Stevens' handbook of experimental psychology and cognitive neuroscience. Volume 4, Developmental & social psychology / editors, John T. Wixted, Simona Ghetti.

Format:

Book

Contributor:

Wixted, John T., editor.

Ghetti, Simona, editor.

Language:

English

Subjects (All):

Cognitive neuroscience--Handbooks, manuals, etc.

Cognitive neuroscience.

Psychology, Experimental--Handbooks, manuals, etc.

Psychology, Experimental.

Physical Description:

1 online resource (662 pages)

Online

Edition:

Fourth edition.

Place of Publication:

New York : Wiley, 2018.

Summary:

IV. Developmental & Social Psychology: Simona Ghetti (Volume Editor) (Topics covered include development of visual attention; self-evaluation; moral development; emotion-cognition interactions; person perception; memory; implicit social cognition; motivation group processes; development of scientific thinking; language acquisition; development of mathematical reasoning; emotion regulation; emotional development; development of theory of mind; category and conceptual development; attitudes; executive function.)

Contents:

Cover

Title Page

Copyright

Contributors

Contents

Preface

Developmental Psychology

Chapter 1: Development of Visual Attention

Introduction

Background Issues

Defining Visual Attention

Influential Models and Common Tasks

Development of Attention

Emerging Trends and Future Directions in the Study of the Development of Visual Attention

Attention and Its Interactions with Learning and Memory

New Tools to Study Visual Attention

Semi-Naturalistic Measurement in the Study of Visual Attention

Conclusion

References

Chapter 2: Category Learning and Conceptual Development

What Are Concepts?

Principles of Conceptual Development

Structure and Organization of This Chapter

Theoretical Approaches to Concepts and Their Development

Early Psychological Theories

Subsequent Theoretical Development

Summary

Multiple Manifestations of Conceptual Behavior

Category Learning and Category Knowledge

Perceptual Groupings, Categories, Concepts, and Conceptual Networks

Different Kinds of Categories

Spontaneous versus Supervised Category Learning

Conceptual Development in Infancy

Preverbal Infants Exhibit Evidence of Category Learning

Preverbal Infants Can Learn Categories Without Teaching or Supervisory Signal

Controversial Issues in Infant Category Learning

Conceptual Development After Infancy

Role of Cognitive and Linguistic Factors in Conceptual Development

Development of Semantic Knowledge and Its Role in Conceptual Development

Development of Conceptual Hierarchies

Role of Categories in Inductive Inference

Chapter 3: Language Acquisition

Phonology

Phonemes and Rules

Word Segmentation

Lexicon

Grammatical Categories

Lexical Meanings.

Summary

Syntax

Clause Structure

Syntactic Dependencies

Semantics

Interpreting Pronouns

Quantification and Scope

Chapter 4: Development of Episodic Memory: Processes and Implications

Role of Binding and Control Processes

Development of Episodic Memory

Infancy

Early Childhood

Middle Childhood into Adolescence

Considerations for Future Research and Implications

Chapter 5: Development of Cognitive Control Across Childhood and Adolescence

Developmental Changes in Cognitive Control and the Role of the Prefrontal Cortex

Cognitive Control and the Prefrontal Cortex

Development of Working Memory

Development of Response Inhibition

Development of Performance Monitoring

Developmental Changes in Affective Decision Making

Delay of Gratification

Developmental Changes in Cognitive Control and Social Decision Making

Development of the Social Brain

Development of Self-Other Perspectives in Consideration of Fairness

Development of Fairness Perspectives

Future Directions

Chapter 6: Development of Mathematical Reasoning

Building Blocks of Mathematical Cognition

Nonsymbolic "Number Sense

Symbolic Representations and Their Mapping to Nonsymbolic Representations

Development of Arithmetic Problem-Solving Skills

Role of Foundational Symbolic and Nonsymbolic Skills

Working Memory and Cognitive Control

Development of Memory-Based Strategies

Neurodevelopmental Processes Underlying Building Blocks of Numerical Cognition

Neural Building Blocks

Multisensory Mapping: Development of STG-FG Circuits for Mapping Number Words to Symbols

Semantic Mapping: Development of Ventral-Dorsal Stream Circuits Supports Symbolic to Nonsymbolic Mapping.

Developmental Shifts from Prefrontal to Specialized Parietal Circuits

Neurodevelopmental Processes in Mathematical Reasoning

Parietal-Frontal Working Memory Systems in the Development of Mathematical Cognition

Development of Unique Representations for Distinct Numerical Problems

Medial Temporal Lobe: System for Associative Learning

Cognitive Control Systems in Mathematical Cognition

Conclusions and Future Directions

Chapter 7: Development of Scientific Thinking

Why Study Scientific Thinking?

