| Preface |
|
xvii | |
| Acknowledgments |
|
xxiii | |
| About the Author |
|
xxv | |
|
Chapter 1 Introduction to Cognitive Development |
|
|
1 | (28) |
|
Basic Concepts in Cognitive Development |
|
|
3 | (9) |
|
|
|
3 | (1) |
|
|
|
4 | (1) |
|
|
|
4 | (1) |
|
Structure, Function, and Development |
|
|
5 | (1) |
|
Developmental Function and Individual Differences |
|
|
6 | (1) |
|
The Adaptive Value of Cognitive Immaturity |
|
|
7 | (1) |
|
|
|
8 | (1) |
|
|
|
8 | (1) |
|
The Benefits of Thinking You're Better Than You Are |
|
|
9 | (3) |
|
Seven Truths of Cognitive Development |
|
|
12 | (14) |
|
Truth 1 Cognitive Development Proceeds as a Result of the Dynamic and Reciprocal Transaction of Internal and External Factors |
|
|
13 | (2) |
|
Truth 2 Cognitive Development Is Constructed Within a Social Context |
|
|
15 | (1) |
|
Sociocultural Perspectives |
|
|
15 | (1) |
|
|
|
16 | (1) |
|
Truth 3 Cognitive Development Involves Both Stability and Plasticity Over Time |
|
|
17 | (3) |
|
Truth 4 Cognitive Development Involves Changes in the Way Information Is Represented |
|
|
20 | (1) |
|
Truth 5 Knowledge, or Knowledge Base, Has a Significant Influence on How Children Think |
|
|
21 | (2) |
|
Truth 6 Children Develop Increasing Intentional Control Over Their Behavior and Cognition |
|
|
23 | (1) |
|
Truth 7 Cognitive Development Involves Changes in Both Domain-General and Domain-Specific Abilities |
|
|
24 | (2) |
|
Goals of Cognitive Developmentalists |
|
|
26 | (3) |
|
Chapter 2 Biological Bases of Cognitive Development |
|
|
29 | (46) |
|
Evolution and Cognitive Development |
|
|
31 | (9) |
|
|
|
31 | (1) |
|
Evolutionary Developmental Psychology |
|
|
32 | (1) |
|
Developmental Adaptations |
|
|
33 | (2) |
|
The Emergence of Adaptations and Evolved Probabilistic Cognitive Mechanisms |
|
|
35 | (1) |
|
|
|
36 | (2) |
|
Biologically Primary and Biologically Secondary Abilities |
|
|
38 | (2) |
|
Models of Gene-Environment Interaction |
|
|
40 | (11) |
|
Developmental Systems Approach |
|
|
41 | (1) |
|
|
|
41 | (3) |
|
|
|
44 | (3) |
|
Genotype → Environment Theory |
|
|
47 | (1) |
|
Genotype → Environment Effects |
|
|
48 | (3) |
|
|
|
51 | (21) |
|
|
|
54 | (1) |
|
Proliferation, Migration, and Differentiation |
|
|
55 | (1) |
|
Synaptogenesis and Selective Cell Death |
|
|
56 | (1) |
|
Rises and Declines in Neural Development |
|
|
57 | (1) |
|
How Do Young Brains Get Hooked Up? |
|
|
58 | (3) |
|
Development of the Neocortex |
|
|
61 | (3) |
|
|
|
64 | (1) |
|
|
|
64 | (2) |
|
Recovery of Function From Brail) Damage |
|
|
66 | (2) |
|
Slow Growth and Plasticity |
|
|
68 | (2) |
|
Plasticity and Epigenetics |
|
|
70 | (2) |
|
Developmental Biology and Cognitive Development |
|
|
72 | (3) |
|
Chapter 3 The Social Construction of Mind |
|
|
75 | (32) |
|
Role of Culture in Cognitive Development |
|
|
76 | (5) |
|
Cognitive Development Is Inseparable From Its Cultural Context |
|
|
76 | (2) |
|
Vygotsky's Sociocultural Theory |
|
|
78 | (3) |
|
