Please contact the PI to request copies of any publications listed below.
*denotes undergraduate or graduate student co-author
Peer Reviewed Articles
Scirocco, A.*, & Recchia, H. E. (in press). Links between adolescents’ moral mindsets and narratives of their inconsistent and consistent moral value experiences. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-022-01676-4
Lahat, A., Perlman, M., Howe, N., Recchia, H. E., Bukowski, W. M., Luo, Z., & Ross, H. (in press). Change over time in interactions between unfamiliar toddlers. International Journal of Behavioural Development.
Luo, Z., Lahat, A., Perlman, M., Howe, N., Recchia, H. E., Bukowski, W. M., & Ross, H. (in press). Changes in social pretend play as toddlers form relationships with peers. Merrill-Palmer Quarterly.
Pareja Conto*, L., Restrepo*, A., Recchia, H., Wainryb, C. & Velez, G. (in press; early view online). Adolescents’ retributive and restorative orientations in response to intergroup harms in schools. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12785
Tavassoli*, N., Dunfield, K., Kleis, A., Recchia, H., & Pareja Conto, L.* (in press; early view online). Preschoolers’ responses to prosocial opportunities during naturalistic interactions with peers: A cross-cultural comparison. Social Development. http://doi.org/10.1111/sode.12620
Saint-Martin, A.*, Badasu, M.*, Recchia, H., Wainrybm C., & Dirks, M. (in press). Children’s and adolescents’ conversations with mothers about offenders’ and victims’ responsibility for harm in their experiences of being hurt by a peer. Social Development.
Savard, M., Badasu, M., & Recchia, H. E. (2021). Young mothers of Northern Uganda: A longitudinal study of individual and collective agency within a participatory program. Peace and Conflict: Journal of Peace Psychology, 27(4), 588-596. https://doi.org/10.1037/pac0000489
Scirocco, A.*, & Recchia, H. (2021). Context specificity in adolescents’ implicit theories of morality. Cognitive Development, 60, 101-112. https://doi.org/10.1016/j.cogdev.2021.101112
Martin-Storey, A., Santo, J., Recchia, H. E., Chilliak, S., Nardi, H., & da Cunha, J. (2021). Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors. Journal of School Psychology, 86, 120-132. https://doi.org/10.1016/j.jsp.2021.03.001
Recchia, H. E., Wainryb, C., & Posada, R*. (2020). The Juxtaposition of Revenge and Forgiveness in Peer Conflict Experiences of Youth Exposed to Violence. Journal of Research on Adolescence.
Velez, G., Hahn, M., Recchia, H., & Wainryb, C. (2020). Rethinking responses to youth rebellion: Recent growth and development of restorative practices in schools. Current Opinions in Psychology, 35, 36-40.
Recchia, H. E., Wainryb, C., Dirks, M., Riedel, M.*, & Bodington, M.* (2020). Distinctions between experiences of anger and sadness in children’s and adolescents’ narrative accounts of peer injury. Social Development, 29, 871-887.
Martin-Storey, A., Recchia, H. E., & Santo, J. (2020). Self-continuity buffers the association between sexual-minority satus based discrimination and depressive symptoms. Journal of Homosexuality.
Cirelli, L., Peiris, R., Tavassoli, N.*, Recchia, H., & Ross, H. (2020). It takes two to tango: Preschool siblings’ musical play and prosociality in the home. Social Development.
Wainryb, C., Recchia, H. E., Faulconbridge, O.*, & Pasupathi, M. (2020). To err is human: Forgiveness across childhood and adolescence. Social Development, 29, 509-525.
Recchia, H. E., Wainryb, C., & Pasupathi, M. (2019). “I wanted to hurt her”: Children’s and adolescents’ experiences of desiring and seeking revenge in their own peer conflicts. Social Development, 28, 840-853.
Tavassoli, N.*, Recchia, H. E., & Ross, H. (2019). Preschool children’s prosocial responsiveness to their siblings’ needs in naturalistic interactions: A longitudinal study. Early Education and Development, 30, 724-742.
