How children develop:
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York, NY
Worth
2010
|
| Ausgabe: | 3. ed., 1. print. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020508123&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Als Erg. gilt: Saxon, Jill L.: Study guide to accompany How cildren develop |
| Umfang: | Getr. Zählung zahlr. Ill., graph. Darst. |
| ISBN: | 1429253754 9781429253758 |
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Datensatz im Suchindex
| _version_ | 1819293367146643456 |
|---|---|
| adam_text | CONTENTS PREFACE XIX CHAPTER 1 AN INTRODUCTION TO CHILD DEVELOPMENT 1
WHY STUDY CHILD DEVELOPMENT? 3 RAISING CHILDREN 3 CHOOSING SOCIAL
POLICIES 4 UNDERSTANDING HUMAN NATURE 6 REVIEW 8 HISTORICAL FOUNDATIONS
OF THE STUDY OF CHILD DEVELOPMENT 8 EARLY PHILOSOPHERS VIEWS OF
CHILDREN S DEVELOPMENT 8 SOCIAL REFORM MOVEMENTS 9 DARWIN S THEORY OF
EVOLUTION 10 THE EMERGENCE OF CHILD DEVELOPMENT AS A DISCIPLINE 10
REVIEW 11 ENDURING THEMES IN CHILD DEVELOPMENT 11 1 NATURE AND NURTURE:
HOW DO NATURE AND NURTURE TOGETHER SHAPE DEVELOPMENT? 11 2 THE ACTIVE
CHILD: HOW DO CHILDREN SHAPE THEIR OWN DEVELOPMENT? 12 3
CONTINUITY/DISCONTINUITY: IN WHAT WAYS IS DEVELOPMENT CONTINUOUS, AND IN
WHAT WAYS IS IT DISCONTINUOUS? 14 4 MECHANISMS OF DEVELOPMENTAL CHANGE:
HOW DOES CHANGE OCCUR? 17 5 THE SOCIOCULTURAL CONTEXT: HOW DOES THE
SOCIOCULTURAL CONTEXT INFLUENCE DEVELOPMENT? 19 6 INDIVIDUAL
DIFFERENCES: HOW DO CHILDREN BECOME SO DIFFERENT FROM ONE ANOTHER? 21 7
RESEARCH AND CHILDREN S WELFARE: HOW CAN RESEARCH PROMOTE CHILDREN S
WELL-BEING? 23 REVIEW 24 METHODS FOR STUDYING CHILD DEVELOPMENT 24 THE
SCIENTIFIC METHOD 25 CONTEXTS FOR GATHERING DATA ABOUT CHILDREN 27
CORRELATION AND CAUSATION 29 DESIGNS FOR EXAMINING DEVELOPMENT 34
ETHICAL ISSUES IN CHILD-DEVELOPMENT RESEARCH 36 REVIEW 38 CHAPTER
SUMMARY 38 CHAPTER 2 PRENATAL DEVELOPMENT AND THE NEWBORN PERIOD
PRENATAL DEVELOPMENT BOX 2.1 A CLOSER LOOK: BENG BEGINNINGS 43 41 .43
VIM CONCEPTION 44 BOX 2.2 INDIVIDUAL DIFFERENCES: THE FIRST*AND LAST*SEX
DIFFERENCES 46 DEVELOPMENTAL PROCESSES 47 BOX 2.3 A CLOSER LOOK:
PHYLOGENETIC CONTINUITY 48 EARLY DEVELOPMENT 49 AN ILLUSTRATED SUMMARY
OF PRENATAL DEVELOPMENT 50 FETAL BEHAVIOR 53 FETAL EXPERIENCE 55 FETAL
LEARNING 56 HAZARDS TO PRENATAL DEVELOPMENT 58 BOX 2.4 APPLICATIONS:
FACE UP TO WAKE UP 63 REVIEW 67 THE BIRTH EXPERIENCE 67 DIVERSITY OF
