Advances in Child Development and Behavior

Advances in Child Development and Behavior

von: Janette B. Benson

Elsevier Book Series, 2019

ISBN: 9780128178874

Sprache: Englisch

306 Seiten, Download: 10821 KB

 
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Advances in Child Development and Behavior



  Front Cover 1  
  Advances in Child Development and Behavior 4  
  Copyright 5  
  Contents 6  
  Contributors 10  
  Preface 12  
  Chapter One: The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth 16  
     1. Introduction 17  
     2. Overcoming three limitations in research on early morality 18  
        2.1. The need for definitions 18  
        2.2. Interactionism and constructivism: Beyond innate vs learned characteristics 20  
        2.3. Combining naturalistic and experimental methods to explain moral development 23  
     3. Children´s orientations toward helping and harming: Interactions and constructions over the first 4 years 25  
        3.1. The development of moral orientations toward helping 26  
           3.1.1. Conclusion: The early development of orientations toward helping 30  
        3.2. The development of moral orientations toward harming 31  
           3.2.1. Conclusion: The early development of orientations toward harming 35  
     4. A new science of early moral development 36  
     Acknowledgments 39  
     References 39  
  Chapter Two: Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence 52  
     1. The problem: Word learning challenge 53  
     2. Hypothesis testing vs associative learning 56  
        2.1. Hypothesis testing 56  
           2.1.1. Empirical evidence on HT 57  
           2.1.2. Modeling work on HT 58  
        2.2. Associative learning 60  
           2.2.1. Empirical evidence on AL 61  
           2.2.2. Modeling work on AL 62  
     3. Examining psychological components in a learning system 64  
        3.1. Information selection 65  
        3.2. Learning machinery 66  
        3.3. Decisions at test 66  
     4. New directions 69  
        4.1. Real-time behaviors 69  
        4.2. Real-world data 72  
        4.3. Neuroimaging evidence 73  
     5. General discussions 74  
     Acknowledgments 75  
     References 75  
  Chapter Three: When Representation Becomes Reality: Interactive Digital Media and Symbolic Development 80  
     1. Introduction 81  
        1.1. The dual nature of images 84  
        1.2. Objects of contemplation or action? 85  
     2. New digital world 86  
        2.1. Defining ``interactive´´ media 86  
        2.2. Augmenting reality with pictures 87  
        2.3. ``Seeing through´´ or seeing the surface 89  
     3. DeLoache´s model 90  
        3.1. Component factors of the model 91  
           3.1.1. Instruction: Symbolic apprenticeship 91  
           3.1.2. Aspects of symbolic objects: Iconicity and salience 93  
           3.1.3. Symbolization experience and domain knowledge 97  
        3.2. General cognitive development and symbol use 100  
     4. An updated Model for interactive media 101  
        4.1. Responsiveness: A ``fourth R´´ 102  
           4.1.1. Contiguity 103  
           4.1.2. Contingency 103  
           4.1.3. Conjugate reinforcement 105  
        4.2. Factors in an updated theoretical Model 105  
           4.2.1. Responsiveness contributes to iconicity 105  
              4.2.1.1. Live video of oneself 106  
              4.2.1.2. Video chat 108  
              4.2.1.3. ``Instant´´ digital photos 109  
              4.2.1.4. Touchscreens 110  
           4.2.2. Responsiveness contributes to salience 110  
           4.2.3. Knowledge about referents and about responsive symbolic objects 112  
              4.2.3.1. Referent knowledge 112  
              4.2.3.2. Object knowledge 112  
     5. Learning from symbols and learning about them 113  
     6. Conclusion 115  
     Acknowledgments 116  
     References 116  
     Further reading 123  
  Chapter Four: Speaking Your Mind: Language and Narrative in Young Children´s Theory of Mind Development 124  
     1. Introduction 125  
     2. Theory of mind and language 125  
        2.1. Theory of mind 125  
        2.2. Language 126  
           2.2.1. Language and false belief 126  
           2.2.2. Mental terms and reference 130  
     3. Theory of mind and narrative 132  
        3.1. Narrative: A nexus between language and theory of mind 132  
        3.2. Why is narrative related to false belief understanding? 135  
        3.3. Parents narrative input and children´s theory of mind 137  
        3.4. Children´s narrative skills and theory of mind 140  
        3.5. Adult-child talk during shared reading 142  
        3.6. Directionality and underlying mechanisms of change 144  
     4. Conclusion 145  
     References 147  
     Further reading 155  
  Chapter Five: Cultural Snapshots: A Method to Capture Social Contexts in Development of Prejudice and Stereotyping 156  
