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The article presents a list of editors who peer reviewed articles for the journal from November/December of 2014 through 2015, including Geneviève Albouy, Rebecca Brooker, and Lindsay Harris.

The article presents a list of peer reviewers for the journal, including Jennifer Ablow, Emma Flynn, and Barbara Zwirs.

The article presents a list of people who peer reviewed papers submitted to the journal for publication, including Jamie Abaied, Jennie Brand, and Judi Mesman.

People who the editor would like to thank for their assistance in reviewing manuscripts submitted to "Child Development" are mentioned.

A bibliography on the subject of child development is presented which includes the manuscripts "Sources of Continuity and Change in Activity Level in Early Childhood," by Kimberly Saudino, "Patterns of School Readiness Forecast Achievement and Socioemotional Development," by Terri Sabol and Robert Pianta, and "Bilingualism and Academic Achievement," by Wen-Jui Han.

A bibliography on the subject of child development is presented which includes the manuscripts "Social-Emotional Effects of Early Childhood Education Programs in Tulsa," by William Gormley Jr. and colleagues, "The Development of Uncertainty Monitoring in Early Childhood," by Kristen E. Lyons and Simona Ghetti, and "Critical Consciousness Development and Political Participation Among Marginalized Youth," by Matthew Diemer and Cheng-Hsien Li.

The article provides a list of manuscripts accepted for publication such as "Characterizing Children’s Expectations About Expertise and Incompetence: Halo or Pitchfork Effects?" by Melissa Koenig and Vikram K. Jaswal, "Bilingualism and Academic Achievement," by Wen-Jui Han, and "Age Differences in Strategic Planning as Indexed by the Tower of London" by Dustin Albert and Laurence Steinberg.

A bibliography on the subject of child development is presented which includes the reports "Desire for Increased Autonomy and Adolescents’ Perceptions of Peer Autonomy: "Everyone Else Can; Why Can’t I?," by Christopher Daddis, "Almost Thinking Counterfactually: Children’s Understanding of Close Counterfactuals," by Sarah Beck and Carlie Guthrie, and "Infantile Amnesia Across the Years: A 2-Year Follow-Up of Children’s Earliest Memories," by Carole Peterson, Kelly L. Warren, and Megan M. Short.

A list of manuscripts accepted for future publication in "Child Development" is presented, including "Reporter Discrepancies Among Parents, Adolescents, and Peers: Adolescent Attachment and Informant Depressive Symptoms as Explanatory Factors," Katherine B. Ehrlich, Jude Cassidy, and Matthew J. Dykas, "Theory of Mind and Social Interest in Zero Acquaintance Play Situations," by Chris Moore, Sandra Bosacki, and Shannon Macgillivray, and "Age Differences in Strategic Planning as Indexed by the Tower of London," by Dustin Albert and Laurence Steinberg.

The article lists manuscripts on child development that were accepted for publication.

Individuals that the author would like to thank for their assistance in conducting peer reviews of articles published in the periodical "Child Development" are mentioned.

A list of manuscripts accepted for publication is presented which includes "Assessing the Effects of a Work-Based Antipoverty Program for Parents on Youth’s Future Orientation and Employment Experiences," by Rachel Kaplan, Vonnie C. McLoyd, Kelly Purtell, and Aletha Huston, "Adolescents’ Development of Skills for Agency in Youth Programs: Learning to Think Strategically," by Reed Larson and Rachel Angus and "Intergenerational Continuity in Child Maltreatment: Mediating Mechanisms and Implications for Prevention," by Lisa Berlin, Karen Appleyard, and Kenneth Dodge.

A list is presented of articles that have been accepted for publication in the journal, including "An Ecological Approach to Promoting Early Adolescent Mental Health and Social Adaptation: Family Centered Intervention in Public Middle Schools," "Assessing the Effects of a Work-Based Antipoverty Program for Parents on Youth's Future Orientation and Employment Experiences," and "Reading Minds: The Relation Between Children's Mental State Knowledge and Their Metaknowledge About Reading."

People who the author would like to thank for their assistance in the creation of this journal are mentioned.

People who the editors would like to thank for their assistance in the creation of the journal "Child Development" are mentioned.

Perner (1991) has claimed that the linguistic structures and reasoning tasks mastered by 4-year-olds share a requirement to handle metarepresentation. In contrast, de Villiers (2000) has argued that they share a requirement to handle misrepresentation. In the current study, a correlation is observed between success on false belief tasks and the acquisition of relative clause sentences. This correlation is not predicted by de Villiers's account because such sentences do not require the handling of misrepresentation, but it is consistent with Perner's account because such sentences do require the handling of metarepresentation. It is proposed that only an account that integrates the accounts of both de Villiers and Perner can explain extant data on language and cognition in 4-year-olds. [ABSTRACT FROM AUTHOR]

This section presents a list of manuscripts accepted for publication by the journal "Child Development" as of September 2006.

The article presents bibliographies of manuscripts accepted for publication in this journal.