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Illustration credits | |
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About the authors | |
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Foreword | |
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Themes and Perspectives in Developmental Psychology | |
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Introduction | |
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Behaviorism | |
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Nativism | |
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Maturation and ethology | |
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Stage theories: Freud and Piaget | |
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Developmental psychology | |
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Summary | |
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Methodological Approaches | |
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Introduction | |
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Developmental cognitive neuroscience | |
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Research based on observations of behavior: infancy | |
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Research based on children's answers to questions | |
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Behavioral responses | |
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Summary | |
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The Development of Thinking | |
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Introduction | |
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Stages of cognitive development | |
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Piaget's explanation of cognitive development | |
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Traditional learning theory as a contrasting explanation of development | |
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A supplement to Piaget's theory: self-centered adolescents | |
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Summary | |
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Does Piaget's Theory Stand up to Examination? | |
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Introduction | |
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Infant competence | |
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Competence in early childhood | |
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Concrete thought in adolescence | |
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The impact of post-Piagetian research | |
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Constructivism and social constructivism | |
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Summary | |
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What Children Understand About the Mind | |
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Introduction | |
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Young children's understanding of beliefs | |
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Have children been underestimated? | |
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Is development stage-like? | |
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What causes development? | |
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Competence in deception | |
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Do infants actually understand false beliefs? | |
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Summary | |
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Developmental Disorders | |
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Introduction | |
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Autism | |
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Attention deficit hyperactivity disorder (ADHD) | |
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Tourette syndrome | |
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Fragile X | |
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Rett's syndrome | |
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Down's syndrome | |
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Turner syndrome | |
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Williams syndrome | |
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Cerebral palsy | |
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Language disorders | |
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Summary | |
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Autism | |
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Introduction | |
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The theory of mind hypothesis | |
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Can some children with autism acknowledge false belief? | |
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Inflexibility in thought | |
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Weak central coherence | |
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Summary | |
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Numerical Development: What do Young Children Understand about the World of Numbers? | |
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Introduction | |
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What do infants know about numbers? | |
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Has infants' number understanding been overestimated? | |
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Evidence for a firm understanding of some numbers in infants | |
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Born to do numbers? | |
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The numerical hypothesis: Number sense from animals to infants | |
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Can a number sense explain infants' understanding? | |
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Count on me | |
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Piaget revisited | |
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Does counting replace number sense? | |
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Two systems for numbers | |
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Summary | |
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Developing an Ability to Draw | |
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Introduction | |
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Intellectual realism | |
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Is intellectual realism confined to early childhood? | |
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Size of drawing as an indication of significance of the topic | |
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Children's drawings in cases of incest | |
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Summary | |
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Developing an Ability to See the World | |
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Introduction | |
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Perception of the world as 3-D | |
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Perception of social stimuli | |
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The role of experience and learning in perceptual development | |
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Summary | |
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The Role of Heredity and Environment in Intelligence | |
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Introduction | |
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What is inherited? | |
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Intelligence: Heredity versus environment | |
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Describing and testing the concept of intelligence | |
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Problems with testing intelligence | |
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Heritability of intelligence | |
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Evaluating the twin studies | |
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Environmental factors and IQ | |
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The social environment | |
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IQ, elitism, and racism | |
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Summary | |
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Language Development | |
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Introduction | |
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The components of language | |
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A description of language development | |
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Vocabulary development | |
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Theories of language acquisition | |
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Chomsky's theory of innate language development | |
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A second look at the environment | |
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Summary | |
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Developing an Ability to Communicate | |
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Introduction | |
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Egocentric speech | |
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Young children's sensitivity to their listener | |
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Strengths and weaknesses in young children's communication | |
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Do young children treat utterances as clues to meaning? | |
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Children overestimate their ability to interpret correctly | |
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Are young children too literal? | |
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Evaluating utterances and detecting ambiguity | |
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Is egocentrism responsible for children's communication difficulties? | |
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Summary | |
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Parenting and the Development of Love and Attachment | |
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Introduction | |
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Love | |
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Attachment | |
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Types of attachment | |
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The sociobiology of attachment | |
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Single versus multiple attachments | |
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Delinquency | |
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Internal working model | |
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Summary | |
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Moral Development | |
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Introduction | |
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Piaget's moral realist and moral subjectivist | |
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Evaluation of Piaget's theory | |
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Kohlberg's stages of moral reasoning | |
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Evaluation of Kohlberg's stage theory | |
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Prosocial behavior | |
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The cradle of morality | |
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Moral emotions | |
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Summary | |
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Development of Antisocial Behavior | |
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Introduction | |
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What is aggression? | |
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Are children born good or bad? | |
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Catharsis, or learning to be violent | |
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Aggressive behavior can be learned | |
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Does watching violent TV make children violent? | |
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Naturalistic and controlled studies of the link between TV and aggression | |
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Exposure to violent TV promotes aggression | |
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Other influences on aggression | |
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Frustration as a cause of aggression | |
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Attention seeking and rejection | |
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Gender, class, and violence | |
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Exposure to media violence and aggression | |
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Summary | |
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Glossary | |
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References | |
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Author index | |
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Subject index | |