Advances in Child Development and Behavior

Advances in Child Development and Behavior

1st Edition - July 7, 2022

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  • Editor: Jeffrey Lockman
  • eBook ISBN: 9780323990776
  • Hardcover ISBN: 9780323990769

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Description

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.

Key Features

  • 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

Readership

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)

Table of Contents

  • 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

Product details

  • No. of pages: 358
  • Language: English
  • Copyright: © Academic Press 2022
  • Published: July 7, 2022
  • Imprint: Academic Press
  • eBook ISBN: 9780323990776
  • Hardcover ISBN: 9780323990769

About the Editor

Jeffrey 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 Psychology, Tulane University, New Orleans, LA, USA

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