Advances in child development and behavior. Volume fifty-six / edited by Janette B. Benson.

Format:

Book

Contributor:

Benson, Janette B., 1956- editor.

Language:

English

Subjects (All):

Child development.

Child psychology.

Physical Description:

1 online resource (306 pages)

Edition:

First edition.

Place of Publication:

Cambridge, MA : Academic Press, an imprint of Elsevier, 2019.

Summary:

Advances in Child Development and Behavior, Volume 56 is the latest release in this classic resource on the field of developmental psychology. Chapters highlight some of the most recent research in the field of developmental psychology, with this release covering Early moral development through social interactions, Cognitive Functioning in Children with Down Syndrome: Moderators and Opportunities for Intervention, Cultural snapshots: A Method to Capture Social Contexts in the Development of Prejudice and Stereotyping, Speaking Your Mind: Language and Narrative in Young Children's Theory of Mind Development, Interactive Digital Media and Symbolic Development, Understanding Strategy Change: Individual, Meta-cognitive and Contextual Factors, and more.- Contains chapters that highlight some of the most recent research in the area of child development and behavior- Presents a high-quality and wide range of topics covered by well-known professionals

Contents:

Front Cover

Advances in Child Development and Behavior

Copyright

Contents

Contributors

Preface

Chapter One: The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth

1. Introduction

2. Overcoming three limitations in research on early morality

2.1. The need for definitions

2.2. Interactionism and constructivism: Beyond innate vs learned characteristics

2.3. Combining naturalistic and experimental methods to explain moral development

3. Children´s orientations toward helping and harming: Interactions and constructions over the first 4 years

3.1. The development of moral orientations toward helping

3.1.1. Conclusion: The early development of orientations toward helping

3.2. The development of moral orientations toward harming

3.2.1. Conclusion: The early development of orientations toward harming

4. A new science of early moral development

Acknowledgments

References

Chapter Two: Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence

1. The problem: Word learning challenge

2. Hypothesis testing vs associative learning

2.1. Hypothesis testing

2.1.1. Empirical evidence on HT

2.1.2. Modeling work on HT

2.2. Associative learning

2.2.1. Empirical evidence on AL

2.2.2. Modeling work on AL

3. Examining psychological components in a learning system

3.1. Information selection

3.2. Learning machinery

3.3. Decisions at test

4. New directions

4.1. Real-time behaviors

4.2. Real-world data

4.3. Neuroimaging evidence

5. General discussions

Chapter Three: When Representation Becomes Reality: Interactive Digital Media and Symbolic Development

1.1. The dual nature of images

1.2. Objects of contemplation or action?.

2. New digital world

2.1. Defining ``interactive´´ media

2.2. Augmenting reality with pictures

2.3. ``Seeing through´´ or seeing the surface

3. DeLoache´s model

3.1. Component factors of the model

3.1.1. Instruction: Symbolic apprenticeship

3.1.2. Aspects of symbolic objects: Iconicity and salience

3.1.3. Symbolization experience and domain knowledge

3.2. General cognitive development and symbol use

4. An updated Model for interactive media

4.1. Responsiveness: A ``fourth R´´

4.1.1. Contiguity

4.1.2. Contingency

4.1.3. Conjugate reinforcement

4.2. Factors in an updated theoretical Model

4.2.1. Responsiveness contributes to iconicity

4.2.1.1. Live video of oneself

4.2.1.2. Video chat

4.2.1.3. ``Instant´´ digital photos

4.2.1.4. Touchscreens

4.2.2. Responsiveness contributes to salience

4.2.3. Knowledge about referents and about responsive symbolic objects

4.2.3.1. Referent knowledge

4.2.3.2. Object knowledge

5. Learning from symbols and learning about them

6. Conclusion

Further reading

Chapter Four: Speaking Your Mind: Language and Narrative in Young Children´s Theory of Mind Development

2. Theory of mind and language

2.1. Theory of mind

2.2. Language

2.2.1. Language and false belief

2.2.2. Mental terms and reference

3. Theory of mind and narrative

3.1. Narrative: A nexus between language and theory of mind

3.2. Why is narrative related to false belief understanding?

3.3. Parents narrative input and children´s theory of mind

3.4. Children´s narrative skills and theory of mind

3.5. Adult-child talk during shared reading

3.6. Directionality and underlying mechanisms of change

4. Conclusion

Further reading.