     1. Introduction 157  
     2. How does socialization of prejudice and stereotyping occur? 158  
        2.1. What is the ``social environment´´? An expanded view of socialization 158  
        2.2. How have researchers studied children´s racial socialization? 160  
           2.2.1. Parental socialization 160  
           2.2.2. School/neighborhood socialization 162  
           2.2.3. Cultural socialization 164  
           2.2.4. Summary: Racial socialization through parents, schools, neighborhoods, and cultures 166  
        2.3. Evaluation of research on racial socialization 167  
           2.3.1. What information typically causes children to develop prejudice and stereotypes? 167  
           2.3.2. Beyond explicit socialization: Implicit socialization 167  
     3. Cultural snapshots: A method for examining socialization 169  
        3.1. What are cultural snapshots? 170  
        3.2. Features of cultural snapshots 172  
           3.2.1. Causality 173  
           3.2.2. Generalization 174  
        3.3. Child development and cultural snapshots 176  
           3.3.1. Feature integration 179  
           3.3.2. Ability to detect relevant environmental features 180  
     4. Cultural snapshots: Testing theory-driven hypotheses about racial socialization 181  
        4.1. What environmental features typically cause intergroup biases in children? 181  
        4.2. How does implicit socialization occur? 185  
        4.3. How are group norms communicated? 185  
        4.4. Summary 186  
     5. Flexibility of cultural snapshots 187  
     6. Conclusion 189  
     References 189  
     Further reading 196  
  Chapter Six: Cultural Influences on the Development of Children´s Memory and Cognition 198  
     1. The broad picture of culture and cognition 199  
     2. Development of memory and cognition in children 201  
        2.1. Episodic memory 202  
        2.2. Role of parenting style and collective reminiscing 205  
        2.3. Temporal and spatial understanding 207  
     3. Memory processes 209  
        3.1. Memory encoding 209  
        3.2. Memory reconstruction 211  
     4. Methodological issues 213  
        4.1. Controlled experiments on memory 213  
        4.2. Language 219  
     5. The dynamic nature of culture in the 21st century: Changing societies 222  
        5.1. Shifts toward individualism 222  
        5.2. Attitudes regarding parenting styles 225  
        5.3. One-child policy 227  
        5.4. Urban vs rural contexts 228  
     6. Applied implications 229  
        6.1. Forensic arena 229  
        6.2. Immigrants and asylum-seekers 230  
     7. Conclusion 231  
     References 232  
     Further reading 239  
  Chapter Seven: Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors 242  
     1. Cognitive development as change in strategies 243  
     2. Contextual factors 244  
        2.1. Feedback about performance 245  
           2.1.1. Factors that may moderate the effects of feedback 245  
        2.2. Exposure to alternatives 246  
           2.2.1. Factors that may moderate the effects of exposure to alternative strategies 247  
        2.3. Information that highlights problem structure 248  
           2.3.1. Factors that may moderate the effects of highlighting problem structure 249  
        2.4. Problem presentation 249  
           2.4.1. Factors that may moderate the effects of problem presentation 251  
     3. Individual factors 252  
        3.1. Stable individual differences 252  
        3.2. Transitory individual differences 254  
     4. Metacognitive factors 255  
        4.1. Perceived difficulty of problems 255  
        4.2. Judgments about current or possible strategies 256  
     5. Integrating factors in conceptual models of strategy change 258  
        5.1. Identifying causal factors in experimental and quasi-experimental studies 259  
        5.2. ``Diathesis-stress´´ or ``vulnerability-trigger´´ models 260  
        5.3. Cumulative risk models 261  
        5.4. Dynamic systems models 264  
     6. Conclusion 266  
     References 267  
  Chapter Eight: Cognitive Functioning in Children with Down Syndrome: Current Knowledge and Future Directions 272  
     1. Introduction 273  
     2. General intelligence 275  
     3. Language development 280  
     4. Recall memory 283  
     5. Executive functioning 287  
        5.1. Planning and goal-directed behavior 288  
        5.2. Inhibitory control 289  
        5.3. Cognitive flexibility 289  
        5.4. Working memory 290  
     6. Critical issues and future directions 291  
        6.1. Focus on longitudinal methodologies 291  
        6.2. Focus on mechanisms associated with cognitive change 293  
     7. Concluding remarks 294  
     References 295  
     Further reading 304  
  Back Cover 306  

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