Developmental Psychology®

ISSN: 0012-1649
eISSN: 1939-0599
Published: monthly
ISI Impact Factor: 3.782
Psychology - Developmental : 7 of 65

Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development.

The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations.

Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development.

Submissions can consist of single manuscripts, proposed sections, or short reports.

Developmental Psychology® is a registered trademark of American Psychological Association
Editorial Board


Jacquelynne S. Eccles
University of Michigan

Associate Editors

Margarita Azmitia
University of California, Santa Cruz

Drew H. Bailey
University of California, Irvine

Noel A. Card
University of Connecticut

Marianella Casasola
Cornell University

Eric F. Dubow
Bowling Green State University and the University of Michigan

Sumru Erkut
Wellesley Centers for Women, Wellesley College

Elizabeth T. Gershoff
University of Texas at Austin

Bert Hayslip, Jr.
University of North Texas

Vikram K. Jaswal
University of Virginia

Paul E. Jose
Victoria University of Wellington, Wellington, New Zealand

George P. Knight
Arizona State University

Revathy Kumar
University of Toledo

Deborah J. Laible
Lehigh University

Robert D. Laird
University of New Orleans

Shu-Chen Li
Technische Universität Dresden, Dresden, Germany

Stuart Marcovitch
University of North Carolina at Greensboro

Nancy L. McElwain
University of Illinois at Urbana–Champaign

Nirmala Rao
University of Hong Kong, Hong Kong

David M. Sobel
Brown University

Consulting Editors

Dima Amso
Brown University

Y. Gavriel Ansara
University of Surrey, Guildford, Surrey, United Kingdom

Martha E. Arterberry
Colby College

Terry Kit-fong Au
University of Hong Kong, Hong Kong

Melissa A. Barnett
University of Arizona

Jay Belsky
University of California, Davis

Janet J. Boseovski
University of North Carolina at Greensboro

Paul Boxer
Rutgers University

Amanda C. Brandone
Lehigh University

B. Bradford Brown
University of Wisconsin–Madison

Nicole Campione-Barr
University of Missouri

Antonius H. N. Cillessen
Radboud University, Nijmegen, the Netherlands

Andrei Cimpian
University of Illinois at Urbana–Champaign

Pierre Cormier
Université of Moncton, Moncton, New Brunswick, Canada

Kathleen H. Corriveau
Boston University

Kai S. Cortina
University of Michigan

Lisa J. Crockett
University of Nebraska–Lincoln

Jason Downer
University of Virginia

Kristen Dunfield
Concordia University, Montreal, Quebec, Canada

Rachel Dunifon
Cornell University

Nancy Eisenberg
Arizona State University

Mona El-Sheikh
Auburn University

Lisa Fazio
Vanderbilt University

Karen L. Fingerman
University of Texas at Austin

Ori Friedman
University of Waterloo, Waterloo, Ontario, Canada

Denis Gerstorf
Humboldt University, Berlin, Germany

Susan Graham
University of Calgary, Calgary, Alberta, Canada

Suzanne E. Graham
University of New Hampshire

Josefina M. Grau
Kent State University

Jennifer M. Grossman
Wellesley College

Robert Guttentag
University of North Carolina at Greensboro

Laura D. Hanish
Arizona State University

Sam A. Hardy
Brigham Young University

Robin Harwood
Maternal and Child Health Bureau, HRSA

Ernest V. E. Hodges
St. John's University

Janet S. Hyde
University of Wisconsin–Madison

Justin Jager
Arizona State University

Matthias Kliegel
University of Geneva, Geneva, Switzerland

Neal Krause
University of Michigan

Jutta Kray
Saarland University, Saarbrücken Germany

Beth Kurtz-Costes
University of North Carolina at Chapel Hill

Daniel Lapsley
University of Notre Dame

Cristine H. Legare
University of Texas at Austin

Jeffrey Liew
Texas A&M University

Andrew K. Littlefield
Texas Tech University

Nicole M. McNeil
University of Notre Dame

Candice Mills
University of Texas at Dallas

Kelly Lynn Mulvey
University of South Carolina

David A. Nelson
Brigham Young University

Anne Noonan
Salem State University

Christine McCauley Ohannessian
Connecticut Children's Medical Center and University of Connecticut Medical School