Cognitive Artifacts That Support and Extend Thinking: Tools of Intellectual Adaptation |
|
|
81 | (7) |
|
Language Names and Numeracy |
|
|
82 | (3) |
|
|
|
85 | (1) |
|
Sociohistorical Influences |
|
|
86 | (2) |
|
Social Origins of Early Cognitive Competencies |
|
|
88 | (16) |
|
Studying Children in Natural Settings |
|
|
89 | (2) |
|
Zone of Proximal Development |
|
|
91 | (2) |
|
Apprenticeship in Thinking and Guided Participation |
|
|
93 | (1) |
|
|
|
94 | (2) |
|
Reading and Talking to Children |
|
|
96 | (3) |
|
Playing With More Skilled Partners |
|
|
99 | (1) |
|
Socialization of Attention |
|
|
100 | (1) |
|
Cultural Influences on Guided Participation |
|
|
100 | (4) |
|
Sociocultural Theory and Cognitive Development |
|
|
104 | (3) |
|
Chapter 4 Infant Perception and Cognition |
|
|
107 | (56) |
|
Basic Perceptual Abilities of Young Infants |
|
|
108 | (2) |
|
Methodologies Used to Assess Infant Perception |
|
|
110 | (5) |
|
"This Sucks": Using Infant Sucking to Provide Insight Into Infant Perception |
|
|
110 | (1) |
|
Visual Preference Paradigm |
|
|
111 | (1) |
|
Habituation/Dishabituation Paradigm |
|
|
112 | (3) |
|
Development of Visual Perception |
|
|
115 | (13) |
|
|
|
115 | (2) |
|
Development of Visual Preferences |
|
|
117 | (1) |
|
Physical Stimulus Characteristics |
|
|
118 | (3) |
|
Psychological Stimulus Characteristics |
|
|
121 | (1) |
|
Development of Face Processing |
|
|
121 | (1) |
|
Face Processing in Newborns |
|
|
122 | (2) |
|
Attention to Attractive Faces |
|
|
124 | (1) |
|
|
|
125 | (3) |
|
|
|
128 | (4) |
|
|
|
129 | (1) |
|
|
|
130 | (2) |
|
|
|
132 | (2) |
|
|
|
132 | (1) |
|
|
|
133 | (1) |
|
|
|
134 | (6) |
|
Perceptual Narrowing for Facial Discrimination |
|
|
135 | (1) |
|
Perceptual Narrowing in Speech Perception |
|
|
136 | (2) |
|
Perceptual Narrowing and Music |
|
|
138 | (1) |
|
Perceptual Narrowing Within Intersensory Integration |
|
|
138 | (1) |
|
Perceptual Narrowing as an Evolved Social-Cognitive Mechanism |
|
|
139 | (1) |
|
How Do We Know What Babies Know? The Violation-of-Expectation Method |
|
|
140 | (1) |
|
|
|
141 | (19) |
|
|
|
143 | (1) |
|
|
|
143 | (2) |
|
Object Cohesion and Continuity |
|
|
145 | (4) |
|
|
|
149 | (5) |
|
|
|
154 | (1) |
|
|
|
155 | (2) |
|
|
|
157 | (1) |
|
Arguments Against Core Knowledge |
|
|
158 | (2) |
|
What Is Infant Cognition Made Of? |
|
|
160 | (3) |
|
Chapter 5 Thinking in Symbols |
|
|
163 | (50) |
|
|
|
164 | (6) |
|
Young Children's Interpretation of Pictures and Models |
|
|
164 | (3) |
|
Appearance/Reality Distinction |
|
|
167 | (3) |
|
|
|
170 | (28) |
|
Some Assumptions of Piaget's Theory |
|
|
170 | (2) |
|
|
|
172 | (1) |
|
|
|
173 | (2) |
|
|
|
175 | (1) |
|
|
|
176 | (4) |
|
Development of Operations |
|
|
180 | (11) |
|
Culture and Symbolic Development |
|
|
191 | (1) |
|
State of Piaget's Theory Today |
|
|
192 | (6) |
|
Theory Theories of Cognitive Development |
|
|
198 | (6) |
|
Theory Theorists as the Inheritors of Piaget's Tradition |
|
|
198 | (1) |
|
