Ganie B. DeHart

Distinguished Teaching Professor of Psychology
Bailey 119

Ganie DeHart has been a member of the Geneseo faculty since 1988.

Office Hours

Office hours vary by semester. See the whiteboard outside my office for current hours.

Research Interests

  • The students in my lab and I are engaged in a longitudinal study of sibling and friend relationships from early childhood through early adulthood, as well as four student-initiated studies of sibling relationships across cultures (Latinx, Caribbean-American, Chinese-American, and African immigrant).

Links of Interest

Portrait of Ganie DeHart

Curriculum Vitae


  • Ph.D., Developmental Psychology, University of Minnesota, 1990

  • M.A., Education of Gifted Children, Johns Hopkins University, 1980

  • B.S., Psychology, Brigham Young University, 1972

Recent Courses Taught

  • Child Development

  • Cross-cultural Psychology

  • Gender and the Development of Aggression

    A seminar-style class exploring normative and individual development of aggression, focusing particularly on gender-related differences and similarities; focus on applied issues, including bullying and neighborhood violence. Includes service learning in local after-school programs and nearby secondary schools.

Selected Publications

  • Paine, A. L., Howe, N., Karajan, G., Hay, D. F., & DeHart, G. (in press). “H, I, J, K, L, M, N, O, PEE! Get it? Pee!” Siblings’ shared humor in childhood. British Journal of Developmental Psychology.

  • Leach, J., Howe, N., & DeHart, G. (2019). A longitudinal investigation of siblings' and friends' features of connectedness and interaction quality during play. Early Education and Development, DOI: 10.1080/10409289.2019.1597589.

  • DeHart, G. B. (2018). Secondary sex characteristics. In Bornstein, M. H. (Ed.), The SAGE encyclopedia of lifespan human development. Thousand Oaks, CA: SAGE Publications.

  • Abuhatoum, S., Howe, N., Della Porta, S., & DeHart, G. (2018). A dyadic analysis of power in sibling and friend conflict in early childhood. Infant and Child Development, 27(4) [np].

  • Leach, J., Howe, N., & DeHart, G. (2016). “I wish my people can be like the ducks”: Children’s references to internal states with siblings and friends from early to middle childhood. Infant and Child Development, doi 10.1002/icd.2015.

  • Leach, J., Howe, N., & DeHart, G. (2015). “An earthquake shocked up the land!”: Pretend play with siblings and friends. Social Development, 24, 95-112.

  • Herrmann, P. A., French, J. A., DeHart, G. B., & Rosengren, K. S. (2013). Essentialist reasoning and knowledge effects on biological reasoning in young children. Merrill-Palmer Quarterly: Special Issue on Developing Concepts of Evolution, 59(2), 198-220.

  • Susman, E. J., Houts, R. M., Steinberg, L. D., Belsky, J., Cauffman, E., DeHart, G. B., Friedman, S. L., Roisman, G. I., Halpern-Fischer, B. L., for the Eunice Kennedy Shriver NICHD Early Child Care Research Network. (2010). Longitudinal development of secondary sexual characteristics in girls and boys between ages 9 ½ and 15 ½ years. Archives of Pediatrics and Adolescent Medicine, 164(2), 166-173.

  • DeHart, G. B. (2008). Research as teaching in developmental science: Part II. Developments: SRCD Newsletter, 51(3), 4.

  • Belsky, J., Steinberg, L. D., Houts, R. M., Friedman, S. L., DeHart, G. B., Cauffman, B., Roisman, G., Halpern-Felsher, B., Susman, E., & The NICHD Early Child Care and Youth Development Research Network. (2007). Family rearing antecedents of pubertal timing. Child Development, 78, 1302-1321.

  • Stauffacher, K., & DeHart, G. B. (2006) Crossing social contexts: Relational aggression during early and middle childhood. Journal of Applied Developmental Psychology, 27, 228-240.

  • NICHD Early Childhood Research Network (2005). Non maternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. In NICHD Early Childhood Research Network (Ed.), Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development, pp. 3-36. (Reprinted from Journal of Applied Developmental Psychology, 22, 457-492.) (Lead author.)