Kätlin Peets
Utrecht University, Utrecht, The Netherlands

Marjorie Rhodes
New York University

Rebekah A. Richert
University of California, Riverside

Joseph P. Robinson-Cimpian
University of Illinois at Urbana–Champaign

Amanda J. Rose
University of Missouri–Columbia

Katariina Salmela-Aro
University of Helsinki, Helsinki, and University of Jyväskylä, Jyväskylä, Finland

Megan M. Saylor
Vanderbilt University

Laura V. Scaramella
University of New Orleans

James P. Selig
University of Arkansas for Medical Sciences

Yee Lee Shing
Max Planck Institute for Human Development, Berlin, Germany

Kristin Shutts
University of Wisconsin–Madison

Sandra Simpkins
Arizona State University

Gregory Smith
Kent State University

Bart Soenens
Ghent University, Ghent, Belgium

Harvey L. Sterns
University of Akron

Kaveri Subrahmanyam
California State University, Los Angeles and Children's Digital Media Center, Los Angeles

Wendy Troop-Gordon
North Dakota State University

Elliot M. Tucker-Drob
University of Texas at Austin

Adriana J. Umaña-Taylor
Arizona State University

Marion K. Underwood
The University of Texas at Dallas

Felix Warneken
Harvard University

Rebecca M. B. White
Arizona State University

Michael T. Willoughby
RTI International

Yiyuan Xu
University of Hawaii at Manoa

Zheng Yan
State University of New York at Albany

Lise M. Youngblade
Colorado State University

Jeong Jin Yu
University of Tasmania, Hobart, Tasmania, Australia

Principal Reviewers

Sari Arel
University of Michigan

Stephanie Brown
Stony Brook University

Mary Wagner Fuhs
University of Dayton

Xiaodong Liu
Brandeis University

Michael F. Lorber
New York University

Andrew J. Mashburn
Portland State University

Kate C. McLean
Western Washington University

Anna-Kaisa Newheiser
University of Washington

Ulrich Orth
University of Bern, Bern, Switzerland

Editorial Manager

Deanna J. Maida

Editorial Assistant

Jeannette Eccles

Abstracting & Indexing

Abstracting and indexing services providing coverage of Developmental Psychology

  • A S S I A (Applied Social Sciences Index & Abstracts)
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  • I B Z - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur
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Instructions to Authors

Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.


Submit manuscripts electronically via the Manuscript Submission Portal, and mail any other correspondence to the Editor:

Manuscript Submission Portal Entrance

Jacque Eccles
Editor, Developmental Psychology
Institute for Social Research
University of Michigan
PO Box 1248, 426 Thompson Street
Ann Arbor, MI 48106-1248

General correspondence may be directed to the Editor's Office.


Manuscripts should be the appropriate length for the material being presented. Manuscripts can vary from 2500–4500 words for a brief report to 10,500 words for a larger research report to 15,000 words for a report containing multiple studies or comprehensive longitudinal studies. Editors will decide on the appropriate length and may return a manuscript for revision before reviews if they think the paper is too long. Please make manuscripts as brief as possible. We have a strong preference for shorter papers.

Facilitating Manuscript Review

In addition to email addresses, please supply mailing addresses, phone numbers, and fax numbers. Most correspondence will be handled by email. Keep a copy of the manuscript to guard against loss.

Masked Review Policy

This journal uses masked review for all submissions. Make every effort to see that the manuscript itself contains no clues to the authors' identity. The submission letter should indicate the title of the manuscript, the authors' names and institutional affiliations, and the date the manuscript is submitted.

The first page of the manuscript should omit the authors' names and affiliations but should include the title of the manuscript and the date it is submitted. Author notes, acknowledgments, and footnotes containing information pertaining to the authors' identity or affiliations may be added on acceptance.


Description of Sample

Authors should be sure to report the procedures for sample selection and recruitment. Major demographic characteristics should be reported, such as sex, age, socioeconomic status, race/ethnicity, and, when possible and appropriate, disability status and sexual orientation. Even when such demographic characteristics are not analytic variables, they provide a more complete understanding of the sample and of the generalizability of the findings and are useful in future meta-analytic studies.


For all study results, measures of both practical and statistical significance should be reported. The latter can involve either a standard error or an appropriate confidence interval. Practical significance can be reported using an effect size, a standardized regression coefficient, a factor loading, or an odds ratio.


Manuscripts should include information regarding the establishment of interrater reliability when relevant, including the mechanisms used to establish reliability and the statistical verification of rater agreement and excluding the names of the trainers and the amount of personal contact with such individuals.