Understanding the Biological World |
|
|
199 | (1) |
|
|
|
200 | (1) |
|
What Young Children Know and Don't Know About Biology |
|
|
201 | (3) |
|
Everyday Expressions of the Symbolic Function |
|
|
204 | (7) |
|
|
|
204 | (2) |
|
Distinguishing Between Fantasy and Reality |
|
|
206 | (5) |
|
|
|
211 | (2) |
|
Chapter 6 Learning to Think on Their Own |
|
|
213 | (46) |
|
Assumptions of Information-Processing Approaches |
|
|
214 | (20) |
|
Development of Basic-Level Processes: Executive Function |
|
|
217 | (1) |
|
|
|
218 | (1) |
|
Memory Span and Working Memory |
|
|
219 | (1) |
|
Age Differences in Memory Span and the Span of Apprehension |
|
|
220 | (1) |
|
Development of Working Memory |
|
|
221 | (3) |
|
Learning How Not to Respond: Inhibition and Resistance to Interference |
|
|
224 | (1) |
|
Developmental Differences |
|
|
225 | (1) |
|
Inhibition and Attention Deficit Hyperactivity Disorder |
|
|
226 | (1) |
|
|
|
227 | (2) |
|
Executive Function, Self-Control, and "Hot" EF |
|
|
229 | (1) |
|
Executive Function and Brain Development |
|
|
230 | (1) |
|
Final Thoughts on Executive Function |
|
|
231 | (3) |
|
Development of Strategies |
|
|
234 | (25) |
|
Increases in Strategy Use, Improvements in Performance |
|
|
234 | (1) |
|
|
|
235 | (2) |
|
How Do Children's Strategies Develop? |
|
|
237 | (2) |
|
Development of Memory Strategies |
|
|
239 | (1) |
|
|
|
239 | (2) |
|
|
|
241 | (1) |
|
Longitudinal Assessment of Memory Strategy Development |
|
|
242 | (1) |
|
|
|
243 | (1) |
|
Factors That Influence Children's Strategy Use and Effectiveness |
|
|
244 | (1) |
|
|
|
244 | (2) |
|
|
|
246 | (2) |
|
|
|
248 | (4) |
|
Transactions Among Capacity, Knowledge, and Metacognition |
|
|
252 | (1) |
|
Culture and Strategies in the Classroom |
|
|
253 | (6) |
|
Chapter 7 Memory Development |
|
|
259 | (48) |
|
Representation of Knowledge |
|
|
261 | (2) |
|
Memory Development in Infancy |
|
|
263 | (10) |
|
Preference for Novelty as an Indication of Memory |
|
|
263 | (2) |
|
|
|
265 | (4) |
|
Deferred Imitation as a Measure of Memory |
|
|
269 | (1) |
|
Neuroloqical Basis of Infant Memory |
|
|
270 | (3) |
|
|
|
273 | (5) |
|
|
|
274 | (1) |
|
Why Can't We Remember Events From Infancy and Early Childhood? |
|
|
275 | (3) |
|
|
|
278 | (2) |
|
Development of Event Memory |
|
|
280 | (6) |
|
|
|
281 | (2) |
|
Role of Parents in "Teaching" Children to Remember |
|
|
283 | (3) |
|
|
|
286 | (17) |
|
Age Differences in Children's Eyewitness Memories |
|
|
288 | (1) |
|
How Much Do Children Remember, and How Accurate Are They? |
|
|
289 | (1) |
|
How Long Do Memories Last? |
|
|
290 | (1) |
|
Factors Influencing Children's Eyewitness Memory |
|
|
290 | (4) |
|
Age Differences in Suggestibility |
|
|
294 | (2) |
|
How Do Children Respond to Misleading Questions? |
|
|
296 | (3) |
|
|
|
299 | (2) |
|
Final Thoughts on Children as Eyewitnesses |
|
|
301 | (2) |
|
|
|
303 | (4) |
|
Chapter 8 Problem Solving and Reasoning |
|
|
307 | (50) |
|
|
|
308 | (11) |
|
The Development of Problem Solving |
