Advances in child development and behavior / Lewis Paeff Lipsitt, Charles C. Spiker, editors.

Format:

Book

Contributor:

Lipsitt, Lewis Paeff, 1929-2021, editor.

Spiker, Charles C., editor.

Series:

Issn

Language:

English

Subjects (All):

Child development--Social aspects.

Child development.

Child psychology--Research--Methodology.

Child psychology.

Physical Description:

1 online resource (390 pages)

Edition:

1st ed.

Place of Publication:

Amsterdam : Academic Press, [1979]

Summary:

Advances in Child Development and Behavior, Volume 61, the latest release in this classic resource on the field of developmental psychology, includes a variety of timely updates, with this release presenting chapters on The Development of Mental Rotation Ability Across the First Year After Birth, Groups as Moral Boundaries: A Developmental.

Contents:

Intro

Advances in Child Development and Behavior

Copyright

Contents

Contributors

Preface

Chapter One: An interactionist perspective on the development of coordinated social attention

1. Introduction

2. Development of social attention through the lens of predictive processing

2.1. Learning in response to prediction errors

2.2. Implications of predictive processing for social learning

3. A brief review of current findings and theories of social attention

3.1. Empirical research from a first- or third-person perspective

3.2. Illustrative theories for explaining the development of social attention

3.3. Social attention develops continuously and involves improving mutual prediction

4. Studying social behavior at finer spatial and temporal scales

4.1. Time scales of human behavior

4.2. Eye tracking during social interaction

4.3. Neural oscillations and synchrony during social interaction

5. Summary and conclusions

References

Chapter Two: The importance of responsive parenting for vulnerable infants

1. The importance of early experience

1.1. The role of sensitive parenting in providing input to the developing brain

1.2. The role of sensitive parenting in buffering the developing infant

1.3. The role of sensitive parenting in attachment formation

2. Interventions to enhance responsive care

2.1. Video-feedback intervention to promote positive parenting-sensitive discipline

2.2. Child-parent psychotherapy

2.3. Attachment and biobehavioral catch-up

2.3.1. Intervention target 1. Helping parents behave in nurturing ways

2.3.2. Intervention target 2. Helping parents follow their infant´s lead

2.3.3. Intervention target 3. Helping parents avoid frightening behavior

3. Implementation of ABC

3.1. Home visiting

3.2. Manual guided

3.3. Use of video.

3.4. In-the-moment commenting

3.4.1. Effects of intervention

3.5. Parental sensitivity

3.6. Parental neural activity

3.7. Parental attachment narratives

3.8. Child attachment

3.9. Child diurnal cortisol production

3.10. Child behavior regulation

3.11. Child brain development

3.11.1. Dissemination of ABC

4. Policy recommendations

4.1. Reduce reliance on institutional care

4.2. Support foster care system

4.3. Support prevention programs for birth parents

5. Conclusion

Chapter Three: Biculturalism and adjustment among U.S. Latinos: A review of four decades of empirical findings

1. Biculturalism and adjustment among U.S. Latinos: A review of four decades of empirical findings

2. Conceptualization and assessment of biculturalism

2.1. Operationalization and assessment/measurement

2.1.1. Dual-cultural adaptation

2.1.2. Dual-cultural identy

2.1.3. Bicultural identity integration

2.1.4. Bicultural competence

3. The current review

4. Method

5. Results and discussion

5.1. Biculturalism and adjustment with a dual-cultural adaptation approach

5.1.1. Bidimensional assessment

5.1.2. Unidimensional assessment

5.1.3. Dual-cultural adaptation strategies assessment

5.1.4. Summary dual-cultural adaptation approach

5.2. Biculturalism and adjustment with a dual-cultural identity approach

5.3. Biculturalism and adjustment with a bicultural identity integration approach

5.4. Biculturalism and adjustment with a bicultural competence approach

5.5. Biculturalism and adjustment: Insights from qualitative studies

5.6. Longitudinal trajectories of biculturalism

6. Conclusions and direction for future research

Acknowledgments

Further reading

Chapter Four: Why bilingual development is not easy

1. Introduction.

2. History and the current context of research on bilingual development

3. Chapter aims and the sources of data to address them

4. Common patterns and individual differences in minority language-majority language simultaneous bilingual development

4.1. In early development, children exposed to two languages acquire linguistic knowledge at a rate comparable to monolin ...

