Advances in child development and behavior. Volume 27 / 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 ; v. 27

Language:

English

Subjects (All):

Child psychology.

Child development.

Physical Description:

1 online resource (283 p.)

Place of Publication:

New York : Academic Press, 2000.

Language Note:

English

Summary:

Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 27 discusses language acquisition, object recognition, temperament, attachment, infant problem solving, and Piaget's theory.

Contents:

Front Cover; Advances in Child Development and Behavior, Volume 27; Copyright Page; Contents; Contributors; Preface; Chapter 1. From Form to Meaning: A Role for Structural Alignment in the Acquisition of Language; I. Introduction; II. Syntactic Bootstrapping: How Does It Work?; III. The Construction of Partial Sentence Structures; IV. Conclusions: Verb Learning and Thematic Roles Revisited; References; Chapter 2. The Role of Essentialism in Children's Concepts; I. Introduction; II. Evidence for an Early Essentialist Bias; III. Origins of Essentialist Reasoning; IV. Questions and Controversies

V. ConclusionsReferences; Chapter 3. Infants' Use of Prior Experiences with Objects in Object Segregation: Implications for Object Recognition in Infancy; I. Object Segregation; II. Feature Integration Theory; III. Feature Integratoin Theory in Infancy; IV. Infants' Recognition and Categorization of Objects; V. General Method of Current Studies; VI. Initial Study; VII. Recognition-Based Process; VIII. Categorization-Based Process; IX. Summary and Conclusions; References; Chapter 4. Perseveration and Problem Solving in Infancy; I. Introduction; II. Perseveration in Memory-and-Motor Tasks

III. Perseveration in Tasks Other Than Memory-and-Motor TasksIV. A Problem-Solving Model of Infant Perseveration in Nonmemory-and-Motor Tasks; V. Perseveration in Support Tasks; VI. Perseveration in Containment Tasks; VII. Revisiting Infant Perseveration in Memory-and-Motor Tasks; VIII. Concluding Remarks; References; Chapter 5. Temperament and Attachment: One Construct or Two?; I. Introduction; II. How Are Temperament and Attachment Similar and Different?; III. What Is Temperament?; IV. What Is Attachment?; V. How Are Temperament and Attachment Related? A Theoretical Debate

VI. Empirical Evidence on the Relations between Temperament and AttachmentVII. Summary and Conclusions; References; Chapter 6. The Foundation of Piaget's Theories: Mental and Physical Action; I. Active and Passive Acquisition of Knowledge; II. The Priority of Action; III. Action Proper; IV. Mental Representation; V. The Logic of Meaning and Action; VI. On Piaget's Logical Models; VII. Summary and Conclusions; References; Author Index; Subject Index; Contents of Previous Volumes

Notes:

Description based upon print version of record.

ISBN:

1-281-02308-6

9786611023089

0-08-052426-5

OCLC:

437182899