|
|
308 | (3) |
|
Problem Solving as Inducing and Using Rules V |
|
|
311 | (1) |
|
When Can Children Induce Rules? |
|
|
312 | (1) |
|
|
|
313 | (1) |
|
|
|
314 | (5) |
|
|
|
319 | (9) |
|
Object Exploration and Object-Oriented Play |
|
|
319 | (2) |
|
Relationship Between Tool Use and Object-Oriented Play |
|
|
321 | (1) |
|
Development of Tool Use in Young Children |
|
|
321 | (3) |
|
|
|
324 | (2) |
|
|
|
326 | (2) |
|
|
|
328 | (15) |
|
|
|
328 | (3) |
|
Factors Affecting Children's Analogical Reasoning |
|
|
331 | (2) |
|
|
|
333 | (1) |
|
|
|
333 | (4) |
|
The Role of Play in Causal Learning |
|
|
337 | (1) |
|
|
|
338 | (5) |
|
Development of Spatial Cognition |
|
|
343 | (14) |
|
|
|
344 | (2) |
|
|
|
346 | (1) |
|
Object and Location Memory |
|
|
347 | (1) |
|
The Relation Between Spatial Cognition and Mathematics and Science Achievement |
|
|
348 | (1) |
|
Sex Differences in Spatial Cognition |
|
|
348 | (2) |
|
Origins of Sex Differences in Spatial Cognition |
|
|
350 | (2) |
|
The Complicated Relation Between Sex Differences in Spatial Abilities and Sex Differences in Mathematics and Choosing STEM Professions |
|
|
352 | (5) |
|
Chapter 9 Language Development |
|
|
357 | (48) |
|
|
|
358 | (2) |
|
Describing Children's Language Development |
|
|
360 | (16) |
|
|
|
360 | (2) |
|
Morphological Development |
|
|
362 | (2) |
|
|
|
364 | (2) |
|
|
|
366 | (1) |
|
|
|
366 | (1) |
|
|
|
367 | (1) |
|
|
|
367 | (1) |
|
|
|
367 | (2) |
|
Constraints on Word Learning |
|
|
369 | (2) |
|
Overextensions and Underextensions |
|
|
371 | (1) |
|
|
|
372 | (1) |
|
Communication and Egocentrism |
|
|
373 | (1) |
|
|
|
373 | (3) |
|
Some Theoretical Perspectives of Language Development |
|
|
376 | (19) |
|
Nativist Perspectives on Language Development |
|
|
379 | (2) |
|
Language and Brain Development |
|
|
381 | (2) |
|
Universal Grammar and Language Development |
|
|
383 | (2) |
|
Is There a Critical Period for Learning Language? |
|
|
385 | (3) |
|
Social-Interactionist Perspectives of Language Development |
|
|
388 | (1) |
|
Emergence of Communicative Intentions |
|
|
389 | (1) |
|
Gesfures and Language Development |
|
|
390 | (1) |
|
|
|
391 | (4) |
|
Effects of Socioeconomic Status on Language Development |
|
|
395 | (2) |
|
Bilingualism and Second-Language Learning |
|
|
397 | (4) |
|
Bilingualism and Executive Function |
|
|
398 | (1) |
|
Factors Affecting Learning a Second Language |
|
|
399 | (2) |
|
|
|
401 | (4) |
|
Chapter 10 Social Cognition |
|
|
405 | (62) |
|
Basic Social-Cognitive Abilities Underlying Social Cognition |
|
|
407 | (3) |
|
Early Orienting to Social Others |
|
|
408 | (1) |
|
Treating Others as Intentional Agents |
|
|
408 | (2) |
|
Tomasello's Shared Intentionality Theory |
|
|
410 | (10) |
|
|
|
412 | (1) |
|
|
|
412 | (2) |
|
|
|
414 | (1) |
|
Group Mindedness and "Promiscuous Normativity" |
|
|
415 | (2) |
|
|
|
417 | (3) |
|
Developing a Theory of Mind |
|
|
420 | (16) |
|
Development of Mind Reading |
|
|
421 | (1) |
