, US: Psychology Press.

⬤ Adolph, K. E., Karasik, L. B., & Tamis-LeMonda, C. S. (2010).Using social information to guide action: Infants’ locomotion over slippery slopes. Neural Networks. Vol 23(8-9), Oct-Nov 2010, pp. 1033-1042.

⬤ Adolph, K. E., Tamis-LeMonda, C. S., & Karasik, L. B.(2010). Cinderella Indeed. Comments on an article by Jana M. Iverson (see record 2010-06184). Journal of Child Language, Vol 37(2), pp. 269-273.

⬤ Bornstein, M. H., & Tamis-LeMonda, C. S.(2010). Mother-Infant Interaction. In G. Bremner & T. Wachs (Eds.), Handbook of Infancy, 2^nd London: Blackwell Publishers.

⬤ Karasik, L. B., Adolph, K. E., Tamis-LeMonda, C. S., & Bornstein, M. H. (2010). WEIRD walking: Cross-cultural research on motor development. Commentary on Henrich et al. Behavioral and Brain Sciences. 33(2-3), pp. 95-96.

⬤ McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E.  T. (2010). Testing the Efficacy of INSIGHTSon Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades. School Mental Health, 2 (1), 23-35.

⬤ Tamis-LeMonda, C. S., & McFadden, K. E. (2010). Development in The United States of America. In M. H. Bornstein (Ed.), Handbook of Cultural Developmental Science, Lawrence Erlbaum Associates, pp. 299-322.

⬤ Tamis-LeMonda, C. S., & McFadden, K. E.(2010). Low-Income Fathers: Myth and Evidence. To appear in M. E. Lamb (Ed.), The Role of the Father in Child Development, (5th ed.), pp. 296-318. Hoboken, NJ, US: John Wiley & Sons Inc.

⬤ Chuang, S. & Tamis-LeMonda, C. S. (2009). Gender Roles in Immigrant Families: Parenting Views, Practices, and Child Development.Sex Roles,60(7-8), pp. 451-455.

⬤ Cristofaro, T., Rodriguez, E. & Tamis-LeMonda, C. S.(2009). Assessment. In C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.

⬤ Cristofaro, T., Rodriguez, E. & Tamis-LeMonda, C. S. (2009). Language and Literacy. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.

⬤ Niwa, E. & Tamis-LeMonda, C. S. (2009). Cross-Cultural Psychology. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.

⬤ Rodriguez, E., Cristofaro, T., & Tamis-LeMonda, C. S. (2009). Toddler Childcare. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.

⬤ Rodriguez, E., Tamis-LeMonda, C. S., Pan, B., Raikes, H., & Luze, G. (2009). The Formative Role of Home Literacy Experiences across the First Three Years of Life in Children from Low-Income Families. Applied Developmental Psychology, 30, 677-694.

⬤ Shannon, J. D., Cabrera, N. J., Tamis-LeMonda, C. S., & Lamb, M. E. (2009). Who stays and who leaves? Father Accessibility Across Children’s First 5 Years. Parenting: Science & Practice, Vol. 9, (1-2), pp. 78-100.

⬤ Tamis-LeMonda, C. S. & Kahana-Kalman, R. K. (2009). Mothers’ Views at the Transition to a New Baby: Variation across Ethnic Groups.Parenting: Science & Practice, Vol. 9, (1-2), pp. 78-100.

⬤ Tamis-LeMonda, C. S., Briggs, R. D., & McClowry, S. G., & Snow, D. (2009). Maternal Control and Sensitivity, Child Gender and Maternal Education in Relation to Children’s Behavioral Outcomes in African American Families. Applied Developmental Psychology. 30(3), pp. 321-331.

⬤ Tamis-LeMonda, C. S., Kahana-Kalman, R. K., & Yoshikawa, H., & (2009). Father Involvement in Immigrant and Ethnically Diverse Families from the Prenatal Period to the Second Year: Prediction and Mediating Mechanisms. Sex Roles, 60 (7-8), pp. 496-509.

