| Part I: Introduction to Developmental Psychology |
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3 | (42) |
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Chapter 1 Introduction to Developmental Psychology and Its Research Strategies |
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3 | (42) |
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Introduction to Developmental Psychology |
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4 | (6) |
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4 | (6) |
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Research Strategies: Basic Methods and Designs |
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10 | (16) |
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Research Methods in Child and Adolescent Development |
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10 | (9) |
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Detecting Relationships: Correlational, Experimental, and Cross-Cultural Designs |
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19 | (7) |
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Focus on Research A Cross-Cultural Comparison of Gender Roles |
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26 | (1) |
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Research Strategies and Studying Development |
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26 | (11) |
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Research Designs for Studying Development |
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27 | (7) |
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Ethical Considerations in Developmental Research |
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34 | (2) |
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Applying Research to Your Life Becoming a Wise Consumer of Developmental Research |
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36 | (1) |
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Themes in the Study of Human Development |
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37 | (4) |
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37 | (1) |
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38 | (1) |
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The Continuity/Discontinuity Issue |
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38 | (1) |
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The Holistic Nature of Development Theme |
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39 | (2) |
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41 | (1) |
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42 | (1) |
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43 | (1) |
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43 | (2) |
| Part II: Biological Foundations of Development |
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45 | (156) |
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Chapter 2 Hereditary Influences on Development |
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45 | (44) |
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Principles of Hereditary Transmission |
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46 | (9) |
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46 | (1) |
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Growth of the Zygote and Production of Body Cells |
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46 | (1) |
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47 | (1) |
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48 | (1) |
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48 | (1) |
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Focus on Research Crossing-Over and Chromosome Segregation During Meiosis |
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49 | (1) |
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50 | (1) |
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51 | (2) |
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Applying Research to Your Life Examples of Dominant and Recessive Traits in Human Heredity |
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53 | (2) |
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55 | (9) |
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Chromosomal Abnormalities |
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56 | (2) |
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58 | (1) |
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Predicting, Detecting, and Treating Hereditary Disorders |
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59 | (1) |
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Detecting Hereditary Disorders |
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60 | (1) |
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Treating Hereditary Disorders |
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61 | (2) |
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Applying Research to Your Life Ethical Issues Surrounding Treatments for Hereditary Disorders |
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63 | (1) |
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Hereditary Influences on Behavior |
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64 | (14) |
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64 | (9) |
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Theories of Heredity and Environment Interactions in Development |
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73 | (4) |
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Contributions and Criticisms of the Behavioral Genetics Approach |
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77 | (1) |
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The Ethological and Evolutionary Viewpoints |
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78 | (4) |
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Assumptions of Classical Ethology |
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79 | (1) |
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Ethology and Human Development |
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79 | (1) |
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Modern Evolutionary Theory |
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80 | (1) |
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Contributions and Criticisms of Ethological and Evolutionary Viewpoints |
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81 | (1) |
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Applying Developmental Themes to Hereditary Influences on Development |
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82 | (1) |
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83 | (2) |
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85 | (1) |
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85 | (1) |
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86 | (3) |
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Chapter 3 Prenatal Development and Birth |
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89 | (42) |
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90 | (7) |
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90 | (2) |
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92 | (1) |
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93 | (4) |
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Potential Problems in Prenatal Development |
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97 | (17) |
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97 | (12) |
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Characteristics of the Pregnant Woman |
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109 | (4) |
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Prevention of Birth Defects |
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113 | (1) |
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Birth and the Perinatal Environment |
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114 | (7) |
