Understanding children's development:
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| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | Undetermined |
| Published: |
Chichester, West Sussex
Wiley
2011
|
| Edition: | 5. ed. |
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024444710&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Item Description: | Literaturangaben |
| Physical Description: | XXIV, 805 S. Ill., graph. Darst. |
| ISBN: | 9781405176019 1405176016 |
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MARC
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| 245 | 1 | 0 | |a Understanding children's development |c Peter K. Smith, Helen Cowie, Mark Blades |
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Record in the Search Index
| _version_ | 1819337492558512128 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
FREFACE TO FIFTH EDITION ACKNOWLEDGMENTS
XXI
XXV
PART I THEORIES AND METHODS 1
CHAPTER 1 STUDYING DEVELOPMENT 3
DEVELOPMENT OBSERVED, 5 WHAT IS DEVELOPMENT ?, 6 BALTES S
CONCEPTUALIZATION OF LIFE-SPAN DEVELOPMENT, 7 BRONFENBRENNER S
ECOLOGICAL MODEL OF HUMAN DEVELOPMENT, 10
OBTAINING INFORMATION ABOUT BEHAVIOR AND DEVELOPMENT, 12 WHAT DEGREE OF
CONTROL?, 12 RECORDING DATA, 15 RELIABILITY AND VALIDITY, 16
PARTICIPANT CHARACTERISTICS, 17 CHILDREN/YOUNG PEOPLE AS RESEARCHERS, 18
WORKING WITH THE DATA: QUANTITATIVE AND QUALITATIVE METHODS, 19
OBJECTIVITY AND BIAS, 20
ETHICAL ISSUES, 20 WHAT IMPLICATIONS DOES PSYCHOLOGICAL KNOWLEDGE HAVE
FOR SOCIETY?, 21 THE RIGHTS OF CHILDREN, 22
THE WELL-BEING OF CHILDREN, 25 THE SCIENTIFIC STATUS OF PSYCHOLOGY, 27
CHAPTER SUMMARY, 29 DISCUSSION POINTS, 29 FURTHER READING, 30
CHAPTER 2 BIOLOGICAL AND CULTURAL THEORIES OF DEVELOPMENT 31
GENETICS AND THE GROUNDPLAN FOR DEVELOPMENT, 32 TWIN STUDIES, 33
ADOPTION STUDIES, 34 GENES, AND SHARED AND NON-SHARED ENVIRONMENT, 35
IDENTIFYING GENES AND THE HUMAN GENOME PROJECT, 36
CHROMOSOMAL ABNORMALITIES, 38 DOWN SYNDROME, 38 THE BRAIN AND
DEVELOPMENTAL NEUROSCIENCE, 39 HOW BEHAVIOR DEVELOPS: NATURE AND
NURTURE, 41
BIRDSONG: AN EXAMPLE OF BEHAVIORAL DEVELOPMENT, 43 RIGIDITY AND
FLEXIBILITY, 43
IMAGE 2
CONTENTS
IMPRINTING AND THE CONCEPT OF SENSITIVE PERIODS, 45 INDIVIDUAL AND
SOCIAL LEARNING PROCESSES, 46 SOCIAL LEARNING, TRADITION AND CULTURE, 48
COMMUNICATION SYSTEMS IN MAMMALS, 48 TEACHING, 49 THINKING IN PRIMATES,
50 THE EVOLUTION OF HIGH INTELLIGENCE, 51 THE EVOLUTION OF MINDREADING
AND OF METAREPRESENTATIONAL THOUGHT, 53
APES, HUMANS, AND CULTURE, 55 EVOLUTION AND HUMAN BEHAVIOR, 55
EVOLUTIONARY THEORY, 57 SOCIOBIOLOGY AND HUMAN BEHAVIOR, 59
BOX 2.1: PARENT-OFFSPRING WEANING CONFLICTS AMONG THE BOFI FARMERS AND
FORAGERS OF CENTRAL AFRICA, 59 EVOLUTIONARY PSYCHOLOGY AND EVOLUTIONARY
DEVELOPMENTAL PSYCHOLOGY, 63 CRITICISMS OF THE EVOLUTIONARY APPROACH, 64
CULTURE AND DEVELOPMENT, 64
CULTURAL-ECOLOGICAL MODELS, 65 BOX 2.2: DEVELOPMENT THROUGH
PARTICIPATION IN SOCIOCULTURAL ACTIVITY, 68 SOCIAL CONSTRUCTIONIST
