| Preface |
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xix | |
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Chapter 1 An Introduction to Child Development |
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1 | (39) |
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Reasons to Learn About Child Development |
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3 | (3) |
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3 | (1) |
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4 | (2) |
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Box 1.1 A Closer Look: The Romanian Adoption Study |
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6 | (2) |
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Understanding Human Nature |
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6 | (2) |
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Historical Foundations of the Study of Child Development |
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8 | (2) |
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Early Philosophers' Views of Children's Development |
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8 | (1) |
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9 | (1) |
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Darwin's Theory of Evolution |
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10 | (1) |
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Enduring Themes in Child Development |
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10 | (13) |
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1 Nature and Nurture: How Do Nature and Nurture Together Shape Development? |
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11 | (1) |
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2 The Active Child: How Do Children Shape Their Own Development? |
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12 | (1) |
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3 Continuity/Discontinuity: In What Ways Is Development Continuous, and in What Ways Is It Discontinuous? |
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13 | (3) |
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4 Mechanisms of Change: How Does Change Occur? |
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16 | (2) |
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5 The Sociocultural Context: How Does the Sociocultural Context Influence Development? |
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18 | (3) |
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6 Individual Differences: How Do Children Become So Different from One Another? |
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21 | (1) |
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7 Research and Children's Welfare: How Can Research Promote Children's Well-Being? |
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22 | (1) |
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Box 1.2 Individual Differences: Can Children Learn to Be More Intelligent? |
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23 | (1) |
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Methods for Studying Child Development |
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23 | (13) |
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24 | (2) |
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Contexts for Gathering Data About Children |
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26 | (3) |
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Correlation and Causation |
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29 | (3) |
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Research Designs for Examining Children's Development |
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32 | (3) |
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Ethical Issues in Child-Development Research |
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35 | (1) |
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36 | (4) |
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Chapter 2 Prenatal Development and the Newborn Period |
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40 | (38) |
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41 | (1) |
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Box 2.1 A Closer Look: Beng Beginnings |
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42 | (2) |
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42 | (2) |
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Box 2.2 Individual Differences: Do Girls Outnumber Boys? |
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44 | (9) |
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44 | (1) |
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45 | (2) |
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An Illustrated Summary of Prenatal Development |
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47 | (2) |
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Fetal Experience and Behavior |
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49 | (3) |
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52 | (1) |
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Hazards to Prenatal Development |
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53 | (5) |
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54 | (4) |
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Box 2.3 Applications: Sudden Infant Death Syndrome |
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58 | (5) |
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60 | (3) |
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63 | (3) |
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Diversity of Childbirth Practices |
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64 | (2) |
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66 | (8) |
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66 | (3) |
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Negative Outcomes at Birth |
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69 | (5) |
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74 | (4) |
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Chapter 3 Biology and Behavior |
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78 | (39) |
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80 | (6) |
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Genetic and Environmental Forces |
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80 | (6) |
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Box 3.1 Applications: Genetic Testing |
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86 | (3) |
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89 | (5) |
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Quantitative Genetics Research Designs |
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89 | (2) |
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91 | (2) |
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Molecular Genetics Research Designs |
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93 | (1) |
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Box 3.2 Individual Differences: Genetically Transmitted Developmental Disorders |
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94 | (2) |
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95 | (1) |
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96 | (3) |
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96 | (1) |
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96 | (2) |
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98 | (1) |
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Box 3.3 A Closer Look: Mapping the Mind |
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99 | (5) |
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The Importance of Experience |
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102 | (2) |
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The Body: Physical Growth and Development |
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104 | (8) |
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105 | (1) |
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105 | (6) |
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111 | (1) |
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Box 3.4 A Closer Look: Poverty and Health Disparities |
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112 | (1) |
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113 | (4) |
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Chapter 4 Theories of Cognitive Development |
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117 | (41) |
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120 | (9) |