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114 | (1) |
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115 | (2) |
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Labor and Delivery Medications |
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117 | (1) |
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The Social Environment Surrounding Birth |
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117 | (1) |
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Applying Research to Your Life Cultural and Historical Variations in Birthing Practices |
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118 | (3) |
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Potential Problems at Birth |
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121 | (5) |
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121 | (1) |
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Prematurity and Low Birth Weight |
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122 | (3) |
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Reproductive Risk and Capacity for Recovery |
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125 | (1) |
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Applying Developmental Themes to Prenatal Development and Birth |
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126 | (1) |
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127 | (1) |
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128 | (1) |
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129 | (1) |
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129 | (2) |
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131 | (38) |
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The Newborn's Readiness for Life |
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132 | (6) |
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132 | (2) |
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134 | (1) |
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Developmental Changes in Infant States |
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135 | (1) |
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Applying Research to Your Life Sudden Infant Death Syndrome |
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136 | (2) |
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Research Methods Used to Study the Infant's Sensory and Perceptual Experiences |
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138 | (2) |
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138 | (1) |
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138 | (1) |
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The Method of Evoked Potentials |
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139 | (1) |
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The High-Amplitude Sucking Method |
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139 | (1) |
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Infant Sensory Capabilities |
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140 | (6) |
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140 | (2) |
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Focus on Research Causes and Consequences of Hearing Loss |
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142 | (1) |
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143 | (1) |
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Touch, Temperature, and Pain |
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143 | (1) |
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144 | (2) |
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Visual Perception in Infancy |
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146 | (5) |
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Perception of Patterns and Forms |
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146 | (2) |
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Perception of Three-Dimensional Space |
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148 | (3) |
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151 | (3) |
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Are the Senses Integrated at Birth? |
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151 | (1) |
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Development of Intermodal Perception |
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152 | (1) |
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Explaining Intermodal Perception |
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153 | (1) |
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Cultural Influences on Infant Perception |
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154 | (1) |
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Basic Learning Processes in Infancy |
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155 | (8) |
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Habituation: Early Evidence of Information Processing and Memory |
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155 | (1) |
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156 | (1) |
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157 | (2) |
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Newborn Imitation or Observational Learning |
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159 | (2) |
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Focus on Research An Example of Observational Learning |
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161 | (2) |
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Applying Developmental Themes to Infant Development, Perception, and Learning |
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163 | (1) |
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164 | (2) |
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166 | (1) |
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167 | (1) |
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167 | (2) |
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Chapter 5 Physical Development: The Brain, Body, Motor Skills, and Sexual Development |
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169 | (32) |
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An Overview of Maturation and Growth |
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170 | (3) |
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Changes in Height and Weight |
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170 | (1) |
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Changes in Body Proportions |
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171 | (1) |
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171 | (1) |
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172 | (1) |
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Variations in Physical Development |
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172 | (1) |
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173 | (6) |
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Neural Development and Plasticity |
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173 | (2) |
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Brain Differentiation and Growth |
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175 | (4) |
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179 | (8) |
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Basic Trends in Locomotor Development |
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179 | (4) |
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183 | (1) |
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Psychological Implications of Early Motor Development |
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184 | (1) |
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Beyond Infancy: Motor Development in Childhood and Adolescence |
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185 | (1) |
