Developmental Science

Aims & Scope

Developmental Science aims to represent the very best of contemporary scientific developmental psychology and developmental cognitive neuroscience, both in the presentation of theory and in reporting new data.

Developmental Science includes: comparative and biological perspectives, connectionist and computational perspectives, and developmental disorders.

Developmental Science publishes work that bridges levels of explanation, such as from brain development to cognitive or social change, or work that specifically attempts to elucidate mechanisms of developmental change at one level.

We do not consider submissions on aging, although studies on the effects of early experience on later development (especially those from a biological perspective) are welcome.

Manuscripts judged to fall outside this remit may be rejected without full refereeing.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3.2
2024	3.10

Journal Rank

Year	Value
2024	1844

Journal Citation Indicator

Year	Value
2024	1611

SJR (SCImago Journal Rank)

Year	Value
2024	1.730

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	156

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Neuroscience and Psychology, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• <scp>SES</scp> differences in language processing skill and vocabulary are evident at 18 months

  Citation: 896

  Authors: Anne, Virginia A., Adriana

• Core knowledge

  Citation: 832

  Authors: Elizabeth S., Katherine D.

• Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry

  Citation: 817

  Authors: Jason, Dustin, Lia, Kaitlyn, Laurence

• Socioeconomic gradients predict individual differences in neurocognitive abilities

  Citation: 715

  Authors: Kimberly G., Bruce D., Martha J.

• Bilingual experience and executive functioning in young children

  Citation: 689

  Authors: Stephanie M., Andrew N.

• Neurocognitive correlates of socioeconomic status in kindergarten children

  Citation: 671

  Authors: Kimberly G., M. Frank, Martha J.

• Prolonged institutional rearing is associated with atypically large amygdala volume and difficulties in emotion regulation

  Citation: 658

  Authors: Nim, Todd A., Brian T., Thomas W., Marcella, Tara, Alexander, Adriana, Matthew C., Inge‐Marie, Kathleen M., Peter J., Elizabeth S., Megan R., Margaret, Jane, B.J.

• Training and transfer effects of executive functions in preschool children

  Citation: 641

  Authors: Lisa B., Sofia, Sissela, Gunilla, Torkel

• Shared intentionality

  Citation: 630

  Authors: Michael, Malinda

• Adaptive training leads to sustained enhancement of poor working memory in children

  Citation: 619

  Authors: Joni, Susan E., Darren L.

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