|
|
|
421 | (4) |
|
Factors Related to False-Belief Performance |
|
|
425 | (1) |
|
The Emergence of Theory of Mind Over Infancy and Early Childhood |
|
|
426 | (3) |
|
Theory of Mind Beyond "Sally-Anne" |
|
|
429 | (3) |
|
Theory of Mind in Children With Autism Spectrum Disorder |
|
|
432 | (1) |
|
|
|
433 | (1) |
|
Finalism, Promiscuous Teleology, and Artificialism |
|
|
433 | (1) |
|
Children as Intuitive Theists |
|
|
434 | (2) |
|
|
|
436 | (12) |
|
|
|
437 | (2) |
|
Age Differences in Social Learning |
|
|
439 | (1) |
|
Social Learning in Infancy |
|
|
439 | (1) |
|
Young Children as Imitators and Emulators |
|
|
440 | (1) |
|
|
|
441 | (2) |
|
Children as Models for Social Learning |
|
|
443 | (2) |
|
Mirror Neurons: The Foundation of Social Learning? |
|
|
445 | (3) |
|
Development of a Concept of Self |
|
|
448 | (3) |
|
Cognitive Bases of Gender Identity |
|
|
451 | (13) |
|
|
|
451 | (1) |
|
Development of Gender Constancy |
|
|
451 | (2) |
|
Consequences of Gender Constancy for Gender Identification |
|
|
453 | (2) |
|
|
|
455 | (4) |
|
Gender Cognition in Transgender Children |
|
|
459 | (2) |
|
Children's Theories of Gender |
|
|
461 | (3) |
|
How Special Is Social Cognition? |
|
|
464 | (3) |
|
Chapter 11 Schooling and Cognitive Development |
|
|
467 | (58) |
|
Development of Reading Skills |
|
|
468 | (17) |
|
Overview of Learning to Read |
|
|
468 | (1) |
|
Stages of Learning to Read |
|
|
468 | (1) |
|
|
|
469 | (3) |
|
Cognitive Development and Reading |
|
|
472 | (1) |
|
|
|
472 | (1) |
|
|
|
473 | (1) |
|
|
|
474 | (1) |
|
|
|
474 | (4) |
|
|
|
478 | (1) |
|
Sex Differences in Reading and Verbal Abilities |
|
|
478 | (7) |
|
Children's Number and Arithmetic Concepts |
|
|
485 | (22) |
|
Integrative Theory of Numerical Development |
|
|
486 | (2) |
|
Development of Conceptual and Procedural Mathematical Knowledge |
|
|
488 | (1) |
|
|
|
488 | (2) |
|
|
|
490 | (2) |
|
Development of Arithmetic Strategies |
|
|
492 | (5) |
|
Variations in Developing Mathematical Proficiency: Math Disabilities, Cultural Differences, and Sex Differences |
|
|
497 | (1) |
|
|
|
498 | (1) |
|
|
|
499 | (3) |
|
|
|
502 | (5) |
|
Schooling and Cognitive Development |
|
|
507 | (4) |
|
Schooling Versus Age Effects on Intelligence |
|
|
508 | (1) |
|
Effect of Schooling on IQ |
|
|
509 | (2) |
|
Evolutionary Educational Psychology |
|
|
511 | (14) |
|
Principles of Evolutionary Educational Psychology |
|
|
513 | (3) |
|
Costs and Benefits of Academic Preschools |
|
|
516 | (2) |
|
"Educational" DVDs and Videos for Infants |
|
|
518 | (2) |
|
|
|
520 | (5) |
|
Chapter 12 Approaches to the Study of Intelligence |
|
|
525 | (46) |
|
|
|
525 | (2) |
|
Psychometric Approach to the Study of Intelligence |
|
|
527 | (14) |
|
|
|
527 | (1) |
|
General Intelligence, org |
|
|
527 | (3) |
|
Hierarchical Model of Cognitive Abilities |
|
|
530 | (1) |
|
|
|
530 | (5) |
|
|
|
535 | (1) |
|
IQ Tests and Cultural Minority Groups |
|
|
536 | (5) |
|