Manuscript Preparation

Prepare manuscripts according to the Publication Manual of the American Psychological Association (6th edition). Manuscripts may be copyedited for bias-free language (see Chapter 3 of the Publication Manual).

Review APA's Checklist for Manuscript Submission before submitting your article.

Double-space all copy. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Manual.

Below are additional instructions regarding the preparation of display equations, computer code, and tables.

Display Equations

We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.

To construct your equations with MathType or Equation Editor 3.0:

  • Go to the Text section of the Insert tab and select Object.
  • Select MathType or Equation Editor 3.0 in the drop-down menu.

If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.

Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.

Computer Code

Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.

In Online Supplemental Material
We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.

In the Text of the Article
If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.


Use Word's Insert Table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.

Submitting Supplemental Materials

APA can place supplemental materials online, available via the published article in the PsycARTICLES® database. Please see Supplementing Your Article With Online Material for more details.

Abstract and Keywords

All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.


List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the References section.

Examples of basic reference formats:

  • Journal Article:
    Hughes, G., Desantis, A., & Waszak, F. (2013). Mechanisms of intentional binding and sensory attenuation: The role of temporal prediction, temporal control, identity prediction, and motor prediction. Psychological Bulletin, 139, 133–151.
  • Authored Book:
    Rogers, T. T., & McClelland, J. L. (2004). Semantic cognition: A parallel distributed processing approach. Cambridge, MA: MIT Press.
  • Chapter in an Edited Book:
    Gill, M. J., & Sypher, B. D. (2009). Workplace incivility and organizational trust. In P. Lutgen-Sandvik & B. D. Sypher (Eds.), Destructive organizational communication: Processes, consequences, and constructive ways of organizing (pp. 53–73). New York, NY: Taylor & Francis.


Graphics files are welcome if supplied as Tiff or EPS files. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file.

The minimum line weight for line art is 0.5 point for optimal printing.

For more information about acceptable resolutions, fonts, sizing, and other figure issues, please see the general guidelines.

When possible, please place symbol legends below the figure instead of to the side.

APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.

The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., "the red (dark gray) bars represent") as needed.

For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:

  • $900 for one figure
  • An additional $600 for the second figure
  • An additional $450 for each subsequent figure


Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).

On advice of counsel, APA may decline to publish any image whose copyright status is unknown.

Publication Policies

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals® Internet Posting Guidelines.

APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).

Authors of accepted manuscripts are required to transfer the copyright to APA.

Ethical Principles

It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).

In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).

APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.

Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.

The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.

Other Information

Special Issues
  • Selective Social Learning

    Special issue of the APA journal Developmental Psychology, Vol. 49, No. 3, March 2013. The articles pose important questions concerning how children learn from others, what the characteristic signatures of social learning might be, and how this learning changes over time.

  • Violent Children

    Special issue of the APA journal Developmental Psychology, Vol. 39, No. 2, March 2003. Includes articles about conduct problems; exposure to TV violence and violent behavior in young adulthood; childhood disruptive behaviors and adolescent delinquency; developmental pathways to severe conduct problems; physical aggression and expressive vocabulary; urban males' youth violence; a school-based violence prevention program; biological and social processes in relation to early-onset persistent aggression; and a biopsychosocial model of the development of chronic conduct problems.

  • Social and Emotional Development

    Special issue of the APA journal Developmental Psychology, Vol. 34, No. 4, July 1998. Four sections examine culture as it relates to emotional development; parenting and parent-child relationships; social cognition and social relationships; and social and emotional adjustment and maladjustment.

  • Development, Transitions, and Adjustment in Adolescence

    Special issue of the APA journal Developmental Psychology, Vol. 32, No. 4, July 1996. Includes articles about environment, biology, and culture; developmental interface between nature and nurture; family environment; puberty; sexual intercourse; risk factors for binge drinking; kinship support and family management practices; and parenting behaviors.

  • Sexual Orientation and Human Development

    Special issue of the APA journal Developmental Psychology, Vol. 31, No. 1, January 1995. The articles discuss development and other issues in sexual orientation, including prenatal estrogen; birth order and sibling sex ratio; childhood sex-typed behavior; pubertal maturation timing and self-esteem; victimization; prevalence, course, and predictors of multiple problem behaviors; developmental changes in relationship quality; transitions from heterosexuality to lesbianism; lesbian and heterosexual parents and their children; parents' division of labor and children's adjustment; and sexual orientation of adult sons of gay fathers.