Advances in Child Development and Behavior: Volume 34
Published on 2. October 2006
Book
Hardback
418 pages
978-0-12-009734-0 (ISBN)
Description
Volume 34 of the Advances in Child Development and Behavior series is divided into eight components that highlight some of the most recent research in developmental and educational psychology.
A wide array of topics are discussed in detail, including social stereotypes and prejudice, phonetic and lexical learning, poverty, the development of moral thinking, and others. Each component provides in depth discussions of various developmental psychology specializations. This volume serves as an invaluable resource for psychology researchers and advanced psychology students.
A wide array of topics are discussed in detail, including social stereotypes and prejudice, phonetic and lexical learning, poverty, the development of moral thinking, and others. Each component provides in depth discussions of various developmental psychology specializations. This volume serves as an invaluable resource for psychology researchers and advanced psychology students.
More details
Language
English
Place of publication
San Diego
United States
Publishing group
Elsevier Science Publishing Co Inc
Target group
Professional and scholarly
developmental or educational psychology researchers, scholars, and students
Dimensions
Height: 229 mm
Width: 152 mm
Weight
770 gr
ISBN-13
978-0-12-009734-0 (9780120097340)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Robert V. Kail
Advances in Child Development and Behavior
E-Book
07/2011
Academic Press
€89.95
Available for download
Person
Content
Mapping sound to meaning: Connections between learning about sounds and learning about words. (Jenny R. Saffran & Katharine Graf Estes).
I. Introduction.
II. Overview.
III. Phonetic specificity in early lexical representations.
IV. Effects of familiarity with the sounds of words on word learning.
V. Conclusions.
References.
A Developmental Intergroup Theory of Social Stereotypes and Prejudice. (Rebecca S. Bigler & Lynn S. Liben).
I. Introduction..
II. Definitions and forms of Stereotyping and Prejudice.
III. An Ontogenetic Approach to Stereotyping and Prejudice.
IV. Core Qualities and Goals of Developmental Intergroup Theory.
V. Theoretical Foundations of Developmental Intergroup Theory.
VI. Core Components of Developmental Intergroup Theory.
VII. Principles of the Formation and Maintenance of Social Stereotypes and Prejudices.
VIII. Summary and Conclusions.
References.
Income Poverty, Poverty Co-Factors, and the Adjustment of Children in Elementary School. (Brian P. Ackerman and Eleanor D. Brown).
I. Introduction.
II. Framing Poverty Research.
III. Poverty Co-Factors.
IV. Dynamic Aspects of the Ecology of Disadvantage.
V. Person-Centered Approaches.
VI. Summary and Conclusions.
References.
I thought she knew that would hurt my feelings:
Developing Psychological Knowledge and Moral Thinking. (Cecilia Wainryb and Beverly A. Brehl).
I. Introduction.
II. Moral Judgments about the World as Understood.
III. Children's Developing Understandings of Persons: A Thumbnail Sketch.
IV. Children's Moral Judgments about the Behaviors of Persons as Understood.
V. Conclusions and Future Challenges.
References.
Home Range and the Development of Children's Way Finding. (Edward H. Cornell and C. Donald Heth).
I. Definition of the topics.
II. Distance and dispersion of travel.
III. The ontogeny of way finding.
IV. Landmark and place recognition.
V. Memories of routes.
VI. Bearing knowledge in way finding.
VII. Strategy development.
VIII. General discussion.
References.
The Development and Neural Bases of Recognizing of Facial Emotion. (Jukka M. Leppaenen and Charles A. Nelson).
I. Behavioral Studies of Facial Expression Recognition.
II. Neural basis of facial expression recognition.
III. Developmental Mechanisms.
IV. Conclusions.
References.
Children's Suggestibility: Characteristics and Mechanisms. (Stephen J. Ceci and Maggie Bruck).
I. Definitional Issues.
II. Interviewer Bias: The Central Characteristic of Suggestive Interviews
III. Mechanisms Underlying Children's Suggestibility
IV. Summary: Child versus Situational Variables
References.
The Emergence and Basis of Endogenous Attention in Infancy and Early Childhood. (John Colombo and Carol L. Cheatham).
