Selected Publications Involving Lab School Children and Families
Perry, N.B., Tang, Y., Akinmola, T., Dollar, J.M. & Bryan, A.E. (2026). Context matters: Multi-informant assessment of preschoolers’ emotion regulation strategies across home, school, and the laboratory. Early Childhood Research Quarterly, 77(4), 197-107. https://doi.org/10.1016/j.ecresq.2026.06.012
Perry, N.B., Akinmola, T. & Bryan, A.E. (2026). Parent–child physiological synchrony: Links with parent emotion regulation and children’s independent emotion regulation. Manuscript submitted to Developmental Science on June 22, 2026.
Perry, N.B., Akinmola, T. & Bryan, A.E. (2026). Teacher–child physiological synchrony: Links to preschoolers’ self-regulation. Manuscript submitted to Developmental Psychobiology on January 13, 2026.
Tang, Y., Akinmola, T., Bryan, A.E. & Perry, N.B. (2026) Emotion polyregulation in preschoolers: Links to negative affect and child adjustment. Child Development, aacag052. https://doi.org/10.1093/chidev/aacag052
Tang, Y., Akinmola, T., Bryan, A.E. & Perry, N.B. (2025) Temporal variation in preschoolers’ respiratory sinus arrhythmia and the use of behavioral emotion regulation strategies. Infant and Child Development, 34(5). https://doi.org/10.1002/icd.70060
Sekula, M.K., Bryan, A., Corry, K., Kassymova, A., & Byrd-Williams, C.E. (2024). The effect of
Growing Up Wild™ training on early childhood professionals’ beliefs, attitudes, and intentions toward outdoor education. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01817-3
Koepp, A. E., & Gershoff, E. T. (2024). Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting. Child Development, 00, 1–18. https://doi.org/10.1111/cdev.14100
Koepp, A.E, Lanza, K., Byrd-Williams, C., Bryan, A.E., & Gershoff, E.T. (2023). Ambient temperature increases and preschoolers’ outdoor physical activity. JAMA Pediatrics, 177(5), 539-540. https://doi.org/10.1001/jamapediatrics.2023.0067
Koepp, A.E, Gershoff, E.T., Castelli, D.M., & Bryan, A.E. (2022). Total play time needed for preschoolers to reach recommended amount of non-sedentary activity. International Journal of Environmental Research and Public Health, 19 (6), 3354. https://doi.org/10.3390/ijerph19063354
Koepp, A.E, Gershoff, E.T, Castelli, D.M., & Bryan, A.E. (2022). Measuring children's behavioral regulation in the preschool classroom: An objective, sensor-based approach. Developmental Science, 25(5), e13214. https://doi.org/10.1111/desc.13214
Koepp, A.E, Gershoff, E.T., Castelli, D M., & Bryan, A.E. (2022). Preschoolers’ executive functioning following indoor and outdoor play. Trends in Neuroscience and Education, 28, 100182. https://doi.org/10.1016/j.tine.2022.100182
Legare, C.H., Sobel, D.M., & Callanan, M. (2017). Causal learning is collaborative: Examining explanation and exploration in social contexts. Psychonomic Bulletin & Review. DOI: 10.3758/s13423-017-1351-3. Retrieved from: https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/59a421d7e58c62501fc9d9ce/1503928792802/causal-learning-is-collaborative-2017.pdf
Beverung, L. & Jacobvitz, D. (2016). Women’s retrospective experiences of bereavement: Predicting unresolved attachment. Journal of Death and Dying, 73, 126-140.