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Focus on Research Sports Participation and Self-Esteem Among Adolescent Females |
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186 | (1) |
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Puberty: The Physical Transition from Child to Adult |
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187 | (3) |
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The Adolescent Growth Spurt |
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187 | (1) |
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187 | (3) |
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Causes and Correlates of Physical Development |
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190 | (5) |
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190 | (1) |
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191 | (4) |
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Applying Developmental Themes to Physical Development |
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195 | (1) |
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196 | (2) |
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198 | (1) |
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198 | (1) |
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199 | (2) |
| Part III: Cognitive Development |
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201 | (170) |
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Chapter 6 Cognitive Development: Piaget's Theory and Vygotsky's Sociocultural Viewpoint |
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201 | (48) |
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Piaget's Theory of Cognitive Development |
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202 | (3) |
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202 | (1) |
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How We Gain Knowledge: Cognitive Schemes and Cognitive Processes |
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203 | (2) |
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Piaget's Stages of Cognitive Development |
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205 | (22) |
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The Sensorimotor Stage (Birth to 2 Years) |
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205 | (7) |
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The Preoperational Stage (2 to 7 Years) and the Emergence of Symbolic Thought |
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212 | (5) |
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Applying Research to Your Life Cognitive Development and Children's Humor |
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217 | (4) |
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The Concrete-Operational Stage (7 to 11 Years) |
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221 | (2) |
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The Formal-Operational Stage (11 to 12 Years and Beyond) |
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223 | (1) |
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Focus on Research Children's Responses to a Hypothetical Proposition |
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223 | (4) |
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An Evaluation of Piaget's Theory |
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227 | (4) |
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227 | (1) |
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Focus on Research Evaluating Piaget Through a Cross-Cultural Lens |
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228 | (1) |
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228 | (3) |
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Vygotsky's Sociocultural Perspective |
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231 | (12) |
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The Role of Culture in Intellectual Development |
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231 | (1) |
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The Social Origins of Early Cognitive Competencies and the Zone of Proximal Development |
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232 | (6) |
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Implications for Education |
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238 | (1) |
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The Role of Language in Cognitive Development |
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239 | (1) |
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Vygotsky in Perspective: Summary and Evaluation |
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240 | (3) |
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Applying Developmental Themes to Piaget's and Vygotsky's Theories |
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243 | (1) |
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244 | (2) |
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246 | (1) |
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247 | (1) |
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247 | (2) |
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Chapter 7 Cognitive Development: Information-Processing Perspectives |
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249 | (40) |
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250 | (2) |
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Development of the Multistore Model |
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252 | (13) |
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Developmental Differences in "Hardware": Information-Processing Capacity |
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252 | (2) |
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Developmental Differences in "Software": Strategies and What Children Know About "Thinking" |
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254 | (7) |
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261 | (4) |
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Development of Memory: Retaining and Retrieving Information |
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265 | (9) |
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The Development of Event and Autobiographical Memory |
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265 | (1) |
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Applying Research to Your Life What Happened to Our Early Childhood Memories? |
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266 | (2) |
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The Development of Memory Strategies |
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268 | (6) |
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Development of Other Cognitive Skills |
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274 | (8) |
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274 | (3) |
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277 | (5) |
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Evaluating the Information-Processing Perspective |
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282 | (1) |
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Applying Developmental Themes to Information-Processing Perspectives |
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283 | (1) |
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284 | (1) |
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285 | (1) |
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286 | (1) |
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286 | (3) |
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Chapter 8 Intelligence: Measuring Mental Performance |
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289 | (40) |
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290 | (8) |
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Psychometric Views of Intelligence |
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290 | (4) |
