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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 | |