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Chapter One: Demystifying Internalization and Socialization: Linking Conceptions of How Development Happens to Organismic-Developmental Theory
1 Vygotsky and Sociocultural Approaches to Internalization
2 Some Socialization Research
3 Conceptualizing What Happens During Development
4 Future Directions
Chapter Two: Adolescents’ Theories of the Commons
1 Lay Theories
2 Mediating Institutions or Mini-Polities
3 The School as a Mini-Polity, Teaching for the Commons
4 Motivations for Civic Engagement
5 The Natural Environment as a Commons
Chapter Three: LGB-Parent Families: The Current State of the Research and Directions for the Future
2 Family Building by LGB People
3 The Transition to Parenthood
4 LGB-Parent Families’ Functioning and Experiences
Chapter Four: The Impact of Parental Deployment to War on Children: The Crucial Role of Parenting
2 Why Is It Important to Know About the Impact of Deployment on Children?
3 Resilience in Military Families
4 Conceptual Framework
5 Deployment as a Risk to Children's Adjustment
6 Associations of Children's Socioemotional and Academic Adjustment with Parental Deployment to War by Developmental Stage
7 Associations of Child Adjustment, Family Stress, and Parenting Across the Deployment Cycle
8 Parenting Practices Mediate the Impact of Deployment Stress on Children
9 Empirically Supported Interventions to Address Parenting in Military Families
10 A Future Research Agenda
Chapter Five: Shining Light on Infants’ Discovery of Structure
1 What Is Abstract Rule Learning?
2 A New Approach to Studying Abstract Rule Learning
3 The Neurophysiology of Abstract Rule Learning
Chapter Six: Development of Adaptive Tool-Use in Early Childhood: Sensorimotor, Social, and Conceptual Factors
1 Ecce Homo Habilis: Cognitive and Developmental Bases of Human Tool-Use
2 The Development of Human Tool-Using Abilities
3 The Conceptual Basis of Human Tool-Use
4 Flexible Generalization of Function
5 Conclusions and Questions for Future Research
Chapter Seven: Edge Replacement and Minimality as Models of Causal Inference in Children
2 Causal Graphical Models, Minimality, and Edge Replacement
3 Evidence for Determinism
4 Evidence for Branching: Stream Location in Preschoolers
5 General Discussion
Chapter Eight: Applying Risk and Resilience Models to Predicting the Effects of Media Violence on Development
2 Types of Risk and Resilience Models
3 Current Developments
Chapter Nine: Bringing a Developmental Perspective to Early Childhood and Family Interventionists: Where to Begin
1 Introduction and Purpose
2 IMH Training and Competencies: Background and Our Findings
3 Key Concepts: Typical Development and Concerns
4 Key Concepts: Developmental Psychopathology
5 Related Considerations of Diversity and Stigma
6 Concluding Comments
Chapter Ten: Vocabulary Development and Intervention for English Learners in the Early Grades
2 Purpose and Organization of Chapter
3 Phases of Early L1 and L2 Language Development and their Relation to Phases of Reading Development
4 Curricular Challenges
5 Implementing the CCSS with ELs
6 Research on Evidence-Based Vocabulary Instruction and Intervention
7 Intervention Projects in Development: Directions for Future Research
Appendix A Adapted Dialogic Reading Script1
Appendix B Season Example
Contents of Previous Volumes
Volume 46 of Advances in Child Development and Behavior includes chapters that highlight some the most recent research in this area.
A wide array of topics are discussed in detail, including internalization and socialization, infants' discovery of structure, adolescents' theories of the commons, lesbian and gay parenting, early childhood and family interventions, predicting aggression, causal inference in early development, pubertal development, the impact on children of parental deployment to war, vocabulary development for English learners in the early grades, and adaptive tool-use in early childhood.
Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students.
- Chapters 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 2014
- 7th March 2014
- Academic Press
- Hardcover ISBN:
- eBook 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 (2014-2017). 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
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