⬤ Zosuls, K. M., Ruble, D. N., Tamis-LeMonda, C. S., Shout, P. E., Bornstein, M. H., & Greulich, F. K.(2009). The acquisition of gender labels in infancy: Implications for gender-typed play, Developmental Psychology, 45, (3), pp. 688-701.

⬤ Adolph, K. E., Tamis-LeMonda, C. S., Ishak, S., Lobo, S., & Karasik, L. (2008). The Use of Social Information is Posture Specific, Developmental Psychology, 44 (6), 1705-1714.

⬤ Bornstein, M. H., Tamis-LeMonda, C. S., Hahn, C-S., & Haynes, M. (2008). Maternal Responsiveness to Young Children at Three Ages: Longitudinal Analysis of a Multidimensional, Modular, and Specific Parenting Construct. Developmental Psychology, 44 (3), 867-874.

⬤ Cabrera, N., Ryan, R.M., Shannon, J., Jolley, S., & Tamis-LeMonda, C. S. (2008). Low-Income Nonresident Father Involvement with their Toddlers: Variation by Fathers’ Race and Ethnicity. Journal of Family Psychology, 22 (4), pp. 643-647.

⬤ Cristofaro, T. N., & Tamis-LeMonda, C. S. (2008). Mother-Child and Father-Child Personal Narratives in Latino Families. In A. McCabe, A. L. Bailey, & G. Melzi (Eds.), Spanish-Language Narration and Literacy, 54-91. New York: Cambridge University Press.

⬤ Karasik, L. B., Tamis-LeMonda, C. S., Adolph, K., & Dimitripoulou, K. A. (2008). How Mothers Encourage and Discourage Infants’ Motor Actions, Infancy,13 (4), pp. 366 – 392.

⬤ Lucchese, F., & Tamis-LeMonda, C. S. (2008).Fostering Language Development in Children from Disadvantaged Backgrounds. Encyclopedia for the Canadian Language and Literacy Research Network (CCLRNET).

⬤ Lugo-Gil, J., & Tamis-LeMonda, C. S. (2008). Family Resources and Parenting Quality: Links to Children’s Cognitive Development across the First Three Years. Child Development, 79, 4, 1065-1085.

⬤ Mendelsohn, A. L., MD,Berkule, S. B., Tomopoulos, S., Tamis-LeMonda, C. S., Huberman, H. S. et al. (2008) Infant Television and Video Exposure Associated With Limited Parent-Child Verbal Interactions in Low Socioeconomic Status Households, Archives of Pediatrics & Adolescent Medicine,162(5), 411-417.

⬤ Tamis-LeMonda C.S., Adolph K.E., Lobo S.A., Karasik L.B., Ishak S., 
Dimitropoulou, K.A. (2008). When infants take mothers’ advice: 18-month-olds integrate perceptual and social information to guide motor action. Developmental Psychology, 44(3), 734-746.

⬤ Tamis-LeMonda, C. S., Briggs, R. D., & McClowry, S. G., & Snow, D. (2008). Challenges to the Study of African American Parenting: Conceptualization, Sampling, Research Approaches, Measurement, and Design. Parenting: Science & Practice, Vol. 8 (4), pp. 319-358.

⬤ Tamis-LeMonda, C. S., Niwa, E., Kahana-Kalman, R., & Yoshikawa, H. (2008). Immigrant Fathers and Families at the transition to Parenthood. In S. Chuang & R. Moreno (Eds.), On New Shores: Understanding Fathers in North America, pp. 229-253. Lexington Books.

⬤ Tamis-LeMonda, C. S., & Rodriguez, E. T. (2008). Parents’ Role in Fostering Young Children’s Language and Literacy Development. In Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. the Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2008:1-10. Available at: http://www.child-encyclopedia.com/documents/Tamis-LeMonda-RodriguezANGxp-Parenting.pdf.

⬤ Tamis-LeMonda, C. S., Way, N., Hughes, D., Yoshikawa, H., Kahana-Kalman, R. & Niwa, E.(2008). Parents’ Goals for Children: The Dynamic Co-Existence of Collectivism and Individualism, Social Development, 17 (1), 183-209.

