Advances in Child Development and Behavior

1. Auflage 2019
ISBN: 978-0-12-817887-4
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band Volume 56, 303 Seiten

Reihe: Advances in Child Development and Behavior

Advances in Child Development and Behavior, Volume 56 is the latest release in this classic resource on the field of developmental psychology. Chapters highlight some of the most recent research in the field of developmental psychology, with this release covering Early moral development through social interactions, Cognitive Functioning in Children with Down Syndrome: Moderators and Opportunities for Intervention, Cultural snapshots: A Method to Capture Social Contexts in the Development of Prejudice and Stereotyping, Speaking Your Mind: Language and Narrative in Young Children's Theory of Mind Development, Interactive Digital Media and Symbolic Development, Understanding Strategy Change: Individual, Meta-cognitive and Contextual Factors, and more. - Contains chapters that highlight some of the most recent research in the area of child development and behavior - Presents a high-quality and wide range of topics covered by well-known professionals

Autoren/Hrsg.

Inhaltsverzeichnis

1;Front Cover;1
2;Advances in Child Development and Behavior;4
3;Copyright;5
4;Contents;6
5;Contributors;10
6;Preface;12
7;Chapter One: The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth;16
7.1;1. Introduction;17
7.2;2. Overcoming three limitations in research on early morality;18
7.2.1;2.1. The need for definitions;18
7.2.2;2.2. Interactionism and constructivism: Beyond innate vs learned characteristics;20
7.2.3;2.3. Combining naturalistic and experimental methods to explain moral development;23
7.3;3. Children´s orientations toward helping and harming: Interactions and constructions over the first 4 years;25
7.3.1;3.1. The development of moral orientations toward helping;26
7.3.1.1;3.1.1. Conclusion: The early development of orientations toward helping;30
7.3.2;3.2. The development of moral orientations toward harming;31
7.3.2.1;3.2.1. Conclusion: The early development of orientations toward harming;35
7.4;4. A new science of early moral development;36
7.5;Acknowledgments;39
7.6;References;39
8;Chapter Two: Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence;52
8.1;1. The problem: Word learning challenge;53
8.2;2. Hypothesis testing vs associative learning;56
8.2.1;2.1. Hypothesis testing;56
8.2.1.1;2.1.1. Empirical evidence on HT;57
8.2.1.2;2.1.2. Modeling work on HT;58
8.2.2;2.2. Associative learning;60
8.2.2.1;2.2.1. Empirical evidence on AL;61
8.2.2.2;2.2.2. Modeling work on AL;62
8.3;3. Examining psychological components in a learning system;64
8.3.1;3.1. Information selection;65
8.3.2;3.2. Learning machinery;66
8.3.3;3.3. Decisions at test;66
8.4;4. New directions;69
8.4.1;4.1. Real-time behaviors;69
8.4.2;4.2. Real-world data;72
8.4.3;4.3. Neuroimaging evidence;73
8.5;5. General discussions;74
8.6;Acknowledgments;75
8.7;References;75
9;Chapter Three: When Representation Becomes Reality: Interactive Digital Media and Symbolic Development;80
9.1;1. Introduction;81
9.1.1;1.1. The dual nature of images;84
9.1.2;1.2. Objects of contemplation or action?;85
9.2;2. New digital world;86
9.2.1;2.1. Defining ``interactive´´ media;86
9.2.2;2.2. Augmenting reality with pictures;87
9.2.3;2.3. ``Seeing through´´ or seeing the surface;89
9.3;3. DeLoache´s model;90
9.3.1;3.1. Component factors of the model;91
9.3.1.1;3.1.1. Instruction: Symbolic apprenticeship;91
9.3.1.2;3.1.2. Aspects of symbolic objects: Iconicity and salience;93
9.3.1.3;3.1.3. Symbolization experience and domain knowledge;97
9.3.2;3.2. General cognitive development and symbol use;100
9.4;4. An updated Model for interactive media;101
9.4.1;4.1. Responsiveness: A ``fourth R´´;102
9.4.1.1;4.1.1. Contiguity;103
9.4.1.2;4.1.2. Contingency;103
9.4.1.3;4.1.3. Conjugate reinforcement;105
9.4.2;4.2. Factors in an updated theoretical Model;105
9.4.2.1;4.2.1. Responsiveness contributes to iconicity;105
9.4.2.1.1;4.2.1.1. Live video of oneself;106
9.4.2.1.2;4.2.1.2. Video chat;108
9.4.2.1.3;4.2.1.3. ``Instant´´ digital photos;109
9.4.2.1.4;4.2.1.4. Touchscreens;110
9.4.2.2;4.2.2. Responsiveness contributes to salience;110
9.4.2.3;4.2.3. Knowledge about referents and about responsive symbolic objects;112
9.4.2.3.1;4.2.3.1. Referent knowledge;112
9.4.2.3.2;4.2.3.2. Object knowledge;112
9.5;5. Learning from symbols and learning about them;113
9.6;6. Conclusion;115
9.7;Acknowledgments;116
9.8;References;116
9.9;Further reading;123
10;Chapter Four: Speaking Your Mind: Language and Narrative in Young Children´s Theory of Mind Development;124
10.1;1. Introduction;125
10.2;2. Theory of mind and language;125
10.2.1;2.1. Theory of mind;125
10.2.2;2.2. Language;126
10.2.2.1;2.2.1. Language and false belief;126
10.2.2.2;2.2.2. Mental terms and reference;130
10.3;3. Theory of mind and narrative;132
10.3.1;3.1. Narrative: A nexus between language and theory of mind;132
10.3.2;3.2. Why is narrative related to false belief understanding?;135
