top of page
Piles of Books
 Publications 
Classroom Memory Study Key Publications
CMSEle-removebg-preview.png

Grammer, J. K., Coffman, J. L., Sidney, P. G., & Ornstein, P. A. (2016).  Linking teacher instruction and student achievement in mathematics:  The role of teacher language. Journal of Cognition and Development, 468-485. doi: 10.1080/15248372.2015.1068777. 

 

Coffman, J. L., Ornstein, P. A., McCall, L. E., & Curran, P. J. (2008). Linking teachers' memory-relevant language and the development of children's memory skills. Developmental Psychology, 44, 1640-1654. doi:10.1037/a0013859. PMID 18999327.

 

Grammer, J. K., Purtell, K. M., Coffman, J. L., & Ornstein, P. A. (2011). Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school. Journal of Experimental Child Psychology, 108(1), 139-155. doi: 10.1016/j.jecp.2010.08.001. PMID: 20863515.

 

Ornstein, P. A., Haden, C. A., & Coffman, J. L. (2013). Learning to remember: Mothers and teachers talking with children. In N. L. Stein & S. Raudenbush (Eds.), Developmental cognitive science goes to school. (pp. 69-83) New York, NY: Taylor & Francis.  

Grammer, J. K., Coffman, J. L., & Ornstein, P. A. (2013). The effect of teachers' memory relevant language on children's strategy use and knowledge. Child Development, 84, 1989-2002. doi: 10.1111/cdev.12100. 

 

Grammer, J. K., Coffman, J. L., Morrison, F. & Ornstein, P. A. (2013). Change over time: Conducting longitudinal studies of children’s cognitive development. Journal of Cognition and Development, 14, 515-528. doi:10.1080/15248372.2013.833925. 

 

Coffman, J. L., Grammer, J. K., Hudson, K. N., Thomas, T. E., Villwock, D. & Ornstein, P. A. (2018). Relating children’s early elementary classroom experiences to later skilled remembering and studying. Journal of Cognition and Development. doi: 10.1080/15248372.2018.1470976 

 

Ornstein, P. A. & Coffman, J. L. (2020). Toward an understanding of the development of skilled remembering: The role of teachers’ instructional language. Current Directions in Psychological Science, 29(5), 445-452.  doi: 10.1177/0963721420925543 

 

Coffman, J. L. & Cook, O. K. (2021). Overview: The Development of Memory in the Elementary Classroom Context.  In L. E. Baker-Ward, D. F. Bjorklund, & J. L. Coffman (Eds.), The Development of Children’s Memory: The Scientific Contributions of Peter A. Ornstein. Cambridge University Press 

Learning, Emotion, and Play in Schools (LEAPS) Key Publications
Raising Grateful Children Key Publications

Midgette, A. J., Coffman, J. L., and Hussong, A. (2022). What parents and children say when talking about children’s gratitude: A thematic analysis. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-021-02222-9 

 

Hussong, A. M., Coffman, J. L., & Halberstadt, A. G. (2021). Parenting and the development of children’s gratitude. Child Development Perspectives. https://doi-org.libproxy.uncg.edu/10.1111/cdep.12434 

 

Hussong, A. H., Midgette, A. J.  Richards, A. N., Petrie, R. C., Coffman, J. L., & Thomas, T. E. (2021). COVID-19 Life Events Spill-Over on Family Functioning and Adolescent Adjustment. Journal of Early Adolescence 

 

Hussong, A. M., Halberstadt, A. G., Langley H. A., Coffman, J. L. & Thomas, T. E. (2021).  Parents’ Responses to Children’s Ingratitude are Associated with Children’s Gratitude and Internalizing 3 Years Later. Journal of Family Psychology. https://doi-org /10.1037/fam0000855 

 

Hussong, A. H., Midgette, A. J.  Thomas, T. E., Coffman, J. L., & Cho, S. (2021). Coping and Mental Health in Early Adolescence during COVID-19. Research on Child and Adolescent Psychopathology, 49, 1113-1123. https://doi-org /10.1007/s10802-021-00821-0 

