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Kevin J. Grimm

University of California, Davis


Publications

  1. Barrett, F. S., Grimm, K. J., Robins, R., Wildschut, T., Sedikides, C., & Janata, P. (in press). Music-Evoked nostalgia: Affect, memory, and personality. Emotion.
  2. Grimm, K. J., & Ram, N. (in press). Modeling change over time. In G. Tenenbaum, R. Eklund, & A. Kamata (Eds.), Handbook of measurement in sport and exercise psychology (pp. xx-xx). Champaign, IL: Human Kinetics.
  3. McArdle, J. J., & Grimm, K. J. (in press). Five steps in latent curve and latent change score modeling with longitudinal data. In K. van Montfort, J. Oud, & A. Satorra (Eds.), Longitudinal research with latent variables.
  4. Grimm, K. J., McArdle, J. J., & Widaman, K. F. (in press). Family-level variance in verbal ability change. In K. Trzesniewski, M. B. Donnellan, & R. E. Lucas (Eds.), Obtaining and analyzing secondary data: Methods and illustrations.
  5. Ram, N., & Grimm, K. J. (2009). Growth mixture modeling: A method for identifying differences in longitudinal change among unobserved groups. International Journal of Behavioral Development, 33, 565-576. Mplus Scripts
  6. Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contribution of 'hot' and 'cool' executive function to children's academic achievement and classroom behavior. Early Childhood Research Quarterly, 24, 337-349.
  7. Grimm, K. J., & Ram, N. (2009). Nonlinear growth models in Mplus and SAS. Structural Equation Modeling,16, 676-701. Mplus & SAS Scripts
  8. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Brock, L. L., & Nathanson, L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972.
  9. Grimm, K. J., & Ram, N. (2009). A second-order growth mixture model for developmental research. Research in Human Development, 2-3, 121-143. Mplus Scripts
  10. McArdle, J. J., Grimm, K. J., Hamagami, F., Bowles, R. P., & Meredith, W. (2009). Modeling lifespan growth curves of cognition using longitudinal data with multiple samples and changing scales of measurement. Psychological Methods, 14, 126-149.
  11. Cameron Ponitz, C., Rimm-Kaufman, S.E., Grimm, K. J., & Curby, T. W. (2009). How kindergarten classroom quality contributes to reading achievement: The critical role of behavioral engagement. School Psychology Review, 38, 102-120.
  12. Grimm, K. J., Pianta, R. C., & Konold, T. (2009). Longitudinal multitrait-multimethod models for developmental research. Multivariate Behavioral Research, 44, 233-258. Mplus Scripts
  13. Widaman, K. F., & Grimm, K. J. (2009). Invariant or not invariant, that is the question. Measurement, 7, 8-12.
  14. Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T., Justice, L. M., Pence, K. L., & Bowles, R. P. (2008). Reading trajectories of children with language impairment from preschool to fifth grade. Language, Speech, and Hearing Services in Schools, 39, 475-486.
  15. Grimm, K. J. (2008). Longitudinal associations between reading and mathematics. Developmental Neuropsychology, 33, 410-426.
  16. Brock, L. L., Nishida, T. K., Chiong, C., & Grimm, K. J., Rimm-Kaufman, S. E. (2008). Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the responsive classroom approach. Journal of School Psychology, 46, 129-149.
  17. Dohrmann, K. R., Nishida, T. K., Gartner, A., Lipsky, D.K., & Grimm, K. J. (2007). High school outcomes for students previously in a public Montessori program. Journal of Research in Childhood Education, 22, 205-217.
  18. Grimm, K. J. (2007). Multivariate longitudinal methods for studying developmental relationships between depression and academic achievement. International Journal of Behavioral Development, 31, 328-339. Mplus Scripts
  19. Ram, N., & Grimm, K. J. (2007). Using simple and complex growth models to articulate developmental change: Matching method to theory. International Journal of Behavioral Development, 31, 303-316. Mplus & SAS Scripts
  20. Zhang, Z., Hamagami, F., Wang, L., Grimm, K. J., & Nesselroade, J. R. (2007). Bayesian analysis of longitudinal data using growth curve models. International Journal of Behavioral Development, 31, 374-383.
  21. Grimm, K. J. & McArdle, J. J. (2007). A dynamic structural analysis of the potential impacts of major context shifts on lifespan cognitive development. In T. D. Little, J. A. Bovaird & N. A. Card (Eds.), Modeling contextual effects in longitudinal studies (pp. 363-386). Mahwah, NJ: Erlbaum.
  22. Grimm, K. J., McArdle, J. J., & Hamagami, F. (2007). Nonlinear growth mixture models in research on cognitive aging. In K. van Montfort, H. Oud, & A. Satorra (Eds.), Longitudinal models in the behavioral and related sciences (pp. 267-294). Mahwah, NJ: Erlbaum.
  23. Chow, S. M., Grimm, K. J., Fujita, F., & Ram, N. (2007). Exploring cyclic change in emotion using item response models and frequency-domain analysis. In A. Ong & M. van Dulmen (Eds.), Oxford handbook of methods in positive psychology (pp. 362-379). Oxford, England: Oxford University Press.
  24. King, D., King, L., McArdle, J. J., Grimm, K. J., Jones, R. T., & Ollendick, T.H. (2006). Characterizing time in longitudinal trauma research. Journal of Traumatic Stress, 19, 205-215.
  25. Ram, N., Chow, S. M., Bowles, R. P., Wang, L., Grimm, K. J., Fujita, F., & Nesselroade, J. R. (2005). Examining interindividual differences in cyclicity of pleasant and unpleasant affect using spectral analysis and item response modeling. Psychometrika, 70, 773-790.
  26. Justice, L. M., Kaderavek, J., Bowles, R. P., & Grimm, K. J. (2005). Language impairment, parent-child shared reading, and phonological awareness: A feasibility study. Topics in Early Childhood Special Education, 25, 143-156.
  27. Bowles, R. P., Grimm, K. J., & McArdle, J. J. (2005). A structural factor analysis of vocabulary knowledge and relations to age. Gerontology: Psychological Sciences, 60B, P234-P241.
  28. Grimm, K. J. & McArdle, J. J. (2005). A note on the computer generation of structural expectations. In F. Dansereau & F. Yammarino (Eds.) Multi-level issues in strategy and research methods (Volume 4 of Research in multi-level issues) (pp. 335-372). Amsterdam: JAI Press/Elseiver. Maple Scripts
  29. Cox, D. J., Kovatchev, B. P., Gonder-Frederick, L. A., Summers, K., McCall, A., Grimm, K. J., & Clarke, W. L. (2005). Relationships between hyperglycemia and cognitive performance among adults with type 1 and type 2 diabetes. Diabetes Care, 28, 71-77.

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