APPROACHES, 71
DECONSTRUCTING DEVELOPMENTAL PSYCHOLOGY, 72 CHAPTER SUMMARY, 74
DISCUSSION POINTS, 74 FURTHER READING, 75
PART II PRENATAL DEVELOPMENT AND BIRTH 77
CHAPTER 3 PRENATAL DEVELOPMENT AND BIRTH 79
FROM CONCEPTION TO BIRTH, 80 GERMINAL STAGE, 80 EMBRYONIC STAGE, 81
FETAL STAGE, 81 SEX HORMONES AND MALE-FEMALE DIFFERENTIATION, 81
FETAL LEARNING, 82 BOX 3.1: NEWBORN AND FETAL RESPONSE TO THE HUMAN
VOICE, 83 PRENATAL RISKS, 85 PREGNANCY SICKNESS, 85 THE NATURE OF BIRTH,
86
INTERACTION IMMEDIATELY AFTER BIRTH, 88 BREASTFEEDING, 89
IMAGE 3
CONTENTS
PREMATURE AND LOW BIRTHWEIGHT BABIES, 90 BOX 3.2: COGNITIVE STATUS,
LANGUAGE ATTAINMENT AND PREREADING SKILLS OF 6-YEAR-OLD VERY PRETERM
CHILDREN AND THEIR PEERS: THE BAVARIAN LONGITUDINAL STUDY, 92 EARLY
SOCIAL BEHAVIOR AND SOCIAL INTERACTIONS, 95
BEHAVIORS THAT OPERATE PRIMARILY IN SOCIAL SITUATIONS, 95 BEHAVIORS TO
WHICH SOCIAL RESPONSES ARE GIVEN, 96 AN ABILITY TO LEARN, 96 AN
ENJOYMENT OF CONTINGENT RESPONDING BY OTHERS, 97 IMITATION, 98 THE
RESPECTIVE ROLES OF INFANT AND CAREGIVER, 99 VERY EARLY BONDING: THE
WORK OF KLAUS AND KENNELL, 100 TEMPERAMENT, 101 THE MILLENNIUM COHORT
STUDY (MCS): PATTERNS OF INFANT CARE IN THE UK AT 9 MONTHS, 103
CHAPTER SUMMARY, 104 DISCUSSION POINTS, 104 FURTHER READING, 104
PART III THE SOCIAL WORLD OF THE CHILD 105
CHAPTER 4 PARENTS AND FAMILIES 107
THE DEVELOPMENT OF ATTACHMENT RELATIONSHIPS, 108 WHO ARE ATTACHMENTS
MADE WITH?, 109 THE SECURITY OF ATTACHMENT, 110 IMPLICATIONS OF INFANT
ATTACHMENT SECURITY, 111
IS THE STRANGE SITUATION VALID CROSS-CULTURALLY?, 112 BOX 4.1:
INFANT-MOTHER ATTACHMENT AMONG THE DOGON OF MALI, 112 WHY DO INFANTS
DEVELOP CERTAIN ATTACHMENT TYPES?, 116 DISORGANIZED ATTACHMENT AND
UNRESOLVED ATTACHMENT
REPRESENTATIONS, 117 ATTACHMENT BEYOND INFANCY AND INTERNAL WORKING
MODELS, 118 THE ADULT ATTACHMENT INTERVIEW, 120 ARE ATTACHMENT TYPES
STABLE OVER TIME?, 120 ARE ATTACHMENT TYPES STABLE OVER GENERATIONS?,
121 ATTACHMENT THEORY AS A PARADIGM, 124 BOWLBY S MATERNAL DEPRIVATION
HYPOTHESIS, 124
BOX 4.2: THE EFFECT OF EARLY INSTITUTIONAL REARING ON THE BEHAVIOR
PROBLEMS AND AFFECTIONAL RELATIONSHIPS OF 4-YEAR-OLD CHILDREN, 128 CARE
OUTSIDE THE FAMILY: CHILDMINDING AND DAY CARE, 130 THE NICHD
LONGITUDINAL STUDY, 132 DAY CARE: AN OVERVIEW, 133
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CONTENTS
FATHERS, 134 GRANDPARENTS, 137 TYPES OF FAMILY, 139 LESBIAN AND GAY
PARENTS, 140 STYLES OF PARENTING, 141
CONFLICT BETWEEN PARENTS, 142 DIVORCE, 143 STEP-PARENTING, 145 PHYSICAL
PUNISHMENT AND THE SMACKING DEBATE, 146
CHILD MALTREATMENT AND ABUSE, 148 THE ASSESSMENT AND EXTENT OF CHILD
MALTREATMENT AND ABUSE, 149 THE EFFECTS OF CHILD MALTREATMENT AND ABUSE,
150
CAUSES OF CHILD MALTREATMENT AND ABUSE, 151 MODELS OF PARENTING, 152 THE
MILLENNIUM COHORT STUDY (MCS): PATTERNS OF CHILD CARE IN THE UK AT 3 AND
5 YEARS, 154
CHAPTER SUMMARY, 156 DISCUSSION POINTS, 156 FURTHER READING, 157
CHAPTER 5 SIBLINGS AND THE PEER GROUP 159