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View of Children's Nature |
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120 | (1) |
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Central Developmental Issues |
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121 | (8) |
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Box 4.1 Applications: Educational Applications of Piaget's Theory |
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129 | (2) |
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129 | (2) |
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Information-Processing Theories |
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131 | (8) |
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View of Children's Nature |
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132 | (1) |
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Central Developmental Issues |
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133 | (4) |
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The Development of Problem Solving |
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137 | (2) |
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Box 4.2 Applications: Educational Applications of Information-Processing Theories |
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139 | (1) |
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140 | (4) |
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View of Children's Nature |
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141 | (1) |
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Central Developmental Issue: Nativism Versus Constructivism |
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142 | (2) |
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Box 4.3 Applications: Educational Applications of Core-Knowledge Theories |
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144 | (1) |
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144 | (4) |
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View of Children's Nature: Vygotsky's Theory |
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146 | (1) |
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Central Developmental Issues |
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147 | (1) |
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Box 4.4 Applications: Educational Applications of Sociocultural Theories |
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148 | (1) |
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149 | (4) |
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View of Children's Nature |
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150 | (1) |
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Central Developmental Issues |
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151 | (2) |
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Box 4.5 Applications: Educational Applications of Dynamic-Systems Theories |
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153 | (1) |
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153 | (5) |
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Chapter 5 Perception, Action, and Learning in Infancy |
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158 | (39) |
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160 | (4) |
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160 | (4) |
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Box 5.1 A Closer Look: Infants' Face Perception |
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164 | (6) |
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169 | (1) |
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Box 5.2 A Closer Look: Picture Perception |
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170 | (6) |
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173 | (1) |
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173 | (1) |
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174 | (2) |
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176 | (4) |
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176 | (1) |
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177 | (1) |
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Modern Views of Motor Development |
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178 | (1) |
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The Expanding World of the Infant |
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179 | (1) |
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Box 5.3 A Closer Look: "The Case of the Disappearing Reflex" |
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180 | (2) |
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Box 5.4 A Closer Look: "Gangway---I'm Coming Down" |
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182 | (2) |
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184 | (9) |
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185 | (1) |
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185 | (1) |
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186 | (1) |
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Instrumental Conditioning |
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187 | (1) |
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Observational Learning/Imitation |
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187 | (3) |
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190 | (1) |
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191 | (1) |
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192 | (1) |
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193 | (4) |
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Chapter 6 Development of Language and Symbol Use |
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197 | (38) |
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198 | (6) |
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The Components of Language |
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199 | (1) |
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What Is Required for Language? |
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200 | (4) |
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Box 6.1 Applications: Two Languages Are Better Than One |
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204 | (2) |
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The Process of Language Acquisition |
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206 | (8) |
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206 | (2) |
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208 | (2) |
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Preparation for Production |
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210 | (1) |
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211 | (3) |
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Box 6.2 Individual Differences: Language Development and Socioeconomic Status |
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214 | (5) |
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218 | (1) |
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Box 6.3 Applications: iBabies: Technology and Language Learning |
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219 | (4) |
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221 | (2) |
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223 | (1) |
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Theoretical Issues in Language Development |
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223 | (3) |
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Chomsky and the Nativist View |
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224 | (1) |
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Ongoing Debates in Language Development |
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224 | (2) |
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Box 6.4 A Closer Look: "I Just Can't Talk Without My Hands": What Gestures Tell Us About Language |
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226 | (1) |
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Nonlinguistic Symbols and Development |
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227 | (1) |
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Using Symbols as Information |
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227 | (1) |
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Box 6.5 Individual Differences: Developmental Language Disorders |
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228 | (4) |
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230 | (2) |
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232 | (3) |