CHILDBIRTH PRACTICES 68 REVIEW 70 THE NEWBORN INFANT 70 STATE OF AROUSAL
70 NEGATIVE OUTCOMES AT BIRTH 74 BOX 2.5 APPLICATIONS: PARENTING A
LOW-BIRTH-WEIGHT BABY 76 REVIEW 79 CHAPTER SUMMARY 80 CHAPTER 3 BIOLOGY
AND BEHAVIOR 83 NATURE AND NURTURE 85 GENETIC AND ENVIRONMENTAL FORCES
86 BOX 3.1 APPLICATIONS: GENETIC TRANSMISSION OF DISEASES AND DISORDERS
92 BEHAVIOR GENETICS 95 BOX 3.2 INDIVIDUAL DIFFERENCES: IDENTICAL TWINS
REARED APART 98 REVIEW 101 BRAIN DEVELOPMENT 102 STRUCTURES OF THE BRAIN
102 DEVELOPMENTAL PROCESSES 104 BOX 3.3 A CLOSER LOOK: MAPPING THE MIND
105 THE IMPORTANCE OF EXPERIENCE 110 BRAIN DAMAGE AND RECOVERY 114
REVIEW 115 THE BODY: PHYSICAL GROWTH AND DEVELOPMENT 115 GROWTH AND
MATURATION 115 NUTRITIONAL BEHAVIOR 117 BOX 3.4 APPLICATIONS: EAT YOUR
PEAS, PLEASE 119 REVIEW 123 CHAPTER SUMMARY 123 IX CHAPTER 4 THEORIES OF
COGNITIVE DEVELOPMENT 127 PIAGEFS THEORY 130 VIEW OF CHILDREN S NATURE
130 CENTRAL DEVELOPMENTAL ISSUES 131 THE SENSORIMOTOR STAGE (BIRTH TO
AGE 2 YEARS) 133 THE PREOPERATIONAL STAGE (AGES 2 TO 7) 136 THE CONCRETE
OPERATIONS STAGE (AGES 7 TO 12) 139 THE FORMAL OPERATIONS STAGE (AGE 12
AND BEYOND) 139 PIAGET S LEGACY 140 BOX 4.1 APPLICATIONS: EDUCATIONAL
APPLICATIONS OF PIAGET S THEORY 141 REVIEW 143 INFORMATION-PROCESSING
THEORIES 143 VIEW OF CHILDREN S NATURE 145 CENTRAL DEVELOPMENTAL ISSUES
145 BOX 4.2 APPLICATIONS: EDUCATIONAL APPLICATIONS OF
INFORMATION-PROCESSING THEORIES 152 REVIEW 154 CORE-KNOWLEDGE THEORIES
154 VIEW OF CHILDREN S NATURE 154 CENTRAL DEVELOPMENTAL ISSUES 156 BOX
4.3 APPLICATIONS: EDUCATIONAL APPLICATIONS OF CORE-KNOWLEDGE THEORIES
158 REVIEW 158 SOCIOCULTURAL THEORIES 158 VIEW OF CHILDREN S NATURE 159
CENTRAL DEVELOPMENTAL ISSUES 161 BOX 4.4 APPLICATIONS: EDUCATIONAL
APPLICATIONS OF SOCIOCULTURAL THEORIES 164 REVIEW 164 DYNAMIC-SYSTEMS
THEORIES 164 VIEW OF CHILDREN S NATURE 166 CENTRAL DEVELOPMENT ISSUES
168 BOX 4.5 APPLICATIONS: EDUCATIONAL APPLICATIONS OF DYNAMIC-SYSTEMS
THEORIES 170 REVIEW 171 CHAPTER SUMMARY 171 CHAPTER 5 SEEING, THINKING,
AND DOING IN INFANCY 175 PERCEPTION 177 VISION 178 BOX 5.1 A CLOSER
LOOK: BEAUTY AND THE BABY 180 AUDITORY PERCEPTION 185 BOX 5.2 A CLOSER
LOOK: PICTURE PERCEPTION 186 TASTE AND SMELL 187 TOUCH 188 INTERMODAL
PERCEPTION 188 REVIEW 189 MOTOR DEVELOPMENT 190 REFLEXES 190 MOTOR
MILESTONES 191 CURRENT VIEWS OF MOTOR DEVELOPMENT 192 BOX 5.3 A CLOSER