EARLY PEER RELATIONSHIPS, 160 SIBLINGS, 161 SIBLINGS IN THE HOME
ENVIRONMENT, 162 SIBLING INFLUENCES: PLAY, TEACHING, 163
SIBLING INFLUENCES: CONFLICT AND SOCIAL COMPARISON, 164 SIBLING
INFLUENCES: THEORY OF MIND, 165 TWINS AND MULTIPLETS, 166 ONLY CHILDREN,
166
FAMILY SIZE, BIRTH ORDER, INTELLIGENCE AND CREATIVE LIVES, 168 PEER
RELATIONSHIPS IN PRESCHOOL AND SCHOOL, 169 MEASURING PEER RELATIONSHIPS:
SOCIOMETRY, 170 THE CONCEPT OF SOCIOMETRIC STATUS, 172
BOX 5.1: DIMENSIONS AND TYPES OF SOCIAL STATUS: A CROSS-AGE PERSPECTIVE,
173 A SOCIAL INFORMATION PROCESSING MODEL, 175 REJECTED CHILDREN, 176
SUBTYPES OF REJECTED CHILDREN, 176 POPULAR AND CONTROVERSIAL CHILDREN,
177 PERCEIVED POPULARITY, 178 NEGLECTED CHILDREN, LONELINESS AND SOCIAL
WITHDRAWAL, 179 FRIENDSHIP, 180
WHAT CHARACTERIZES FRIENDSHIP?, 180 ORIGINS OF FRIENDSHIP, 182
IMAGE 5
CONTENTS
CONCEPTIONS OF FRIENDSHIP, 182 QUALITY OF FRIENDSHIP, 184 BOX 5.2:
MONTHLY INSTABILITY IN EARLY ADOLESCENT FRIENDSHIP NETWORKS AND
DEPRESSIVE SYMPTOMS, 185 THE IMPORTANCE OF PEER RELATIONS AND
FRIENDSHIP, 187
A LONG-TERM STUDY OF CORRELATES OF CHILDHOOD FRIENDSHIP AND SOCIOMETRIC
STATUS, 189 ENEMIES, 190 SOCIAL SKILLS TRAINING, 190 FAMILY AND PEER
RELATIONSHIPS, 191
GROUP SOCIALIZATION THEORY AND THE ROLE OF THE PEER GROUP: HOW IMPORTANT
ARE FAMILIES?, 192 CHAPTER SUMMARY, 194 DISCUSSION POINTS, 194 FURTHER
READING, 195
CHAPTER 6 DEVELOPING EMOTIONAL INTELLIGENCE AND SOCIAL AWARENESS 197
HOW CHILDREN BEGIN TO UNDERSTAND SELF AND OTHERS, 198 THE INFANT S
RECOGNITION OF SELF, 198 HOW CHILDREN CATEGORIZE OTHERS, 200
EMOTIONAL DEVELOPMENT, 201 PRODUCING EMOTIONS, 201 RECOGNIZING EMOTIONS
IN OTHERS, 202 BOX 6.1: CHANGES IN EMBARRASSMENT AS A FUNCTION OF AGE,
SEX AND SITUATION, 204 UNDERSTANDING OTHERS EMOTIONS, DESIRES AND
BELIEFS, 206 DEVELOPING EMOTIONAL INTELLIGENCE, 208 EMOTIONAL
REGULATION, 208
EMOTIONAL INTELLIGENCE (EL), 209 BOX 6.2: TRAIT EMOTIONAL INTELLIGENCE
AND CHILDREN S PEER RELATIONSHIPS AT SCHOOL, 211
SELF-CONCEPT AND SELF-ESTEEM, 215 EARLY SEX DIFFERENCES AND THE
DEVELOPMENT OF GENDER IDENTITY, 215 SEX DIFFERENCES AMONG CHILDREN IN
WESTERN SOCIETIES, 215 AWARENESS OF GENDER IDENTITY AND SEX DIFFERENCES,
216
CROSS-CULTURAL STUDIES, 217 THEORIES OF SEX-ROLE IDENTIFICATION, 218
BIOLOGICAL FACTORS, 218 SOCIAL CONSTRUCTIONIST APPROACHES, 219
SOCIAL LEARNING THEORY, 220 COGNITIVE-DEVELOPMENTAL THEORY AND GENDER
SCHEMAS, 222 SOCIAL COGNITIVE THEORY, 223 MACCOBY S ATTEMPT AT
SYNTHESIS, 223
IMAGE 6
CONTENTS
CHILDREN S KNOWLEDGE AND BELIEFS ABOUT NATIONAL GROUPS, 224 ETHNIC
AWARENESS AND PREFERENCE, 224 EMPHASIZING DIVERSITY, 226 CHAPTER
SUMMARY, 227 DISCUSSION POINTS, 228 FURTHER READING, 228
CHAPTER 7 PLAY
CHARACTERISTICS OF PLAYFUL BEHAVIOR, 230 EXPLORATION AND PLAY, 232 THE
DEVELOPMENT OF PLAY, 233 PLAY TYPES AND SEQUENCES, 233
PHYSICAL ACTIVITY PLAY, 235 ROUGH-AND-TUMBLE PLAY, 235 PLAY WITH
OBJECTS, 236 FANTASY AND SOCIODRAMATIC PLAY, 237