4.2. When bilingually developing children are compared to monolingual children with respect to their growth in a single l ...

4.3. Among children acquiring a minority and majority language simultaneously, growth in the majority language overtakes ...

4.4. Children with majority-minority dual language exposure vary in their profiles of dual language skill, but there is n ...

4.5. The degree to which bilingual children´s language skills differ from monolingual levels depends on the language doma ...

4.6. Adult bilinguals are not two monolinguals in one

5. Experiences and abilities that shape bilingual development

5.1. The quantity of language exposure affects the rate of language growth

5.2. The quality of language exposure affects the rate of language growth and limits ultimate attainment

5.3. Speaking, in addition to hearing a language, affects language growth-Particularly growth in expressive language skills

5.4. Cultural differences in communicative norms regarding children shape the language experience and language developmen ...

5.5. Individual differences in abilities also affect bilingual development

6. Summary and conclusions: Why bilingual development is not easy

7. Implications for theories of language acquisition and for raising, teaching, and diagnosing bilingual children

7.1. Implications for theories of language acquisition

7.2. Implications for parents

7.3. Implications for educators.

7.4. Implications for clinicians

8. Open questions and future directions

8.1. What are the optimal circumstances for bilingual development and what are the outcomes under optimal circumstances?

8.2. Why doesn´t it take twice as long to learn two languages as it does to learn one?

9. Coda

Chapter Five: Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions

1.1. Historical background

1.2. Overview of this chapter

1.3. A focus on ``wise interventions´´

1.4. A focus on adolescents

1.5. A motivating case: Growth mindset interventions

2. Review of growth mindset interventions

2.1. Growth mindset beliefs and meaning systems

2.2. Background on direct-to-student growth mindset interventions

3. The mindsetxcontext framework for understanding intervention effect heterogeneity

3.1. Individual and contextual moderators of intervention effects

3.1.1. Factor 1: Instilling the targeted mindset

3.1.2. Factor 2: Student risk for poor outcomes

3.1.3. Factor 3: Objective/structural affordances in the context

3.1.4. Factor 4: ``Psychological´´ affordances in the context

3.1.4.1. Zeroing in on the classroom

4. How do teachers provide psychological affordances for the growth mindset?

4.1. Teacher practices, policies, and language that may afford the growth mindset

4.2. A proposed agenda of intervention research on growth mindset affordances

4.2.1. Understanding the mechanisms of psychological affordances

4.2.2. A step-by-step agenda

4.2.3. Moderating factors in teacher-directed interventions

5. The role of affordances in belief socialization

6. Conclusions and future directions

References.

Chapter Six: Building theories of consistency and variability in children´s language development: A large-scale data approach

2. Meta-analysis provides an approach for the investigation of the existing literature

2.1. Strengths

2.2. Limitations

3. Collaborative, multi-site studies as a promising approach to examine differences across individuals, samples and sites

3.1. Strengths

3.2. The complementary relationship between meta-analysis and multi-lab replication

3.3. Limitations

4. Building large-scale datasets that aggregate data from individual researchers

4.1. Strengths

4.2. Limitations

5. Conclusions

Acknowledgment

Chapter Seven: Scientific reasoning and counterfactual reasoning in development

1. Introduction and overview

2. Scientific thinking and reasoning

3. Counterfactual reasoning

4. Connecting the dots: Counterfactual, causal, and scientific reasoning

4.1. Developmental evidence

5. Counterfactual thought experiments

5.1. Counterfactuals and the inquiry process

5.2. Counterfactuals and scientific knowledge

6. Future directions for counterfactual thought experiments in research and education

7. Conclusions

Chapter Eight: Early child development in low- and middle-income countries: Is it what mothers have or what they do that ...

1. Early childhood development

1.1. Early childhood matters

1.2. Child characteristics matter

1.3. Maternal education matters

1.4. Family wealth matters

1.5. Home learning environments matter

1.6. Early childhood education matters

1.7. The current study

2. Method

2.1. Measures

2.1.1. Maternal education

2.1.2. Household wealth

2.1.3. Home learning environment

2.1.4. ECE participation

2.1.5. Early childhood development

2.2. Analytic strategies.

3. Results and discussion.

Notes:

Description based on print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

0-323-85066-9

0-12-824577-8

OCLC:

1260292437