Advances in child development and behavior. Volume 20 / edited by Hayne W. Reese.

Format:

Book

Contributor:

Reese, Hayne Waring, 1931-

Series:

Advances in Child Development and Behavior

Advances in child development and behavior ; 20

Language:

English

Subjects (All):

Child psychology.

Children--Conduct of life.

Children.

Physical Description:

1 online resource (365 p.)

Place of Publication:

New York : Academic Press, 1987.

Language Note:

English

Summary:

ADV IN CHILD DEVELOPMENT &BEHAVIOR V20

Contents:

Front Cover; Advances in Child Development and Behavior, Volume 20; Copyright Page; Contents; Preface; Howard V. Meredith, 1903-1985; Chapter 1. Variation in Body Stockiness among and within Ethnic Groups at Ages from Birth to Adulthood; I. Introduction; II. Ethnic Group Trends for Rohrer's Index from Infancy to Adulthood; III. Variability of Rohrer's Index at Several Ages between Birth and Adulthood; IV. Comparison of Two Methods of Obtaining Averages for R O W S Index; V. Worldwide Ethnic Comparisons Using Averages for Rohrer's Index at Selected Childhood Ages

VI. Worldwide Ethnic Comparisons Using Averages for Rohrer's Index at Adolescent and Early Adult AgesVII. Complementary Findings at Late Adolescent and Early Adult Ages on Sex Differences in Stockiness of the Lower Trunk and Limbs; VIII. Worldwide Ethnic Comparisons Using Averages for Rohrer's Index on Adults of Each Sex; IX. Norms for Registering and Interpreting the Rohrer Indices of Individuals; X. Summary; References; Chapter 2. The Development of Conditional Reasoning: An Iff)' Proposition; I. Introduction; II. Logical and Linguistic Issues; III. Conditional Reasoning in Piaget's Theory

IV. Developmental DifferencesV. Content Differences from a Competence-Performance Perspective; VI. Conclusion; References; Chapter 3. Content Knowledge: Its Role, Representation, and Restructuring in Memory Development; I. Introduction; II. Why Knowledge Differences Were Not Considered in the Past; III. General and Specific Factors That Contribute to a Focus on Content Knowledge; IV. Findings Implicating Content Knowledge as an Important Factor; V. Assessing the Representation of Content Knowledge; VI. What Is Structural Change or Restructuring in Memory Development?

VII. The Role of Other Types of Knowledge in Memory Development: a CaveatReferences; Chapter 4. Descriptions: A Model of Nonstrategic Memory Development; I. Introduction; II. The Descriptions Model; III. Constructability and Discriminability; IV. Developmental Mechanisms; V. Summary and Conclusions; References; Chapter 5. Reactivation of Infant Memory: Implications for Cognitive Development; I. Introduction; II. The Function of Memory; III. Visual Aaention Paradigms; IV. Conditioning Paradigms; V. Prototypic Reminder Paradigms; VI. Temporal Parameters of Reactivation

VII. Specificity of a ReminderVIII. Summary and Implications for Memory Organization and Cognitive Development; References; Chapter 6. Gender Segregation in Childhood; I. Introduction; II. Review of Issues and Findings; III. Same-Sex Play at Ages 4f and 61; IV. Summary and Discussion; References; Chapter 7. Piaget, Attentional Capacity, and the Functional Implications of Formal Structure; I. Introduction; II. Piaget's Operatory Logic; III. Reasoning and Attendonal Capacity; IV. A Structural Model of Attentional Capacity; V. The Problem of Decalage; VI. Measuring Attentional Capacity

VII. Summary and Conclusion

Notes:

Description based upon print version of record.

ISBN:

1-281-44251-8

9786611442514

0-08-056592-1

OCLC:

476164815