⬤ Banerjee, P. N. & Tamis-LeMonda, C. S. (2007). Infants’ Persistence and Mothers’ Teaching as Predictors of Toddlers’ Cognitive Development. Infant Behavior and Development, 30 (3), 479-491.

⬤ Cabrera, N., Shannon, J. E., & Tamis-LeMonda, C. S. (2007). Fathers’ influence on their children’s cognitive and emotional development: From toddlers to pre-K. Applied Developmental Science,11 (4),208-213.

⬤ Ishak, S., Tamis-LeMonda, C. S., & Adolph, K. E. (2007). Ensuring safety and providing challenge: Mothers’ and fathers’ expectations and choices about infant locomotion. Parenting, science and practice, 7 (1), 57-68.

⬤ Tamis-LeMonda, C. S., Zack, E., Adolph, K. E., & Dimitripoulou, K. A. (2007). “No! Don’t! Stop! Mothers’ words for impending danger. Parenting: Science & Practice, 7 (1), 1-25.

⬤ Bornstein, M. H. & Tamis-LeMonda, C. S. (2006). Infants at Play: Development, Partners and Functions. In Slater & M. Lewis (Eds.), Introduction to Infant Development. New York City NY: Oxford University Press.

⬤ Bradley, R. H., Shears, J., Roggman, L. & Tamis-LeMonda, C. S. (2006). Lessons Learned from Early Head Start for Fatherhood Research and Program Development. Parenting: Science & Practice, Special Issue of the Early Head Start Fathers’ Study, 6 (2-3), 259-271.

⬤ McClowry, S., Snow, D. & Tamis-LeMonda, C. S. (2006). An evaluation of the effects of Insights on the behavior of inner-city primary school children. Journal of Primary Prevention,26 (6), pp. 567-584.

⬤ Raikes, H., Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Cohen, R., & Rodriguez,E. (2006). Mother-child book reading in low-income families, Child Development,Vol. 77 (4), pp. 924-953.

⬤ Shannon, J. D., Tamis-LeMonda, C. S., & Cabrera, N. J. (2006). Fathering in Infancy: Mutuality and Stability Between 8 and 16 Months. Parenting: Science and practice, 6 (2-3), 167-188.

⬤ Tamis-LeMonda, C. S., Cristofaro, T., Rodriguez, E., & Bornstein, M. H. (2006). Early Language Development: Social Influences in the First Years of Life. In L. Balter & C. S. Tamis-LeMonda (Eds.). Child Psychology: A Handbook of Contemporary Issues, pp. 79-108, New York, New York: Psychology Press.

⬤ Tomopoulos, S., Dreyer, B. P., Tamis-LeMonda, C. S., Flynn, V.. et al. Books, Toys, Parent-Child Interaction, and Development in Young Latino Children. Ambulatory Pediatrics,6 (2), 72-8.

⬤ Shannon, J. D., & Tamis-LeMonda, C. S., & Margolin, A. (2005). Fathers’ Involvement in Infancy: Influence of Past and Current Relationships. Infancy, 8 (1), pp. 21-41.

⬤ Cabrera, N. J., Ryan, R. M., Shannon, J. D., Brooks-Gunn, J., Vogel, C., Raikes, H., Tamis-LeMonda, C. S., & Cohen, R. (2004). Low income fathers’ involvement in their toddlers’ lives: Biological fathers from the Early Head Start Research and Evaluation Study. Fathering,Special Issue: Fathers in Early Head Start, 2 (1), pp. 5-36.

⬤ Pan, B., Rowe, M., Spier, E., & Tamis-LeMonda, C. S. (2004). Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data. Journal of Child Language, 31 (3), pp. 587-608.

⬤ Tamis-LeMonda, C. S. (2004). Playmates and more: Fathers’ Role in Child Development. Human Development,47 (4), pp. 220-227.

⬤ Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. & lamb, M.E.. (2004). Fathers and Mothers at Play with their 2- and 3-year olds. Child Development, 75 (6), 1806-1820.  

