Publications
Classroom Memory Study Key Publications
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.
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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
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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.
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