Advances in child development and behavior. Volume 63 /

Detalles Bibliográficos
Clasificación:HQ767.9
Autor principal: Lockman, Jeffrey J. editor
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Cambridge, MA : Academic Press, 2022.
Temas:
Child development.
Child psychology.
Enfants > D�eveloppement.
Enfants > Psychologie.
Child development
Child psychology
Tabla de Contenidos:
  • 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.
  • 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.
  • 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?.
  • 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.
  • 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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