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Chapter 7 Conceptual Development |
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235 | (40) |
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Understanding Who or What |
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238 | (9) |
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Dividing Objects into Categories |
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238 | (4) |
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Understanding Oneself and Other People |
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242 | (5) |
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Box 7.1 Individual Differences: Children with Autism Spectrum Disorders (ASD) |
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247 | (4) |
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Knowledge of Living Things |
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250 | (1) |
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Box 7.2 Individual Differences: Imaginary Companions |
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251 | (4) |
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Understanding Why, Where, When, and How Many |
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255 | (4) |
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256 | (3) |
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Box 7.3 A Closer Look: Magical Thinking and Fantasy |
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259 | (4) |
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260 | (3) |
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Box 7.4 Individual Differences: Development of Spatial Concepts in Blind and Visually Impaired People |
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263 | (8) |
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264 | (2) |
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266 | (3) |
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Relations Among Understanding of Space, Time, and Number |
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269 | (2) |
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271 | (4) |
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Chapter 8 Intelligence and Academic Achievement |
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275 | (41) |
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277 | (2) |
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Intelligence as a Single Trait |
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277 | (1) |
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Intelligence as a Few Basic Abilities |
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277 | (1) |
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Intelligence as Numerous Cognitive Processes |
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278 | (1) |
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278 | (1) |
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279 | (4) |
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The Contents of Intelligence Tests |
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280 | (1) |
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The Intelligence Quotient (IQ) |
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280 | (2) |
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282 | (1) |
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IQ Scores as Predictors of Important Outcomes |
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283 | (2) |
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Other Predictors of Success |
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284 | (1) |
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Genes, Environment, and the Development of Intelligence |
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285 | (9) |
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285 | (2) |
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Influence of the Immediate Environment |
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287 | (3) |
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290 | (4) |
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Box 8.1 Applications: A Highly Successful Early Intervention: The Carolina Abecedarian Project |
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294 | (2) |
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Alternative Perspectives on Intelligence |
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296 | (2) |
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296 | (1) |
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297 | (1) |
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Acquisition of Academic Skills: Reading, Writing, and Mathematics |
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298 | (4) |
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298 | (4) |
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Box 8.2 Individual Differences: Dyslexia |
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302 | (9) |
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304 | (2) |
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306 | (5) |
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B0X 8.3 Applications: Mathematics Disabilities |
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311 | (1) |
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312 | (4) |
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Chapter 9 Theories of Social Development |
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316 | (36) |
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318 | (4) |
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Freud's Theory of Psychosexual Development |
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319 | (1) |
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Erikson's Theory of Psychosocial Development |
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320 | (1) |
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321 | (1) |
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322 | (4) |
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322 | (1) |
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Skinner's Operant Conditioning |
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323 | (1) |
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324 | (1) |
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325 | (1) |
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Box 9.1 A Closer Look: Bandura and Bobo |
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326 | (1) |
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Theories of Social Cognition |
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326 | (7) |
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Selman's Stage Theory of Role Taking |
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328 | (1) |
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Dodge's Information-Processing Theory of Social Problem Solving |
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328 | (2) |
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Dweck's Theory of Self-Attributions and Achievement Motivation |
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330 | (2) |
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332 | (1) |
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Box 9.2 A Closer Look: Developmental Social Neuroscience |
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333 | (1) |
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334 | (6) |
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Ethological and Evolutionary Theories |
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334 | (3) |
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337 | (3) |
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Box 9.3 Individual Differences: Attention-Deficit Hyperactivity Disorder |
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340 | (8) |
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347 | (1) |
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348 | (4) |
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Chapter 10 Emotional Development |
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352 | (37) |
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The Development of Emotions |
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354 | (3) |
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Theories on the Nature and Emergence of Emotion |
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355 | (1) |
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The Emergence of Emotions |
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356 | (1) |