Kozak, S.*, & Recchia, H. E. (2019). Reading and the development of social understanding: Implications for the Literacy classroom. The Reading Teacher, 72, 569-577.
Dirks, M., Recchia, H. E., Estabrook, R., Howe, N., Petitclerc, A., Burns, J., Briggs-Gowan, M., Wakschlag, L. (2019). Differentiating typical from atypical perpetration of sibling-directed aggression during the preschool years. Journal of Child Psychology and Psychiatry, 60, 267-276.
Scirocco, A.*, Recchia, H. E., Wainryb, C., & Pasupathi, M. (2018). Conversations about children’s transgressions against siblings and friends: Are maternal moral socialization strategies sensitive to relationship context? Social Development, 27, 910-923.
Santo, J. B., Martin-Storey, A., Recchia, H. E., & Bukowski, W. M. (2018). Self-continuity moderates the association between peer victimization and depressed affect. Journal of Research on Adolescence, 28, 875-887.
Komolova, M., Wainryb, C., & Recchia, H. E. (2017). “She had a reason to be concerned”: Youth making sense of mothers’ and friends’ conflict perspectives. Cognitive Development, 43, 201-213.
Recchia, H. E., & Witwit, M.* (2017). Family perspectives on siblings’ conflict goals in middle childhood: Links to hierarchical and affective features of sibling relationships. In N. Campione-Barr (Ed.), Power, control, and influence in sibling relationships across development. New Directions for Child and Adolescent Development, 156, 33-48.
Howe, N., Adrien, E.*, DellaPorta, S.*, Peccia, S.*, Recchia, H. E., Osana, H., & Ross, H. (2016). “Infinity means it goes on forever”: Siblings’ teaching of mathematics during naturalistic home interactions. Infant and Child Development, 25, 137-157.
Abuhatoum, S.*, Howe, N., DellaPorta, S.*, Recchia, H. E., & Ross, H. (2016). Siblings’ understanding of teaching in early and middle childhood: “Watch me and you’ll know how to do it.” Journal of Cognition and Development, 17, 180-196.
Howe, N., Della Porta, S.*, Recchia, H. E., & Ross, H. (2016). “Because if you don’t put the top on, it will spill”: A longitudinal study of sibling teaching in early childhood. Developmental Psychology, 52, 1832-1842.
Dirks, M., Persram, R.*, Recchia, H. E., & Howe, N. (2015). Sibling relationships as sources of risk and resilience in the development and maintenance of internalizing and externalizing problems during childhood and adolescence. Clinical Psychology Review, 42, 144-155.
Recchia. H. E., Rajput, A.*, & Peccia, S.* (2015). Children’s interpretations of ambiguous provocation from their siblings: Comparisons to peers and links to relationship quality. Social Development, 24, 782-797.
Recchia, H. E., Wainryb, C., Bourne, S.*, & Pasupathi, M. (2015). Children’s and adolescents’ accounts of helping and hurting: Lessons about the development of moral agency. Child Development, 86, 864-876.
Howe, N., DellaPorta, S.,* Recchia, H. E., Funamoto, A.*, & Ross, H. (2015). “This bird can’t do it ‘cause this bird doesn’t swim in water”: Sibling teaching during naturalistic home observations in early childhood. Journal of Cognition and Development, 16, 314-332.
Peer Reviewed Encyclopedia and Book Chapters
Howe, N., Kinsley, C., & Recchia, H. (under contract). Siblings and socio-emotional development. In Développement social et émotionnel chez l’enfant et l’adolescent (2nd edition).
Recchia, H. E., Sack, J. K., & Pareja Conto, L., & (submitted). Restorative justice as a context for moral education in K-12 schools. In L. Nucci, W. Thompson & T. Krettenauer (Eds), Handbook of Moral and Character Education (3rd Edition). Routledge.
Howe, N., & Recchia, H. E., & Kinsley, C.* (2023; revised edition). Sibling relations and their impact on children’s development. In R. E. Tremblay, R. G. Barr, & R. Peters (Eds.), Encyclopedia on early child development. Centre of Excellence for Early Child Development.