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A Modern Information-Processing Viewpoint |
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294 | (2) |
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Gardner's Theory of Multiple Intelligences |
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296 | (2) |
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How Is Intelligence Measured? |
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298 | (5) |
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The Stanford-Binet Intelligence Scale |
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298 | (1) |
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299 | (1) |
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Group Tests of Mental Performance |
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300 | (1) |
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Newer Approaches to Intelligence Testing |
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300 | (1) |
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Assessing Infant Intelligence |
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301 | (1) |
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Stability of IQ in Childhood and Adolescence |
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302 | (1) |
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What Do Intelligence Tests Predict? |
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303 | (3) |
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IQ as a Predictor of Scholastic Achievement |
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303 | (1) |
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IQ as a Predictor of Vocational Outcomes |
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304 | (1) |
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IQ as a Predictor of Health, Adjustment, and Life Satisfaction |
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305 | (1) |
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Factors That Influence IQ Scores |
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306 | (3) |
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The Evidence for Heredity |
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306 | (2) |
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The Evidence for Environment |
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308 | (1) |
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The Evidence for the Transaction of Heredity and Environment |
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309 | (1) |
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Social and Cultural Influences on Intellectual Performance |
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309 | (7) |
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Social-Class and Ethnic Differences in IQ |
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309 | (5) |
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Focus on Research Do Socioeconomic Differences Explain Ethnic Differences in IQ? |
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314 | (2) |
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Improving Cognitive Performance Through Compensatory Education |
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316 | (3) |
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316 | (1) |
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The Importance of Parental Involvement |
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317 | (1) |
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The Importance of Intervening Early |
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318 | (1) |
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Creativity and Special Talents |
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319 | (4) |
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319 | (4) |
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Applying Developmental Themes to Intelligence and Creativity |
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323 | (1) |
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323 | (2) |
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325 | (1) |
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326 | (1) |
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326 | (3) |
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Chapter 9 Development of Language and Communication Skills |
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329 | (42) |
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Five Components of Language |
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330 | (2) |
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330 | (1) |
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330 | (1) |
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331 | (1) |
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331 | (1) |
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331 | (1) |
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Theories of Language Development |
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332 | (9) |
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The Learning (or Empiricist) Perspective |
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332 | (1) |
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333 | (3) |
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Focus on Research On the "Invention" of Language by Children |
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336 | (1) |
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The Interactionist Perspective |
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337 | (4) |
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The Prelinguistic Period: Before Language |
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341 | (3) |
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Early Reactions to Speech |
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341 | (1) |
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The Importance of Intonational Cues |
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342 | (1) |
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Producing Sounds: The Infant's Prelinguistic Vocalizations |
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342 | (1) |
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What Do Prelinguistic Infants Know about Language and Communication? |
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343 | (1) |
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The Holophrase Period: One Word at a lime |
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344 | (6) |
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Early Semantics: Building a Vocabulary |
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345 | (1) |
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Attaching Meaning to Words |
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346 | (4) |
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When a Word Is More Than a Word |
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350 | (1) |
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The Telegraphic Period: From Holophrases to Simple Sentences |
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350 | (3) |
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A Semantic Analysis of Telegraphic Speech |
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351 | (1) |
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The Pragmatics of Early Speech |
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352 | (1) |
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Applying Research to Your Life Learning a Gestural Language |
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353 | (1) |
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Language Learning during the Preschool Period |
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353 | (6) |
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Development of Grammatical Morphemes |
