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|a 305.231
|2 23
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|a Lockman, Jeffrey J.
|c editor.
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|a Advances in child development and behavior.
|n Volume 63 /
|c edited by Jeffrey J. Lockman.
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|a Cambridge, MA :
|b Academic Press,
|c 2022.
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|c �2022.
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|a 1 online resource (343 pages).
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|a Intro -- Advances in Child Development and Behavior -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: Why do we have three rational number notations? The importance of percentages -- 1. The integrated theory of numerical development -- 2. The importance of rational numbers -- 3. Children�s knowledge of percentages -- 4. When and why are percentages used? -- 4.1. Quantification process theory -- 4.2. Tests of quantification process theory -- 5. Textbook coverage of percentages -- 5.1. Translation problems -- 5.2. Arithmetic problems -- 5.3. Differences between textbook coverage of arithmetic with percentages and with other types of rational numbers -- 5.4. Textbook problem distributions and children�s performance -- 6. Estimating answers to percentage multiplication problems -- 7. Instructional implications -- 8. Conclusions -- References -- Chapter Two: Calibration and recalibration of stress response systems across development: Implications for mental and phy ... -- 1. Introduction -- 2. Theories and related constructs -- 2.1. Adaptive calibration model -- 2.2. Sensitive periods -- 2.3. Fetal programming, DOHaD and predictive adaptive response -- 2.4. Summary -- 3. Fetal period -- 3.1. Prenatal development of the stress response system -- 3.2. Potential mechanisms of stress-system calibration -- 3.3. Evidence of long-term effects of fetal stress exposure -- 3.4. Summary -- 4. Infancy -- 4.1. Postnatal development -- 4.2. Differential activity during infancy -- 4.3. Postnatal calibration -- 4.4. Summary -- 5. Adolescence and puberty -- 5.1. Adolescence versus puberty -- 5.2. Animal models -- 5.3. Pubertal change in stress responding in humans -- 5.4. Recalibration -- 5.5. Recalibration and behavior -- 5.6. Summary -- 6. Pregnancy and lactation -- 6.1. Changes in stress responding during pregnancy and lactation.
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|a 6.2. Maternal brain plasticity -- 6.3. Potential for recalibration -- 6.4. Recalibration and behavior -- 6.5. Summary -- 7. Conclusions and future directions -- References -- Chapter Three: Parental sexual orientation, parental gender identity, and the development of children -- 1. Early controversies and research about LGBTQ+ parenting -- 2. Research on LGBTQ+-parent families -- 2.1. Pathways to parenthood -- 2.2. Challenges and strengths of LGBTQ+ parents -- 2.3. The transition to parenthood among LGBTQ+ adults -- 2.4. Parental sexual orientation and child development -- 3. International perspectives -- 4. Summary, conclusions, and future directions -- References -- Chapter Four: Environmental influences on early language and literacy development: Social policy and educational implications -- 1. Introduction -- 2. From language to literacy -- 3. Meaningful variations in early communicative environments -- 3.1. Talking with children helps more than talking to children -- 3.2. Helpful input increases in diversity and complexity as children age -- 3.3. A gradual transition from contextualized to decontextualized conversations -- 4. Parenting factors that predict communicative environments and child language development -- 4.1. Parenting knowledge -- 4.2. Parenting stress -- 5. Implications for social policy and education -- 5.1. Social policies should enhance parental leave to reduce stress and increase time spent with infants -- 5.2. Parenting and child development should be taught in high schools -- 6. Conclusions -- References -- Chapter Five: Kindness towards all: Prosocial behaviors to address U.S. Latinx youth social inequities -- 1. Social injustices and inequities in Latinx youth populations -- 1.1. Structural and systemic challenges -- 1.2. Prosocial behaviors as a mechanism of social justice.