BOX 7.1: UNIVERSAL, DEVELOPMENTAL, AND VARIABLE ASPECTS OF YOUNG
CHILDREN S PLAY: A CROSS-CULTURAL COMPARISON OF PRETENDING AT HOME, 238
IMAGINARY COMPANIONS, 242 LANGUAGE PLAY, 242 WAR TOYS AND WAR PLAY, 243
VIDEO AND COMPUTER GAMES, 244 GAMES WITH RULES, 245 FACTORS AFFECTING
PLAY, 245 PLAY IN DIFFERENT CULTURES, 246 THE PLAY ETHOS, 246 PLAY
THEORISTS, 247 THE BENEFITS OF PLAY: THE EVIDENCE, 250
THE FORMS OF PLAY, 250 CORRELATIONAL STUDIES, 251 BOX 7.2: BOYS AND
GIRLS USES OF OBJECTS FOR EXPLORATION, PLAY, AND TOOLS IN EARLY
CHILDHOOD, 252 EXPERIMENTAL STUDIES, 254
PLAY THERAPY, 256 THE BENEFITS OF PLAY: AN OVERVIEW, 257 CHAPTER
SUMMARY, 258 DISCUSSION POINTS, 258 FURTHER READING, 259
229
CHAPTER 8 CHILDREN AND MEDIA CHILDREN S USE OF THE MEDIA, 262 CHILDREN
AND TELEVISION, 264 LEARNING FROM TELEVISION, 266
261
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CONTENTS
SESAME STREET, 267 TELEVISION IN RELATION TO OTHER ACTIVITIES, 267
INFLUENCE OF TELEVISION: STEREOTYPES, 268
INFLUENCE OF TELEVISION: AGGRESSION AND VIOLENCE, 270 A LONGITUDINAL,
CORRELATIONAL STUDY ON ADOLESCENTS, 271 A TWO-SITE LONGITUDINAL STUDY,
273 COMPUTER GAMES, 275
BOX 8.1: MEDIA USE AND SCHOOL ACHIEVEMENT-BOYS AT RISK?, 277 ADVERTISING
TO CHILDREN, 280 UNHEALTHY FOOD PRODUCTS, 280
CHILDREN S UNDERSTANDING OF ADVERTISEMENTS, 281 PRODUCT PLACEMENT AND
ADVERGAMES, 281 EFFECTS OF ADVERTISING ON CHILDREN, 284 BOX 8.2:
EXPLORING THE RELATIONSHIP BETWEEN CHILDREN S
KNOWLEDGE OF TEXT MESSAGE ABBREVIATIONS AND SCHOOL LITERACY OUTCOMES,
284 MEDIA INTERVENTIONS, 287 RESTRICTIVE INTERVENTIONS, 287
CO-VIEWING, 288 MEDIA LITERACY, 288 CHAPTER SUMMARY, 289 DISCUSSION
POINTS, 290 FURTHER READING, 290
CHAPTER 9 HELPING OTHERS AND MORAL DEVELOPMENT 293
THE DEVELOPMENT OF PROSOCIAL BEHAVIOR, 294 EXPERIMENTAL STUDIES, 297
OBSERVATIONAL STUDIES, 299 FACTORS INFLUENCING PROSOCIAL BEHAVIOR IN THE
FAMILY AND IN SCHOOL, 301
BOX 9.1: CHILD-REARING AND CHILDREN S PROSOCIAL INITIATIONS TOWARDS
VICTIMS OF DISTRESS, 302 PROSOCIAL BEHAVIOR IN SCHOOL AND THE PEER
GROUP, 308 PEER SUPPORT SYSTEMS IN SCHOOLS, 309
SEX DIFFERENCES IN PROSOCIAL BEHAVIOR, 310 BOX 9.2: THE EFFECTS OF
PRIMARY DIVISION, STUDENT-MEDIATED CONFLICT RESOLUTION PROGRAMS ON
PLAYGROUND AGGRESSION, 311
CROSS-CULTURAL DIFFERENCES IN PROSOCIAL BEHAVIOR, 315 THE DEVELOPMENT OF
MORAL REASONING, 318 PIAGET S THEORY, 318 KOHLBERG S THEORY, 322
EARLY CRITICISMS OF KOHLBERG S THEORY, 325 LATER REVISIONS OF KOHLBERG S
THEORY, 326 THE DOMAIN APPROACH TO MORAL DEVELOPMENT, 328
IMAGE 8
CONTENTS
THE AGE OF MORAL RESPONSIBILITY IN THE CONTEXT OF YOUTH CRIME, 329 CAN
WE TEACH MORAL VALUES?, 331 EMOTIONAL LITERACY, 333 THE PATHS
INTERVENTION, 333
RESULTS OF THE PATHS INTERVENTION, 334 CHAPTER SUMMARY, 336 DISCUSSION
POINTS, 337 FURTHER READING, 337
CHAPTER 10 SOCIAL DOMINANCE, AGGRESSION AND BULLYING 339
DOMINANCE IN CHILDREN, 340 SOCIAL DOMINANCE IN YOUNGER CHILDREN, 340
SOCIAL DOMINANCE IN OLDER CHILDREN, 341 AGGRESSION IN CHILDREN, 342
