Advances in Child Development and Behavior

1. Auflage 2017
ISBN: 978-0-12-812173-3
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band Volume 52, 312 Seiten

Reihe: Advances in Child Development and Behavior

Advances in Child Development and Behavior, Volume 52, includes chapters that highlight some of the most recent research in the field of developmental psychology. Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars, and students. - Contains chapters that highlight some of the most recent research in the area of child development and behavior - Presents a wide array of topics that are discussed in detail

Autoren/Hrsg.

Inhaltsverzeichnis

1;Front Cover;1
2;Advances in Child Development and Behavior;4
3;Copyright;5
4;Contents;6
5;Contributors;10
6;Preface;12
7;Chapter One: How Does Experience Shape Early Development? Considering the Role of Top-Down Mechanisms;16
7.1;1. Introduction;17
7.2;2. An (Implicit) Bottom-Up Model of Perceptual Development;18
7.3;3. Challenges to the Bottom-Up View of Perceptual Development;22
7.3.1;3.1. Infants Do Not Passively Absorb Sensory Experience;23
7.3.2;3.2. Top-Down Processes Support Effective Perception in Adults;26
7.4;4. Could Top-Down Information Shape Perceptual Development?;32
7.4.1;4.1. Neuroimaging Evidence for Top-Down Modulation in Infancy;34
7.4.1.1;4.1.1. Prediction/Expectation Modulates Neural Activity in Perceptual Systems;35
7.4.1.2;4.1.2. Availability of Frontal Systems Early in Development;37
7.4.2;4.2. Behavioral Evidence for Top-Down Modulation in Infancy;39
7.4.2.1;4.2.1. Generalization From Prior Experience Supports Changes in Perception: Auditory;40
7.4.2.2;4.2.2. Generalization From Prior Experience Supports Changes in Perception: Vision;42
7.4.2.3;4.2.3. Generalizing From Variable Perceptual Experience;45
7.4.3;4.3. Neuroanatomical Evidence for Top-Down Modulation in Infancy;47
7.5;5. Conclusions and Future Directions;50
7.6;Acknowledgments;52
7.7;References;52
8;Chapter Two: Applications of Dynamic Systems Theory to Cognition and Development: New Frontiers;58
8.1;1. Dynamic Systems Theory;59
8.1.1;1.1. Foundational Concepts;60
8.1.2;1.2. The Piagetian A-Not-B Error;62
8.2;2. The Dynamic Field Theory and Dynamic Neural Fields;64
8.2.1;2.1. Introduction to DNF Models;65
8.2.2;2.2. DNFs Are Dynamic Systems: Three Applications;66
8.2.2.1;2.2.1. Multicausality in the Piagetian A-Not-B Error;67
8.2.2.2;2.2.2. Self-Organization in Visual Working Memory Capacity;70
8.2.2.3;2.2.3. Connecting Real and Developmental Timescales in Infant Looking;76
8.3;3. Noncomputational Applications of Systems Concepts;80
8.3.1;3.1. Coupled Motor and Language Systems;81
8.3.2;3.2. Shape Bias in Word Learning;83
8.3.3;3.3. Sampling Development;85
8.4;4. Moving Dynamic Systems Theory Forward;86
8.5;References;89
9;Chapter Three: Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?;96
9.1;1. Introduction;97
9.2;2. The Measurement of Working Memory Capacity;98
9.3;3. Sources of Childhood Development of Working Memory: Is There a Fundamental Increase in Capacity?;100
9.3.1;3.1. Childhood Working Memory Development Is Probably Not Entirely Based on Learning;100
9.3.2;3.2. Childhood Working Memory Development Is Probably Not Entirely Based on Increases in the Efficiency of Attention Allo ...;102
9.3.3;3.3. Childhood Working Memory Development Is Probably Not Entirely Based on an Improved Efficiency of Encoding;105
9.3.4;3.4. Childhood Working Memory Development Is Probably Not Entirely Based on an Improved Use of Covert Rehearsal as a Mnem ...;105
9.3.5;3.5. The Estimated Rate of Childhood Working Memory Development Appears to Depend on the Test Procedure;106
9.3.6;3.6. Summary of Child Research;108
9.4;4. Development of Working Memory Capacity in Infancy;109
9.4.1;4.1. Summary of Infant Research;112
9.5;5. Reconciliation of the Infant and Child Literatures;113
9.6;Acknowledgments;116
9.7;References;116
10;Chapter Four: Why Neighborhoods (and How We Study Them) Matter for Adolescent Development;120
10.1;1. Introduction;121
10.2;2. Adolescent Development and the Life Course: An Orienting Note;123
10.3;3. The Neighborhood Context of Adolescence: How Neighborhoods Work;124
10.3.1;3.1. A Brief History of Sociological Scholarship on Neighborhood Effects;124
10.3.2;3.2. A Shift to Processes and Mechanisms;125
10.3.3;3.3. The Indirect Effects of Neighborhoods: The Role of Other Contexts;127
10.4;4. The Neighborhood Context of Adolescence: How Neighborhoods Look;128
10.4.1;4.1. Shifting Back Upstream;128
10.4.2;4.2. Neighborhood Patterning: Social Cleavages and the Stratification of Life Chances;129
10.4.2.1;4.2.1. Racial/Ethnic Stratification and Segregation;130
10.4.2.2;4.2.2. Class Stratification and Segregation;131