LOOK: THE CASE OF THE DISAPPEARING REFLEX 194 THE EXPANDING WORLD OF
THE INFANT 194 BOX 5.4 APPLICATIONS: A RECENT SECULAR CHANGE IN MOTOR
DEVELOPMENT 196 BOX 5.5 A CLOSER LOOK: GANGWAY*I M COMING DOWN 197
REVIEW 199 LEARNING HABITUATION 200 PERCEPTUAL LEARNING 200 STATISTICAL
LEARNING 202 CLASSICAL CONDITIONING 202 INSTRUMENTAL CONDITIONING 203
OBSERVATIONAL LEARNING/IMITATION 204 REVIEW 205 .199 .205 COGNITION
OBJECT KNOWLEDGE 206 PHYSICAL KNOWLEDGE 207 SOCIAL KNOWLEDGE 208 LOOKING
AHEAD 211 REVIEW 211 CHAPTER SUMMARY 212 CHAPTER 6 DEVELOPMENT OF
LANGUAGE AND SYMBOL USE 215 LANGUAGE DEVELOPMENT 217 THE COMPONENTS OF
LANGUAGE 217 WHAT IS REQUIRED FOR LANGUAGE? 219 BOX 6.1 APPLICATIONS:
TWO LANGUAGES ARE BETTER THAN ONE 224 THE PROCESS OF LANGUAGE
ACQUISITION 225 BOX 6.2 INDIVIDUAL DIFFERENCES: VARIABILITY IN LANGUAGE
DEVELOPMENT 234 CURRENT THEORETICAL ISSUES IN LANGUAGE DEVELOPMENT 246
BOX 6.3 A CLOSER LOOK: I JUST CAN T TALK WITHOUT MY HANDS : WHAT
GESTURES TELL US ABOUT LANGUAGE 248 REVIEW 251 NONLINGUISTIC SYMBOLS AND
DEVELOPMENT 252 USING SYMBOLS AS INFORMATION 252 DRAWING 253 REVIEW 255
CHAPTER SUMMARY 256 CHAPTER 7 CONCEPTUAL DEVELOPMENT 259 UNDERSTANDING
WHO OR WHAT 261 DIVIDING OBJECTS INTO CATEGORIES 262 KNOWLEDGE OF OTHER
PEOPLE AND ONESELF 266 BOX 7.1 INDIVIDUAL DIFFERENCES: CHILDREN WITH
AUTISM 270 XI KNOWLEDGE OF LIVING THINGS 273 BOX 7.2 INDIVIDUAL
DIFFERENCES: IMAGINARY COMPANIONS 273 REVIEW 278 UNDERSTANDING WHERE,
WHEN, WHY. AND HOW MANY 279 SPACE 279 TIME 283 CAUSALITY 285 NUMBER 288
BOX 7.3 A CLOSER LOOK: MAGICAL THINKING AND FANTASY 288 REVIEW 293
CHAPTER SUMMARY 294 CHAPTER 8 INTELLIGENCE AND ACADEMIC ACHIEVEMENT 297
WHAT IS INTELLIGENCE? 299 INTELLIGENCE AS A SINGLE TRAIT 299
INTELLIGENCE AS A FEW BASIC ABILITIES 299 INTELLIGENCE AS NUMEROUS
PROCESSES 300 A PROPOSED RESOLUTION 300 REVIEW 301 MEASURING
INTELLIGENCE 301 THE CONTENTS OF INTELLIGENCE TESTS 302 THE INTELLIGENCE
QUOTIENT (IQ) 304 BOX 8.1 INDIVIDUAL DIFFERENCES: GIFTED CHILDREN 306
REVIEW 307 IQ SCORES AS PREDICTORS OF IMPORTANT OUTCOMES 307 REVIEW 308
GENES, ENVIRONMENT, AND THE DEVELOPMENT OF INTELLIGENCE 308 QUALITIES OF
THE CHILD 309 INFLUENCE OF THE IMMEDIATE ENVIRONMENT 310 INFLUENCE OF
SOCIETY 313 BOX 8.2 APPLICATIONS: A HIGHLY SUCCESSFUL EARLY
INTERVENTION: THE CAROLINA ABECEDARIAN PROJECT 318 REVIEW 320
