Advances in Child Development and Behavior
Academic Press
Published on 17. July 1989
350 pages
978-0-08-056593-4 (ISBN)
Description
Advances in Child Development and Behavior
More details
Other editions
Additional editions
Hayne W. Reese
Advances in Child Development and Behavior: v. 21
Book
06/1989
Academic Press
€75.52
Article exhausted; check different version
Person
Content
- Front Cover
- Advances in Child Development and Behavior, Volume 21
- Copyright Page
- Contents
- Contributors
- Foreword
- Preface
- Chapter 1. Social Development in Infancy: A 25-Year Perspective
- I. Introduction
- II. The Maturing of Infancy Research
- III. Major Shifts in Thematic Content and Theory in Infant Social Development Research
- IV. Dimensions of Infant Social Development Theory and Research
- V. Conclusions
- References
- Chapter 2. On the Uses of the Concept of Normality in Developmental Biology and Psychology
- I. Introduction
- II. The First Assumption: The Organism and Environment Are Separable
- III. The Second Assumption: Similar Outcomes Imply Similar Routes
- IV. The Third Assumption: Science Is Value-Free
- V. "Range of Significance" or "Normality"?
- VI. Conclusion
- References
- Chapter 3. Cognitive Psychology: Mentalistic or Behavioristic?
- I. Introduction
- II. Structural Psychology
- III. Methodological Behaviorism
- IV. Cognitive Psychology
- V. The Age of Learning Theories
- VI. Summary
- References
- Chapter 4. Some Current Issues in Children's Selective Attention
- I. Introduction: A Bit of History
- II. Developmental Trends in Discrimination Transfer: Theories of Shift Effects
- III. Recent Approaches to Stimulus Compounds
- IV. Summary
- References
- Chapter 5. Children's Learning Revisited: The Contemporary Scope of the Modified Spence Discrimination Theory JOAN H . CANTOR AND CHARLES C . SPIKER
- I. Introduction
- II. A Review of Phenomena Explained by the Modified Spence Theory
- III. Discussion and Summary
- References
- Chapter 6. Discrimination Learning Set in Children
- I. Introduction
- II. Definition of "Learning Set"
- III. Theories of Learning Set
- IV. Response Shift in Animals
- V. Response Shift in Children
- VI. Developmental Differences in Response Shift
- VII. Conclusion
- References
- Chapter 7. A Developmental Analysis of Rule-Following
- I. Introduction
- II. A Review of Skinner's Relevant Concepts
- III. Instructional-Control Research
- IV. Developmental Analysis
- V. Summary and Conclusions
- References
- Chapter 8. Psychological Linguistics: Implications for a Theory of Initial Development and a Method for Research
- I. Introduction
- II. Initial Development
- III. Method for Studying Language Interactions
- IV. Summary
- References
- Chapter 9. Psychic Conflict and Moral Development
- I. Introduction
- II. Three Experiments on Conflict in Children Illustrating the Use of Objective Measures
- III. Conflict in Yiaget's General Theory of Cognitive Development
- IV. Conflict and Moral Development Theory
- V. Nunner-Winkler on Negative and Positive Duties
- VI. An Empirical Study
- VII. Conclusions
- References
- Chapter 10. Knowledge and the Child's Developing Theory of the World
- I. Introduction
- II. Children's Comprehension of Metaphor
- III. Metaphor and the Acquisition of Knowledge
- IV. On the Nature of Knowledge
- V. Knowledge and Cognitive Development
- VI. Summary and Conclusions
- References
- Chapter 11. Childhood Events Recalled by Children and Adults
- I. Introduction
- II. Defining Personal Memories
- III. Adult Recollections of Early Childhood
- IV. Personal Memories Recalled by Young Children
- V. The Emergence of Socially Accessible Memories: An Integration of Research on Children's and Adults' Event Recall
- References
- Index
- Contents of Previous Volumes