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Box 10.1 A Closer Look: Basic Emotional Expressions in Infants |
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357 | (5) |
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362 | (3) |
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Identifying the Emotions of Others |
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362 | (2) |
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Understanding Real and False Emotions |
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364 | (1) |
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Box 10.2 A Closer Look: Emotional Intelligence |
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365 | (1) |
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366 | (3) |
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The Development of Emotion Regulation |
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366 | (2) |
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The Relation of Emotion Regulation to Social Competence and Adjustment |
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368 | (1) |
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The Role of Family in Emotional Development |
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369 | (4) |
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Parents' Expression of Emotion |
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369 | (1) |
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Parents' Socialization of Children's Emotional Responses |
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370 | (3) |
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373 | (6) |
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374 | (2) |
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Determinants of Temperament |
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376 | (2) |
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How Temperament Fits with Environment |
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378 | (1) |
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Mental Health, Stress, and Internalizing Mental Disorders |
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379 | (1) |
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379 | (1) |
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Box 10.3 Applications: Toxic Stress and Adverse Childhood Experiences |
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380 | (2) |
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Internalizing Mental Disorders |
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381 | (1) |
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Box 10.4 Individual Differences: Gender Differences in Adolescent Depression |
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382 | (3) |
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385 | (4) |
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Chapter 11 Attachment to Others and Development of the Self |
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389 | (35) |
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The Caregiver-Child Attachment Relationship |
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391 | (5) |
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392 | (1) |
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Measurement of Attachment Security |
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393 | (3) |
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Box 11.1 A Closer Look: Does Childcare Interfere with Attachment? |
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396 | (3) |
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Sources of Individual Differences in Attachment Styles |
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396 | (3) |
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Box 11.2 Applications: Interventions to Improve Attachment |
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399 | (2) |
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Attachment and Social-Emotional Development |
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400 | (1) |
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401 | (3) |
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402 | (2) |
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Box 11.3 Individual Differences: Development of Self-Awareness Among Autistic Children |
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404 | (7) |
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408 | (3) |
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Box 11.4 A Closer Look: Is Too Much Praise Bad for Self-Esteem? |
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411 | (10) |
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413 | (8) |
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421 | (3) |
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424 | (34) |
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426 | (2) |
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Changes in Family Structure in the United States |
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426 | (2) |
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Box 12.1 Individual Differences: Teenagers as Parents |
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428 | (5) |
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429 | (1) |
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430 | (2) |
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432 | (1) |
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433 | (2) |
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433 | (2) |
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Box 12.2 Applications: Should Parents Spank Their Children? |
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435 | (6) |
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Differences in Mothers' and Fathers' Interactions with Their Children |
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437 | (1) |
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The Child's Influence on Parenting |
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438 | (1) |
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439 | (2) |
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441 | (2) |
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442 | (1) |
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Consequences of Maltreatment |
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442 | (1) |
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Family Socioeconomic Context |
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443 | (1) |
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Box 12.3 Applications: Preventing Child Maltreatment |
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444 | (4) |
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444 | (2) |
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446 | (2) |
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Box 12.4 A Closer Look: Homelessness |
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448 | (3) |
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449 | (1) |
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450 | (1) |
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Box 12.5 Applications: Family-Leave Policies |
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451 | (3) |
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454 | (4) |
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Chapter 13 Peer Relationships |
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458 | (30) |
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460 | (1) |
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Box 13.1 Individual Differences: The Development of Children's Social Play |
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461 | (1) |
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462 | (1) |
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Children's Choice of Friends |
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462 | (1) |
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Box 13.2 Individual Differences: Culture and Children's Peer Experience |
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463 | (9) |
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Developmental Changes in Friendship |
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465 | (1) |
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The Role of Technology in Friendships |
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466 | (2) |
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Effects of Friendships on Psychological Functioning and Behavior |
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468 | (4) |
