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This advanced text for psychology, human development, and education provides students with state-of-the-art overviews of the discipline in an accessible, affordable format. Unique both in the depth of its coverage and in the timeliness of the research that it presents, this comprehensive text conveys the field of child and adolescent development through the voices of scientists who themselves are now shaping the field.
Autorentext
WILLIAM DAMON, PHD, is a Senior Fellow at the Hoover Institution, the Director of the Stanford Center on Adolescence, and a Professor of Education at Stanford University. He has written several books, many book chapters, and numerous articles on child development and adolescence. RICHARD M. LERNER, PHD, is Bergstrom Chair in Applied Developmental Science at the Eliot-Pearson Department of Child Development at Tufts University. He is the author or editor of many publications, including the Handbook of Child Psychology, Sixth Edition, with William Damon (Wiley). Dr. Lerner is also a past editor of the Journal of Research on Adolescence.
Klappentext
"This is a superb compilation that makes much of the best contemporary work in child and adolescent development accessible to the next generation of developmental scholars."
Lynn S. Liben Distinguished Professor of Psychology, The Pennsylvania State University Editor, Child Development "This timely volume brings together cutting edge contributions to our increasingly diverse field, providing insights and advances in theory, research, and practice. A must-read."
Cynthia Garcia Coll, PhD Charles Pitt Robinson and John Palmer Barstow Professor of Education, Psychology, and Pediatrics, Brown University Editor, Developmental Psychology Child and Adolescent Development: An Advanced Course offers students explorations of issues at the forefront of this field. Unique both in the depth of its coverage and in the timeliness of the research that it presents, this comprehensive text conveys the field of child and adolescent development through the voices of scientists who themselves are now shaping the field. Their voices add a lively energy to the important topics discussed. Taken together, the book's chapters cover development in the biological, cognitive, linguistic, social, cultural, moral, personality, emotional, and aesthetic domains. In addition, the chapters explore an extensive range of contemporary research topics, including the significance of diversity in development and the results of various social policy and educational initiatives that attempt to foster gains in critical dimensions of youth development.
Inhalt
Preface xi
Contributors xiii
PART I: INTRODUCTION
CHAPTER1 THE SCIENTIFIC STUDY OF CHILD AND ADOLESCENT DEVELOPMENT: IMPORTANT ISSUES IN THE FIELD TODAY 3
William Damon and Richard M. Lerner
Developmental Systems Theory 5
Context of Human Development 6
Diversity 8
Multidisciplinarity 8
Focus on Biological Development and Neuroscience 9
Diverse and Innovative Methodologies 10
Application 11
Positive Child and Adolescent Development 11
Conclusions 12
References 13
PART II: BIOLOGICAL FOUNDATIONS
CHAPTER 2 NEURAL BASES OF COGNITIVE DEVELOPMENT 19
Charles A. Nelson III, Kathleen M. Thomas, and Michelle de Haan
Why Developmental Psychologists Should Be Interested in Neuroscience 19
Brain Development 21
Neural Bases of Cognitive Development 26
Object Recognition 33
Executive Functions 38
Conclusions 43
References 44
CHAPTER 3 TEMPERAMENT 54
Mary K. Rothbart and John E. Bates
Definition of Temperament 54
History of Temperament Research 55
Structure of Temperament 56
Neural Models of Temperament 58
Measurement of Temperament 59
Psychobiological Research Approaches 62
Temperament and Development 64
Temperament and the Development of Personality 69
Temperament and Adjustment 71
Conclusions 81
References 83
PART III: PARENTAL AND PEER RELATIONS
CHAPTER 4 SOCIALIZATION IN THE FAMILY: ETHNIC AND ECOLOGICAL PERSPECTIVES 95
Ross D. Parke and Raymond Buriel
Contemporary Theoretical Approaches to Socialization in the Family 96
Family Systems Approach to Socialization 98
Determinants of Family Socialization Strategies 111
Social Change and Family Socialization 113
Children and Families of Color in the United States: Issues of Race, Ethnicity, and Culture 115
Remaining Issues and Future Trends 126
Conclusion 128
References 128
PART IV: PERSONALITY, SELF, AND SELF-CONCEPT
CHAPTER5 PEER INTERACTIONS, RELATIONSHIPS, AND GROUPS 141
Kenneth H. Rubin, William M. Bukowski, Jeffrey G. Parker, and Julie C. Bowker
Orders of Complexity in Children's Peer Experiences 141
Culture 144
Peer Interactions, Relationships, and Groups: A Developmental Perspective 145
Proximal Correlates and Distal Predictors of Children's Peer Relationships 156
Social Cognitive Correlates of Peer Acceptance and Rejection 159
Childhood Peer Experiences and Later Adjustment 167
Conclusions 169
References 171
CHAPTER 6 PERSONALITY DEVELOPMENT 181
Rebecca L. Shiner and Avshalom Caspi
Developing Structure of Personality 182
Temperament and Personality Traits in Childhood and Adolescence: A Process-Focused, Developmental Taxonomy 186
Developmental Elaboration of Personality Traits 195
The Origins of Individual Differences in Personality 198
Personality Continuity and Change 200
Personality and the Life Course: How Early-Emerging Personality Differences Shape Developmental Pathways 204
Conclusions 208
References 209
CHAPTER 7 THE DEVELOPING SELF 216
Susan Harter
Antecedents of the Self as a Cognitive and Social Construction 217
Developmental Differences in Self-Representations during Childhood 221
Stability versus Change in Self-Representations 250
Gender Differences in Global and Domain-Specific Self-Evaluations 251
Cross-Cultural Comparisons 252
Ethnic Differences in Our Own Culture 253
Conclusions 254
References 255
PART V: LANGUAGE AND THOUGHT
CHAPTER 8 ACQUIRING LINGUISTIC CONSTRUCTIONS 263
Michael Tomasello
Theory 264
Early Ontogeny 266
Later Ontogeny 279
Processes of Language Acquisition 288
Conclusions 292
References 292
CHAPTER 9 CONCEPTUAL DEVELOPMENT 298
Susan A. Gelman and Charles W. Kalish
Background and Overview 298
Conceptual Diversity 301
Concepts Embedded in Theories 307
Conclusions 313
References 315
CHAPTER 10 DEVELOPMENT IN THE ARTS: DRAWING AND MUSIC 322
Ellen Winner
Drawing 323
Music 339
Conclusions 350
References 351
PART VI: EMOTION AND MOTIVATION
CHAPTER 11 PRINCIPLES OF EMOTION AND EMOTIONAL COMPETENCE 361
Carolyn Saarni, Joseph J. Campos, Linda A. Camras, and David Witherington
Conceptual Framework for Emotion 361
Development of Emotional Communication in Early Life 369 Emotional Development in Childhood and Adolescence: Social Eff...