ALTERNATIVE PERSPECTIVES ON INTELLIGENCE 320 REVIEW 322 ACQUISITION OF
ACADEMIC SKILLS: READING, WRITING, AND MATHEMATICS 323 READING 323 BOX
8.3 INDIVIDUAL DIFFERENCES: DYSLEXIA 327 WRITING 329 MATHEMATICS 332 BOX
8.4 APPLICATIONS: MATHEMATICAL DISABILITIES 334 REVIEW 336 CHAPTER
SUMMARY 337 XII CHAPTER 9 THEORIES OF SOCIAL DEVELOPMENT 341
PSYCHOANALYTIC THEORIES 343 VIEW OF CHILDREN S NATURE 343 CENTRAL
DEVELOPMENTAL ISSUES 344 FREUD S THEORY OF PSYCHOSEXUAL DEVELOPMENT 344
ERIKSON S THEORY OF PSYCHOSOCIAL DEVELOPMENT 347 CURRENT PERSPECTIVES
349 REVIEW 350 LEARNING THEORIES 350 VIEW OF CHILDREN S NATURE 351
CENTRAL DEVELOPMENTAL ISSUES 351 WATSON S BEHAVIORISM 351 SKINNER S
OPERANT CONDITIONING 352 SOCIAL LEARNING THEORY 354 BOX 9.1 A CLOSER
LOOK: BANDURA AND BOBO 354 CURRENT PERSPECTIVES 357 REVIEW 357 THEORIES
OF SOCIAL COGNITION 358 VIEW OF CHILDREN S NATURE 358 CENTRAL
DEVELOPMENTAL ISSUES 358 SELMAN S STAGE THEORY OF ROLE TAKING 358
DODGE S INFORMATION-PROCESSING THEORY OF SOCIAL PROBLEM SOLVING 359
DWECK S THEORY OF SELF-ATTRIBUTIONS AND ACHIEVEMENT MOTIVATION 360
CURRENT PERSPECTIVES 361 REVIEW 362 ECOLOGICAL THEORIES OF DEVELOPMENT
362 VIEW OF CHILDREN S NATURE 362 CENTRAL DEVELOPMENTAL ISSUES 362
ETHOLOGICAL AND EVOLUTIONARY THEORIES 363 THE BIOECOLOGICAL MODEL 366
BOX 9.2 INDIVIDUAL DIFFERENCES: ATTENTION-DEFICIT HYPERACTIVITY DISORDER
370 BOX 9.3 APPLICATIONS: PREVENTING CHILD MALTREATMENT 372 CURRENT
PERSPECTIVES 377 REVIEW 378 CHAPTER SUMMARY 378 CHAPTER 10 EMOTIONAL
DEVELOPMENT 381 THE DEVELOPMENT OF EMOTIONS IN CHILDHOOD 383 THEORIES ON
THE NATURE AND EMERGENCE OF EMOTION 384 THE EMERGENCE OF EMOTION IN THE
EARLY YEARS AND CHILDHOOD 385 BOX 10.1 INDIVIDUAL DIFFERENCES: GENDER
DIFFERENCES IN ADOLESCENT DEPRESSION 393 REVIEW 395 REGULATION OF
EMOTION 396 THE DEVELOPMENT OF EMOTIONAL REGULATION 396 THE RELATION OF
EMOTIONAL REGULATION TO SOCIAL COMPETENCE AND ADJUSTMENT 398 REVIEW 399
XIII INDIVIDUAL DIFFERENCES IN EMOTION AND ITS REGULATION 399
TEMPERAMENT 400 BOX 10.2 A CLOSER LOOK: MEASUREMENT OF TEMPERAMENT 404
REVIEW 407 CHILDREN S EMOTIONAL DEVELOPMENT IN THE FAMILY 407 QUALITY OF
THE CHILD S RELATIONSHIPS WITH PARENTS 408 PARENTAL SOCIALIZATION OF
CHILDREN S EMOTIONAL RESPONDING 408 REVIEW 411 CULTURE AND CHILDREN S
EMOTIONAL DEVELOPMENT 411 REVIEW 413 CHILDREN S UNDERSTANDING OF EMOTION