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Box 13.3 A Closer Look: Cyberbullying |
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472 | (2) |
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Gender Differences in the Functions of Friendships |
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473 | (1) |
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474 | (3) |
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Measurement of Peer Status |
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475 | (2) |
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Box 13.4 Applications: Fostering Children's Peer Acceptance |
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477 | (3) |
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Cross-Cultural Similarities and Differences in Factors Related to Peer Status |
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479 | (1) |
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The Role of Parents in Children's Peer Relationships |
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480 | (1) |
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Relations Between Attachment and Competence with Peers |
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480 | (1) |
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Box 13.5 A Closer Look: Parents' Strategies for Shaping Peer Relationships |
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481 | (3) |
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Quality of Ongoing Parent-Child Interactions and Peer Relationships |
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483 | (1) |
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484 | (4) |
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Chapter 14 Moral Development |
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488 | (38) |
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490 | (12) |
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Piaget's Theory of Moral Judgment |
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491 | (2) |
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Kohlberg's Theory of Moral Reasoning |
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493 | (3) |
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Social Domain Theory of Moral Development |
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496 | (3) |
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The Development of Conscience |
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499 | (3) |
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502 | (4) |
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The Development of Prosocial Behavior |
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503 | (1) |
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The Origins of Individual Differences in Prosocial Behavior |
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504 | (2) |
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Box 14.1 A Closer Look: Cultural Contributions to Children's Prosocial Tendencies |
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506 | (4) |
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Box 14.2 Applications: School-Based Interventions for Promoting Prosocial Behavior |
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510 | (1) |
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510 | (4) |
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The Development of Antisocial Behaviors |
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511 | (2) |
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The Origins of Aggression and Antisocial Behavior |
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513 | (1) |
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Box 14.3 A Closer Look: Oppositional Defiant Disorder and Conduct Disorder |
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514 | (7) |
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Interventions for Aggressive and Antisocial Children |
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520 | (1) |
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Box 14.4 Applications: Positive Youth Development and Service Learning |
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521 | (1) |
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522 | (4) |
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Chapter 15 Gender Development |
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526 | (45) |
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528 | (1) |
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Box 15.1 A Closer Look: Challenges to the Gender Binary |
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529 | (4) |
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Comparisons of Girls and Boys |
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530 | (3) |
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Theoretical Approaches to Gender Development |
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533 | (6) |
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533 | (1) |
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Cognitive and Motivational Influences |
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534 | (5) |
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Box 15.2 Applications: Where Are SpongeSally SquarePants and Curious Jane? |
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539 | (5) |
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543 | (1) |
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Milestones in Gender Development |
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544 | (8) |
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545 | (1) |
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546 | (1) |
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547 | (3) |
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550 | (2) |
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Patterns of Gender Development |
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552 | (14) |
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Physical Growth: Prenatal Development Through Adolescence |
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552 | (2) |
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Cognitive Abilities and Academic Achievement |
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554 | (6) |
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Interpersonal Goals and Communication |
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560 | (2) |
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562 | (4) |
|
Box 15.3 Applications: Sexual Harassment and Dating Violence |
|
|
566 | (1) |
|
|
|
567 | (4) |
|
|
|
571 | (1) |
|
Theme 1 Nature and Nurture: All Interactions, All the Time |
|
|
572 | (3) |
|
Nature and Nurture Begin Interacting Before Birth |
|
|
572 | (1) |
|
Infants' Nature Elicits Nurture |
|
|
573 | (1) |
|
|
|
573 | (1) |
|
Nature Does Not Reveal Itself All at Once |
|
|
574 | (1) |
|
Everything Influences Everything |
|
|
575 | (1) |
|
Theme 2 Children Play Active Roles in Their Own Development |
|
|
575 | (4) |
|
|
|
576 | (1) |
|
Active Interpretation of Experience |
|
|
577 | (1) |
|
|
|
577 | (1) |
|
Eliciting Reactions from Other People |
|
|
578 | (1) |
|
Theme 3 Development Is Both Continuous and Discontinuous |
|
|
579 | (3) |
|
Continuity/Discontinuity of Individual Differences |
|
|
579 | (1) |
|
Continuity/Discontinuity of Overall Development: The Question of Stages |
|
|
580 | (2) |
|
Theme 4 Mechanisms of Developmental Change |
|
|
582 | (5) |
|
Biological Change Mechanisms |
|
|
582 | (1) |
|
Behavioral Change Mechanisms |
|
|
583 | (2) |
|
Cognitive Change Mechanisms |
|
|
585 | (2) |
|
Change Mechanisms Work Together |
|
|
587 | (1) |
|
Theme 5 The Sociocultural Context Shapes Development |
|
|
587 | (4) |
|
Growing Up in Societies with Different Practices and Values |
|
|
588 | (1) |
|
Growing Up in Different Times and Places |
|
|
589 | (1) |
|
Growing Up in Different Circumstances Within a Society |
|
|
590 | (1) |
|
Theme 6 Individual Differences |
|
|
591 | (3) |
|
Breadth of Individual Differences at a Given Time |
|
|
592 | (1) |
|
|
|
592 | (1) |
|
Predicting Future Individual Differences on Other Dimensions |
|
|
593 | (1) |
|
Determinants of Individual Differences |
|
|
593 | (1) |
|
Theme 7 Child-Development Research Can Improve Children's Lives |
|
|
594 | (1) |
|
Implications for Parenting |
|
|
594 | (1) |
|
Implications for Education |
|
|
595 | (1) |
|
Implications for Helping Children at Risk |
|
|
596 | (2) |
|
|
|
598 | |
| Glossary |
|
1 | (1) |
| References |
|
1 | (1) |
| Name Index |
|
1 | (1) |
| Subject Index |
|
1 | |