I. Introduction.
II. Four Attentional Functions.
III. A Model for Endogenous Attention and Some Historical Perspectives.
IV. Behavioral Development of Endogenous Attention.
V. Neural Bases of Endogenous Attention.
VI. The Emergence of Endogenous Attention: Summary and Implications.
References.
The Probabilistic Epigenesis of Knowledge. (James A. Dixon and
Elizabeth Kelley).
I. Knowledge Acquisition: Foundational Issues
II. Probabilistic Epigenesis
III. Epigenesis of Knowledge
IV. Epigenesis of Knowledge and Symbol Grounding
V. Epigenesis and Detecting Structure in the Environment
VI. Epigenetic Approaches to Language Acquisition
VII. Conclusions
References
I. Introduction.
II. Overview.
III. Phonetic specificity in early lexical representations.
IV. Effects of familiarity with the sounds of words on word learning.
V. Conclusions.
References.
A Developmental Intergroup Theory of Social Stereotypes and Prejudice. (Rebecca S. Bigler & Lynn S. Liben).
I. Introduction..
II. Definitions and forms of Stereotyping and Prejudice.
III. An Ontogenetic Approach to Stereotyping and Prejudice.
IV. Core Qualities and Goals of Developmental Intergroup Theory.
V. Theoretical Foundations of Developmental Intergroup Theory.
VI. Core Components of Developmental Intergroup Theory.
VII. Principles of the Formation and Maintenance of Social Stereotypes and Prejudices.
VIII. Summary and Conclusions.
References.
Income Poverty, Poverty Co-Factors, and the Adjustment of Children in Elementary School. (Brian P. Ackerman and Eleanor D. Brown).
I. Introduction.
II. Framing Poverty Research.
III. Poverty Co-Factors.
IV. Dynamic Aspects of the Ecology of Disadvantage.
V. Person-Centered Approaches.
VI. Summary and Conclusions.
References.
I thought she knew that would hurt my feelings:
Developing Psychological Knowledge and Moral Thinking. (Cecilia Wainryb and Beverly A. Brehl).
I. Introduction.
II. Moral Judgments about the World as Understood.
III. Children's Developing Understandings of Persons: A Thumbnail Sketch.
IV. Children's Moral Judgments about the Behaviors of Persons as Understood.
V. Conclusions and Future Challenges.
References.
Home Range and the Development of Children's Way Finding. (Edward H. Cornell and C. Donald Heth).
I. Definition of the topics.
II. Distance and dispersion of travel.
III. The ontogeny of way finding.
IV. Landmark and place recognition.
V. Memories of routes.
VI. Bearing knowledge in way finding.
VII. Strategy development.
VIII. General discussion.
References.
The Development and Neural Bases of Recognizing of Facial Emotion. (Jukka M. Leppaenen and Charles A. Nelson).
I. Behavioral Studies of Facial Expression Recognition.
II. Neural basis of facial expression recognition.
III. Developmental Mechanisms.
IV. Conclusions.
References.
Children's Suggestibility: Characteristics and Mechanisms. (Stephen J. Ceci and Maggie Bruck).
I. Definitional Issues.
II. Interviewer Bias: The Central Characteristic of Suggestive Interviews
III. Mechanisms Underlying Children's Suggestibility
IV. Summary: Child versus Situational Variables
References.
The Emergence and Basis of Endogenous Attention in Infancy and Early Childhood. (John Colombo and Carol L. Cheatham).
I. Introduction.
II. Four Attentional Functions.
III. A Model for Endogenous Attention and Some Historical Perspectives.
IV. Behavioral Development of Endogenous Attention.
V. Neural Bases of Endogenous Attention.
VI. The Emergence of Endogenous Attention: Summary and Implications.
References.
The Probabilistic Epigenesis of Knowledge. (James A. Dixon and
Elizabeth Kelley).
I. Knowledge Acquisition: Foundational Issues
II. Probabilistic Epigenesis
III. Epigenesis of Knowledge
IV. Epigenesis of Knowledge and Symbol Grounding
V. Epigenesis and Detecting Structure in the Environment
VI. Epigenetic Approaches to Language Acquisition
VII. Conclusions
References