Advances in Child Development and Behavior, Volume 33

1st Edition

Hardcover ISBN: 9780120097333
eBook ISBN: 9780080459301
Imprint: Academic Press
Published Date: 23rd June 2005
Page Count: 364
119.00 + applicable tax
72.00 + applicable tax
89.95 + applicable tax
107.00 + applicable tax
Unavailable
Compatible Not compatible
VitalSource PC, Mac, iPhone & iPad Amazon Kindle eReader
ePub & PDF Apple & PC desktop. Mobile devices (Apple & Android) Amazon Kindle eReader
Mobi Amazon Kindle eReader Anything else

Institutional Access


Table of Contents

A Computational Model of Conscious and Unconscious Strategy Discovery. (R. Siegler, R. Araya). Out-of-School Settings as a Developmental Context for Children and Youth (D. Lowe Vandell, K.M. Pierce, K. Dadisman). Mechanisms of Change in the Development of Mathematical Reasoning. (M.W. Alibali). A Social Identity Approach to Ethnic Differences in Family Relationships during Adolescence. (A.J. Fuligni, L. Flook). What Develops in Language Development? (L. Gerken). The Role of Children's Competence Experiences in the Socialization Process: A Dynamic Process Framework for the Academic Arena. (E.M. Pomerantz, Qian Wang, Florrie Ng). The Infant Origins of Intentional Understanding. (A.L.Woodward). Analyzing Comorbidity. (B.F. Pennington, E. Willcutt, Soo Hyun Rhee). Number Words and Number Concepts: The Interplay of Verbal and Nonverbal Quantification in Early Childhood. (K.S. Mix, C.M. Sandhofer, A.J. Baroody).

Description

The Advances in Child Behavior and Development series has a well-deserved reputation for publishing seminal articles that move established programs of developmental scholarship forward in creative new directions. Consistent with this reputation, the articles in Volume 33 of the series offer ground-breaking work on topics as diverse as children's problem-solving strategies, intentionality, mathematical reasoning, and socialization within and beyond school settings. Although the substantive topics differ, what unites the contributions are their uniformly high level of scholarship, creativity, theoretical sophistication, and attention to developmental processes. The volume is thus valuable not only to scholars with interests in the specialized topics covered in the articles, but also to anyone interested in learning about developmental mechanisms, and thus to anyone interested in promoting developmental outcomes in both cognitive and social domains. Lynn S. Liben, Distinguished Professor of Psychology, Pennsylvania State University, USA

Advances in Child Development and Behavior is designed to provide scholarly technical articles and speculation. In these critical reviews, recent advances in the field are summarized and integrated, complexities are exposed, and fresh viewpoints are offered. Contributors are encouraged to criticize, integrate, and stimulate, but always within a framework of high scholarship.

These reviews should be useful not only to the expert in the area but also to the general reader.

Readership

Researchers, graduate students, and academics in developmental and cognitive psychology.


Details

No. of pages:
364
Language:
English
Copyright:
© Academic Press 2005
Published:
Imprint:
Academic Press
eBook ISBN:
9780080459301
Hardcover ISBN:
9780120097333

Reviews

The Advances in Child Behavior and Development series has a well-deserved reputation for publishing seminal articles that move established programs of developmental scholarship forward in creative new directions. Consistent with this reputation, the articles in Volume 33 of the series offer ground-breaking work on topics as diverse as children's problem-solving strategies, intentionality, mathematical reasoning, and socialization within and beyond school settings. Although the substantive topics differ, what unites the contributions are their uniformly high level of scholarship, creativity, theoretical sophistication, and attention to developmental processes. The volume is thus valuable not only to scholars with interests in the specialized topics covered in the articles, but also to anyone interested in learning about developmental mechanisms, and thus to anyone interested in promoting developmental outcomes in both cognitive and social domains. Lynn S. Liben, Distinguished Professor of Psychology, Pennsylvania State University, USA