⬤ Bornstein, Marc H., Hendricks, C., Hahn, C-S, Haynes, O. M., Painter, K.M., Tamis-LeMonda, C. S. (2003). Contributors to self-perceived competence, satisfaction, investment, and role balance in maternal parenting: A multivariate ecological analysis. Parenting: Science and Practice. Vol 3 (4), pp. 285-326.

⬤ Tamis-LeMonda, C. S. (2003). Cultural Perspectives on the “What?” and “Whys?” of Parenting. Human Development, Vol 46 (5), pp. 319-327

⬤ Wang, S.& Tamis-LeMonda, C. S. (2003). Do Childrearing Values in Taiwan and the U.S. Reflect the Values of Collectivism and Individualism? Journal of Cross-Cultural Psychology, 34 (6), 629-642.

⬤ Albright, M. & Tamis Le-Monda, C. S. (2002). Maternal Depressive Symptoms in relation to Dimensions of Parenting in Low-Income Mothers. Applied Developmental Science,6 (1), 24-34.

⬤ Shannon, J., Tamis-LeMonda, C. S., London, K., & Cabrera, N. (2002). Beyond Rough and Tumble: Low-Income Fathers’ Interactions and Children’s Cognitive Development at 24 Months. Parenting: Science and Practice, 2 (2), 77-104.

⬤ Tamis-LeMonda, C. S., Shannon, J. S., & Spellmann, M. (2002). Low-income adolescent mothers’ knowledge about domains of child development. Infant Mental Health Journal, 23 (1-2), 88-103.

⬤ Tamis-LeMonda, C. S., Wang, S., Koutsouvanou, E. and Albright, M. (2002). Childrearing Values in Greece, Taiwan, and the United States. Parenting: Science and Practice,2 (3), 185-208.

⬤ Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal Responsiveness and Children’s Achievement of Language Milestones, Child Development, 72 (3), 748-767.

⬤ Cabrera, N., Tamis-LeMonda, C. S., Bradley, B., Hofferth, S. & Lamb, M. (2000). Fatherhood in the 21^st Child Development,Millenium Issue, 71, 1, 127-136.

⬤ Mondschein, E., Adolph, K., & Tamis-LeMonda, C. S.(2000). Gender Bias in Mothers’ Expectations about Infant Crawling. Journal of Experimental Child Psychology, 77(4), 304-316.

⬤ Bluestone, C., & Tamis-LeMonda, C. S.(1999). Correlates of Parenting Styles in Predominantly Working- and  Middle-Class African American Mothers , Journal of Marriage and Family, 61, 881-893.

⬤ Bornstein, M. H., Tamis-LeMonda, C. S., & Haynes, M. O. (1999). First Words in the Second Year: Continuity, Stability, and Models of Concurrent and Predictive Correspondence in Vocabulary and Verbal Responsiveness across Age and Context, Infant Behavior and Development, 22 (1), 65-85.

⬤ Nicely, P., Tamis-LeMonda, C.S. & Bornstein, M. (1999). Mothers’ Attuned Responses to Infant Affect Expressivity Promote Earlier Achievement of Language Milestones. Infant Behavior & Development, 22 (4), 557-568.

⬤ Nicely, P., Tamis-LeMonda, C. S., & Grolnick, W. (1999). Maternal Responsiveness to Infant Affect: Stability and Prediction, Infant Behavior and Development, 22, 1, 103-117.

⬤ Tamis-LeMonda, C. S., & Cabrera, N. (1999). Perspectives on Father Involvement: Research and Social Policy (with commentary by Ross Thompson). Society for Research in Child Development, Social Policy Report, XIII, No. 2.

⬤ Tamis-LeMonda, C. S., Bornstein, M. H., Kahana-Kalman, R., Baumwell, L., & Cyphers, L.(1998). Predicting variation in the timing of language milestones in the second year:  An events-history approach.  Journal of Child Language, 25 (3), 675-700.

⬤ Tamis-LeMonda, C. S., Chen L. A., & Bornstein, M. H. (1998). Mothers’ Knowledge About Children’s Play and Language Development: Short-Term Stability and Interrelations, Developmental Psychology, Vol. 34 (1), 115-124.

