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Berry, D. & Willoughby, M. T. (in press). On the practical interpretability of cross-lagged panel models: Re-visiting a developmental workhorse. Child Development.

*Serdiouk, M., Berry, D., & Gest, S. D. (2016). Teacher-child relationships and friendships and peer victimization across the school year. Journal of Applied Developmental Psychology, 46, 63-72.

Berry, D., Blair, C., Willoughby, M., Mills-Koonce, R., Granger, D., & The Family Life Project Key Investigators (2016). Maternal sensitivity and adrenocortical functioning across infancy and toddlerhood: Physiological adaptation to context? Development and Psychopathology. Advance online publication. doi:10.1037/a0028240

Berry, D., Blair, C., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., Mills-Koonce, W. R., & Family Life Project Key Investigators. (2016). Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role? Early Childhood Research Quarterly, 34, 115-127.

Berry, D., Blair, C., Willoughby, M., Granger, D.A. & the Family Life Project Key Investigators (2016). Childcare and cortisol across infancy and toddlerhood: Poverty, peers, and developmental timing. Family Relations. 65(1), 51-72.

*Merrin, G., *Davis, J.P., Berry, D., D’Amico, E.J., & Duman, T. (2016). Longitudinal associations between substance use, criminal behavior, and environmental risk among emerging adults: A longitudinal within- and between-person latent variables analysis. Drug and Alcohol Addiction. Advance online publication. doi:

*Davis, J., *Merrin, G., Berry, D., Dumas, T., Hong, J.S., & Smith, D.C. (2016). Examining within-person and between-person effects of victimization and social risk on cannabis use among emerging adults in substance-use treatment. Psychology of Addictive Behaviors, 30, 52-63.

Sulik, M., Blair, C., Berry, D., Greenberg, M., & The Family Life Project Key Investigators (2015). Early parenting and the development of externalizing symptoms: Longitudinal mediation through children’s executive function. Child Development, 86(5), 1588-1603.

Berry, D., Blair, C., Ursache, A., Willoughby, M. T., & Granger, D. A. (2014). Early childcare, executive functioning, and the moderating role of early stress physiology. Developmental Psychology, 50, 1250 -1261.

Berry, D., Blair, C., Ursache, A., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L.,… (2014). Child care and cortisol across early childhood: Context matters. Developmental Psychology, 50, 514-525.

Berry, D., McCartney, K., Petrill, S., Deater-Deckard, K., & Blair, C. (2014). Gene–environment interaction between DRD4 7-repeat VNTR and early child-care experiences predicts self-regulation abilities in prekindergarten. Developmental Psychobiology, 56(3), 373-391.

Blair, C., Raver, C.C., Berry, D. & the Family Life Project Key Investigators (2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental Psychology, 50, 554-565.

Belsky, J., Fraley, C., Pluess, M., Newman, D.A., Widaman, K. F., Helm, J. L., Rodkin, P., Berry, D. & Roisman, G. I. (2014). Differential susceptibility to effects of maternal sensitivity? A study of candidate plasticity genes. Development and Psychopathology.

Berry, D., Deater-Deckard, K., McCartney, K., Wang, Z., & Petrill, S. A. (2013). Gene–environment interaction between dopamine receptor D4 7-repeat polymorphism and early maternal sensitivity predicts inattention trajectories across middle childhood. Development and Psychopathology, 25, 291-306.

Blair, C., Berry, D., Mills-Koonce, R., & Granger, D. (2013). Cumulative effects of early poverty on cortisol in young children: Moderation by autonomic nervous system activity. Psychoneuroendocrinology, 38, 2666-2675.

Kieffer, M. J., Vukovic, R. K., & Berry, D. (2013). Roles of attention shifting and inhibitory control in fourth-grade reading comprehension. Reading Research Quarterly, 48, 333-348.

Berry, D., Blair, C., Willoughby, M., Granger, D., & The Family Life Project Key Investigators (2012). Resting salivary alpha-amylase and cortisol in infancy and toddlerhood: Direct and indirect relations with executive functioning in early childhood and academic ability in pre-kindergarten. Psychoneuroendocrinology, 37, 1700-1711.

Berry, D. (2012). Inhibitory control and teacher–child conflict: Reciprocal associations across the elementary-school years. Journal of Applied Developmental Psychology, 33(1), 66-76

Berry, D. & O’Connor, E. (2010). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology, 31, 1-14.

McCartney, K. & Berry, D. (2005). Commentary: Gene-environment processes in task persistence. Trends in Cognitive Science, 9, 407-408.