TYPES AND TYPOLOGIES OF AGGRESSIVE BEHAVIOR, 343 DEVELOPMENTAL CHANGES
IN AGGRESSION, 345 IS AGGRESSION MALADAPTIVE?, 347 BOX 10.1: STRATEGIES
OF CONTROL, AGGRESSION AND MORALITY IN
PRESCHOOLERS: AN EVOLUTIONARY PERSPECTIVE, 348 ORIGINS OF AGGRESSION:
GENETIC FACTORS AND TEMPERAMENT, 350 CALLOUS-UNEMOTIONAL TRAITS, 351
ORIGINS OF AGGRESSION: PARENTING, 352 ORIGINS OF AGGRESSION: PEER GROUP
FACTORS, 353
ORIGINS OF AGGRESSION: NEIGHBORHOOD FACTORS, 354 DELINQUENCY, 355
INTERVENTIONS, 356 BULLYING IN SCHOOL, 357 FINDING OUT ABOUT BULLYING,
358 TYPES OF BULLYING, 361 CYBERBULLYING, 362 INCIDENCE AND STRUCTURAL
FEATURES OF BULLYING, 363 CAUSES OF BULLYING, 364 CONSEQUENCES OF BEING
VICTIMIZED, 365 INTERVENTIONS AGAINST BULLYING, 366 LARGE-SCALE
SCHOOL-BASED INTERVENTION PROGRAMS, 368
BOX 10.2: BULLY/VICTIM PROBLEMS AMONG SCHOOLCHILDREN: BASIC FACTS AND
EFFECTS OF A SCHOOL-BASED INTERVENTION PROGRAM, 369 CHAPTER SUMMARY, 372
DISCUSSION POINTS, 373 FURTHER READING, 373
IMAGE 9
CONTENTS
PART IV CHILDREN S DEVELOPING MINDS
CHAPTER 11
CHAPTER 12
375
377 PERCEPTION METHODS FOR STUDYING INFANTS PERCEPTION, 379 PREFERENCE
TECHNIQUE, 379 BOX 11.1: IS FACE-PROCESSING SPECIES-SPECIFIC IN THE
FIRST YEAR OF
LIFE?, 380 HABITUATION, 382 CONDITIONING, 383 SUMMARY OF METHODS, 383
VISUAL PERCEPTION, 384
INVESTIGATING INFANTS VISUAL PERCEPTION, 384 PATTERN PERCEPTION, 385
FACE PERCEPTION, 385 BOX 11.2: EFFECTS OF PRIOR EXPERIENCE ON
4.5-MONTH-OLD INFANTS
OBJECT SEGREGATION, 390 PERCEPTUAL CONSTANCIES, 392 OBJECT SEPARATION,
394 DEPTH PERCEPTION, 395 AUDITORY PERCEPTION, 397
EFFECTS OF THE ENVIRONMENT ON PERCEPTUAL DEVELOPMENT, 399 INTERMODAL
PERCEPTION, 400 CHAPTER SUMMARY, 401 DISCUSSION POINTS, 401
FURTHER READING, 402
LANGUAGE 403
MAIN AREAS OF LANGUAGE DEVELOPMENT, 404 SEQUENCES IN LANGUAGE
DEVELOPMENT, 405 SHARED RHYTHMS, 406 BABBLING AND ECHOLAHA, 408
FIRST WORDS AND SENTENCES, 409 BOX 12.1: FACILITATING CHILDREN S SYNTAX
DEVELOPMENT, 410 GLEITMAN S SYNTACTIC BOOTSTRAPPING HYPOTHESIS, 413
BARRETT S MULTI-ROUTE MODEL, 415 FROM 3 TO 5 YEARS, 415 THE DEVELOPMENT
OF DISCOURSE AND NARRATIVE SKILLS, 416
TAKING ACCOUNT OF ONE S OWN AND OTHERS PERSPECTIVE, 416 THE ROLE OF
FANTASY AND MAKE-BELIEVE, 417 MASTERING THE CONVENTION OF DIFFERENT
GENRES, 419 PRE-READING AND PRE-WRITING SKILLS, 420
BOX 12.2: CATEGORIZING SOUNDS AND LEARNING TO READ: A CAUSAL CONNECTION,
421
IMAGE 10
CONTENTS
441
DYSLEXIA, 424 EXPLANATIONS OF DYSLEXIA, 425 THEORIES OF LANGUAGE
DEVELOPMENT, 426 THE INNATE BASIS OF LANGUAGE: CHOMSKY S VIEWS, 427
PINKER AND THE EVIDENCE FROM PIDGIN AND CREOLES, 430 LANGUAGE AND
COGNITION: A PIAGETIAN PERSPECTIVE, 431 COGNITIVE-FUNCTIONAL
LINGUISTICS, 432 ADULT-CHILD SPEECH, 435
A CONTINUING DEBATE, 437 CHAPTER SUMMARY, 439 DISCUSSION POINTS, 439
FURTHER READING, 440
CHAPTER 13 COGNITION: PIAGET S THEORY
UNDERLYING ASSUMPTIONS: STRUCTURE AND ORGANIZATION, 444 THE STAGES OF
COGNITIVE DEVELOPMENT, 446 THE SENSORI-MOTOR STAGE, 446