⬤ Baumwell, L., Tamis-LeMonda, C. S., & Bornstein, M. H. (1997).Maternal Verbal Sensitivity and Child Language Comprehension, Infant Behavior and Development, 20, (2), 247-258.

⬤ Bornstein, M. H., & Tamis-LeMonda, C. S.(1997). Maternal Responsiveness and Infant Mental Abilities: Specific Predictive Relations, Infant Behavior and Development, 20, (3), 283-296.

⬤ Bornstein, M. H., Tamis-LeMonda, C. S., Pascual, L., Haynes, M. O., Painter, K. M., Galperin, C. Z., & Pecheux, M-G. (1996). Ideas about Parenting in Argentina, France, and the United States, International Journal of  Behavioral Development, 19, (2), 347-367.

⬤ Damast, A. M., Tamis-LeMonda, C. S., Bornstein, M. H. (1996). Mother-Child play:  Sequential Interactions and the Relation between Maternal Beliefs and Behaviors.  Child Development, 67 (4), 1752-1766.

⬤ Dreyer, B., Mendolsohn, A., & Tamis-LeMonda, C. S. (1996). Assessing the Child’s Cognitive Home Environment Through Parental Report: Reliability and Validity. Early Development and Parenting, Thematic Issue on Parenting Sensitivity (Tamis-LeMonda, Guest Editor),5 (4), 271-287.

⬤ Tamis-LeMonda, C. S. (1996). Introduction: Maternal Sensitivity: Individual, Contextual, and Cultural Factors in Recent Conceptualizations. In C. S. Tamis-LeMonda (Guest Editor), Parenting Sensitivity:  Individual, Contextual and Cultural Factors in Recent Conceptualizations, Thematic Issue of Early Development and Parenting, 5(4), 167-171.

⬤ Tamis-LeMonda, C. S., Bornstein, M. H., Baumwell, L., & Damast, A. M. (1996). Responsive Parenting in the Second Year: Specific Influences on Children’s Language and Play. In C. S. Tamis-LeMonda (Guest Editor), Parenting Sensitivity:Individual, Contextual and Cultural Factors in Recent Conceptualizations, Thematic Issue of Early Development and Parenting, 5, 173-183.

⬤ Bornstein, M. H., & Tamis-LeMonda, C. S. (1995). Parent-Child Symbolic Play:  Three Theories in Search of an Effect.  Developmental Review, 15, 382-400.

⬤ Tamis-LeMonda, C. S., & McClure, J. (1995). Infant Visual Expectation in Relation to Feature Learning.  Infant Behavior and Development, 18, 427-434.

⬤ Bornstein, M. H., & Tamis-LeMonda, C. S. (1994). Antecedents of Information-Processing Skills in Infants:  Habituation, Novelty, Responsiveness, and Cross-Modal Transfer.  Infant Behavior and Development, 17, 371-380.

⬤ Dreyer, B.P., Mendelsohn, A.L., Kruger, H.A., Legano, L.A., Lim, S.W., Agrawal, N., Fierman, A.H., & Tamis-Lemonda, C. S. (1994). StimQ, a new scale for assessing the home environment: reliability and validity. Archives of Pediatrics and Adolescent Medicine, 150, 4, suppl., 47.

⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1994). Specificity in Mother-Toddler Language-Play Relations Across the Second Year. Developmental Psychology, 30(2), 283-292.

⬤ Tamis-LeMonda, C. S., Melstein-Damast, A., & Bornstein, M. H. (1994). What Do Mothers Know About the Developmental Nature of Play?, Infant Behavior and Development, 17, 341-345.

⬤ Braine, M. D. S., Brooks, P. J., Cowan, N., Samuels, M. C., & Tamis-LeMonda, C. S. (1993). The Development of Categories at the Semantics/Syntax Interface, Cognitive Development, 8 (4), 465-494.

⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1993). Antecedents of Exploratory Competence at One Year, Infant Behavior and Development, 16 (4), 423-439.