Recchia, H., Wainryb, C., & Pareja Conto, L*. (in press). Taking a developmental perspective on restorative justice in schools. In G. Velez & T. Gavrielides (Eds.), Restorative justice: Promoting peace and well-being. Springer.
Howe, N., Paine, A., Ross, H., & Recchia, H. (in press). Sibling relations in early and middle childhood. In P. Smith & C. Hart (Eds.), Handbook of childhood social development, 3rd edition. Wiley Blackwell.
Recchia, H., & Wainryb, C. (accepted). The role of conversations in moral development. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development, 3rd edition. Routledge.
Howe, N., Persram, R. J., & Recchia, H. E. (2020). Siblings and sibling rivalry. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia on infant and early childhood development (2nd edition). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.22835-6
Wainryb, C., & Recchia, H. E. (2018). ´¿Le golpeaste la cara contra el piso y la pateaste?`: Conversaciones entre madres e hijos, y su contribución a la socialización moral. [You slammed her face on the floor and kicked her? Conversations between mothers and childlren and their contribution to moral socialization] In A. Barreiro (Ed.), Representaciones sociales, prejuicio y relaciones con los otros: La construcción del conocimiento social y moral [Social representations, prejudice, and relationships with others: The construction of social and moral knowledge] (pp. 107-125). UNIPE.
Dirks, M. A., Dunfield, K. A., & Recchia, H. E. (2018). Prosocial behavior with peers: Intentions, outcomes, and interpersonal adjustment. In W. Bukowski, B. Laursen, & K. H. Rubin, Handbook of Peer Interactions, Relationships and Groups. Guilford Press.
Wainryb, C., & Recchia, H. E. (2017). Mother-child conversations about children’s moral wrongdoing: A constructivist perspective on moral socialization. In N. Budwig, E. Turiel, & P. Zelazo (Eds.), New perspectives on human development: Rethinking cognitive, social, and language & communicative development (pp. 182-208). Cambridge, UK: Cambridge University Press.
Recchia, H. E. & Howe, N. (2016). Sibling relationships. In D. Couchenour & J. K. Chrisman (Eds.), Encyclopedia of Contemporary Early Childhood Education (pp. 1226-1227). Thousand Oaks: Sage Publications.
Wainryb, C., & Recchia, H. E. (2015). Youths’ constructions of meanings about experiences with political conflict: Implications for processes of identity development. In K. McLean & M. Syed (Eds.), Oxford Handbook of Identity Development (pp. 369-386). New York: Oxford University Press.
Other Publications (Not Peer Reviewed)
Wainryb, C., & Recchia. H. (2021). And if you wrong us, shall we not revenge? The value of grappling with the experience of revenge among youth. In Revenge across Childhood and Adolescence. Cambridge University Press.
Recchia, H., & Wainryb, C. (2021). Understanding youths’ retaliatory experiences through the lens of moral agency. In Revenge across Childhood and Adolescence. Cambridge University Press.
Recchia, H., & Wainryb, C. (2021). Looking back and charting a course: Considering individual, interpersonal, and institutional contributions to the development of revenge in childhood and adolescence. In Revenge across Childhood and Adolescence. Cambridge University Press.
Manuscripts Submitted for Publication
Conry-Murray, C., Dunfield, K., Recchia, H., & Maranges, H. (under review). Harm is key to judgments that stealing is immoral.
Lahat, A., Perlman, M., Howe, N., Santo, J. B., Recchia, H. E., Bukowski, W. M., & Ross, H. (under review). Positive and negative actions early in the relationship predict later interactions among toddlers.
Restrepo, A.*, Pareja Conto, L.*, Recchia, H. E., Posada, R., Velez, G., Wainryb, C. (under review). Colombian youths’ reasoning about retributive and restorative justice in the 2016 Peace Accord: Associations with belief systems of trust.
Recchia, H. E., & Wainryb, C. (Eds.) (2021). Revenge across Childhood and Adolescence. Cambridge University Press.
Wainryb, C. & Recchia, H. E. (Eds.) (2014). Talking about right and wrong: Parent-child conversations as contexts for moral development. Cambridge University Press.