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355 | (1) |
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Mastering Transformational Rules |
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356 | (1) |
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357 | (1) |
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Development of Pragmatics and Communication Skills |
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358 | (1) |
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Language Learning During Middle Childhood and Adolescence |
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359 | (4) |
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Later Syntactic Development |
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359 | (1) |
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Semantics and Metalinguistic Awareness |
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359 | (1) |
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Further Development of Communication Skills |
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360 | (3) |
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Bilingualism: Challenges and Consequences of Learning Two Languages |
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363 | (2) |
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Applying Developmental Themes to Language Acquisition |
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365 | (1) |
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366 | (2) |
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368 | (1) |
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369 | (1) |
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369 | (2) |
| Part IV: Social and Personality Development |
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371 | (162) |
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Chapter 10 Emotional Development, Temperament, and Attachment |
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371 | (42) |
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372 | (9) |
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Displaying Emotions: The Development (and Control) of Emotional Expressions |
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372 | (6) |
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Recognizing and Interpreting Emotions |
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378 | (2) |
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Emotions and Early Social Development |
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380 | (1) |
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Focus on Research Assessing Emotional Competence in Young Children |
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381 | (1) |
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Temperament and Development |
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381 | (5) |
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Hereditary and Environmental Influences on Temperament |
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382 | (2) |
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384 | (2) |
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Attachment and Development |
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386 | (22) |
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Attachments as Reciprocal Relationships |
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386 | (1) |
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How Do Infants Become Attached? |
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387 | (6) |
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Applying Research to Your Life Combating Stranger Anxiety: Some Helpful Hints for Caregivers, Doctors, and Child-Care Professionals |
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393 | (3) |
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Individual Differences in Attachment Quality |
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396 | (2) |
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398 | (2) |
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Factors That Influence Attachment Security |
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400 | (4) |
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Attachment and Later Development |
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404 | (4) |
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Applying Developmental Themes to Emotional Development, Temperament, and Attachment |
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408 | (1) |
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409 | (1) |
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410 | (1) |
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411 | (1) |
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411 | (2) |
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Chapter 11 Development of the Self-Concept |
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413 | (44) |
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How the Self-Concept Develops |
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414 | (7) |
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Self-Differentiation in Infancy |
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414 | (1) |
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Self-Recognition in Infancy |
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415 | (3) |
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"Who Am I?" Responses of Preschool Children |
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418 | (1) |
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Conceptions of Self in Middle Childhood and Adolescence |
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419 | (1) |
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Cultural Influences on the Self-Concept |
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420 | (1) |
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Self-Esteem: The Evaluative Component of Self |
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421 | (7) |
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Origins and Development of Self-Esteem |
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421 | (4) |
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Social Contributors to Self-Esteem |
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425 | (3) |
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Development of Achievement Motivation and Academic Self-Concepts |
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428 | (10) |
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Early Origins of Achievement Motivation |
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429 | (1) |
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Achievement Motivation During Middle Childhood and Adolescence |
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429 | (5) |
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Beyond Achievement Motivation: Development of Achievement Attributions |
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434 | (4) |
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Applying Research to Your Life Helping the Helpless Achieve |
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438 | (1) |
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Who Am I to Be? Forging an Identity |
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438 | (6) |
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Developmental Trends in Identity Formation |
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439 | (1) |
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How Painful Is Identity Formation? |
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440 | (1) |
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Influences on Identity Formation |
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440 | (2) |
