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Developmental cascades /
Developmental Cascades, Volume 64 in the Advances in Child Development and Behavior series, brings together papers that share a focus on cascading influences across domains and developmental time. The contributors are leading experts in the field of developmental science in areas such as perceptual...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, MA :
Academic Press, an imprint of Elsevier,
2023.
|
| Edición: | First edition. |
| Colección: | Advances in child development and behavior ;
volume 64. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Developmental cascades / |c edited by Catherine S. Tamis-Lemonda, Jeffrey J. Lockman. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Cambridge, MA : |b Academic Press, an imprint of Elsevier, |c 2023. | |
| 264 | 4 | |c �2023 | |
| 300 | |a 1 online resource (372 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Advances in child development and behavior ; |v volume 64 | |
| 505 | 0 | |a Intro -- Developmental Cascades -- Copyright -- Contents -- Contributors -- Preface -- New conceptualizations -- New analytic tools -- Implications for interventions -- The current volume -- References -- Chapter One: The development of visual attention in infancy: A cascade approach -- 1. Introduction -- 2. Visual attention and looking behavior -- 2.1. Alerting/arousal -- 2.2. Visuospatial and object orienting -- 2.3. Executive/endogenous attention -- 3. A systems approach to understanding visual attention -- 3.1. Attention as a system -- 3.2. Attention in the context of the whole child -- 4. Visual attention and looking: A developmental cascade -- 4.1. Development builds -- 4.2. Development involves changes in multiple domains -- 4.3. The input changes with development -- 5. Conclusion -- References -- Chapter Two: Infants exploring objects: A cascades perspective -- 1. Introduction -- 1.1. The need for a cascades framework -- 1.2. Defining developmental cascades -- 1.3. Outline -- 2. Developmental trajectories of object exploration -- 2.1. Typically developing infants -- 2.2. Infants developing atypically -- 3. Exploration and opportunities for learning -- 3.1. Opportunities for learning -- 3.1.1. Physical properties -- 3.1.2. Language -- 3.1.3. Social skills -- 4. The environmental context of exploration -- 4.1. Socioeconomic status -- 4.2. Attachment security -- 4.3. Object-related experience -- 4.4. Posture support -- 4.5. Object characteristics -- 4.6. Infant-caregiver interactions -- 5. Discussion: Cascading effects -- Acknowledgments -- References -- Chapter Three: Cascades in language acquisition: Re-thinking the linear model of development -- 1. Introduction -- 2. Defining cascades -- 3. Looking within: Cascades within the language ``module�� -- 4. Beyond the language module: Interdependencies between developmental systems. | |
| 505 | 8 | |a 4.1. Perceptual to language -- 4.2. Social to language -- 4.3. Motor to language -- 5. Cascades in dual language acquisition -- 5.1. Linking dual language input, language processing skills, and bilingual outcomes -- 5.2. Individual differences and learning mechanisms in bilingual trajectories -- 5.3. Cascades across languages: Patterns of cross-linguistic interaction (CLI) -- 6. Cascades in developmental language disorder -- 6.1. Early identification of developmental language disorders (DLD) to prevent further cascade impact -- 6.2. Domain-specific language intervention can achieve immediate language gain across domains -- 6.3. Early language intervention supports long-term language development across domains -- 7. Cascades and language development: A reprise -- References -- Chapter Four: Early development in autism: How developmental cascades help us understand the emergence of developmental d ... -- 1. Introduction -- 2. Developmental cascades and developmental differences -- 3. Principle 1: Multidirectionality, within and beyond the infant -- 3.1. Within the infant: Cascading effects in interacting domains -- 3.2. Beyond the infant: Cascading effects in infant-caregiver interactions -- 4. Principle 2: Timescales, from moment to moment and across development -- 4.1. Trends over developmental time are explained in real time -- 5. Methods for studying developmental cascades -- 6. Implications for clinical practice -- 7. Conclusion -- Acknowledgments -- References -- Chapter Five: Family alliance as a developmental antecedent of depressive and anxiety symptoms in early adolescence: Frie ... -- 1. Friendship and socioemotional functioning -- 2. Anxiety and depressive symptoms in early adolescence: The role of friendship -- 3. Family interactions, friendship, and child socioemotional functioning -- 4. Family alliance. | |
| 505 | 8 | |a 5. Testing a socioemotional developmental cascade -- 6. Method -- 6.1. Participants -- 6.2. Procedure -- 6.3. Measures -- 6.3.1. Family alliance -- 6.3.2. Friendship quality -- 6.3.3. Socioemotional functioning -- 6.3.3.1. Depression -- 6.3.3.2. Anxiety -- 6.4. Analytic Plan -- 7. Results -- 7.1. Preliminary analyses -- 7.2. Main analyses -- 8. Discussion -- 8.1. Family alliance, friendship, and anxiety -- 8.2. Developmental cascades: Scientific and practical implications -- 8.3. Depressive symptoms in early adolescence -- 8.4. Future directions -- 8.5. Strengths and limitations -- 9. Conclusion -- Data availability -- Funders -- Conflict of interest disclosure -- Ethics approval -- Permission to reproduce material from other sources -- References -- Chapter Six: Pathways to emotion regulation in young Black children: An attachment perspective -- 1. Attachment theory -- 2. Caregiving adaptations and resilience in Black families -- 3. Pathways to emotion regulation -- 4. New directions in attachment theory and research with Black families -- Acknowledgments -- References -- Chapter Seven: Prosocial cascades: Understanding and nurturing the potential for positive developmental trajectories -- 1. Overview -- 2. Key theoretical considerations -- 3. Psychological and socialization-based mechanisms in prosocial cascades -- 3.1. Psychological foundations -- 3.1.1. Emotion regulation -- 3.1.2. Other-oriented social-emotional processes -- 3.1.3. Self-oriented social-emotional processes -- 3.1.4. Psychological foundations and adversity -- 3.2. Socialization factors -- 3.2.1. Parent-child relationships -- 3.2.2. Interparental conflict -- 3.2.3. Sibling and peer relationships -- 3.2.4. Early childhood education and care -- 3.2.5. Culture and community -- 3.2.6. Socialization factors and adversity. | |