Hussong, A. M., Coffman, J. L., & Thomas, T. E. (2019). Gratitude conversations: An experimental trial of an online parenting tool. The Journal of Positive Psychology, 15 (2), 267-277. https://doi.org/10.1080/17439760.2019.1610484 

 

Hussong, A. M., Langley, H. A., Rothenberg, W. A., Coffman, J. L., Halberstadt, A. G., Costanzo, P., & Mokrova, I. (2018). Raising grateful children one day at a time. Applied Developmental Science, 23(4), 371-384. doi:10.1080/10888691.2018.1441713 

 

Hussong, A. M., Langley, H. L., Thomas, T. E., Coffman, J. L., Halberstadt, A. G., Costanzo, P. R., & Rothenberg, W. A. (2018). Measuring Gratitude in Children. The Journal of Positive Psychology, 14(5), 563-575.  doi 10.1080/17439760.2018.1497692 

 

Rothenberg, W.A., Hussong, A.M., Langley, H.A., Egerton. G.A., Halberstadt, A. G., Coffman, J. L., Mokrova, I., & Costanzo, P.R. (2017). Grateful parents raising grateful children: Niche selection and the socialization of child gratitude. Applied Developmental Science, 106-120. doi: 10.1080/10888691.2016.1175945

 

Halberstadt, A. G., Langley, H.A., Hussong, A. M., Coffman, J. L., Rothenberg, W. A., Mokrova, I., & Costanzo, P. R. (2016).  Parents’ understanding of gratitude in young children: A thematic analysis. Early Childhood Research Quarterly, 36,439-451. doi:10.1016/j.ecresq.2016.01.014 

Other Key Publications

Baker-Ward, L. E., Bjorklund, D. F., & Coffman, J. L. (Eds.). (2021). The Development of Children’s Memory: The Scientific Contributions of Peter A. Ornstein. Cambridge University Press. 

 

Coffman, J. L., Westover, A. E., Cook, O. K., Lutolli, A. & Girod, S. (2022, Revise and Resubmit). Exploring early cognitive development in context: Basic research and applied implications. In J. D. Osofsky, H. E. Fitzgerald, M. Keren, & K. Puura (Eds.), WAIMH Handbook of Infant and Early Childhood Mental Health: Vol 1, Biopsychosocial Factors Affecting Infancy and Early Childhood. Cham, Switzerland, Springer. Under Review 

Nelson Darling, L., Holochwost, S. J., Coffman, J. L., Propper, C. B., & Wagner, N. J. (2022). Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers’ socially competent behaviors. Developmental Psychobiology. https://doi.org/10.1002/dev.22246

 

Propper, C. B., Gustafsson, H. C., Holochwost, S. J., & Coffman, J. L. (2021). Parasympathetic response to challenge in infancy moderates the effects of sociodemographic risk on academic achievement at school entry. Developmental Psychobiology, 63(6). https://doi.org/10.1002/dev.22170 

 

Swetlitz, C., Lynch, S. F., Propper C. B., Coffman, J. L., & Wagner, N. J. (2021). Examining maternal reminiscing as a protective factor in the intergenerational transmission of psychopathology. Research on Child and Adolescent Psychopathology, 49(8), 989–999. https://doi.org/10.1007/s10802-021-00790-4

 

Wagner, N. J., Holochwost, S. J., Danko, C., Propper, C. B., & Coffman, J. L. (2021). Observed peer competence moderates links between children’s self-regulation skills and academic performance. Early Childhood Research Quarterly, 54, 286-293. https://doi.org/10.1016/j.ecresq.2020.10.001 

 

Holochwost, S., Propper, C., Rehder, P., Wang, G., Wagner, N., & Coffman, J. L. (2019). Parasympathetic function: Relevance and methodology for early education research. Journal of Research on Educational Effectiveness, 12(4), 728–749. doi:10.1080/19345747.2019.1631422. 

Want to be the first to know about new findings?
Follow us on...
download.png
bottom of page