Kail Advances in Child Development and Behavior

1. Auflage 2003
ISBN: 978-0-08-049329-9
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band Volume 31, 496 Seiten, Web PDF

Reihe: Advances in Child Development and Behavior

Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 31 discusses chidren's understanding of photographs as spatial and expressive representations, school relationships and their influence on behavior, literacy and the role of letter names, emotion, morality, and self, working memory in infancy, differentiated sense of the past and the future, cognitive flexibility and language abilities, understanding children with medical and physical disorders, bio-ecological environment and development, and early literacy.

Autoren/Hrsg.

Kail, Robert V.

Inhaltsverzeichnis

1;Cover;1
2;Contents;6
3;Contributors;10
4;Preface;12
5;Chapter 1. Beyond Point And Shoot: Children’s Developing Understanding of Photographs as Spatial and Expressive Representations;14
5.1;I. A Photographic Vision;14
5.2;II. Beneath the Photographic Surface;16
5.3;III. Empirical Investigations of Photographic Development;25
5.4;IV. The Larger Developmental Picture;46
5.5;References;52
6;Chapter 2. Probing the Adaptive Significance of Children’s Behavior and Relationships in the School Context: A Child by Environment Perspective;56
6.1;I. Introduction;57
6.2;II. Primary Premises and Findings from Research Guided by ‘‘Main Effects’’ Models;60
6.3;III. Primary Premises and Findings from Research Guided by ‘‘Child by Environment’’ Models;86
6.4;IV. Summary and Conclusions;97
6.5;References;108
7;Chapter 3. The Role of Letter Names in the Acquisition of Literacy;118
7.1;I. Introduction;118
7.2;II. Letter Names in English and Other Alphabetic Writing Systems;121
7.3;III. Children’s Learning of Letter Names;126
7.4;IV. Children’s Learning of Letter Sounds;132
7.5;V. Role of Letter Names in Learning to Read Words;136
7.6;VI. Role of Letter Names in Learning to Spell Words;142
7.7;VII. Conclusions;145
7.8;References;147
8;Chapter 4. Early Understandings of Emotion, Morality, and Self: Developing a Working Model;150
8.1;I. Internal Working Models and Relationships;152
8.2;II. Internal Working Models and Cognitive Growth;154
8.3;III. Developing a Working Model;163
8.4;IV. Conclusion: The Impact of Relationships on Emotion, Morality„and the Self ;178
8.5;References;181
9;Chapter 5. Working Memory in Infancy;186
9.1;I. Introduction;186
9.2;II. Toward a Definition of WM in Infants;188
9.3;III. Research on WM in Infants;195
9.4;IV. Frontiers of Research on WM in Infants;215
9.5;References;230
10;Chapter 6. The Development of a Differentiated Sense of the Past and the Future;242
10.1;I. The Past and Future in Children’s and Parents’ Language;245
10.2;II. Differentiation of the Past and of the Future;248
10.3;III. Differentiation Between the Past and the Future;266
10.4;IV. Conclusions and Directions for Future Research;274
10.5;References;279
11;Chapter 7. The Development of Cognitive Flexibility and Language Abilities;284
11.1;I. What is Flexible Cognition?;286
11.2;II. Developing Toward ƒ ? Adults Flexible Cognitive Processing of Meanings and Messages;292
11.3;III. Toward a Model of Flexible Representation in Language Processing;296
11.4;IV. Children’s Flexible Thinking About Meanings and Messages;298
11.5;V. Questions and Conclusions;329
11.6;References;333
12;Chapter 8. A Bio-Social-Cognitive Approach to Understanding and Promoting The Outcomes of Children with Medical and Physical Disorders;342
12.1;I. Introduction;342
12.2;II. Theoretical Models Employed to Understand the Experiences of Children with Medical and Physical Disorders;343
12.3;III. Optimizing the Outcomes of Children with Medical and Physical Disorders;362
12.4;IV. Integration;368
12.5;References;369
13;Chapter 9. Expanding Our View of Context: The Bio-ecological Environment and Development;376
13.1;I. Starting with the Psychosocial Environment;378
13.2;II. Going Beyond the Psychosocial: The Bio-ecological Environment;381
13.3;III. The Bio-ecological Environment and Children’s Development;384
13.4;IV. Bringing it All Together: A Converging Structural and Conceptual Framework;401
13.5;V. Conclusions;407
13.6;References;408
14;Chapter 10. Pathways to Early Literacy: The Complex Interplay of Child, Family, and Sociocultural Factors;424
14.1;I. Introduction;425
14.2;II. Child Factors and Early Literacy Development;429
14.3;III. Parenting and Early Literacy Development;433
14.4;IV. Sociocultural Factors and Early Literacy Development;439
14.5;V. Schooling Influences and Children’s Early Literacy Development;443
14.6;VI. Dynamic Relations Between Child, Family, & Sociocultural Factors, Schooling Influences and Early Literacy Skills;444
14.7;VII. Conclusion;452
14.8;References;453
15;Author Index;462
16;Subject Index;486
17;Contents of Previous Volumes;502