REINTERPRETATIONS OF PIAGET: THE SENSORI-MOTOR STAGE, 450
THE PRE-OPERATIONAL STAGE, 451 THE PRE-CONCEPTUAL PERIOD, 451 BOX 13.1:
PIAGET S MOUNTAINS REVISITED: CHANGES IN THE EGOCENTRIC LANDSCAPE, 453
THE INTUITIVE PERIOD, 455 REINTERPRETATIONS OF PIAGET: THE
PRE-OPERATIONAL STAGE, 459
BOX 13.2: CONSERVATION ACCIDENTS, 460 THE CONCRETE OPERATIONAL STAGE,
462 REINTERPRETATIONS OF PIAGET: THE CONCRETE OPERATIONAL STAGE, 463 THE
FORMAL OPERATIONAL STAGE, 463 REINTERPRETATIONS OF PIAGET: THE FORMAL
OPERATIONAL STAGE, 464 PIAGET S THEORY: AN OVERVIEW, 466 EDUCATIONAL
IMPLICATIONS, 467
CHAPTER SUMMARY, 468 DISCUSSION POINTS, 468 FURTHER READING, 469
CHAPTER 14 COGNITION: THE INFORMATION PROCESSING APPROACH 471
INFORMATION PROCESSING LIMITATIONS, 474 STAGE-LIKE PERFORMANCE IN
INFORMATION PROCESSING, 476 PROBLEM-SOLVING STRATEGIES, 478 BOX 14.1:
THE ORIGINS OF SCIENTIFIC REASONING, 478
ATTENTION, 487 MEMORY DEVELOPMENT, 488 ENCODING STRATEGIES, 488
RETRIEVAL STRATEGIES, 490
HOW DO MEMORY STRATEGIES DEVELOP?, 491
IMAGE 11
CONTENTS
METACOGNITION, 492 KNOWLEDGE AND MEMORY DEVELOPMENT, 493 CONSTRUCTIVE
MEMORY AND KNOWLEDGE STRUCTURES, 494 SUMMARY OF INFORMATION PROCESSING
APPROACH, 497
CHILDREN S EYEWITNESS RESEARCH, 497 CHILDREN S SUGGESTIBILITY, 498 BOX
14.2: THE EFFECTS OF STEREOTYPES AND SUGGESTIONS ON PRESCHOOLERS
REPORTS, 499
WHY ARE CHILDREN MISLED?, 503 THE COGNITIVE INTERVIEW, 505 ACHIEVING
BEST EVIDENCE, 506
THE EFFECTS OF STRESS ON CHILDREN S RECALL, 507 SUMMARY OF EYEWITNESS
RESEARCH AND SUGGESTIBILITY, 508 CHAPTER SUMMARY, 509 DISCUSSION POINTS,
509
FURTHER READING, 510
CHAPTER 15 CHILDREN S UNDERSTANDING OF MIND 511
THE FALSE-BELIEF TASK, 513 BOX 15.1: BELIEFS ABOUT BELIEFS:
REPRESENTATIONS AND CONSTRAINING FUNCTION OF WRONG BELIEFS IN YOUNG
CHILDREN S UNDERSTANDING OF DECEPTION, 514 CHILDREN S KNOWLEDGE OF MIND
BEFORE ABOUT 4 YEARS OF AGE, 520
DISTINGUISHING MENTAL STATES IN LANGUAGE, 520 UNDERSTANDING THE
RELATIONSHIP BETWEEN SEEING AND KNOWING, 521 UNDERSTANDING THE
APPEARANCE-REALITY DISTINCTION, 522 PREDICTING BEHAVIOR, 522 WHEN IS
THEORY OF MIND ACHIEVED?, 523
THEORY OF MIND AFTER 4 YEARS OF AGE, 525 THEORIES ABOUT THE DEVELOPMENT
OF UNDERSTANDING THE MIND, 528 DO CHILDREN WITH AUTISM LACK AN
UNDERSTANDING OF OTHER S MINDS?, 532
BOX 15.2: DOMAIN SPECIFICITY IN CONCEPTUAL DEVELOPMENT:
NEUROPSYCHOLOGICAL EVIDENCE FROM AUTISM, 536 HOW FAR CAN A DEFICIT IN
UNDERSTANDING MENTAL REPRESENTATIONS CONTRIBUTE TO AN EXPLANATION OF
ASD?, 539 CHAPTER SUMMARY, 541 DISCUSSION POINTS, 542 FURTHER READING,
542
M
IMAGE 12
CONTENTS
CHAPTER 16 LEARNING IN A SOCIAL CONTEXT
THE CHALLENGE OF VYGOTSKY, 544
543
INDIVIDUAL MENTAL FUNCTIONING: ITS SOCIOCULTURAL ORIGINS, 545 COLE S
WORK WITH THE KPELLE, 548 THE ZONE OF PROXIMAL DEVELOPMENT (ZPD), 549
HEDEGAARD S TEACHING EXPERIMENT, 550 LANGUAGE AND THOUGHT, 551 THE
IMPACT OF BRUNER, 553
SCAFFOLDING IN PRACTICE, 554 BOX 16.1: CAPTURING AND MODELING THE
PROCESS OF CONCEPTUAL CHANGE, 556 GUIDED PARTICIPATION IN SOCIOCULTURAL
