Current Directions in Developmental Psychology
2nd Edition
Published on 22. February 2008
Book
Paperback/Softback
256 pages
978-0-205-59750-5 (ISBN)
Description
These timely, cutting-edge articles allow instructors to bring their students real-world perspective-from a reliable source-about today's most current and pressing issues in developmental psychology.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 156 mm
Width: 227 mm
Thickness: 12 mm
Weight
286 gr
ISBN-13
978-0-205-59750-5 (9780205597505)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Association for Psychological Science (APS) | Jacqueline Lerner | Amy E. Alberts
Current Directions in Developmental Psychology
Book
09/2007
Pearson
€38.56
Article exhausted; check for reprint
Persons
Lynn S. Liben is currently Distinguished Professor of Psychology, Human Development & Family Studies, and Education at The Pennsylvania State University - University Park where she formerly served as the Head of the Psychology Department and as the Director of the Child Study Center. She received her B.A. from Cornell University and her Ph.D. from the University of Michigan.
Dr. Liben is Editor of Child Development and a past editor of the Journal of Experimental Child Psychology, President of Division 7 (Developmental Psychology) of the American Psychological Association (APA), and President of the Piaget Society. She has published over 100 articles and chapters in professional journals and edited volumes, and has applied her research findings to designing educational materials for use on television, in schools, and at museums.
Professor Liben's research, supported by agencies and organizations such as the National Science Foundation, the National Institute of Education, and the National Geographic Society, has focused on two major areas. One concerns how children's and adults' spatial concepts develop, and with the ways that these concepts are involved in learning sciences such as geography and geology. The second concerns the cognitive-developmental underpinnings and consequences of stereotypes, particularly those related to gender.
Dr. Liben is Editor of Child Development and a past editor of the Journal of Experimental Child Psychology, President of Division 7 (Developmental Psychology) of the American Psychological Association (APA), and President of the Piaget Society. She has published over 100 articles and chapters in professional journals and edited volumes, and has applied her research findings to designing educational materials for use on television, in schools, and at museums.
Professor Liben's research, supported by agencies and organizations such as the National Science Foundation, the National Institute of Education, and the National Geographic Society, has focused on two major areas. One concerns how children's and adults' spatial concepts develop, and with the ways that these concepts are involved in learning sciences such as geography and geology. The second concerns the cognitive-developmental underpinnings and consequences of stereotypes, particularly those related to gender.
Content
I. BIOLOGICAL FOUNDATIONS
Gottleib: Environmental and behavioral influences on gene activity 2000
Turkheimer: Three laws of behavior genetics and what they mean 2000
DiPietro: The role of prenatal maternal stress in child development 2004
Newland & Rasmussen: Behavior in adulthood and during aging is affected by contaminant exposure in utero 2003
Maestripieri: Biological bases of maternal attachment 2001
II. INFANT PROCESSES
Bertenthal, Campos, & Kermoian: An epigenetic perspective on the development of self-produced locomotion and its consequences 1994
Turati: Why faces are not special to newborns: An alternative account of the face preference 2004
Howe: Memories from the cradle 2003
Golinkoff & Hirsh-Pasek: Baby wordsmith: From associationist to social sophisticate 2006
Quinn: Category Representation in Young Infants 2002
III. COGNITIVE DEVELOPMENT
Amso & Casey: Beyond what develops when: Neuroimaging may inform how cognition changes with development 2006
Harris, de Rosnay, & Pons: Language and children's understanding of mental states 2005
DeLoache: Early understanding and use of symbols: The model model 1995
R. Gelman: Young natural-number arithmeticians 2006
Salthouse: What and when of cognitive aging 2004
IV. FAMILY ENVIRONMENTS
Reiss: The interplay between genotypes and family relationships: Reframing concepts of development and prevention 2005
Kochanska: Mutually responsive orientation between mothers and their young children: A context for the early development of conscience 2002
Marshall: The quality of early child care and children's development 2004
Patterson: Children of lesbian and gay parents 2006
Brody: Siblings' direct and indirect contributions to child development 2004
V. SOCIAL GROUPS
Martin & Ruble: Children's search for gender cues 2004
Bigler & Liben: Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice 2007
Killen: Children's social and moral reasoning about exclusion 2007
Graham: Peer victimization in school: Exploring the ethnic context 2006
Cillessen & Rose: Understanding popularity in the peer system 2005
VI. CULTURAL CONTEXTS
Tomasello: Culture and cognitive development 2000
Gauvain: Cognitive development in social and cultural context 1998
Park & Gutchess: The cognitive neuroscience of aging and culture 2006
Hill & Taylor: Parental school involvement and children's academic achievement: Pragmatics and issues 2004
Luthar & Latendresse: Children of the affluent: Challenges to well-being 2005
Gottleib: Environmental and behavioral influences on gene activity 2000
Turkheimer: Three laws of behavior genetics and what they mean 2000
DiPietro: The role of prenatal maternal stress in child development 2004
Newland & Rasmussen: Behavior in adulthood and during aging is affected by contaminant exposure in utero 2003
Maestripieri: Biological bases of maternal attachment 2001
II. INFANT PROCESSES
Bertenthal, Campos, & Kermoian: An epigenetic perspective on the development of self-produced locomotion and its consequences 1994
Turati: Why faces are not special to newborns: An alternative account of the face preference 2004
Howe: Memories from the cradle 2003
Golinkoff & Hirsh-Pasek: Baby wordsmith: From associationist to social sophisticate 2006
Quinn: Category Representation in Young Infants 2002
III. COGNITIVE DEVELOPMENT
Amso & Casey: Beyond what develops when: Neuroimaging may inform how cognition changes with development 2006
Harris, de Rosnay, & Pons: Language and children's understanding of mental states 2005
DeLoache: Early understanding and use of symbols: The model model 1995
R. Gelman: Young natural-number arithmeticians 2006
Salthouse: What and when of cognitive aging 2004
IV. FAMILY ENVIRONMENTS
Reiss: The interplay between genotypes and family relationships: Reframing concepts of development and prevention 2005
Kochanska: Mutually responsive orientation between mothers and their young children: A context for the early development of conscience 2002
Marshall: The quality of early child care and children's development 2004
Patterson: Children of lesbian and gay parents 2006
Brody: Siblings' direct and indirect contributions to child development 2004
V. SOCIAL GROUPS
Martin & Ruble: Children's search for gender cues 2004
Bigler & Liben: Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice 2007
Killen: Children's social and moral reasoning about exclusion 2007
Graham: Peer victimization in school: Exploring the ethnic context 2006
Cillessen & Rose: Understanding popularity in the peer system 2005
VI. CULTURAL CONTEXTS
Tomasello: Culture and cognitive development 2000
Gauvain: Cognitive development in social and cultural context 1998
Park & Gutchess: The cognitive neuroscience of aging and culture 2006
Hill & Taylor: Parental school involvement and children's academic achievement: Pragmatics and issues 2004
Luthar & Latendresse: Children of the affluent: Challenges to well-being 2005