10.3.3;3.3. Parents narrative input and children´s theory of mind;137
10.3.4;3.4. Children´s narrative skills and theory of mind;140
10.3.5;3.5. Adult-child talk during shared reading;142
10.3.6;3.6. Directionality and underlying mechanisms of change;144
10.4;4. Conclusion;145
10.5;References;147
10.6;Further reading;155
11;Chapter Five: Cultural Snapshots: A Method to Capture Social Contexts in Development of Prejudice and Stereotyping;156
11.1;1. Introduction;157
11.2;2. How does socialization of prejudice and stereotyping occur?;158
11.2.1;2.1. What is the ``social environment´´? An expanded view of socialization;158
11.2.2;2.2. How have researchers studied children´s racial socialization?;160
11.2.2.1;2.2.1. Parental socialization;160
11.2.2.2;2.2.2. School/neighborhood socialization;162
11.2.2.3;2.2.3. Cultural socialization;164
11.2.2.4;2.2.4. Summary: Racial socialization through parents, schools, neighborhoods, and cultures;166
11.2.3;2.3. Evaluation of research on racial socialization;167
11.2.3.1;2.3.1. What information typically causes children to develop prejudice and stereotypes?;167
11.2.3.2;2.3.2. Beyond explicit socialization: Implicit socialization;167
11.3;3. Cultural snapshots: A method for examining socialization;169
11.3.1;3.1. What are cultural snapshots?;170
11.3.2;3.2. Features of cultural snapshots;172
11.3.2.1;3.2.1. Causality;173
11.3.2.2;3.2.2. Generalization;174
11.3.3;3.3. Child development and cultural snapshots;176
11.3.3.1;3.3.1. Feature integration;179
11.3.3.2;3.3.2. Ability to detect relevant environmental features;180
11.4;4. Cultural snapshots: Testing theory-driven hypotheses about racial socialization;181
11.4.1;4.1. What environmental features typically cause intergroup biases in children?;181
11.4.2;4.2. How does implicit socialization occur?;185
11.4.3;4.3. How are group norms communicated?;185
11.4.4;4.4. Summary;186
11.5;5. Flexibility of cultural snapshots;187
11.6;6. Conclusion;189
11.7;References;189
11.8;Further reading;196
12;Chapter Six: Cultural Influences on the Development of Children´s Memory and Cognition;198
12.1;1. The broad picture of culture and cognition;199
12.2;2. Development of memory and cognition in children;201
12.2.1;2.1. Episodic memory;202
12.2.2;2.2. Role of parenting style and collective reminiscing;205
12.2.3;2.3. Temporal and spatial understanding;207
12.3;3. Memory processes;209
12.3.1;3.1. Memory encoding;209
12.3.2;3.2. Memory reconstruction;211
12.4;4. Methodological issues;213
12.4.1;4.1. Controlled experiments on memory;213
12.4.2;4.2. Language;219
12.5;5. The dynamic nature of culture in the 21st century: Changing societies;222
12.5.1;5.1. Shifts toward individualism;222
12.5.2;5.2. Attitudes regarding parenting styles;225
12.5.3;5.3. One-child policy;227
12.5.4;5.4. Urban vs rural contexts;228
12.6;6. Applied implications;229
12.6.1;6.1. Forensic arena;229
12.6.2;6.2. Immigrants and asylum-seekers;230
12.7;7. Conclusion;231
12.8;References;232
12.9;Further reading;239
13;Chapter Seven: Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors;242
13.1;1. Cognitive development as change in strategies;243
13.2;2. Contextual factors;244
13.2.1;2.1. Feedback about performance;245
13.2.1.1;2.1.1. Factors that may moderate the effects of feedback;245
13.2.2;2.2. Exposure to alternatives;246
13.2.2.1;2.2.1. Factors that may moderate the effects of exposure to alternative strategies;247
13.2.3;2.3. Information that highlights problem structure;248
13.2.3.1;2.3.1. Factors that may moderate the effects of highlighting problem structure;249
13.2.4;2.4. Problem presentation;249
13.2.4.1;2.4.1. Factors that may moderate the effects of problem presentation;251
13.3;3. Individual factors;252
13.3.1;3.1. Stable individual differences;252
13.3.2;3.2. Transitory individual differences;254
13.4;4. Metacognitive factors;255
13.4.1;4.1. Perceived difficulty of problems;255
13.4.2;4.2. Judgments about current or possible strategies;256
13.5;5. Integrating factors in conceptual models of strategy change;258
13.5.1;5.1. Identifying causal factors in experimental and quasi-experimental studies;259
13.5.2;5.2. ``Diathesis-stress´´ or ``vulnerability-trigger´´ models;260
13.5.3;5.3. Cumulative risk models;261
13.5.4;5.4. Dynamic systems models;264
13.6;6. Conclusion;266
13.7;References;267
14;Chapter Eight: Cognitive Functioning in Children with Down Syndrome: Current Knowledge and Future Directions;272
14.1;1. Introduction;273
14.2;2. General intelligence;275
14.3;3. Language development;280
14.4;4. Recall memory;283
14.5;5. Executive functioning;287
14.5.1;5.1. Planning and goal-directed behavior;288
14.5.2;5.2. Inhibitory control;289
14.5.3;5.3. Cognitive flexibility;289
14.5.4;5.4. Working memory;290
14.6;6. Critical issues and future directions;291
14.6.1;6.1. Focus on longitudinal methodologies;291
14.6.2;6.2. Focus on mechanisms associated with cognitive change;293
14.7;7. Concluding remarks;294
14.8;References;295
14.9;Further reading;304
15;Back Cover;306