413 IDENTIFYING THE EMOTIONS OF OTHERS 414 UNDERSTANDING THE CAUSES AND
DYNAMICS OF EMOTION 415 CHILDREN S UNDERSTANDING OF REAL AND FALSE
EMOTIONS 416 REVIEW 419 CHAPTER SUMMARY 419 CHAPTER 11 ATTACHMENT TO
OTHERS AND DEVELOPMENT OF SELF 423 THE CAREGIVER-CHILD ATTACHMENT
RELATIONSHIP 425 ATTACHMENT THEORY 426 MEASUREMENT OF ATTACHMENT
SECURITY IN INFANCY 427 BOX 11.1 INDIVIDUAL DIFFERENCES: PARENTAL
ATTACHMENT STATUS 430 CULTURAL VARIATIONS IN ATTACHMENT 431 FACTORS
ASSOCIATED WITH THE SECURITY OF CHILDREN S ATTACHMENT 432 BOX 11.2
APPLICATIONS: INTERVENTIONS AND ATTACHMENT 434 DOES SECURITY OF
ATTACHMENT HAVE LONG-TERM EFFECTS? 434 REVIEW 436 CONCEPTIONS OF THE
SELF 436 THE DEVELOPMENT OF CONCEPTIONS OF SELF 437 IDENTITY IN
ADOLESCENCE 443 REVIEW 446 ETHNIC IDENTITY 446 ETHNIC IDENTITY IN
CHILDHOOD 447 ETHNIC IDENTITY IN ADOLESCENCE 448 REVIEW 449 SEXUAL
IDENTITY OR ORIENTATION 449 THE ORIGINS OF YOUTHS SEXUAL IDENTITY 450
SEXUAL IDENTITY IN SEXUAL-MINORITY YOUTH 450 REVIEW 454 SELF-ESTEEM 454
SOURCES OF SELF-ESTEEM 454 SELF-ESTEEM IN MINORITY CHILDREN 457 CULTURE
AND SELF-ESTEEM 459 REVIEW 460 CHAPTER SUMMARY 460 XIV CHAPTER 12 THE
FAMILY 463 THE NATURE AND FUNCTIONS OF THE FAMILY 466 FUNCTIONS OF
FAMILIES 466 FAMILY DYNAMICS 466 BOX 12.1 A CLOSER LOOK: PARENT-CHILD
RELATIONSHIPS IN ADOLESCENCE 468 REVIEW 468 THE INFLUENCE OF PARENTAL
SOCIALIZATION 469 PARENTING STYLES AND PRACTICES 469 THE CHILD AS AN
INFLUENCE ON PARENTING 473 SOCIOECONOMIC INFLUENCES ON PARENTING 474 BOX
12.2 A CLOSER LOOK: HOMELESSNESS 477 REVIEW 478 MOTHERS. FATHERS, AND
SIBLINGS 478 DIFFERENCES IN MOTHERS AND FATHERS INTERACTIONS WITH
THEIR CHILDREN 478 SIBLING RELATIONSHIPS 479 REVIEW 480 CHANGES IN
FAMILIES IN THE UNITED STATES 481 BOX 12.3 INDIVIDUAL DIFFERENCES:
ADOLESCENTS AS PARENTS 482 OLDER PARENTS 483 DIVORCE 484 STEPPARENTING
489 LESBIAN AND GAY PARENTS 491 REVIEW 492 MATERNAL EMPLOYMENT AND CHILD
CARE 492 THE EFFECTS OF MATERNAL EMPLOYMENT 493 THE EFFECTS OF CHILD
CARE 494 REVIEW 499 CHAPTER SUMMARY 500 CHAPTER 13 PEER RELATIONSHIPS
503 WHAT IS SPECIAL ABOUT PEER RELATIONSHIPS? 506 FRIENDSHIPS 507 EARLY
PEER INTERACTIONS AND FRIENDSHIPS 508 DEVELOPMENTAL CHANGES IN
FRIENDSHIP 509 THE FUNCTIONS OF FRIENDSHIPS 511 EFFECTS OF FRIENDSHIPS
ON PSYCHOLOGICAL FUNCTIONING AND BEHAVIOR OVER TIME 514 CHILDREN S
CHOICE OF FRIENDS 516 BOX 13.1 INDIVIDUAL DIFFERENCES: CULTURE AND