| 505 | 8 | |a 4. Interventions and services that support positive prosocial cascades -- 4.1. Interventions targeting psychological foundations of prosociality -- 4.1.1. Social-emotional learning programs -- 4.2. Interventions targeting socialization-based experiences -- 4.2.1. Parenting interventions -- 4.2.2. Other school-, peer-, and community-based interventions -- 5. Implications and future directions -- 6. Conclusion -- Funding -- References -- Chapter Eight: Perceived parenting practices associated with African American adolescents� future expectations -- 1. Perceived parenting practices associated with African American adolescents� future expectations -- 2. Future expectations and socialization -- 3. Theoretical framework -- 4. African American parenting practices and adolescents� future expectations -- 4.1. Parental support -- 4.2. Parental monitoring -- 4.3. Consistent discipline -- 4.4. Racial socialization -- 5. Self-processes related to African American adolescents� future expectations -- 5.1. Hope -- 5.2. Self-esteem -- 5.3. Racial identity -- 6. An example of how developmental cascades are associated future expectations -- 7. Method -- 7.1. Participants -- 7.2. Procedure -- 7.3. Measures -- 8. Overview of analysis plan -- 9. Results -- 9.1. Descriptive Statistics -- 9.2. Measurement model -- 9.3. SEM analysis of the hypothesized models -- 10. Discussion -- 11. Limitations and future directions -- 12. Implications and conclusion -- References -- Further reading -- Chapter Nine: Cascading bidirectional influences of digital media use and mental health in adolescence -- 1. Introduction -- 1.1. Digital media use among adolescents -- 1.2. Defining and measuring digital media use -- 1.3. Adolescence as a sensitive window -- 1.4. Digital media use and mental health: Evidence for a bidirectional relationship -- 2. Psychosocial development and digital media. | |
| 505 | 8 | |a 2.1. Psychosocial precursors and self-perpetuating digital media use -- 2.2. Using digital media as a distraction or coping mechanism -- 2.3. Digital media use hindering in-person interactions (phubbing) -- 2.4. Digital media use for social skill building and protecting against loneliness -- 3. Identity development and digital media -- 3.1. Adolescent identity development in the digital world -- 3.2. Digital media for youth with minoritized identities -- 3.3. Self-presentation on social media -- 3.4. Social comparison on social media -- 4. Incentive processing and digital media -- 4.1. Adolescent susceptibility to digital media use incentivization -- 4.2. Bidirectional influences of digital media and incentive processing mechanisms -- 5. Physical health behaviors and digital media -- 5.1. Development of health behaviors during adolescence -- 5.2. Digital media use and sleep -- 5.3. Digital media use, sedentary lifestyle, and other health behaviors -- 6. Conclusions and future directions -- References -- Chapter Ten: Developmental cascades and educational attainment -- 1. Developmental cascade model for understanding educational attainment -- 2. Biological cascades and educational attainment -- 3. Cognitive cascades and educational attainment -- 4. Contextual cascades and educational attainment -- 5. Existing datasets and statistical methods for testing cascades across development -- 6. Challenges, opportunities, and future directions for developmental cascades research -- 7. Conclusion -- References -- Chapter Eleven: Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodolog ... -- 1. Direction of effects between academic achievement and depressive symptoms -- 2. Methodological considerations -- 2.1. Timing of assessments -- 2.2. Measuring academic achievement and depressive symptoms. | |
| 520 | |a Developmental Cascades, Volume 64 in the Advances in Child Development and Behavior series, brings together papers that share a focus on cascading influences across domains and developmental time. The contributors are leading experts in the field of developmental science in areas such as perceptual development, language development, motor development, social development, cognitive development, academic achievement, media use, and children at risk for anxiety and depression. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on August 23, 2023). | ||
| 650 | 0 | |a Child psychology. | |
| 650 | 0 | |a Child development. | |
| 650 | 6 | |a Enfants |x Psychologie. |0 (CaQQLa)201-0012362 | |
| 650 | 6 | |a Enfants |x D�eveloppement. |0 (CaQQLa)201-0013217 | |
| 650 | 7 | |a Child development |2 fast |0 (OCoLC)fst00854393 | |
| 650 | 7 | |a Child psychology |2 fast |0 (OCoLC)fst00854540 | |
| 700 | 1 | |a Tamis-LeMonda, Catherine S. |q (Catherine Susan), |d 1958- |e editor. | |
| 700 | 1 | |a Lockman, Jeffrey J., |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Developmental cascades. |b First edition. |d Cambridge, MA : Academic Press, an imprint of Elsevier, 2023 |z 9780443132407 |w (OCoLC)1351894325 |
| 830 | 0 | |a Advances in child development and behavior ; |v volume 64. | |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/bookseries/00652407/64 |z Texto completo |