Child and Adolescent Development

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.

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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...