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| Preface | |
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| Introduction | |
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| The Universal Parenting Machine-A Thought Experiment | |
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| Social-Personality Development in Historical Perspective | |
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| Childhood in Premodern Times | |
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| Children as Subjects: The Baby Biographies | |
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| Emergence of a Psychology of Childhood | |
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| The Role of Theory in the Scientific Enterprise | |
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| Questions and Controversies About Human Development | |
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| Early Philosophical Perspectives on Human Nature | |
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| Nature Versus Nurture | |
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| Activity Versus Passivity | |
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| Continuity Versus Discontinuity | |
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| Is Development Universal or Particularistic? | |
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| Research Methods | |
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| The Scientific Method | |
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| Gathering Data: Basic Fact-Finding Strategies | |
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| Detecting Relationships: Correlational and Experimental Designs | |
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| The Correlational Design | |
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| The Experimental Design | |
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| The Natural (or Quasi-) Experiment | |
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| Designs for Studying Development | |
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| The Cross-Sectional Design | |
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| The Longitudinal Design | |
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| The Sequential Design | |
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| Cross-Cultural Comparisons | |
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| Postscript: On Becoming a Wise Consumer of Developmental Research | |
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| Summary | |
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| Classical Theories of Social and Personality Development | |
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| The Psychoanalytic Viewpoint | |
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| Freud's Psychosexual Theory | |
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| Contributions and Criticisms of Freud's Theory | |
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| Erikson's Theory of Psychosocial Development | |
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| Contributions and Criticisms of Erikson's Theory | |
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| Psychoanalytic Theory Today | |
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| The Behaviorist (or Social-Learning) Viewpoint | |
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| Watson's Behaviorism | |
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| Skinner's Operant-Learning Theory (Radical Behaviorism) | |
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| Bandura's Cognitive Social-Learning Theory | |
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| Social Learning as Reciprocal Determinism | |
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| Contributions and Criticism of the Social Learning Perspective | |
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| Piaget's Cognitive-Developmental Viewpoint | |
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| Piaget's View of Intelligence and Intellectual Growth | |
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| Four Stages of Cognitive Development | |
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| Contributions and Criticisms of Piaget's Theory | |
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| Summary | |
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| Recent Perspectives on Social and Personality Development | |
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| Ethology: A Modern Evolutionary Perspective | |
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| Assumptions of Classical Ethology | |
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| Ethology and Human Development | |
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| Contributions and Criticisms of Evolutionary Viewpoints | |
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| Behavioral Genetics: Biological Bases for Individual Differences | |
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| Methods of Estimating Hereditary Influences | |
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| Estimating the Contributions of Genes and Environment | |
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| Hereditary Contributions to Personality and Mental Health | |
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| Heredity and Environment as Developmental Co-Conspirators | |
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| Contributions and Criticisms of the Behavioral Genetics Approach | |
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| Ecological Systems Theory: A Modern Environmentalist Perspective | |
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| Bronfenbrenner's Contexts for Development | |
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| Contributions and Criticisms of Ecological Systems Theory | |
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| Modern Cognitive Perspectives | |
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| Vygotsky's Sociocultural Theory | |
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| Contributions and Criticisms of the Sociocultural Perspective | |
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| The Social Information-Processing (or Atributional) Viewpoint | |
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| Contributions and Criticisms of the Social Information-Processing Viewpoint | |
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| Theories and World Views | |
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| Summary | |
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| Early Social and Emotional Development I: Emotional Growth and the Establishment of Intimate Relationships | |
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| An Overview of Emotional Development | |
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| Displaying Emotions: The Development and Regulation of Emotional Expressions | |
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| Recognizing and Interpreting Emotions | |
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| Emotions and Early Social Development | |
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| Temperament and Development | |
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| Hereditary and Environmental Influences on Temperament | |
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| Stability of Temperament | |
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| Early Temperamental Profiles and Later Development | |
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| What Are Emotional Attachments? | |
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| Early Emotional Bonding | |
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| Establishment of Interactional Synchrony | |
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| How Do Infants Become Attached? | |
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| The Growth of Primary Attachments | |
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| Theories of Attachment | |
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| Two Attachment-Related Fears of Infancy | |
