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Catherine S. Tamis-LeMonda

Catherine S. Tamis-LeMonda

D-Index & Metrics

Psychology

D-Index
89
Citations
30148
World Ranking
999
National Ranking
623

Overview

Catherine S. Tamis-LeMonda is affiliated with New York University in the United States. Their research primarily focuses on psychology and social sciences, with a strong emphasis on developmental and educational psychology. They have contributed extensively to topics related to child development and language acquisition.

The main fields of study for this scientist include:

  • Psychology
  • Social Sciences

Within these fields, subfields of particular interest encompass:

  • Developmental and Educational Psychology
  • Education
  • Social Psychology
  • Statistics and Probability
  • Cognitive Neuroscience

Their scholarly work covers diverse topics such as:

  • Child and Animal Learning Development
  • Language Development and Disorders
  • Early Childhood Education and Development
  • Cognitive and developmental aspects of mathematical skills
  • Reading and Literacy Development
  • Child Development and Digital Technology
  • Hearing Impairment and Communication

Recent publications illustrate the scope and focus of their research. Some notable papers include:

  • "Where language meets attention: How contingent interactions promote learning," 2021, published in Developmental Review
  • "Infant exuberant object play at home: Immense amounts of time-distributed, variable practice," 2021, published in Child Development
  • "Cracking the code: Social and contextual cues to language input in the home environment," 2020, published in Infancy
  • "Joint engagement in the home environment is frequent, multimodal, timely, and structured," 2022, published in Infancy
  • "Infants' object interactions are long and complex during everyday joint engagement," 2022, published in Developmental Science

Their research appears frequently in journals such as:

  • Infancy
  • Journal of Experimental Child Psychology
  • Child Development
  • Developmental Science
  • Developmental Psychology

Frequent coauthors working alongside this scientist include:

  • Karen E. Adolph
  • Catalina Suárez-Rivera
  • Lillian R. Masek
  • Orit Herzberg
  • Mackenzie S. Swirbul

Best Publications

  • Fatherhood in the Twenty-First Century

    Natasha J. Cabrera;Catherine S. Tamis-LeMonda;Robert H. Bradley;Sandra Hofferth

  • Maternal responsiveness and children's achievement of language milestones.

    Catherine S. Tamis-LeMonda;Marc H. Bornstein;Lisa Baumwell

  • Fathers and mothers at play with their 2- and 3-year-olds: contributions to language and cognitive development.

    Catherine S. Tamis-LeMonda;Jacqueline D. Shannon;Natasha J. Cabrera;Michael E. Lamb

  • Mother–Child Bookreading in Low‐Income Families: Correlates and Outcomes During the First Three Years of Life

    Helen Raikes;Barbara Alexander Pan;Gayle Luze;Catherine S. Tamis-LeMonda

  • Fathers' Influence on Their Children's Cognitive and Emotional Development: From Toddlers to Pre-K

    Natasha J. Cabrera;Jacqueline D. Shannon;Catherine Tamis-LeMonda

  • Parents' Goals for Children: The Dynamic Coexistence of Individualism and Collectivism in Cultures and Individuals.

    Catherine S. Tamis-LeMonda;Niobe Way;Diane Hughes;Hirokazu Yoshikawa

  • Maternal responsiveness and cognitive development in children

    Marc H. Bornstein;Catherine S. Tamis-LeMonda

  • Handbook of father involvement: Multidisciplinary perspectives

    Catherine S. Tamis-LeMonda;Natasha J. Cabrera

  • Why Is Infant Language Learning Facilitated by Parental Responsiveness

    Catherine S. Tamis-LeMonda;Yana Kuchirko;Lulu Song

  • Maternal Responsiveness to Young Children at Three Ages: Longitudinal Analysis of a Multidimensional, Modular, and Specific Parenting Construct

    Marc H. Bornstein;Catherine S. Tamis-LeMonda;Chun Shin Hahn;O. Maurice Haynes

  • Trajectories of the Home Learning Environment Across the First 5 Years: Associations With Children's Vocabulary and Literacy Skills at Prekindergarten

    Eileen T. Rodriguez;Catherine S. Tamis-LeMonda

  • Family resources and parenting quality: Links to children's cognitive development across the first 3 years.

    Julieta Lugo-Gil;Catherine S. Tamis-LeMonda

  • Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences

    Roberta Michnick Golinkoff;Erika Hoff;Meredith L. Rowe;Catherine S. Tamis-LeMonda

  • Maternal verbal sensitivity and child language comprehension

    Lisa Baumwell;Catherine S. Tamis-LeMonda;Marc H. Bornstein

  • Maternal responsiveness to infants in three societies: the United States, France, and Japan

    Marc H. Bornstein;Catherine S. Tamis‐LeMonda;Joseph Tal;Pamela Ludemann

  • Transition From Crawling to Walking and Infants’ Actions With Objects and People

    Lana B. Karasik;Catherine S. Tamis-LeMonda;Karen E. Adolph

  • Familismo in Mexican and Dominican Families From Low-Income,Urban Communities:

    Esther J. Calzada;Catherine S. Tamis-LeMonda;Hirokazu Yoshikawa

  • The Acquisition of Gender Labels in Infancy: Implications for Gender-Typed Play.

    Kristina M. Zosuls;Diane N. Ruble;Catherine S. Tamis-LeMonda;Patrick E. Shrout

  • The Role of the Father: An Introduction.

    Michael E. Lamb;Catherine S. Tamis-LeMonda

  • Habituation and maternal encouragement of attention in infancy as predictors of toddler language, play, and representational competence.

    Catherine S. Tamis-LeMonda;Marc H. Bornstein

  • Chinese parents’ goals and practices in early childhood

    Rufan Luo;Catherine S. Tamis-LeMonda;Lulu Song

Frequent Co-Authors

Marc H. Bornstein
Marc H. Bornstein National Institutes of Health
Natasha J. Cabrera
Natasha J. Cabrera University of Maryland, College Park
Karen E. Adolph
Karen E. Adolph New York University
Hirokazu Yoshikawa
Hirokazu Yoshikawa New York University
Diane N. Ruble
Diane N. Ruble New York University
Bruce D. Homer
Bruce D. Homer City University of New York
Helen Raikes
Helen Raikes University of Nebraska–Lincoln
Jeanne Brooks-Gunn
Jeanne Brooks-Gunn Columbia University
Robert H. Bradley
Robert H. Bradley Arizona State University
Michael E. Lamb
Michael E. Lamb University of Cambridge

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