Greg Duncan: 2018 Publications

Duncan, G. J., Lee, K. T.-H., Rosales-Rueda, M., & Kalil, A. (2018). Maternal age and child development. Demography, 1-27. 

Duncan, G. J., Kalil, A., & Ziol-Guest, K. (2018). Parental income and children’s life course: Lessons from the Panel Study of Income Dynamics. The ANNALS of the American Academy of Political and Social Science, 680(1), 82-96. 

Nguyen, T., & Duncan, G. J. (2018). Kindergarten components of executive function and third grade achievement: A national study. Early Childhood Research Quarterly, 46, 49-61. 

Watts, T., Duncan, G., Clements, D. H., & Sarama, J. (2018). What is the long‐run impact of learning mathematics during preschool? Child Development, 89, 539-555. 

Kang, C., Duncan, G. J., Clements, D., Sarama, J, & Bailey, D. H. (2018). The roles of transfer of learning and forgetting in the persistence and fadeout of early childhood mathematics interventions. Journal of Educational Psychology. 

Bailey, D. H., Duncan, G. J., Watts, T., Clements, D., & Sarama, J. (2018). Risky business: Correlation and causation in longitudinal studies of skill development. American Psychologist, 73, 81-94.

Watts, T., Duncan, G., & Quan, H. (2018). Revisiting the marshmallow test: A conceptual replication investigating links between early gratification delay and later outcomes. Psychological Science. 

Jenkins, J. M., Duncan, G. J., Auger, A., Bitler, M., & Domina, T. (2018). Boosting school readiness: Should preschool teachers target skills or the whole child? Economics of Education Review, 65, 107-125. 

Shaefer, H. L., Collyer, S., Duncan, G., Edin, K., Garfinkel, I., Harris, D., et al. (2018). A universal child allowance: A plan to reduce poverty and income instability among children in the United States. Russell Sage Foundation Journal of the Social Sciences, 4(2), 22-42.

Jenkins, J. M., Watts, T. W., Magnuson, K., Gershoff, E. T., Clements, D. H., Sarama, J., & Duncan, G. J. (2018). Do high-quality kindergarten and first-grade classrooms mitigate preschool fadeout? Journal of Research on Educational Effectiveness, 11(3), 339-374.