Chapter Five: Cultural Snapshots: A Method to Capture Social Contexts in Development of Prejudice and Stereotyping

2. How does socialization of prejudice and stereotyping occur?

2.1. What is the ``social environment´´? An expanded view of socialization

2.2. How have researchers studied children´s racial socialization?

2.2.1. Parental socialization

2.2.2. School/neighborhood socialization

2.2.3. Cultural socialization

2.2.4. Summary: Racial socialization through parents, schools, neighborhoods, and cultures

2.3. Evaluation of research on racial socialization

2.3.1. What information typically causes children to develop prejudice and stereotypes?

2.3.2. Beyond explicit socialization: Implicit socialization

3. Cultural snapshots: A method for examining socialization

3.1. What are cultural snapshots?

3.2. Features of cultural snapshots

3.2.1. Causality

3.2.2. Generalization

3.3. Child development and cultural snapshots

3.3.1. Feature integration

3.3.2. Ability to detect relevant environmental features

4. Cultural snapshots: Testing theory-driven hypotheses about racial socialization

4.1. What environmental features typically cause intergroup biases in children?

4.2. How does implicit socialization occur?

4.3. How are group norms communicated?

4.4. Summary

5. Flexibility of cultural snapshots

Chapter Six: Cultural Influences on the Development of Children´s Memory and Cognition

1. The broad picture of culture and cognition

2. Development of memory and cognition in children

2.1. Episodic memory

2.2. Role of parenting style and collective reminiscing

2.3. Temporal and spatial understanding

3. Memory processes

3.1. Memory encoding

3.2. Memory reconstruction

4. Methodological issues.

4.1. Controlled experiments on memory

4.2. Language

5. The dynamic nature of culture in the 21st century: Changing societies

5.1. Shifts toward individualism

5.2. Attitudes regarding parenting styles

5.3. One-child policy

5.4. Urban vs rural contexts

6. Applied implications

6.1. Forensic arena

6.2. Immigrants and asylum-seekers

7. Conclusion

Chapter Seven: Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors

1. Cognitive development as change in strategies

2. Contextual factors

2.1. Feedback about performance

2.1.1. Factors that may moderate the effects of feedback

2.2. Exposure to alternatives

2.2.1. Factors that may moderate the effects of exposure to alternative strategies

2.3. Information that highlights problem structure

2.3.1. Factors that may moderate the effects of highlighting problem structure

2.4. Problem presentation

2.4.1. Factors that may moderate the effects of problem presentation

3. Individual factors

3.1. Stable individual differences

3.2. Transitory individual differences

4. Metacognitive factors

4.1. Perceived difficulty of problems

4.2. Judgments about current or possible strategies

5. Integrating factors in conceptual models of strategy change

5.1. Identifying causal factors in experimental and quasi-experimental studies

5.2. ``Diathesis-stress´´ or ``vulnerability-trigger´´ models

5.3. Cumulative risk models

5.4. Dynamic systems models

Chapter Eight: Cognitive Functioning in Children with Down Syndrome: Current Knowledge and Future Directions

2. General intelligence

3. Language development

4. Recall memory

5. Executive functioning

5.1. Planning and goal-directed behavior

5.2. Inhibitory control.

5.3. Cognitive flexibility

5.4. Working memory

6. Critical issues and future directions

6.1. Focus on longitudinal methodologies

6.2. Focus on mechanisms associated with cognitive change

7. Concluding remarks

Back Cover.

Notes:

Description based on print version record.

ISBN:

0-12-817887-6