CHILDREN S PEER EXPERIENCE 517 REVIEW 518 PEERS IN GROUPS 518 THE NATURE
OF YOUNG CHILDREN S GROUPS 519 CLIQUES AND SOCIAL NETWORKS IN MIDDLE
CHILDHOOD AND EARLY ADOLESCENCE 519 CLIQUES AND SOCIAL NETWORKS IN
ADOLESCENCE 520 BOYS AND GIRLS IN CLIQUES AND CROWDS 521 XV NEGATIVE
INFLUENCES OF CLIQUES AND SOCIAL NETWORKS 521 BOX 13.2 A CLOSER LOOK:
ROMANTIC RELATIONSHIPS WITH PEERS 522 REVIEW 523 STATUS IN THE PEER
GROUP 523 MEASUREMENT OF PEER STATUS 524 CHARACTERISTICS ASSOCIATED WITH
SOCIOMETRIC STATUS 524 BOX 13.3 APPLICATIONS: FOSTERIN G CHILDREN S PEER
ACCEPTANCE 528 STABILITY OF SOCIOMETRIC STATUS 529 CROSS-CULTURAL
SIMILARITIES AND DIFFERENCES IN FACTORS RELATED TO PEER STATUS 529 PEER
STATUS AS A PREDICTOR OF RISK 530 REVIEW 533 THE ROLE OF PARENTS IN
CHILDREN S PEER RELATIONSHIPS 534 RELATIONS BETWEEN ATTACHMENT AND
COMPETENCE WITH PEERS 534 QUALITY OF ONGOING PARENT-CHILD INTERACTIONS
AND PEER RELATIONSHIPS 535 PARENTAL BELIEFS AND BEHAVIORS 536
GATEKEEPING, COACHING, AND MODELING BY PARENTS 536 FAMILY STRESS AND
CHILDREN S SOCIAL COMPETENCE 537 REVIEW 538 CHAPTER SUMMARY 539 CHAPTER
14 MORAL DEVELOPMENT 543 MORALJUDGMENT 545 PIAGET S THEORY OF MORAL
JUDGMENT 546 KOHLBERG S THEORY OF MORAL JUDGMENT 548 PROSOCIAL MORAL
JUDGMENT 552 DOMAINS OF SOCIAL JUDGMENT 554 REVIEW 556 THE EARLY
DEVELOPMENT OF CONSCIENCE 556 FACTORS AFFECTING THE DEVELOPMENT OF
CONSCIENCE 557 REVIEW 558 PROSOCIAL BEHAVIOR 558 THE DEVELOPMENT OF
PROSOCIAL BEHAVIOR 559 THE ORIGINS OF INDIVIDUAL DIFFERENCES IN
PROSOCIAL BEHAVIOR 562 BOX 14.1 A CLOSER LOOK: CULTURAL CONTRIBUTIONS TO
CHILDREN S PROSOCIAL AND ANTISOCIAL TENDENCIES 564 BOX 14.2
APPLICATIONS: SCHOOL-BASED INTERVENTIONS FOR PROMOTING PROSOCIAL
BEHAVIOR 566 REVIEW 567 ANTISOCIAL BEHAVIOR 567 THE DEVELOPMENT OF
AGGRESSION AND OTHER ANTISOCIAL BEHAVIORS 567 CONSISTENCY OF AGGRESSIVE
AND ANTISOCIAL BEHAVIOR 568 BOX 14.3 A CLOSER LOOK: OPPOSITIONAL DEFIANT
DISORDER AND CONDUCT DISORDER 570 CHARACTERISTICS OF
AGGRESSIVE-ANTISOCIAL CHILDREN AND ADOLESCENTS 571 THE ORIGINS OF
AGGRESSION 572 BOX 14.4 APPLICATIONS: THE FAST TRACK INTERVENTION 578
XVI BIOLOGY AND SOCIALIZATION: THEIR JOINT INFLUENCE ON CHILDREN S
ANTISOCIAL BEHAVIOR 579 REVIEW 579 CHAPTER SUMMARY 580 CHAPTER 15 GENDER
DEVELOPMENT 583 THEORETICAL PERSPECTIVES ON GENDER DEVELOPMENT 585
BIOLOGICAL INFLUENCES 586 BOX 15.1 A CLOSER LOOK: GENDER IDENTITY: MORE