Cultural Value

Inherent Importance and Difficulty

The Paradox of the "Child as Scientist

Educational Relevance

What Is Scientific Thinking?

Conceptual Thinking in Science

Procedural Thinking in Science

Taxonomy for Categorizing Experimental Studies of Scientific Thinking

Empirical Investigations of the Development of Scientific Thinking

Searching the Hypothesis Space

Searching the Experiment Space

Evaluating Evidence

Conclusion: Revisiting the Child as Scientist

Chapter 8: Theory of Mind

Introduction: Definition and Distinctions

Theory-Based Versus Immediate Induction

Cold/Cognitive versus Hot/Affective Theory of Mind

Developmental Trajectory of Theory of Mind

False-Belief Development

Implicit False Belief: New Debates and Controversies

Beyond False Belief: Understanding Other Mental States

Theory of Mind Development in Middle and Late Childhood

Factors Associated with Theory of Mind Development

Executive Functioning and Theory of Mind

Neural Bases of Theory of Mind Development

Experiential Bases of Theory of Mind Development

Theory of Mind in the Real World: A Few Examples

Theory of Mind and Social Competence

Deception

Moral Judgment

Developmental Disorders, Autism, and Theory of Mind.

Primary Deficits in Executive Function and Theory of Mind Delays

Autism

Theoretical Frameworks of Theory of Mind Development

Theory Theory

Social Construction Views

Innateness and Modularity

Chapter 9: Emotion Development from an Experimental and Individual Differences Lens

Historical Trends Shaping the Study of Emotion Development

What Does It Mean to Be a "Real" Science?

What Are the Core Methodologies in Developmental Science?

Current Approaches to Emotion Development

Bridging Two Research Traditions

Experimental Work in Emotion Development

Individual Differences in Emotion Development

Conclusion and Future Directions

Chapter 10: Moral Reasoning: Theory and Research in Developmental Science

Moral Reasoning

Moral Domain

What Is (Moral) Reasoning?

Origins and Development of Moral Reasoning

Precursors of Moral Reasoning in the First Years

Emergence of Moral Reasoning: Early Preschool Years

Moral Reasoning in Complex Contexts

Morality and Group Identity

Morality and Social Exclusion

Moral Reasoning and the Allocation of Resources and Social Inequalities

Social Psychology

Chapter 11: Attitudes

Attitudes: Definition and Related Constructs

Measurement: Direct and Indirect

Eras in Attitude Theory

Functions of Attitudes

Attitude-Behavior Consistency

Beyond Behavior: Other Impacts of Attitudes

Persuasion: Attitude Change

Brief Overview of Conceptual Developments

Dual-Process and Multiprocess Theories

The Elaboration Continuum as an Organizing Framework

Recent/Emerging Trends

Measurement: Priming and Response Time Measures

Differences Between Explicit and Implicit Measures.

Self-Standards in Dissonance

Pro-Attitudinal Versus Counterattitudinal Messages: Impact on Information Processing

Metacognition and Attitude Properties

Chapter 12: Implicit Social Cognition

What Is "Implicit" About Implicit Social Cognition?

Measurement Instruments

Sequential Priming Tasks

Implicit Association Test

Affect Misattribution Procedure

Other Instruments

Relationship Between Implicit and Explicit Measures

Prediction of Behavior

Formation, Change, and Context Effects

Formation

Change

Context Effects

Lack of Process Purity

Questions and Controversies

Do Implicit Measures Uncover Unconscious Representations?

Is the Difference Between Implicit and Explicit Measures Just a Matter of Social Desirability?

Do Implicit Measures Capture a Person's True Beliefs or Just Cultural Associations?

Do Implicit Measures Reflect Associative or Propositional Processes?

Chapter 13: Psychology and Neuroscience of Person Perception

Bottom-Up Perceptual Cues and the Target of Social Perception

Facial Cues

Bodily Cues

Vocal Cues

Top-Down Factors in the Environment and Harbored in the Perceiver

Visual Context

Prior Knowledge and Familiarity

Stereotypes

Motivation

Intergroup Processes

Computational and Neural Mechanisms

Downstream Consequences of Person Perception

Chapter 14: Group Processes and Intergroup Relations

Group Processes and Intergroup Relations

What Are Groups, and Why Do People Join Them?

What Is a Social Group?

How Groups Differ

Motivations for Affiliation and Group Membership

How Being in the Physical Presence of Others Affects Our Behavior

Social Facilitation

Deindividuation.

Social Loafing.

Notes:

Includes bibliographical references at the end of each chapters and indexes.

Description based on online resource; title from PDF title page (EBC, viewed March 7, 2018).

ISBN:

9781119170082

1119170087

9781119170068

1119170060

OCLC:

1022787097