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| Stranger Anxiety | |
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| Separation Anxiety | |
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| Why Do Infants Fear Strangers and Separations? | |
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| Reactions to the Loss of an Attachment Object | |
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| Summary | |
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| Early Social and Emotional Development II: Individual Differences and Their Implications for Future Development | |
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| Individual Differences in Attachment Quality | |
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| Assessing Attachment Security | |
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| Cultural Variations in Attachment | |
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| Factors That Influence Attachment Security | |
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| Quality of Caregiving | |
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| Infant Characteristics | |
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| Fathers as Attachment Objects | |
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| Fathers as Caregivers | |
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| Fathers' Influence on Early Intellectual Development | |
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| Fathers as Contributors to Early Social and Emotional Development | |
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| Attachment and Later Development | |
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| Long-Term Correlates of Secure and Insecure Attachments | |
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| Why Might Attachment Quality Forecast Later Outcomes? | |
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| Is Attachment History Destiny? | |
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| The Unattached Infant | |
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| Effects of Social Isolation in Dogs | |
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| Harlow's Studies of Socially Deprived Monkeys | |
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| Social Deprivation in Humans | |
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| Maternal Employment, Day Care, and Early Emotional Development | |
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| Benefits of High-Quality Alternative Care | |
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| The Importance of High-Quality Parenting | |
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| How Might We Assist Working Parents? | |
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| Summary | |
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| Development of the Self and Social Cognition | |
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| Development of the Self-Concept | |
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| The Emerging Self: Differentiation, Discrimination, and Self-Recognition | |
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| Who Am I?: Responses of Preschool Children | |
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| Children's Theory of Mind and Emergence of the Private Self | |
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| Conceptions of Self in Middle Childhood and Adolescence | |
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| Self-Esteem: The Evaluative Component of Self | |
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| Origins and Development of Self-Esteem | |
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| Social Contributors to Self-Esteem | |
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| The Development of Self-Control | |
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| Emergence of Self-Control in Early Childhood | |
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| Delay of Gratification in Childhood and Adolescence | |
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| Who Am I to Be?: Forging an Identity | |
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| Developmental Trends in Identity Formation | |
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| How Painful Is Identity Formation? | |
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| Personal and Social Influences on Identity Formation | |
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| The Other Side of Social Cognition: Knowing About Others | |
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| Age Trends in Person Perception | |
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| Theories of Social-Cognitive Development | |
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| Summary | |
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| Achievement | |
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| The Concept of Achievement Motivation | |
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| The Motivational View of Achievement | |
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| A Behavioral View of Achievement | |
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| Early Reactions to One's Accomplishments: From Mastery to Self-Evaluation | |
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| Theories of Achievement Motivation and Achievement Behavior | |
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| Need Achievement Theories | |
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| Weiner's Attribution Theory | |
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| Dweck's Learned Helplessness Theory | |
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| Reflections on Theories of Achievement | |
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| Cultural and Subcultural Influences on Achievement | |
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| Individualistic Versus Collectivistic Perspectives on Achievement | |
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| Ethnic Variations in Achievement | |
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| Social Class Differences in Achievement | |
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| Home and Family Influences on Achievement | |
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| Quality of Attachments on Achievement | |
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| The Home Environment | |
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| Child-Rearing and Achievement | |
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| Configural Influences: Birth Order, Family Size, and Children's Achievement Behavior | |
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| On Sex Differences in Achievement and a Look Ahead | |
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| Summary | |
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| Sex Differences, Gender-Role Development, and Sexuality | |
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| Categorizing Males and Females: Gender-Role Standards | |
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| Some Facts and Fictions About Sex Differences | |
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| Actual Psychological Differences between the Sexes | |
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| Cultural Myths | |
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| Do Cultural Myths Contribute to Sex Differences in Ability (and Vocational Opportunity)? | |
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| Developmental Trends in Gender Typing | |
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| Development of the Gender Concept | |
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| Development of Gender-Role Stereotypes | |
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| Development of Gender-Typed Behavior | |
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| Subcultural Variations in Gender Typing | |
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| Theories of Gender Typing and Gender-Role Development | |
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| Money and Ehrhardt's Biosocial Theory | |