THAN SOCIALIZATION? 588 COGNITIVE AND MOTIVATIONAL INFLUENCES 589 BOX
15.2 A CLOSER LOOK: GENDER SOCIALIZATION AT HOME 594 BOX 15.3
APPLICATIONS: WHERE ARE SPONGESALLY SQUAREPANTS AND CURIOUS JANE? 595
CULTURAL INFLUENCES 596 REVIEW 597 MILESTONES IN GENDER DEVELOPMENT 597
INFANCY AND TODDLERHOOD 598 PRESCHOOL YEARS 598 MIDDLE CHILDHOOD 600
ADOLESCENCE 601 GENDER FLEXIBILITY AND ASYMMETRY 603 REVIEW 604 GENDER
COMPARISONS 604 PHYSICAL GROWTH: INFANCY THROUGH ADOLESCENCE 605
COGNITIVE ABILITIES AND ACADEMIC ACHIEVEMENT 607 PERSONALITY AND SOCIAL
BEHAVIOR 613 REVIEW 619 CHAPTER SUMMARY 619 CHAPTER 16 CONCLUSIONS THEME
1: NATURE AND NURTURE: ALL INTERACTIONS. ALL THE TIME . . NATURE AND
NURTURE BEGIN INTERACTING BEFORE BIRTH 624 INFANTS NATURE ELICITS
NURTURE 625 TIMING MATTERS 625 NATURE DOES NOT REVEAL ITSELF ALL AT ONCE
626 EVERYTHING INFLUENCES EVERYTHING 627 THEME 2: CHILDREN PLAY ACTIVE
ROLES IN THEIR OWN DEVELOPMENT SELF-INITIATED ACTIVITY 628 ACTIVE
INTERPRETATION OF EXPERIENCE 629 SELF-REGULATION 630 ELICITING REACTIONS
FROM OTHER PEOPLE 630 THEME 3: DEVELOPMENT IS BOTH CONTINUOUS AND
DISCONTINUOUS . CONTINUITY/DISCONTINUITY OF INDIVIDUAL DIFFERENCES 631
CONTINUITY/DISCONTINUITY OF OVERALL DEVELOPMENT: THE QUESTION OF STAGES
632 623 .624 .628 .631 XVII THEME 4 MECHANISMS OF DEVELOPMENTAL CHANGE
634 BIOLOGICAL CHANGE MECHANISMS 635 BEHAVIORAL CHANGE MECHANISMS 636
COGNITIVE CHANGE MECHANISMS 638 CHANGE MECHANISMS WORK TOGETHER 639
THEME 5: THE SOCIOCULTURAL CONTEXT SHAPES DEVELOPMENT 640 GROWING UP IN
SOCIETIES WITH DIFFERENT VALUES 640 GROWING UP IN DIFFERENT TIMES AND
PLACES 641 GROWING UP IN DIFFERENT CIRCUMSTANCES WITHIN A SOCIETY 642
THEME 6: INDIVIDUAL DIFFERENCES 643 BREADTH OF INDIVIDUAL DIFFERENCES AT
A GIVEN TIME 644 STABILITY OVER TIME 644 PREDICTING FUTURE INDIVIDUAL
DIFFERENCES ON OTHER DIMENSIONS 645 DETERMINANTS OF INDIVIDUAL
DIFFERENCES 645 THEME 7: CHILD-DEVELOPMENT RESEARCH CAN IMPROVE
CHILDREN S LIVES 646 IMPLICATIONS FOR PARENTING 646 IMPLICATIONS FOR
EDUCATION 648 IMPLICATIONS FOR HELPING CHILDREN AT RISK 649 IMPROVING
SOCIAL POLICY 651 GLOSSARY G-1 REFERENCES R-1 NAME INDEX NI-1 SUBJECT
INDEX SI-1 XVIII
|
| any_adam_object | 1 |
| author | Siegler, Robert S. 1949- DeLoache, Judy S. 1943- Eisenberg, Nancy |
| author_GND | (DE-588)1036303497 (DE-588)129727415 |
