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Advances in Child Development and Behavior
1st Edition, Volume 63 - July 7, 2022
Editor: Jeffrey J. Lockman
Language: English
Hardback ISBN:9780323990769
9 7 8 - 0 - 3 2 3 - 9 9 0 7 6 - 9
eBook ISBN:9780323990776
9 7 8 - 0 - 3 2 3 - 9 9 0 7 7 - 6
Advances in Child Development and Behavior, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board…Read more
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Advances in Child Development and Behavior, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors.
Contains chapters that highlight some of the most recent research in the areas of child development and behavior
Presents a high-quality and wide range of topics covered by well-known professionals
Professionals, graduate students and advanced undergraduates in developmental psychology and related fields (e.g., clinical psychology, education, nursing, social work, early childhood education, child policy)
Cover image
Title page
Table of Contents
Copyright
Contributors
Preface
Chapter One: Why do we have three rational number notations? The importance of percentages
Abstract
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?
5: Textbook coverage of percentages
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 physical health
Abstract
1: Introduction
2: Theories and related constructs
3: Fetal period
4: Infancy
5: Adolescence and puberty
6: Pregnancy and lactation
7: Conclusions and future directions
References
Chapter Three: Parental sexual orientation, parental gender identity, and the development of children
Abstract
1: Early controversies and research about LGBTQ+ parenting
2: Research on LGBTQ+-parent families
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
Abstract
1: Introduction
2: From language to literacy
3: Meaningful variations in early communicative environments
4: Parenting factors that predict communicative environments and child language development
5: Implications for social policy and education
6: Conclusions
References
Chapter Five: Kindness towards all: Prosocial behaviors to address U.S. Latinx youth social inequities
Abstract
1: Social injustices and inequities in Latinx youth populations
2: Traditional approaches to the study of prosocial development
3: Application of prosocial behaviors to address social injustice and inequities
References
Chapter Six: Pathways for engaging in prosocial behavior in adolescence
Abstract
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
5: Environmental influences on prosocial behavior
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
Abstract
1: Gaze following
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
Abstract
1: Cooperation in the first 3 years
2: Conflict in the first 3 years
3: The interplay between cooperation and conflict
4: Toddlers' cooperative play and conflict with new acquaintances
5: Conclusions
References
Chapter Nine: Temporal approaches to the study of friendship: Understanding the developmental significance of friendship change during childhood and adolescence
Abstract
1: Friendships during childhood and adolescence
2: Temporal approaches to the study of child and adolescent friendships
3: Future directions
4: Conclusions
References
Chapter Ten: The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications
Abstract
1: Conceptualizations and models of metacognitive competences
2: Assessment of metacognitive competences
3: Development of metacognition
4: Relations between metacognitive competences and cognitive performance
5: Metacognition and education
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 social learning
Abstract
1: Introduction
2: Reasoning about others' mental states and actions
3: Pedagogical reasoning and epistemic trust
4: Conclusion
References
No. of pages: 358
Language: English
Edition: 1
Volume: 63
Published: July 7, 2022
Imprint: Academic Press
Hardback ISBN: 9780323990769
eBook ISBN: 9780323990776
JL
Jeffrey J. Lockman
Professor Jeffrey J. Lockman got his Ph.D at the University of Minnesota. His research interests center on perception-action and cognitive development. In his recent work, he has been studying the development of tool use in children and how it might be related to the object manipulation skills of infants. Additionally, he has been conducting work on spatial cognition in children, focusing on how children code the location of objects and object features.
Affiliations and expertise
Department of Human Development and Family Sciences, University of Texas, Austin, TX, USA
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