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THEORY And Research in Child Development | |
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History, Theory, and Applied Directions | |
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The Field of Child Development | |
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Basic Issues | |
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Historical Foundations | |
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Mid-Twentieth-Century Theories | |
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Recent Theoretical Perspectives | |
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Comparing Child Development Theories | |
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Applied Directions: Child Development and Social Policy | |
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Research Strategies | |
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From Theory to Hypothesis | |
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Common Methods Used to Study Children | |
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Reliability and Validity: Keys to Scientifically Sound Research | |
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General Research Designs | |
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Designs for Studying Development | |
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Ethics in Research on Children | |
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Foundations of Development | |
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Biological Foundations, Prenatal Development, and Birth | |
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Genetic Foundations | |
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Reproductive Choices | |
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Prenatal Development | |
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Prenatal Environmental Influences | |
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Childbirth | |
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Approaches to Childbirth | |
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Birth Complications | |
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Heredity, Environment, and Behavior: A Look Ahead | |
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Infancy: Early Learning, Motor Skills, and Perceptual Capacities | |
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The Organized Newborn | |
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Motor Development in Infancy | |
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Perceptual Development in Infancy | |
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Early Deprivation and Enrichment: Is Infancy a Sensitive Period of Development? | |
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Physical Growth | |
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The Course of Physical Growth | |
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Brain Development | |
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Factors Affecting Physical Growth | |
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Puberty: The Physical Transition to Adulthood | |
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The Psychological Impact of Pubertal Events | |
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Puberty and Adolescent Health | |
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Cognitive and Language Development | |
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Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives | |
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Piaget's Cognitive-Developmental Theory | |
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The Sensorimotor Stage (Birth to 2 Years) | |
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The Preoperational Stage (2 to 7 Years) | |
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The Concrete Operational Stage (7 to 11 Years) | |
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The Formal Operational Stage (11 Years and Older) | |
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Piaget and Education | |
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Overall Evaluation of Piaget's Theory | |
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The Core Knowledge Perspective | |
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Vygotsky's Sociocultural Theory | |
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Vygotsky and Education | |
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Evaluation of Vygotsky's Theory | |
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Cognitive Development: An Information-Processing Perspective | |
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The Information-Processing Approach | |
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General Models of Information Processing | |
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Developmental Theories of Information Processing | |
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Attention | |
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Memory | |
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Metacognition | |
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Applications of Information Processing to Academic Learning | |
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Evaluation of the Information-Processing Approach | |
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Intelligence | |
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Definitions of Intelligence | |
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Recent Advances in Defining Intelligence | |
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Measuring Intelligence | |
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What Do Intelligence Tests Predict, and How Well? | |
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Ethnic and Socioeconomic Variations in IQ | |
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Explaining Individual and Group Differences in IQ | |
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Early Intervention and Intellectual Development | |
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Giftedness: Creativity and Talent | |
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Language Development | |
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Components of Language | |
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Theories of Language Development | |
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Prelinguistic Development: Getting Ready to Talk | |
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Phonological Development | |
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Semantic Development | |
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Grammatical Development | |
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Pragmatic Development | |
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Development of Metalinguistic Awareness | |
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Bilingualism: Learning Two Languages in Childhood | |
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Personality and Social Development | |
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Emotional Development | |
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The Functions of Emotions | |
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Development of Emotional Expression | |
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Understanding and Responding to the Emotions of Others | |
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Temperament and Development | |
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Development of Attachment | |
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Attachment, Parental Employment, and Child Care | |
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Self and Social Understanding | |
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Emergence of Self and Development of Self-Concept | |
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Self-Esteem: The Evaluative Side of Self-Concept | |
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Constructing an Identity: Who Should I Become? | |
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Thinking About Other People | |
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Thinking About Relations Between People: Understanding Conflict | |
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Moral Development | |
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Morality as Rooted in Human Nature | |
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Morality as the Adoption of Societal Norms | |
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Morality as Social Understanding | |
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Moral Reasoning of Young Children | |
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Development of Morally Relevant Self-Control | |
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The Other Side of Self-Control: Development of Aggression | |
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Development of Sex Differences and Gender Roles | |
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Gender Stereotypes and Gender Roles | |
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Influences on Gender Stereotyping and Gender-Role Adoption | |
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Gender Identity | |
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To What Extent Do Boys and Girls Really Differ in Gender-Stereotyped Attributes? | |
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Developing Non-Gender-Stereotyped Children | |
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Contexts for Development | |
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The Family | |
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Evolutionary Origins | |
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Functions of the Family | |
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The Family as a Social System | |
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Socialization Within the Family | |
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Family Lifestyles and Transitions | |
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Vulnerable Families: Child Maltreatment | |
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Peers, Media, and Schooling | |
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The Importance of Peer Relations | |
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Development of Peer Sociability | |
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Influences on Peer Sociability | |
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Friendship | |
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Peer Acceptance | |
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Peer Groups | |
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Dating | |
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Peer Pressure and Conformity | |
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Television | |
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Computers | |
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Schooling | |
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How Well Educated Are North American Young People? | |