| author_facet | Siegler, Robert S. 1949- DeLoache, Judy S. 1943- Eisenberg, Nancy |
| author_role | aut aut aut |
| author_sort | Siegler, Robert S. 1949- |
| author_variant | r s s rs rss j s d js jsd n e ne |
| building | Verbundindex |
| bvnumber | BV036587348 |
| classification_rvk | CQ 1000 |
| ctrlnum | (OCoLC)699531261 (DE-599)BVBBV036587348 |
| dewey-full | 305.231071 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 305 - Groups of people |
| dewey-raw | 305.231071 |
| dewey-search | 305.231071 |
| dewey-sort | 3305.231071 |
| dewey-tens | 300 - Social sciences |
| discipline | Soziologie Psychologie |
| edition | 3. ed., 1. print. |
| format | Book |
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| genre | 1\p (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV036587348 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T14:37:35Z |
| institution | BVB |
| isbn | 1429253754 9781429253758 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020508123 |
| oclc_num | 699531261 |
| open_access_boolean | |
| owner | DE-11 |
| owner_facet | DE-11 |
| physical | Getr. Zählung zahlr. Ill., graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Worth |
| record_format | marc |
| spellingShingle | Siegler, Robert S. 1949- DeLoache, Judy S. 1943- Eisenberg, Nancy How children develop Kinderpsychologie (DE-588)4073410-9 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Jugendpsychologie (DE-588)4073110-8 gnd |
| subject_GND | (DE-588)4073410-9 (DE-588)4014963-8 (DE-588)4073110-8 (DE-588)4123623-3 |
| title | How children develop |
| title_auth | How children develop |
| title_exact_search | How children develop |
| title_full | How children develop Robert Siegler ; Judy Deloache ; Nancy Eisenberg |
| title_fullStr | How children develop Robert Siegler ; Judy Deloache ; Nancy Eisenberg |
| title_full_unstemmed | How children develop Robert Siegler ; Judy Deloache ; Nancy Eisenberg |
| title_short | How children develop |
| title_sort | how children develop |
| topic | Kinderpsychologie (DE-588)4073410-9 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Jugendpsychologie (DE-588)4073110-8 gnd |
| topic_facet | Kinderpsychologie Entwicklungspsychologie Jugendpsychologie Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020508123&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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