Information-Processing Approaches to the Study of Intelligence |
|
|
541 | (11) |
|
|
|
542 | (1) |
|
Speed of Information Processing |
|
|
543 | (1) |
|
Working Memory and Executive Function |
|
|
544 | (2) |
|
Higher-Order Cognitive Abilities |
|
|
546 | (1) |
|
|
|
547 | (2) |
|
|
|
549 | (2) |
|
|
|
551 | (1) |
|
Sternberg's Theory of Adaptive Intelligence |
|
|
552 | (8) |
|
|
|
554 | (1) |
|
|
|
555 | (1) |
|
|
|
556 | (1) |
|
Theory of Adaptive Intelligence Goes to School |
|
|
557 | (3) |
|
Gardner's Theory of Multiple Intelligences |
|
|
560 | (8) |
|
Criteria of an Intelligence |
|
|
563 | (1) |
|
Potential Isolation by Brain Damage |
|
|
563 | (1) |
|
Existence of Savants and Prodigies |
|
|
563 | (1) |
|
Identifiable Core Operation or Set of Operations |
|
|
564 | (1) |
|
Distinctive Developmental History, Along With a Definable Set of Expert End-State Performances |
|
|
564 | (1) |
|
Evolutionary History and Evolutionary Plausibility |
|
|
565 | (1) |
|
Support From Experimental Psychological Tasks and From Psychometric Findings |
|
|
565 | (1) |
|
Susceptibility to Encoding in a System |
|
|
565 | (1) |
|
Multiple Intelligences and Education |
|
|
565 | (1) |
|
Is Gardner's Theory a Theory of Intelligence? |
|
|
566 | (2) |
|
|
|
568 | (3) |
|
Chapter 13 Origins, Modification, and Stability of Intellectual Differences |
|
|
571 | (50) |
|
Transactional Approach to the Study of Intelligence |
|
|
573 | (3) |
|
Behavioral Genetics and the Heritability of Intelligence |
|
|
576 | (11) |
|
|
|
576 | (2) |
|
Elementary Cognitive Tasks and Intelligence |
|
|
578 | (2) |
|
Familial Studies of Intelligence |
|
|
580 | (1) |
|
Role of the Environment in Behavioral Genetics Analyses |
|
|
581 | (2) |
|
Means Versus Correlations |
|
|
583 | (1) |
|
The Scarr-Rowe Hypothesis |
|
|
584 | (3) |
|
Experience and Intelligence |
|
|
587 | (22) |
|
Establishing Intellectual Competence |
|
|
588 | (1) |
|
Institutionalization Studies |
|
|
588 | (2) |
|
Home Environment: Naturalistic Studies of Parent-Child Interaction |
|
|
590 | (2) |
|
Children at Risk: The Effect of Socioeconomic Status and Adverse Childhood Experiences on Intelligence and Cognitive Development |
|
|
592 | (4) |
|
Life History Theory and the Possibility of Hidden Talents |
|
|
596 | (3) |
|
|
|
599 | (1) |
|
Modification and Maintenance of Intellectual Functioning |
|
|
599 | (1) |
|
Modification of Intellectual Impairment Caused by Early Experience |
|
|
600 | (4) |
|
Compensatory Education Programs |
|
|
604 | (1) |
|
Maintenance of the Beneficial Effects of Early Experience on Intelligence |
|
|
605 | (3) |
|
How Modifiable Is Human Intelligence? |
|
|
608 | (1) |
|
Stability of Intelligence |
|
|
609 | (12) |
|
|
|
610 | (1) |
|
Predicting Later Intelligence From Tests in Infancy |
|
|
610 | (4) |
|
Stability of IQ Scores During Childhood |
|
|
614 | (2) |
|
Are People Getting Smarter? The Flynn Effect |
|
|
616 | (5) |
| Glossary |
|
621 | (20) |
| References |
|
641 | (122) |
| Index |
|
763 | |
Lisainfo e-raamatute kohta