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|a 1.3. Prosocial behaviors as a marker of social wellbeing and health -- 2. Traditional approaches to the study of prosocial development -- 2.1. Cognitive developmental theories and research -- 2.2. Traditional socialization theories and research -- 2.3. Cultural socialization theories and research -- 2.4. Integration of traditional and cultural socialization theory and research -- 3. Application of prosocial behaviors to address social injustice and inequities -- 3.1. A strengths-based approach to address social inequities and injustices -- 3.2. Predictors of prosociality between majority and minority groups -- 3.3. Implications for interventions aimed at addressing social injustices -- References -- Chapter Six: Pathways for engaging in prosocial behavior in adolescence -- 1. Introduction -- 2. A cognitive neuroscience perspective on adolescent development -- 3. Capturing the complexity of prosocial development in a multiple-pathway model -- 4. Developmental neural pathways of prosocial behavior -- 4.1. Valuing rewards for others through vicarious gains and cooperation -- 4.2. Helping: Social-cognitive perspective taking -- 4.3. Giving: Socio-affective and socio-cognitive building blocks -- 4.4. Trust/reciprocity: Contribution of multiple processes -- 5. Environmental influences on prosocial behavior -- 5.1. Intervention effects -- 5.2. Shaping prosocial behaviors by family, peer, and societal contexts -- 6. Conclusions and future directions -- Acknowledgments -- Declaration of interest -- Appendix 1 -- References -- Chapter Seven: Gaze following in infancy: Five big questions that the field should answer -- 1. Gaze following -- 1.1. Definitions -- 1.2. The gaze following test paradigm -- 2. Ontogeny -- 3. Five big questions -- 4. Question I: How does social environment and culture impact gaze following?.
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|a 5. Question II: What mechanisms drive the emergence of gaze following? -- 6. Question III: Does gaze following facilitate language development? -- 7. Question IV: Is diminished gaze following an early marker of Autism? -- 8. Question V: How does gaze following relate to perspective-taking? -- 9. General discussion and summary -- References -- Chapter Eight: Young children�s cooperation and conflict with other children -- 1. Cooperation in the first 3 years -- 1.1. Cooperative play -- 1.2. Cooperative problem solving -- 2. Conflict in the first 3 years -- 2.1. Features of young children�s conflicts -- 2.2. Conflict resolution -- 2.3. Management of peer conflicts in young children�s groups -- 3. The interplay between cooperation and conflict -- 3.1. Experimental studies of older children�s cooperation vs. competition -- 4. Toddlers� cooperative play and conflict with new acquaintances -- 4.1. Illustrative findings -- 4.1.1. The longitudinal study design -- 4.1.2. Operational definitions of cooperation and conflict -- 4.1.3. Cooperative play with new acquaintances -- 4.1.4. Conflict -- 4.1.5. Cooperation in relation to conflict -- 5. Conclusions -- References -- Chapter Nine: Temporal approaches to the study of friendship: Understanding the developmental significance of friendship ... -- 1. Friendships during childhood and adolescence -- 2. Temporal approaches to the study of child and adolescent friendships -- 2.1. Friendship (in)stability -- 2.2. Friendship development and friendship loss -- 3. Future directions -- 3.1. Friendship formation -- 3.2. New social media -- 4. Conclusions -- References -- Chapter Ten: The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational i ... -- 1. Conceptualizations and models of metacognitive competences -- 2. Assessment of metacognitive competences.
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|a 3. Development of metacognition -- 3.1. Precursors of metacognitive competences -- 3.2. Children�s declarative knowledge about memory -- 3.3. Development of procedural metacognitive competences -- 4. Relations between metacognitive competences and cognitive performance -- 4.1. Metamemory-memory relations -- 4.2. Relations between metacognitive competences and reading competence -- 5. Metacognition and education -- 5.1. The role of teachers -- 5.2. Metacognition and instruction programs -- 6. Conclusions and implications for future research -- References -- Further reading -- Chapter Eleven: Learning about others and learning from others: Bayesian probabilistic models of intuitive psychology and ... -- 1. Introduction -- 2. Reasoning about others� mental states and actions -- 2.1. Inverse planning models -- 2.2. Inverse decision-making models -- 2.3. N�ave utility calculus -- 3. Pedagogical reasoning and epistemic trust -- 3.1. Pedagogical model -- 3.2. Epistemic trust model -- 4. Conclusion -- References.
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| 650 |
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0 |
|a Child development.
|
| 650 |
|
0 |
|a Child psychology.
|
| 650 |
|
6 |
|a Enfants
|x D�eveloppement.
|0 (CaQQLa)201-0013217
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| 650 |
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6 |
|a Enfants
|x Psychologie.
|0 (CaQQLa)201-0012362
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| 650 |
|
7 |
|a Child development
|2 fast
|0 (OCoLC)fst00854393
|
| 650 |
|
7 |
|a Child psychology
|2 fast
|0 (OCoLC)fst00854540
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| 776 |
0 |
8 |
|i Print version:
|z 0323990762
|z 9780323990769
|w (OCoLC)1288669491
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| 776 |
0 |
8 |
|i Print version:
|t Advances in child development and behavior. Volume 63
|z 9780323990769
|w (OCoLC)1328022831
|
