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Psychology

D-Index
61
Citations
20642
World Ranking
3321
National Ranking
1873

Overview

J. Lawrence Aber is affiliated with New York University in the United States and focuses primarily on social sciences and psychology. Their research encompasses several subfields including education, clinical psychology, safety research, sociology and political science, as well as nutrition and dietetics. The main topics addressed in their work involve early childhood education and development, poverty, education, and child welfare, migration, health and trauma, child and adolescent psychosocial and emotional development, Middle East politics and society, child nutrition, water access, and the education and experiences of immigrants and refugees.

The scientist has contributed to a variety of peer-reviewed publications, with frequent appearances in venues such as Harvard Dataverse, Behavioral Science & Policy, Development and Psychopathology, Child Development, and UNC Libraries. Their recent published papers include:

  • "A new vehicle to accelerate the UN Sustainable Development Goals" (2020), The Lancet Global Health
  • "Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon" (2020), Journal of Applied Developmental Psychology
  • "Supporting Syrian Refugee Children's Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon" (2021), American Educational Research Journal
  • "Behavioral insights into cash transfers to families with children" (2021), Behavioral Science & Policy
  • "Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon." (2023), Journal of Educational Psychology

Aber collaborates frequently with a set of recurring co-authors, which include Ha Yeon Kim, Carly Tubbs Dolan, Lindsay Brown, Jeannie Annan, and Kalina Gjicali. These collaborations reflect an interdisciplinary approach that integrates developmental psychology, education, and social policy.

The combination of publication venues and the diverse range of topics highlights an emphasis on applied and policy-relevant research concerning vulnerable populations such as refugee children, early childhood development, and social welfare programs. Their work on social and emotional learning interventions and developmental outcomes among displaced populations points to a focus on creating evidence-based strategies within educational and psychosocial frameworks.

Best Publications

  • Neighborhood Poverty, Volume 1: Context and Consequences for Children

    Jeanne Brooks-Gunn;Greg Duncan;J. Lawrence Aber

  • The Effects of Poverty on the Mental, Emotional, and Behavioral Health of Children and Youth: Implications for Prevention.

    Hirokazu Yoshikawa;J. Lawrence Aber;William R. Beardslee

  • Income is not enough: incorporating material hardship into models of income associations with parenting and child development.

    Elizabeth Thompson Gershoff;J. Lawrence Aber;C. Cybele Raver;Mary Clare Lennon

  • Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School

    James Patrick Connell;Margaret Beale Spencer;J. Lawrence Aber

  • The Effects of Poverty on Child Health and Development

    J. Lawrence Aber;Neil G. Bennett;Dalton C. Conley;Jiali Li

  • Neighborhood Poverty: Context and Consequences for Children, Volume I, and Neighborhood Poverty: Policy Implications in Studying Neighborhoods, Volume II

    Catherine S. Chilman;Jeanne Brooks-Gunn;Greg J. Duncan;J. Lawrence Aber

  • The development of ethnic identity during adolescence.

    Sabine Elizabeth French;Edward Seidman;LaRue Allen;J. Lawrence Aber

  • The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth

    Edward Seidman;LaRue Allen;J. Lawrence Aber;Christina Mitchell

  • Predicting Cognitive Control From Preschool to Late Adolescence and Young Adulthood

    Inge Marie Eigsti;Vivian Zayas;Walter Mischel;Yuichi Shoda

  • Psychopathology Among New York City Public School Children 6 Months After September 11

    Christina W. Hoven;Cristiane S. Duarte;Christopher P. Lucas;Ping Wu

  • The War Experiences and Psychosocial Development of Children in Lebanon

    Mona S. Macksoud;J. Lawrence Aber

  • Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research

    Stephanie M. Jones;Joshua L. Brown;J. Lawrence Aber

  • The role of child maltreatment in early deviations in cognitive and affective processing abilities and later peer relationship problems.

    Fred A. Rogosch;Dante Cicchetti;J. Lawrence Aber

  • Developmental trajectories toward violence in middle childhood: course, demographic differences, and response to school-based intervention.

    J. Lawrence Aber;Joshua L. Brown;Stephanie M. Jones

  • Effects of maltreatment on young children's socioemotional development: An attachment theory perspective.

    J. Lawrence Aber;Joseph P. Allen

  • Resolving conflict creatively: evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context.

    J. Lawrence Aber;Stephanie M. Jones;Joshua L. Brown;Nina Chaudry

  • Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program.

    Joshua L. Brown;Stephanie M. Jones;Maria D. LaRusso;J. Lawrence Aber

  • The role of strategic attention deployment in development of self-regulation: predicting preschoolers' delay of gratification from mother-toddler interactions.

    Anita Sethi;Walter Mischel;J. Lawrence Aber;Yuichi Shoda

  • The effects of maltreatment on development during early childhood: Recent studies and their theoretical, clinical, and policy implications.

    J. Lawrence Aber;Joseph P. Allen;Vicki Carlson;Dante Cicchetti

  • Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and Hispanic children in a national sample.

    C. Cybele Raver;Elizabeth Thompson Gershoff;J. Lawrence Aber

  • Neighborhood poverty I: Context and consequences for children

    J Brooks-Gunn;G Duncan;J. Lawrence Aber

Frequent Co-Authors

Edward Seidman
Edward Seidman New York University
Elizabeth T. Gershoff
Elizabeth T. Gershoff The University of Texas at Austin
Stephanie M. Jones
Stephanie M. Jones Harvard University
Jeanne Brooks-Gunn
Jeanne Brooks-Gunn Columbia University
Hirokazu Yoshikawa
Hirokazu Yoshikawa New York University
C. Cybele Raver
C. Cybele Raver New York University
Yuichi Shoda
Yuichi Shoda University of Washington
Walter Mischel
Walter Mischel Columbia University
Dante Cicchetti
Dante Cicchetti University of Minnesota
Joseph P. Allen
Joseph P. Allen University of Virginia

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