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| Evidence for Social-Labeling Influences | |
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| Freud's Psychoanalytic Theory | |
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| Social Learning Theory | |
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| Kohlberg's Cognitive-Developmental Theory | |
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| Gender Schema Theory | |
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| An Integrative Theory | |
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| Psychological Androgyny: A Prescription for the Future? | |
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| Do Androgynous People Really Exist? | |
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| Are There Advantages to Being Androgynous? | |
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| Applications: On Changing Gender-Role Attitudes and Behavior | |
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| Sexuality and Sexual Behavior | |
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| Cultural Influences on Sexuality | |
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| Adolescent Sexual Attitudes and Behaviors | |
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| Personal and Social Consequences of Adolescent Sexual Activity | |
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| Summary | |
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| Aggression and Antisocial Conduct | |
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| What Is Aggression? | |
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| Aggression as an Instinct | |
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| Behavioral Definitions of Aggression | |
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| Aggression as a Social Judgment | |
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| Theories of Aggression | |
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| Instinct Theories | |
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| Learning Theories | |
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| Dodge's Social Information-Processing Theory | |
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| Developmental Trends in Aggression | |
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| Early Conflict and the Origins of Aggression | |
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| Age-Related Changes in the Nature of Aggression | |
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| Is Aggression a Stable Attribute? | |
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| Sex Differences in Aggression | |
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| The Biological Viewpoint | |
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| The Social-Learning Viewpoint | |
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| The Interactive Viewpoint | |
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| Cultural and Subcultural Influences on Aggression | |
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| Family Influences on Aggression | |
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| Parental Child-Rearing Practices and Children's Aggression | |
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| Family Climate and Children's Aggression | |
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| Methods of Controlling Aggression and Antisocial Conduct | |
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| Catharsis: A Dubious Strategy | |
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| Creating "Nonaggressive" Environments | |
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| Eliminating the Payoffs for Aggression | |
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| Social-Cognitive Interventions | |
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| Summary | |
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| Altruism and Moral Development | |
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| What Are Altruism and Prosocial Behavior? | |
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| The Motivational (or Intentional) Definition of Altruism | |
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| A Behavioral Definition of Altruism | |
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| Theories of Altruism and Prosocial Development | |
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| Biological Theories: Are We Programmed for Prosocial Conduct? | |
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| Psychoanalytic Theory: Let Your Conscience (Superego) Be Your Guide | |
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| Social-Learning Theory: What's in It for Me? | |
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| Cognitive Theories of Altruism: Maturity Is the Medium | |
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| Developmental Trends in Altruism | |
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| Origins of Prosocial Behavior | |
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| Age-Related Changes in Altruism | |
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| Cognitive and Affective Contributors to Altruism | |
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| Role-Taking and Altruism | |
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| Prosocial Moral Reasoning | |
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| Empathy: An Important Affective Contributor to Altruism | |
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| Viewing Oneself as Altruistic | |
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| Cultural and Social Influences on Altruism | |
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| Cultural Influences | |
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| Reinforcing Altruism | |
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| Modeling Influences: Practicing and Preaching Altruism | |
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| Who Raises Altruistic Children? | |
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| What Is Morality? | |
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| How Developmentalists Look at Morality | |
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| Psychoanalytic Explanations of Moral Development | |
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| Freud's Theory of Oedipal Morality | |
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| Evaluating Freud's Theory and Newer Psychoanalytic Ideas About Morality | |
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| Cognitive-Developmental Theory: The Child as a Moral Philosopher | |
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| Piaget's Theory of Moral Development | |
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| An Evaluation of Piaget's Theory | |
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| Kohlberg's Theory of Moral Development | |
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| Support for Kohlberg's Theory | |
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| Criticisms of Kohlberg's Approach | |
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| Morality as a Product of Social Learning (and Social Information Processing) | |
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| How Consistent Are Moral Conduct and Moral Character? | |
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| Learning to Resist Temptation | |
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| Who Raises Children Who Are Morally Mature? | |
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| Summary | |
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| The Family | |
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| Functions of the Family | |
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| The Family as a Social System | |
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| Direct and Indirect Influences | |
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| Families Are Developing Systems | |
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| Families Are Embedded Systems | |
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| A Changing Family System in a Changing World | |