10.4.2.3;4.2.3. Geographic Stratification and Segregation;133
10.4.3;4.3. Geographies of Opportunity: Neighborhoods as Springboards or Snares;134
10.5;5. A Neighborhood-Centered Approach;136
10.6;6. An Empirical Demonstration;138
10.6.1;6.1. Trajectories of Adolescent Violent Victimization Across Neighborhood Types;138
10.6.1.1;6.1.1. The Concentration and Consequences of Adolescent Violent Victimization;139
10.6.2;6.2. LCA of Neighborhood Types;140
10.6.2.1;6.2.1. Analytic Sample;140
10.6.2.2;6.2.2. Measures;140
10.6.2.3;6.2.3. Analytic Strategy;142
10.6.3;6.3. Results;142
10.6.3.1;6.3.1. Labeling Neighborhood Types;143
10.6.4;6.4. A Neighborhood-Centered Analysis of Violent Victimization Trajectories;149
10.6.4.1;6.4.1. Analytic Sample;149
10.6.4.2;6.4.2. Outcome Measure;149
10.6.4.3;6.4.3. Analytic Strategy;150
10.6.5;6.5. Results;150
10.6.6;6.6. Summary of Findings;156
10.7;7. Discussion and Conclusion;157
10.8;Acknowledgments;159
10.9;References;159
11;Chapter Five: How Children Learn to Navigate the Symbolic World of Pictures: The Importance of the Artist´s Mind and Diff ...;168
11.1;1. Navigating the Symbolic World of Pictures;169
11.2;2. Foundations of Pictorial Understanding;170
11.3;3. The Role of the Artists Mind;173
11.3.1;3.1. Intention;173
11.3.1.1;3.1.1. Appearance vs Intentional Cues;176
11.3.2;3.2. Knowledge and Ideas;179
11.4;4. Picture Modality;182
11.4.1;4.1. Theoretical Importance;182
11.4.2;4.2. Photographs vs Drawings;183
11.4.3;4.3. Photograph Literature;184
11.4.4;4.4. Cross-Modal Debates;186
11.5;5. Concluding Remarks;191
11.6;References;194
12;Chapter Six: Perspectives on Perspective Taking: How Children Think About the Minds of Others;200
12.1;1. A Multipurpose Tool: The Many Functions of Mental State Reasoning;201
12.2;2. A Historical Overview of Research Leading to the Birth of the False-Belief Task;203
12.3;3. What Can We Infer From the Results of the Classic False-Belief Tasks?;206
12.4;4. False-Belief Reasoning in the First 2 Years of Life?;210
12.5;5. Thinking Outside the False-Belief Box: Theory of Mind Is Much, Much More Than Reasoning About False Beliefs;213
12.6;6. Individual Differences in Theory of Mind Development, Their Possible Origins, and The Implications for Fostering Theor ...;217
12.7;7. How Selective Social Learning Can Reveal Children´s Understanding of the Mind;221
12.8;8. Future Directions: The Value in Understanding an Inherent Limitation on Perspective Taking and the Mechanisms Involved;226
12.9;Acknowledgments;230
12.10;References;230
13;Chapter Seven: The Development of Tactile Perception;242
13.1;1. Introduction;243
13.2;2. Studying Multiple Senses in Development;245
13.3;3. Touch: A Primer;247
13.4;4. The Development of Haptics;249
13.4.1;4.1. Haptic Abilities in Early Infancy;250
13.4.2;4.2. The Origins of Visual-Haptic Coordination;252
13.5;5. The Developing Role of Touch in Perception of the Body;255
13.5.1;5.1. Tactile ``Reflexes,´´ Their Modification, and Spatial Specificity;256
13.5.2;5.2. The Development of Tactile Body Maps;257
13.5.3;5.3. The Early Development of Proprioception: Newborn Hand-Mouth Coordination;258
13.5.4;5.4. Self-Touch and Early Body Representations;259
13.5.5;5.5. Coming to Represent the Body in the Outside World;260
13.5.6;5.6. The Development of Multisensory Interactions With Touch Underlying Body Representations;263
13.5.7;5.7. The Developing Role of Touch in Determining a Sense of Self;270
13.6;6. Interpersonal Touch Perception in Early Life;272
13.7;7. Summary;275
13.8;Acknowledgments;276
13.9;References;276
14;Chapter Eight: The Development of Body Image and Weight Bias in Childhood;284
14.1;1. Understanding Body Image Attitudes;285
14.1.1;1.1. Body Dissatisfaction;285
14.1.2;1.2. Weight Bias;286
14.2;2. Measurement of Body Image Attitudes in Children;287
14.2.1;2.1. Measuring Children´s Body Dissatisfaction;288
14.2.2;2.2. Measuring Children´s Weight Bias;291
14.3;3. Body Dissatisfaction in Children;293
14.3.1;3.1. Prevalence of Body Dissatisfaction in Children;293
14.3.2;3.2. Correlates and Predictors of Body Dissatisfaction;295
14.3.2.1;3.2.1. Theoretical Models of Predictors of Body Image;295
14.3.2.2;3.2.2. Correlates and Predictors in Young Children;296
14.3.2.3;3.2.3. Correlates and Predictors in Older Children;298
14.3.2.4;3.2.4. Mediators of Sociocultural Influences in Older Children;300
14.4;4. Weight Bias in Children;301
14.4.1;4.1. Prevalence of Weight Bias in Children;301
14.4.2;4.2. Predictors of Weight Bias;302
14.5;5. Approaches to Prevention of Body Dissatisfaction and Weight Bias in Children;303
14.5.1;5.1. Prevention in Young Children;304
14.5.2;5.2. Prevention in Older Children;305
14.6;6. Concluding Comments on Children´s Body Dissatisfaction and Weight Bias;306
14.7;References;307
15;Back Cover;314