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Psychology

D-Index
85
Citations
40751
World Ranking
1165
National Ranking
722

Research.com Recognitions

  • 1983 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 1975 - Fellow of the American Psychological Association (APA)

Overview

Arnold J. Sameroff is affiliated with the University of Michigan-Ann Arbor in the United States. Their research primarily focuses on psychology, with a significant emphasis on clinical psychology. The scientist's work covers diverse subfields including safety research, public health, environmental and occupational health, as well as social psychology.

Their main topics of study include child and adolescent psychosocial and emotional development, child abuse and trauma, child welfare and adoption, maternal mental health during pregnancy and postpartum, and attachment and relationship dynamics.

Sameroff has contributed to the academic community through publications in several venues. Notable publication venues include:

  • Annual Review of Developmental Psychology
  • Infant Mental Health Journal

Recent papers authored by Sameroff are:

  • "It's More Complicated," published in 2020 in the Annual Review of Developmental Psychology
  • "Postnatal trajectories of maternal depressive symptoms: Postpartum antecedents and differences in toddler adjustment," co-authored and published in 2020 in the Infant Mental Health Journal

Frequent coauthors collaborating with Sameroff include:

  • Daniel Ewon Choe
  • Susan C. McDonough
  • Amanda Lawrence

Their contributions to psychology have been recognized through fellowships, including:

  • Fellow of the American Association for the Advancement of Science (AAAS) in 1983
  • Fellow of the American Psychological Association (APA) in 1975

Best Publications

  • The transactional model.

    Arnold Sameroff

  • Transactional regulation: The developmental ecology of early intervention.

    Arnold J. Sameroff;Barbara H. Fiese

  • A Unified Theory of Development: A Dialectic Integration of Nature and Nurture

    Arnold Sameroff

  • School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings

    Robert W. Roeser;Jacquelynne S. Eccles;Arnold J. Sameroff

  • Intelligence quotient scores of 4-year-old children: social-environmental risk factors.

    Arnold J. Sameroff;Ronald Seifer;Ralph Barocas;Melvin Zax

  • The influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment.

    Carol A. Wong;Jacquelynne S. Eccles;Arnold Sameroff

  • Stability of Intelligence from Preschool to Adolescence: The Influence of Social and Family Risk Factors

    Arnold J. Sameroff;Ronald Seifer;Alfred Baldwin;Clara Baldwin

  • Transactional Models in Early Social Relations

    Arnold Sameroff

  • The transactional model of development: How children and contexts shape each other.

    Arnold J. Sameroff

  • Development systems: contexts and evolution

    A.J. Sameroff

  • Research strategies for capturing transactional models of development: The limits of the possible

    Arnold J. Sameroff;Michael J. Mackenzie

  • Developmental systems and psychopathology.

    Arnold J. Sameroff

  • The relations of maternal and social environments to late adolescents' materialistic and prosocial values.

    Tim Kasser;Richard M. Ryan;Melvin Zax;Arnold J. Sameroff

  • The transition to adulthood as a critical juncture in the course of psychopathology and mental health.

    John E. Schulenberg;Arnold J. Sameroff;Dante Cicchetti

  • Models of development and developmental risk.

    Arnold J. Sameroff;Barbara H. Fiese

  • Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school

    Robert W. Roeser;Jacquelynne S. Eccles;Arnold J. Sameroff

  • Early Influences on Development: Fact or Fancy?.

    Arnold J. Sameroff

  • Transactional regulation and early intervention.

    Arnold J. Sameroff;Barbara H. Fiese

  • Academic growth curve trajectories from 1st grade to 12th grade: effects of multiple social risk factors and preschool child factors.

    Leslie Morrison Gutman;Arnold J. Sameroff;Robert Cole

  • Developmental foundations of externalizing problems in young children: the role of effortful control.

    Sheryl L. Olson;Arnold J. Sameroff;David C. R. Kerr;Nestor L. Lopez

Frequent Co-Authors

Ronald Seifer
Ronald Seifer Brown University
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine
Sheryl L. Olson
Sheryl L. Olson University of Michigan–Ann Arbor
Katherine L. Rosenblum
Katherine L. Rosenblum University of Michigan–Ann Arbor
Tim Kasser
Tim Kasser Knox College
David C. R. Kerr
David C. R. Kerr Oregon State University
Barbara H. Fiese
Barbara H. Fiese University of Illinois at Urbana-Champaign
Alison L. Miller
Alison L. Miller University of Michigan–Ann Arbor
Maria Muzik
Maria Muzik University of Michigan–Ann Arbor
Robert W. Roeser
Robert W. Roeser Pennsylvania State University

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