Volume 34 of the Advances in Child Development and Behavior series is divided into eight components that highlight some of the most recent research in developmental and educational psychology.
A wide array of topics are discussed in detail, including social stereotypes and prejudice, phonetic and lexical learning, poverty, the development of moral thinking, and others. Each component provides in depth discussions of various developmental psychology specializations. This volume serves as an invaluable resource for psychology researchers and advanced psychology students.
- Goes in depth to address eight different developmental and educational psychology topics
- A necessary resource for both psychology researchers and students
III. Phonetic specificity in early lexical representations.
IV. Effects of familiarity with the sounds of words on word learning.
A Developmental Intergroup Theory of Social Stereotypes and Prejudice. (Rebecca S. Bigler & Lynn S. Liben).
II. Definitions and forms of Stereotyping and Prejudice.
III. An Ontogenetic Approach to Stereotyping and Prejudice.
IV. Core Qualities and Goals of Developmental Intergroup Theory.
V. Theoretical Foundations of Developmental Intergroup Theory.
VI. Core Components of Developmental Intergroup Theory.
VII. Principles of the Formation and Maintenance of Social Stereotypes and Prejudices.
VIII. Summary and Conclusions.
Income Poverty, Poverty Co-Factors, and the Adjustment of Children in Elementary School. (Brian P. Ackerman and Eleanor D. Brown).
II. Framing Poverty Research.
III. Poverty Co-Factors.
IV. Dynamic Aspects of the Ecology of Disadvantage.
V. Person-Centered Approaches.
VI. Summary and Conclusions.
References.I thought she knew that would hurt my feelings:Developing Psychological Knowledge and Moral Thinking. (Cecilia Wainryb and Beverly A. Brehl).
II. Moral Judgments about the World as Understood.
III. Children's Developing Understandings of Persons: A Thumbnail Sketch.
IV. Children's Moral Judgments about the Behaviors of Persons as Understood.
V. Conclusions and Future Challenges.
Home Range and the Development of Children's Way Finding. (Edward H. Cornell and C. Donald Heth).
I. Definition of the topics.
II. Distance and dispersion of travel.
III. The ontogeny of way finding.
IV. Landmark and place recognition.
V. Memories of routes.
VI. Bearing knowledge in way finding.
VII. Strategy development.
VIII. General discussion.
The Development and Neural Bases of Recognizing of Facial Emotion. (Jukka M. Leppänen and Charles A. Nelson).
I. Behavioral Studies of Facial Expression Recognition.
II. Neural basis of facial expression recognition.
III. Developmental Mechanisms.
Children's Suggestibility: Characteristics and Mechanisms. (Stephen J. Ceci and Maggie Bruck).
I. Definitional Issues.
II. Interviewer Bias: The Central Characteristic of Suggestive Interviews
III. Mechanisms Underlying Children's Suggestibility
IV. Summary: Child versus Situational Variables
The Emergence and Basis of Endogenous Attention in Infancy and Early Childhood. (John Colombo and Carol L. Cheatham).
II. Four Attentional Functions.
III. A Model for Endogenous Attention and Some Historical Perspectives.
IV. Behavioral Development of Endogenous Attention.
V. Neural Bases of Endogenous Attention.
VI. The Emergence of Endogenous Attention: Summary and Implications.
The Probabilistic Epigenesis of Knowledge. (James A. Dixon and
I. Knowledge Acquisition: Foundational Issues
II. Probabilistic Epigenesis
III. Epigenesis of Knowledge
IV. Epigenesis of Knowledge and Symbol Grounding
V. Epigenesis and Detecting Structure in the Environment
VI. Epigenetic Approaches to Language Acquisition