Legare, C.H., Schult, C., Impola, N., & Souza A.L. (2016). Young children revise explanations in response to new evidence. Cognitive Development, 39, 45-56. DOI: 10.1016/j.cogdev.2016.03.003. Retrieved at: https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/5715815f9f7266703b5eadf2/1461027168201/young-children-revise-explanations-in-response-to-new-evidence.pdf
Legare, C.H., & Nielsen, M. (2015). Imitation and innovation: The dual engines of cultural learning. Feature article in Trends in Cognitive Sciences (TICS), 19, 688-699. DOI: 10.1016/j.tics.2015.08.005. Retrieved at: http://www.sciencedirect.com/science/article/pii/S1364661315001825
Legare, C.H., Wen, N.J., Herrmann, P.A., & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142, 351-361. DOI: 10.1016/j.cognition.2015.05.020. Retrieved from: https://ac.els-cdn.com/S0010027715300032/1-s2.0-S0010027715300032-main.pdf?_tid=687898b4-b993-11e7-9848-00000aacb35d&acdnat=1508943022_0af17439ba8a95e9ad5287a9202fbe0d
Legare, C.H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101-106.
Legare, C.H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101-106. DOI: 10.1111/cdep.12070. Retrieved at: http://onlinelibrary.wiley.com/doi/10.1111/cdep.12070/abstract
Legare, C.H., & Gelman, S.A. (2014). Examining explanatory biases in young children’s biological reasoning. Journal of Cognition and Development, 15, 287-303. Retrieved at: http://www.tandfonline.com/doi/abs/10.1080/15248372.2012.749480
Legare, C.H., & Lombrozo, T. (2014). Selective effects of explanation on learning during early childhood. Journal of Experimental Child Psychology, 126, 198-212. DOI: 10.1016/j.jecp.2014.03.001. Retrieved at: http://www.sciencedirect.com/science/article/pii/S0022096514000496?via%3Dihub
Saunders, R., McFarland-Piazza, L., Jacobvitz, D., Burton, R., & Hazen, N. (2013). Maternal knowledge and behaviors regarding discipline: The effectiveness of a hands-on parent education program in positive guidance. Journal of Child and Family Studies, 22(3), 322-334. DOI: 10.1007/s10826-012-9581-5. Retrieved from: https://link.springer.com/content/pdf/10.1007/s10826-012-9581-5.pdf
Christopher, C., Saunders, R., Jacobvitz, D., Burton, R., & Hazen, N. (2013). Maternal empathy and changes in mothers’ permissiveness as predictors of toddlers’ early social competence with peers: A parenting intervention study. Journal of Child and Family Studies, 22(6), 769-778. DOI: 10.1007/s10826-012-9631-z. Retrieved from: https://link.springer.com/article/10.1007/s10826-012-9631-z
Fanger, S.M., Frankel, L.A., & Hazen, N. (2012). Peer exclusion in preschool children’s play: Naturalistic observation in a playground setting. Merrill-Palmer Quarterly, 58(2), 224-254. Retrieved from: http://digitalcommons.wayne.edu/mpq/vol58/iss2/5/
Taylor, M. (2009). A theory of physically distributed learning: How external environments and internal states interact in mathematics learning. Child Development Perspectives, 3(3), 140–144. Retrieved from: https://utexas.box.com/s/z7tj8bdwkuko89te3jn6o8il5zjilyaw
Kemple, K., Speranza, H., & Hazen, N.L. (1992). Cohesive discourse and peer acceptance: Longitudinal relations in the preschool years. Merrill-Palmer Quarterly, 38, 364-381.
Black, B., & Hazen, N.L. (1990). Social status and patterns of communication in acquainted and unacquainted preschool children. Developmental Psychology, 26, 379-387.
Jody Jensen and Christopher Stanfill (thesis) https://repositories.lib.utexas.edu/bitstream/handle/2152/ETD-UT-2010-12-2559/STANFILL-THESIS.pdf?sequence=1
Hazen, N.L., & Black, B. (1989). Preschool peer communication skills: The role of social status and interaction context. Child Development, 60, 867-876.
Hazen, N.L., & Volks-Hudson, S. (1984). The effect of spatial context on young children's recall. Child Development, 55, 1835-1844.
Hazen, N.L., Black, B., & Fleming-Johnson, F. (1984). Social acceptance: How young children attain it, and how teachers can help. Young Children, 39, 826-833