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| Contributors | |
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| Preface | |
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| Beyond Point And Shoot: Children's Developing Understanding of Photographs as Spatial and Expressive Representations | |
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| A Photographic Vision | |
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| Beneath the Photographic Surface | |
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| Empirical Investigations of Photographic Development | |
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| The Larger Developmental Picture | |
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| References | |
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| Probing the Adaptive Significance of Children's Behavior and Relationships in the School Context: A Child by Environment Perspective | |
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| Introduction | |
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| Primary Premises and Findings from Research Guided by "Main Effects" Models | |
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| Primary Premises and Findings from Research Guided by "Child by Environment" Models | |
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| Summary and Conclusions | |
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| References | |
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| The Role of Letter Names in the Acquisition of Literacy | |
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| Introduction | |
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| Letter Names in English and Other Alphabetic Writing Systems | |
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| Children's Learning of Letter Names | |
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| Children's Learning of Letter Sounds | |
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| Role of Letter Names in Learning to Read Words | |
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| Role of Letter Names in Learning to Spell Words | |
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| Conclusions | |
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| References | |
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| Early Understandings of Emotion, Morality, and Self: Developing a Working Model | |
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| Internal Working Models and Relationships | |
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| Internal Working Models and Cognitive Growth | |
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| Developing a Working Model | |
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| Conclusion: The Impact of Relationships on Emotion, Morality--and the Self | |
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| References | |
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| Working Memory in Infancy | |
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| Introduction | |
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| Toward a Definition of WM in Infants | |
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| Research on WM in Infants | |
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| Frontiers of Research on WM in Infants | |
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| References | |
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| The Development of a Differentiated Sense of the Past and the Future | |
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| The Past and Future in Children's and Parents' Language | |
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| Differentiation of the Past and of the Future | |
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| Differentiation Between the Past and the Future | |
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| Conclusions and Directions for Future Research | |
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| References | |
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| The Development of Cognitive Flexibility and Language Abilities | |
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| What is Flexible Cognition? | |
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| Developing Toward...? Adults' Flexible Cognitive Processing of Meanings and Messages | |
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| Toward a Model of Flexible Representation in Language Processing | |
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| Children's Flexible Thinking About Meanings and Messages | |
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| Questions and Conclusions | |
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| References | |
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| A Bio-Social-Cognitive Approach to Understanding and Promoting The Outcomes of Children with Medical and Physical Disorders | |
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| Introduction | |
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| Theoretical Models Employed to Understand the Experiences of Children with Medical and Physical Disorders | |
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| Optimizing the Outcomes of Children with Medical and Physical Disorders | |
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| Integration | |
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| References | |
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| Expanding Our View of Context: The Bio-ecological Environment and Development | |
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| Starting with the Psychosocial Environment | |
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| Going Beyond the Psychosocial: The Bio-ecological Environment | |
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| The Bio-ecological Environment and Children's Development | |
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| Bringing it All Together: A Converging Structural and Conceptual Framework | |
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| Conclusions | |
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| References | |
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| Pathways to Early Literacy: The Complex Interplay of Child, Family, and Sociocultural Factors | |
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| Introduction | |
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| Child Factors and Early Literacy Development | |
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| Parenting and Early Literacy Development | |
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| Sociocultural Factors and Early Literacy Development | |
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| Schooling Influences and Children's Early Literacy Development | |
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| Dynamic Relations Between Child, Family, & Sociocultural Factors, Schooling Influences and Early Literacy Skills | |
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| Conclusion | |
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| References | |
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| Author Index | |
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| Subject Index | |
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| Contents of Previous Volumes | |