⬤ Tamis-LeMonda, C. S. & Bornstein, M. H. (1993). Play and Its Relations to Other Mental Functions in the Child.  In  H. Bornstein (Ed.), The role of play in the development of thought.  W. Damon (Series Ed.), New Directions for Child Development, No. 59, San Francisco: Jossey Bass, pp. 17-28.

⬤ Bornstein, M. H., Tal, J., Rahn, C., Galperin, C. Z., Pecheux, M-G., Lamour, M., Toda, S., Azuma, H., Ogino, M., & Tamis-LeMonda, C. S. (1992). Functional Analysis of the Contents of Maternal Speech to Infants of 5 and 13 Months in Four Cultures:  Argentina, France, Japan, and the United States.  Developmental Psychology, 28 (4), 593-603.

⬤ Bornstein, M. H., Tamis-LeMonda, C. S., Tal, J., Ludemann, P., Toda, S., Rahn, C. W., Pecheux, M.-G., Azuma, H., Vardi, D. (1992). Maternal Responsiveness to Infants in Three Societies: The United States, France, and Japan.  Child Development, 63 (4), 808-821.

⬤ Tamis-LeMonda, C. S., Bornstein, M. H., Cyphers, L.,Toda, S. & Ogino, M. (1992).Language and Play at One Year:  A Comparison of Toddlers and Mothers in the United States and Japan.  International Journal of Behavioral Development,15 (1), 19-42.

⬤ Bornstein, M. H., Tamis-LeMonda, C. S., Germaine-Pecheux, M., & Rahn, C. (1991). Mother and Infant Activity and Interaction in France and in the United States:  A Comparative Study.  International Journal of Behavioral Development, 14 (1), 21-43.

⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1991). Individual Variation, Correspondence, Stability, and Change in Mother-Toddler Play. Infant Behavior and Development, 14, 143-162.

⬤ Bornstein, M. H., Azuma, H., Tamis-LeMonda, C. S., & Ogino, M. (1990).  Mother and Infant Activity and Interaction in Japan and in the United States:  A Comparative Macroanalysis of Naturalistic Exchanges. International Journal of Behavioral Development, 13 (3), 267-287.

⬤ Bornstein, M.H., & TamisLeMonda, C. S. (1990). Activities and Interactions of Mothers and Their Firstborn Infants in the First Six Months of Life: Covariation, Stability, Continuity, Correspondence, and Prediction.  Child Development, 61 (4), 1206-1217.

⬤ Bornstein, M. H., Toda, S., Azuma, H., Tamis-LeMonda, C. S., & Ogino, M. (1990). Mother and Infant Activity and Interaction in Japan and in the United States:  A Comparative Microanalysis of Naturalistic Exchanges  Focused on the Organization of Infant Attention.  International Journal of Behavioural Development, 13 (3), 289-308.

⬤ Tamis-LeMonda, C. S. & Bornstein, M. H. (1990). Language, Play, and Attention at one year.  Infant Behavior and Development, 13, 85-98.

⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1989). Habituation and Maternal Encouragement of Attention in Infancy as Predictors of Toddler Language, Play, and Representational Competence. Child Development, 60(3), 738-751.

⬤ Bornstein, M. H., Miyake, K., Azuma, H., Tamis-LeMonda, C. S., & Toda, S. (1988-1989). Responsiveness in Japanese Mothers: Consequences and Characteristics. Annual Report of the Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Sapporo, Japan, pp. 15-26.

⬤ Azuma, H., Bornstein, M.H., Misako, O., & TamisLeMonda, C.S.(1986). Parental didactics and cognitive achievement in young children: A comparison of family life in Japan and the United States.  Bulletin of the Center of Developmental Education and Research, 2, 189194.

⬤ Bornstein, M.H., Miyake, K., & TamisLeMonda, C. S.(1985,1986). A CrossNational Study of Mother and Infant Activities and Interactions:  Some Preliminary Comparisons between Japan and the United States.  Annual Report of the Research and Clinical Center for Child Development (pp. 112). Sapporo:  Japan University of Hokkaido Press.