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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Tamis-LeMonda, Catherine S. (Catherine Susan), 1958- (Editor ), Lockman, Jeffrey J. (Editor )
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:
Child psychology.
Child development.
Enfants > Psychologie.
Enfants > D�eveloppement.
Child development
Child psychology
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.

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