Autobiographical memory development from an attachment perspective: the special role of negative events
II. Models of Autobiographical Memory Development
III. The Proposed Model
IV. Attachment Theory
V. Negative Information and Attachment
VI. Resolving Contradictory Findings
VII. Remaining Issues, Additional Considerations, and Future Directions
Links between attachment and social information processing: examination of intergenerational processes
II. Early Insights into the Role that Social Information Processing Plays in Attachment Processes
III. How Might Cross-Generational Links Emerge Between Attachment and Social Information Processing?
IV. Parents’ Attachment and Children's Social Information Processing: The Empirical Studies
V. Parents’ Social Information Processing and Children's Attachment: The Empirical Studies
VI. Concluding Remarks
The Development of Episodic Foresight
I. Episodic Foresight: An Emerging Concept
II. Methods for Investigating Episodic Foresight in Young Children
III. Conceptual and Methodological Issues
From little white lies to filthy liars
I. The Paradox of Lies
II. Normative Lie-Telling
III. Developing a Conceptual Framework of Lying
IV. Lying as a Problem Behavior
V. From Normative to Problem Behavior—And Back Again?
VI. The Road Map: Future Directions
A model of moral identity
I. From Plato to Parents
II. A Brief, Selective Review of the Moral Education Domain
III. Moral Identity
IV. A Model of Moral Identity Formation
V. Empirical Support for the Model of Moral Identity
VI. Application to Moral Education
Cultural Patterns in Children's Learning Through Keen Observation and participation in their communities
II. Observation as Fundamental in Human Learning
III. Children's Presence in Their Communities
IV. Learning Through Keen Observation and Overhearing
V. Learning What and How to Overhear
VI. Implications and Future Directions
Family Relationships and Children's Stress Responses
I. Theoretical Overview for Study of Family Relationships and Children's Stress Responses
II. Marital Conflict and Children's Stress Responses
III. Parenting and Children's Stress Responses
IV. Sibling Relationships and Children's Stress Responses
V. The Broader Family Environment and Children's Stress Responses
Developmental perspectives on vulnerability to nonsuicidal self-injury in youth
I. Developmental Perspectives on Nonsuicidal Self-Injury
II. Defining the Behavior
III. Epidemiology of NSSI
IV. Functional Models: Why Do Youth Engage in NSSI?
V. Risk Factors and Mechanisms for NSSI
VI. Future Directions for the Study of NSSI in Youth
More Similarities than Differences in contemporary Theories of social development?
II. The Problem of Fragmentation in Psychology
III. Reasons for Predicament
IV. Is Theoretical Synthesis Possible?
V. Toward Integrated Social Cognitive-Developmental Theory
Monitoring, metacognition, and executive function
II. Four Literatures Investigating the Development of Self-Regulation
III. Integrating Disparate Literatures
IV. The Role of Self-Reflection in the Development of Self-Regulation
V. Dynamic Interactions Between Automatic and Controlled Processes in Self-Regulation
Volume 40 of the Advances in Child Development and Behavior series includes 10 chapters that highlight some of the most recent research in the area.
A wide array of topics are discussed in detail, including Perspectives on Attachment and Social Cognition Across Generations; Developmental Perspectives on Vulnerability to Non-Suicidal Self-Injury in Youth; Development of Future Thinking, Planning, and Prospective Memory; and Family Relationships and Children's Stress Responses.
Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students.
- 10 chapters that highlight some of the most recent research in the area
- A wide array of topics are discussed in detail
Developmental or educational psychology researchers, scholars, and students
- No. of pages:
- © Academic Press 2011
- 22nd July 2011
- Academic Press
- eBook ISBN:
- Hardcover ISBN:
Janette B. Benson is an Associate Professor in the Psychology Department at the University of Denver. She served for five years as the Director of the University-wide Office of Academic Assessment and co-chaired the successful University reaccreditation. Most recently she served as the Associate Dean of the Morgridge College of Education (2014-2917). Dr. Benson’s expertise is in cognitive and sensorimotor development in infancy and early childhood, and her research has been funded by the National Science Foundation, the National Institutes of Health, The MacArthur Foundation and the March of Dimes. Dr. Benson has published several articles, book chapters and has edited or co-edited several books, including The Encyclopedia of Infancy and Early Childhood Development. She has been the recipient of several awards and honors, including the University of Denver Scholar – Teacher of the Year (1993), the 2000 CASE Colorado Professor of the Year, a Carnegie Scholar, a Fellow of the Association for Psychological Science, member of the Board of Directors of Shortridge Academy, and the serial editor of Advances in Child Development and Behavior.
Department of Psychology, University of Denver, CO, USA