Selected Publications

  • Gross, D. (2024). Infancy: Development from birth to age 3 (4/e). Rowman & Littlefield.
  • Gross, D. (2024). Instructor’s manual and test bank to accompany Infancy: Development from Birth to Age 3 (4/e). Rowman & Littlefield.
  • Gillespie, J., Jasinski, L., & Gross, D. (2020). Faculty as global learners: Off-campus study at liberal arts colleges. Ann Arbor, MI: Lever Press.
  • Jasinski, L., Gillespie, J., & Gross, D. (2020). Postcard pedagogy.
  • Gillespie, J., Glasco, S., Gross, D., Jasinski, L., & Layne, P. (2020). #FacultyMatter: Faculty support and interventions integrated into global learning. In N. Namaste, A. Sturgill, M. Vande Berg, & N. Sobania (Eds.), Mind the Gap. Sterling, VA: Stylus.
  • Gross, D., & Gillespie, J. (April 8, 2019). Invest strategically in faculty leaders to achieve institutional global learning goals, ACAD Leader.
  • Gross, D. (2018). Infancy: Development from birth to age 3 (3/e). Rowman & Littlefield.
  • Gross, D., Abrams, K., & Enns, C. (Eds.). (2016). Internationalizing the undergraduate psychology curriculum: Practical lessons learned at home and abroad. Washington, DC: APA Books.
  • Gross, D. (2012). There’s a cow on the beach! Studying and playing in India. Play Review, 34(3), 1-3.
  • Gross, D. (2011). Infancy: Development from Birth to Age 3 (2/e). Boston: Pearson/Allyn & Bacon.
  • Gross, D. (2011). Instructor ’s manual and test bank to accompany Infancy: Development from Birth to Three Years (2/e). Boston: Pearson/Allyn & Bacon.
  • Gross, D. (2008). Best and worst: Learning to think like a psychologist. In D.S. Dunn, J.S. Halonen, & R.A. Smith (Eds.), Teaching critical thinking in psychology: A handbook of best practices (pp.237-240). Malden, MA: Wiley-Blackwell Publishing.
  • Gross, D. (2007). Infancy: Development from Birth to Age 3. Boston: Allyn & Bacon.
  • Gross, D. (2007). Instructor ’s manual and test bank to accompany Infancy: Development from Birth to Three Years. Boston: Allyn & Bacon.
  • Gross, D. (2003). An introduction to research in psychology: Learning to observe children at play. In D. Lytle (Ed.), Play and Culture Studies, Vol. 5 (pp. 33-41). Westport, CT: Praeger.
  • Papalia, D.E., Gross, D., & Feldman, R.D. (2003). Child development: A topical approach. New York: McGraw-Hill.
  • Middlecamp, M.K., & Gross, D. (2002). Intergenerational daycare programming and preschoolers’ attitudes regarding aging. Educational Gerontology, 28, 271-288.
  • Sherman, B.S., Dickson, J., Gross, D., Hutchins, E., Talbot, K., & Thorsheim, H. (2002). Lab Manual for Principles of Psychology: Experimental Foundations. Available at OTRP Online.
  • Pick, A.D., Gross, D., Heinrichs, M., Love, M., & Palmer, C. (1994). Development of perception of the unity of musical events. Cognitive Development, 9, 355-375.
  • Gross, D., Soken, N., Rosengren, K.S., Pillow, B.H., Melendez, P., & Pick, A.D. (1991). Children’s understanding of action lines and the static representation of locomotion. Child Development, 62, 1124-1141.
  • Gross, D., & Harris, P.L. (1988). False beliefs about emotion: Young children’s understanding of misleading emotional displays. International Journal of Behavioural Development, 11, 475-488.
  • Harris, P.L., & Gross, D. (1988). Children’s understanding of real and apparent emotion. In J.W. Astington, P.L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 295-314). Cambridge: Cambridge University Press.
  • Rosengren, K.S., Gross, D., & Perlmutter, M. (1986). Preschool children’s computing activity. ERIC document ED 264-953. Resources in Education.