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| Parental Socialization During Childhood and Adolescence | |
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| Two Major Dimensions of Parenting | |
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| Four Patterns of Parenting | |
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| Social Class and Ethnic Variations in Child-Rearing | |
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| The Quest for Autonomy: Renegotiating the Parent/Child Relationship During Adolescence | |
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| The Influence of Siblings and Sibling Relationships | |
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| Changes in the Family System When a New Baby Arrives | |
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| Sibling Relationships over the Course of Childhood | |
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| Positive Contributions of Sibling Relationships | |
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| Characteristics of Only Children | |
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| Diversity in Family Life | |
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| Adoptive Families | |
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| Gay and Lesbian Families | |
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| The Impacts of Family Conflict and Divorce | |
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| Remarriage and Blended Families | |
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| Maternal Employment Revisited | |
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| When Parenting Breaks Down: The Problem of Child Abuse | |
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| Who Are the Abusers? | |
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| Who Is Abused? | |
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| Social-Situational Triggers: The Ecology of Child Abuse | |
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| Consequences of Abuse and Neglect | |
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| How Can We Solve the Problem? | |
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| Reflections on the Family | |
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| Summary | |
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| Extrafamilial Influences I: Television, Computers, and Schooling | |
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| The Early Window: Effects of Television on Children and Adolescents | |
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| Television and Children's Lifestyles | |
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| Development of Television Literacy | |
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| Effects of Televised Violence | |
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| Other Potentially Undesirable Effects of Television | |
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| Television As an Educational Tool | |
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| Should Television Be Used to Socialize Children? | |
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| Child Development in the Computer Age | |
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| Computers in the Classroom | |
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| Concerns About Computers | |
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| The School as a Socialization Agent | |
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| Does Schooling Promote Cognitive Development? | |
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| Determinants of Effective (and Ineffective) Schooling | |
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| The Teacher's Influence | |
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| Do Our Schools Meet the Needs of All Our Children? | |
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| How Well-Educated Are Our Children? Cross-Cultural Comparisons | |
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| Summary | |
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| Extrafamilial Influences II: Peers As Socialization Agents | |
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| Who Is a Peer and What Functions Do Peers Serve? | |
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| The Significance of Peer Interaction | |
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| Frequency of Peer Contacts | |
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| Peers as Promoters of Positive Developmental Outcomes | |
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| The Development of Peer Sociability | |
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| Peer Sociability in Infancy and Toddlerhood | |
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| Sociability During the Preschool Period | |
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| Peer Sociability in Middle Childhood and Adolescence | |
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| Personal and Social Influences on Sociability | |
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| Peer Acceptance and Popularity | |
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| Measuring Children's Popularity with Peers | |
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| Why Are Children Accepted, Neglected, or Rejected By Peers? | |
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| On Improving the Social Skills of Rejected Children | |
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| Children and Their Friends | |
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| On the Development of Friendship | |
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| Social Interactions Among Friends and Acquaintances | |
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| Are There Distinct Advantages to Having Friends? | |
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| How Do Peers Exert Their Influence? | |
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| Peer Reinforcement and Modeling Influences | |
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| Peers as Critics and Agents of Persuasion | |
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| The Normative Function of Peer Groups | |
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| Peer Versus Adult Influences and the Question of Cross-Pressures | |
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| Summary | |
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| Epilogue | |
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| Major Themes in Human Social and Personality Development | |
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| Human Development Is an Holistic Enterprise | |
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| We Are Active Contributors to Our Own Development | |
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| There Is Both Continuity and Discontinuity in Development | |
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| There Is Much Plasticity in Human Development | |
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| The Nature-Nurture Distinction Is a False Dichotomy | |
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| Both Normative and Idiosyncratic Developments Are Important | |
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| We Develop in a Cultural and Historical Context | |
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| Development Is Best Viewed from Multiple Perspectives | |
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| Patterns of Parenting (and Adult Guidance) Clearly Matter | |
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| Many Social Forces Conspire to Shape Development | |
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| We've Come a Long Way, Baby ... but Have So Far to Go | |
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| References | |
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| Glossary | |
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| Name Index | |
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| Subject Index | |