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Psychology

D-Index
43
Citations
9555
World Ranking
7183
National Ranking
3887

Research.com Recognitions

  • 1985 - Fellow of the American Psychological Association (APA)

Overview

Marsha Weinraub is affiliated with Temple University in the United States and has contributed extensively to the field of social sciences, with a focus on education and developmental psychology. Their publication record includes works that intersect with spatial cognition, parental involvement in education, and early childhood development.

The scientist's recent papers explore various dimensions of cognitive and educational development. Notable publications include:

  • Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills (2022, Developmental Science)
  • Shared Picturebook Reading in a Preschool Class: Promoting Narrative Comprehension Through Inferential Talk and Text Difficulty (2023, Early Childhood Education Journal)
  • Fathers' and mothers' praise and spatial language during play with first graders: Patterns of interaction and relations to math achievement (2022, Developmental Psychology)
  • A Growth Mindset Message Leads Parents to Choose More Challenging Learning Activities (2023, Journal of Intelligence)
  • "This is hard!" Children's and parents' talk about difficulty during dyadic interactions (2023, Developmental Psychology)

The frequent co-authors collaborating with Weinraub include Nora S. Newcombe, Elizabeth A. Gunderson, Jing Tian, Grace Bennett-Pierre, and Nadia Tavassolie. This indicates ongoing research partnerships that span multiple studies and thematic areas.

Weinraub's research is published predominantly in journals such as Developmental Science and Developmental Psychology, with additional contributions to the Early Childhood Education Journal and the Journal of Intelligence. These publication venues highlight a focus on developmental processes in children and educational outcomes.

The main scholarly focus resides in the social sciences, with eight publications specifically in education. Subfields extend beyond education to include automotive engineering, clinical psychology, geography, planning and development, and developmental and educational psychology.

Topics prominently covered in Weinraub's work include:

  • Spatial Cognition and Navigation
  • Parental Involvement in Education
  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Geography Education and Pedagogy
  • Reading and Literacy Development
  • Child Development and Digital Technology

Among the distinctions in Weinraub's career is the recognition as a Fellow of the American Psychological Association (APA), awarded in 1985.

Best Publications

  • Effects of stress and social supports on mother-child interactions in single- and two-parent families

    Marsha Weinraub;Barbara M. Wolf

  • Child Care and Mother-Child Interaction in the First Three Years of Life

    M Appelbaum;DA Batten;J Belsky;C Booth

  • The relation of child care to cognitive and language development

    A Clarke-Stewart;S Friedman;Dane Phillips;CL Booth

  • Nonmaternal Care and Family Factors in Early Development: An Overview of the NICHD Study of Early Child Care

    Virginia Allhusen;Mark Appelbaum;Jay Belsky;Cathryn L. Booth

  • The development of sex role stereotypes in the third year: relationships to gender labeling, gender identity, sex-typed toy preference, and family characteristics.

    Marsha Weinraub;Lynda Pritchard Clemens;Alan Sockloff;Teresa Ethridge

  • Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development from Birth Through Third Grade.

    Virginia Allhusen;Jay Belsky;Cathryn Booth-LaForce;Robert Bradley

  • Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development

    A Huston;C. Booth-LaForce;Robert Bradley;C. Brownell

  • Familial factors associated with the characteristics of nonmaternal care for infants

    Mark Appelbaum;Dee Ann Batten;Jay Belsky;Cathryn Booth

  • Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care - NICHD early child care research network

    Mark Appelbaum;Dee Ann Batten;Jay Belsky;Cathryn Booth

  • Does Quality of Child Care Affect Child Outcomes at Age 4 1 ⁄ 2?

    N Marshall;CA Brownell;M Burchinal;B Caldwell

  • The stability of parenting behaviors over the first 6 years of life

    Danielle Horvath Dallaire;Marsha Weinraub

  • Type of child care and children's development at 54 months

    Virginia Allhusen;Jay Belsky;Cathryn L. Booth;Robert Bradley

  • Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality

    Jay Belsky;Jay Belsky;Cathryn L. Booth-LaForce;Robert Bradley;Celia A. Brownell

  • Coping behavior: learned helplessness, physiological change and learned inactivity.

    M E Seligman;J Weiss;M Weinraub;A Schulman

  • Frequency and intensity of activity of third-grade children in physical education.

    Jay Belsky;Cathryn Booth;Robert Bradley;Celia A. Brownell

  • Child-care and family predictors of preschool attachment and stability from infancy

    M Appelbaum;J Belsky;C Booth;R Bradley

  • Predicting children's separation anxiety at age 6: The contributions of infant–mother attachment security, maternal sensitivity, and maternal separation anxiety

    Danielle Horvath Dallaire;Marsha Weinraub

  • Affect dysregulation in the mother-child relationship in the toddler years: Antecedents and consequences

    Virginia Allhusen;Jay Belsky;Cathryn L. Booth;Robert Bradley

  • Child Care Effects in Context: Quality, Stability, and Multiplicity in Nonmaternal Child Care Arrangements during the First 15 Months of Life.

    Henry Tran;Marsha Weinraub

  • Patterns of developmental change in infants' nighttime sleep awakenings from 6 through 36 months of age.

    Marsha Weinraub;Randall H. Bender;Sarah L. Friedman;Elizabeth J. Susman

  • Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development From Birth Through Third Grade National Institute of Child Health and Human Development Early Child Care Research Network

    Jay Belsky;Cathryn Booth-LaForce;Robert Bradley;Celia A. Brownell

Frequent Co-Authors

Sarah L. Friedman
Sarah L. Friedman George Washington University
Jay Belsky
Jay Belsky University of California, Davis
Deborah Lowe Vandell
Deborah Lowe Vandell University of California, Irvine
Robert H. Bradley
Robert H. Bradley Arizona State University
Susan J. Spieker
Susan J. Spieker University of Washington
Kathleen McCartney
Kathleen McCartney Harvard University
Robert C. Pianta
Robert C. Pianta University of Virginia
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
Celia A. Brownell
Celia A. Brownell University of Pittsburgh
Kathy Hirsh-Pasek
Kathy Hirsh-Pasek Temple University

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