ACTIVITY, 561 COLLECTIVE ARGUMENTATION, 563 THE COMMUNITY OF INQUIRY,
566 IMPLICATIONS FOR EDUCATION, 568
BOX 16.2: MATHEMATICS IN THE STREETS AND IN SCHOOLS, 569 THE ROLE OF
PEERS AS TUTORS, 572 COMPUTER-ASSISTED LEARNING (CAL), 574 IS SYNTHESIS
POSSIBLE?, 576
CHAPTER SUMMARY, 579 DISCUSSION POINTS, 579 FURTHER READING, 580
CHAPTER 1 7 INTELLIGENCE AND ATTAINMENT 58
THE DEVELOPMENT OF INTELLIGENCE TESTS, 582 THE FIRST TESTS, 582
REVISIONS OF THE BINET-SIMON SCALE, 584 OTHER INTELLIGENCE SCALES, 585
RELIABILITY AND VALIDITY, 589
RELIABILITY, 589 VALIDITY, 589 THE EARLY USES OF INTELLIGENCE TESTS, 590
CONCEPTS OF INTELLIGENCE, 591
STERNBERG S THEORY OF INTELLIGENCE, 592 BOX 17.1: PEOPLE S CONCEPTIONS
OF INTELLIGENCE, 593 SAVANTS, 596 BOX 17.2: CALENDAR COUNTING IN IDIOT
SAVANTS .
HOW DO THEY DO IT?, 596 INTELLIGENCE IN A SOCIAL-CULTURAL CONTEXT, 599
THE USE OF INTELLIGENCE TESTS, 601 CHILDREN WITH LEARNING DIFFICULTIES,
602
GIFTED CHILDREN, 602 ATTAINMENT TESTS, 604
IMAGE 13
CONTENTS
CHAPTER SUMMARY, 606 DISCUSSION POINTS, 607 FURTHER READING, 607
CHAPTER 18 DEPRIVATION AND ENRICHMENT: RISK AND RESILIENCE 609
DEPRIVATION, 610 EXTREME DEPRIVATION AND NEGLECT, 611 FERAL CHILDREN,
611 THE KOLUCHOVA TWINS, 612
GENIE, 614 THE EFFECTS OF INSTITUTIONAL REARING ON CHILDREN S
DEVELOPMENT, 616 EARLY STUDIES DURING AND AFTER WORLD WAR II (1939-45),
616 LATER STUDIES IN OTHER CULTURES, 617
ROMANIAN ADOPTEES: THE ENGLISH AND ROMANIAN ADOPTEES (ERA) STUDY, 618
SOCIALLY DISADVANTAGED CHILDREN, 621 SOCIAL DISADVANTAGE IN THE UK, 621
THE IMPACT OF RACIAL PREJUDICE AND DISCRIMINATION, 622 STREET CHILDREN,
624 GROWING UP WITH POLITICAL VIOLENCE, 625 BOX 18.1: CHILDREN AND
POLITICAL VIOLENCE: AN OVERVIEW, 625 EXPLANATORY MODELS, 627
THE DEFICIT AND DIFFERENCE MODELS, 627 RISK AND PROTECTIVE FACTORS,
628 RISK-FOCUSED INTERVENTION, 631 INTERVENTIONS: THE ROLE OF FAMILIES,
632 NURTURE GROUPS, 634 COMPENSATORY EDUCATION PROGRAMS IN THE USA, 634
USA COMPENSATORY PROGRAMS EVALUATED, 635
BOX 18.2: LASTING EFFECTS OF EARLY EDUCATION: A REPORT FROM THE
CONSORTIUM OF LONGITUDINAL STUDIES, 637 COMPENSATORY EDUCATION PROGRAMS
IN THE UK, 639 SURE START, 639 A CONTINUING DEBATE, 643
CHAPTER SUMMARY, 646 DISCUSSION POINTS, 646 FURTHER READING, 647
IMAGE 14
CONTENTS
PART V ADOLESCENCE 649
CHAPTER 19 ADOLESCENCE 651
THE BIOLOGICAL AND PHYSICAL CHANGES OF PUBERTY, 652 VARIATIONS IN
PHYSICAL MATURATION RATES, 655 THE SECULAR TREND IN AGE OF PUBERTY, 656
THEORIES CONCERNING PUBERTAL TIMING, 658
PSYCHOLOGICAL EFFECTS OF PUBERTY, 659 EFFECTS OF PHYSICAL CHANGES, 659
BOX 19.1: THE ASSOCIATIONS AMONG PERCEIVED PUBERTAL TIMING, PARENTAL
RELATIONS AND SELF-PERCEPTION IN TURKISH ADOLESCENTS, 660 EFFECTS OF
HORMONES, 663
BRAIN DEVELOPMENT AT PUBERTY, 664 EFFECTS OF COGNITIVE CHANGES, 665
EFFECTS OF EARLY AND LATE MATURATION, 666 SEXUAL AND ROMANTIC
DEVELOPMENT, 669 LESBIAN AND GAY ADOLESCENTS, 670 ADOLESCENCE AS A
PERIOD OF TURMOIL, OR STORM AND STRESS , 671 IDENTITY DEVELOPMENT AND