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Identity Formation Among Minority Youth |
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442 | (2) |
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The Other Side of Social Cognition: Knowing About Others |
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444 | (7) |
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Age Trends in Person Perception |
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444 | (2) |
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Applying Research To Your Life Racial Categorization and Racism in Young Children |
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446 | (1) |
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Theories of Social-Cognitive Development |
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447 | (4) |
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Applying Developmental Themes to the Development of the Self and Social Cognition |
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451 | (1) |
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451 | (2) |
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453 | (1) |
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454 | (1) |
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454 | (3) |
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Chapter 12 Sex Differences and Gender-Role Development |
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457 | (36) |
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458 | (1) |
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Categorizing Males and Females: Gender-Role Standards |
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459 | (1) |
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Some Facts and Fictions About Sex Differences |
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460 | (6) |
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Actual Psychological Differences Between the Sexes |
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460 | (3) |
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463 | (1) |
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Do Cultural Myths Contribute to Sex Differences in Ability (and Vocational Opportunity)? |
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464 | (2) |
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Developmental Trends in Gender Typing |
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466 | (8) |
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Development of the Gender Concept |
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467 | (1) |
|
Development of Gender-Role Stereotypes |
|
|
467 | (3) |
|
Development of Gender-Typed Behavior |
|
|
470 | (4) |
|
Theories of Gender Typing and Gender-Role Development |
|
|
474 | (14) |
|
|
|
474 | (1) |
|
Money and Ehrhardt's Biosocial Theory of Gender Differentiation and Development |
|
|
475 | (4) |
|
Focus on Research Is Biology Destiny? Sex Assignment Catastrophes |
|
|
479 | (1) |
|
A Psychobiosocial Viewpoint |
|
|
480 | (1) |
|
Freud's Psychoanalytic Theory |
|
|
480 | (1) |
|
|
|
481 | (1) |
|
Kohlberg's Cognitive-Developmental Theory |
|
|
482 | (2) |
|
|
|
484 | (1) |
|
|
|
485 | (1) |
|
Applications: On Changing Gender-Role Attitudes and Behavior |
|
|
485 | (3) |
|
Applying Developmental Themes to Sex Differences and Gender-Role Development |
|
|
488 | (1) |
|
|
|
488 | (1) |
|
|
|
489 | (1) |
|
|
|
490 | (1) |
|
|
|
491 | (2) |
|
Chapter 13 Aggression, Altruism, and Moral Development |
|
|
493 | (40) |
|
The Development of Aggression |
|
|
494 | (11) |
|
Origins of Aggression in Infancy |
|
|
494 | (1) |
|
Developmental Trends in Aggression |
|
|
495 | (2) |
|
Individual Differences in Aggressive Behavior |
|
|
497 | (4) |
|
Cultural and Subcultural Influences on Aggression |
|
|
501 | (1) |
|
Coercive Home Environments: Breeding Grounds for Aggression |
|
|
502 | (1) |
|
Applying Research To Your Life Methods of Controlling Aggression in Young Children |
|
|
503 | (2) |
|
Altruism: Development of the Prosocial Self |
|
|
505 | (6) |
|
|
|
505 | (1) |
|
Developmental Trends in Altruism |
|
|
506 | (1) |
|
Sex Differences in Altruism |
|
|
506 | (1) |
|
Social-Cognitive and Affective Contributors to Altruism |
|
|
506 | (3) |
|
Cultural and Social Influences on Altruism |
|
|
509 | (1) |
|
Who Raises Altruistic Children? |
|
|
510 | (1) |
|
Moral Development: Affective, Cognitive, and Behavioral Components |
|
|
511 | (16) |
|
How Developmentalists Look at Morality |
|
|
512 | (1) |
|
The Affective Component of Moral Development |
|
|
512 | (1) |
|
The Cognitive Component of Moral Development |
|
|
513 | (7) |
|
The Behavioral Component of Moral Development |
|
|
520 | (5) |
|
Applying Research to Your Life How Should I Discipline My Children? |
|
|
525 | (2) |
|
Applying Developmental Themes to the Development of Aggression, Altruism, and Morality |
|
|
527 | (1) |
|
|
|
528 | (1) |
|
|
|
529 | (1) |
|
|
|
530 | (1) |
|
|
|
530 | (3) |
| Part V: The Context of Development |
|
533 | |
|
Chapter 14 The Context of Development I: The Family |
|
|
533 | (34) |
|
The Ecological Systems Viewpoint |
|
|
534 | (3) |
|
Bronfenbrenner's Contexts for Development |
|
|
534 | (3) |
|
|
|
537 | (4) |
|
The Family as a Social System |
|
|
537 | (1) |
|
Families Are Developing Systems |
|
|
538 | (1) |
|
Conclusions About Understanding Families |
|
|
539 | (2) |
|
Parental Socialization During Childhood and Adolescence |
|
|
541 | (10) |
|
Two Major Dimensions of Parenting |
|
|
541 | (1) |
|
Four Patterns of Parenting |
|
|
542 | (2) |
|
Focus on Research Parenting Styles and Developmental Outcomes |
|
|
544 | (1) |
|
Applying Research To Your Life Renegotiating the Parent-Child Relationship During Adolescence |
|
|
545 | (2) |
|
Social Class and Ethnic Variations in Child Rearing |
|
|
547 | (2) |
|
Focus on Research Developmental Surprises from Affluent Parents |
|
|
549 | (2) |
|
The Influence of Siblings and Sibling Relationships |
|
|
551 | (4) |
|
Changes in the Family Systems When a New Baby Arrives |
|
|
551 | (1) |
|
Sibling Relationships over the Course of Childhood |
|
|
552 | (1) |
|
Positive Contributions of Sibling Relationships |
|
|
553 | (2) |
|
|
|
555 | (6) |
|
|
|
555 | (1) |
|
Donor Insemination (DI) Families |
|
|
556 | (1) |
|
|
|
557 | (1) |
|
Family Conflict and Divorce |
|
|
558 | (3) |
|
Applying Developmental Themes to Family Life, Parenting, and Siblings |
|
|
561 | (1) |
|
|
|
562 | (1) |
|
|
|
563 | (1) |
|
|
|
564 | (1) |
|
|
|
564 | (3) |
|
Chapter 15 The Context of Development II: Peers, Schools, and Technology |
|
|
567 | |
|
Peers as Agents of Socialization |
|
|
568 | (7) |
|
Who Is a Peer, and What Functions Do Peers Serve? |
|
|
568 | (1) |
|
The Development of Peer Sociability |
|
|
569 | (4) |
|
Peer Acceptance and Popularity |
|
|
573 | (2) |
|
School as a Socialization Agent |
|
|
575 | (7) |
|
Schooling and Cognitive Development |
|
|
575 | (1) |
|
Applying Research To Your Life Should Preschoolers Attend School? |
|
|
576 | (1) |
|
Determinants of Effective Schooling |
|
|
576 | (4) |
|
Education and Developmental Transitions |
|
|
580 | (2) |
|
The Effects of Television on Child Development |
|
|
582 | (8) |
|
Development of Television Literacy |
|
|
583 | (1) |
|
Focus on Research Do The Mighty Morphin Power Rangers Promote Children's Aggression? |
|
|
584 | (1) |
|
Some Potentially Undesirable Effects of Television |
|
|
584 | (4) |
|
Television as an Educational Tool |
|
|
588 | (2) |
|
Child Development in the Digital Age |
|
|
590 | (5) |
|
Computers in the Classroom |
|
|
591 | (1) |
|
Beyond the Classroom: Benefits of Internet Exposure |
|
|
591 | (2) |
|
|
|
593 | (2) |
|
Final Thoughts on the Context of Development |
|
|
595 | (2) |
|
Applying Developmental Themes to the Context of Development |
|
|
597 | (1) |
|
|
|
598 | (1) |
|
|
|
599 | (1) |
|
|
|
600 | (1) |
|
|
|
600 | |
| Appendix |
|
A-1 | |
| Glossary |
|
G-1 | |
| References |
|
R-1 | |
| Name Index |
|
I-1 | |
| Subject Index |
|
I-15 | |
