Impact Factor
3.76
Journal Citation Impact
Estimated influence, citation density, publishing volume, and citation integrity from the analytics table.
Citation rate
4.02
968 total citations
h5-index
37
h5 depth signal
Cited share
81.2%
203 of 250
Total citations
968
Citation footprint
Metric signal
3.70
External metric anchor
Self-citation
5.4%
52 self-citations
Citations Trend
Monthly Publications Cadence
Citing Geographic Demographics
United States
762
United Kingdom
262
Canada
151
Germany
117
China
110
Citing Fields of Research
Neurosciences
833
Psychiatry & Psychology
563
Linguistics & Language Studies
429
Education & Pedagogy
201
Neurodevelopmental Disorders
88
Publishing Activity & Reach
Volume, recency, access pattern, and citing-community signals from the journal analytics record.
All-time article footprint
3,111
Articles tracked across the journal lifetime
Indexed publication set
250
203 cited publications
Last 12 months
209
17.4 publications/month
Open access share
63.2%
132 OA publications in the last year
Leading citing country
United States
762 citing publications
Leading citing field
Neurosciences
833 citing publications
Latest tracked publication
14 October 2026
10 recent records available
Coverage & Indexing History
v7n1, Feb. 2004-
v7n1, Feb. 2004-
Active Coverage
Research Focus & Classification
Indexed Subjects
Neurosciences
Psychiatry & Psychology
Linguistics & Language Studies
Issuing & Sponsoring Bodies
Contributor
European Society for Developmental Psychology
Broad Categories
Psychology
Neurosciences
Psychiatry & Psychology
Linguistics & Language Studies
MeSH Descriptors
Human Development
Primates
Psychology
Latest Publications
Recent article records with DOI-first linking and condensed abstracts.
01
DOI 10.1111/desc.70289
Open DOI
Exploring a Range of Potential Factors Promoting and Constraining EF in South African Preschoolers
Background: Socioeconomic disadvantage is widely associated with poorer cognitive and educational outcomes. However, emerging evidence suggests that children in low‐income contexts may demonstrate resilience in executive function (EF) de...
02
DOI 10.1111/desc.70291
Open DOI
Visual Sensitivities in Toddlers’ Hands Provide a Foundation for Shape Perception
Human competencies in object recognition and category generalization implicate representations of the 3D geometry of objects. There is no accepted account of how such object‐centric representations are formed. Toddlers’ manual and visual...
03
DOI 10.1111/desc.70295
Open DOI
Investigation of the Prolonged Impact of Severe Socioeconomic Hardship and Mother's Perceived Social Support on Neurocognitive Development in Young Children in the Rural Ecuadorian Amazon
Children living in conditions of severe socioeconomic (SES) hardship are at elevated risk for neurocognitive delays, yet most developmental neuroscience research has focused on children in high‐income, Western populations, limiting our u...
04
DOI 10.1111/desc.70294
Open DOI
Positive Peer Groups Support Preschoolers’ Word Learning
Children learn language from their social partners, and differences in the behavior of these social partners can influence language learning outcomes. The literature largely focuses on adult caregivers; however, there is less clarity reg...
05
DOI 10.1111/desc.70293
Open DOI
The Evolution of Finger Counting Strategies in Addition: A Three‐Year Longitudinal Study in Young Children
In this study, the developmental trajectory of children's finger‐based strategies for addition is described for the first time using a longitudinal design involving 207 children aged 4 ½ at the first testing point. Children were observed...
06
DOI 10.1111/desc.70292
Open DOI
Choosing Not to Eat Meat: What Characterizes Independently Vegetarian Children?
A growing body of research has aimed to map the characteristics of extraordinary altruists—such as those who have donated a kidney to a stranger. However, this research has primarily focused on adults, and we know little about the develo...
07
DOI 10.1111/desc.70287
Open DOI
Three‐year‐old Children Make Explicit Metacognitive Judgments – If Asked Appropriately
Metacognition—the capacity to represent and reflect upon our knowledge and its sources—is fundamental for higher cognition and learning. Developmental research suggests that the ability to make explicit metacognitive judgments emerges su...
08
DOI 10.1111/desc.70286
Open DOI
Emergence of Goal‐Directed Behaviors via Active Inference With Self‐Prior
Infants often exhibit goal‐directed behaviors, such as reaching for a sensory stimulus, even when no external reward criterion is provided. These intrinsically motivated behaviors facilitate spontaneous exploration and learning of the bo...
09
DOI 10.1111/desc.70288
Open DOI
Differential Associations of Residential Greenspace and Built‐Up Exposure With Children's Executive Function Components: A Cross‐Sectional Study
Research increasingly links neighborhood environments to children's cognition; however, whether residential greenspace and built‐up exposure show different associations across executive function (EF) components in middle childhood remain...
10
DOI 10.1111/desc.70259
Open DOI
ManyBabies 3: A Multi‐Lab Study of Infant Algebraic Rule Learning
The ability to learn and apply rules lies at the heart of cognition. In a seminal study, Marcus et al. (1999) reported that 7‐month‐old infants learned abstract rules over syllable sequences and were able to generalize those rules to nov...
Bibliographical & Catalog Notes
Title from cover.
Print issues ceased with v. 14, no. 6 (2011).
Vol. 1 contains only two issues (Apr. and Oct.).
Also issued online.
A journal of the European Society for Developmental Psychology.
v. 1, no. 1 (1998)20040901 Notice published Printed on acid-free paper