THE IDENTITY CRISIS , 673 CONFLICTS WITH PARENTS, 675 MOOD DISRUPTION,
677 THE ISLE OF WIGHT STUDY, 677 RELATIONS WITH PEERS AND RISK-TAKING
BEHAVIORS, 680
BOX 19.2: CULTURAL BASES OF RISK BEHAVIOR: DANISH ADOLESCENTS, 682
ADOLESCENCE IN DIFFERENT CULTURES, 684 MARGARET MEAD AND SAMOA, 684
BROAD AND NARROW SOCIALIZATION, 685 HISTORICAL CHANGES IN ADOLESCENT
BEHAVIOR, 686
SEXUAL ATTITUDES AND BEHAVIOR, 686 LEISURE PURSUITS AND ICT, 687
ADOLESCENT MENTAL HEALTH, 691 CHAPTER SUMMARY, 692 DISCUSSION POINTS,
692
FURTHER READING, 693
REFERENCES INDEX
695 783
|
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| author | Smith, Peter K. 1943- Cowie, Helen Blades, Mark |
| author_GND | (DE-588)140444297 |
| author_facet | Smith, Peter K. 1943- Cowie, Helen Blades, Mark |
| author_role | aut aut aut |
| author_sort | Smith, Peter K. 1943- |
| author_variant | p k s pk pks h c hc m b mb |
| building | Verbundindex |
| bvnumber | BV039593664 |
| classification_rvk | CQ 6000 |
| ctrlnum | (OCoLC)760115883 (DE-599)OBVAC08342490 |
| discipline | Psychologie |
| edition | 5. ed. |
| format | Book |
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| id | DE-604.BV039593664 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T15:58:05Z |
| institution | BVB |
| isbn | 9781405176019 1405176016 |
| language | Undetermined |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024444710 |
| oclc_num | 760115883 |
| open_access_boolean | |
| owner | DE-11 DE-19 DE-BY-UBM DE-473 DE-BY-UBG |
| owner_facet | DE-11 DE-19 DE-BY-UBM DE-473 DE-BY-UBG |
| physical | XXIV, 805 S. Ill., graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Wiley |
| record_format | marc |
| spellingShingle | Smith, Peter K. 1943- Cowie, Helen Blades, Mark Understanding children's development Kinderpsychologie (DE-588)4073410-9 gnd Psychologie (DE-588)4047704-6 gnd Kind (DE-588)4030550-8 gnd Entwicklung (DE-588)4113450-3 gnd |
| subject_GND | (DE-588)4073410-9 (DE-588)4047704-6 (DE-588)4030550-8 (DE-588)4113450-3 |
| title | Understanding children's development |
| title_auth | Understanding children's development |
| title_exact_search | Understanding children's development |
| title_full | Understanding children's development Peter K. Smith, Helen Cowie, Mark Blades |
| title_fullStr | Understanding children's development Peter K. Smith, Helen Cowie, Mark Blades |
| title_full_unstemmed | Understanding children's development Peter K. Smith, Helen Cowie, Mark Blades |
| title_short | Understanding children's development |
| title_sort | understanding children s development |
| topic | Kinderpsychologie (DE-588)4073410-9 gnd Psychologie (DE-588)4047704-6 gnd Kind (DE-588)4030550-8 gnd Entwicklung (DE-588)4113450-3 gnd |
| topic_facet | Kinderpsychologie Psychologie Kind Entwicklung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024444710&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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