461 results match your criteria Advances In Child Development And Behavior[Journal]


Preface.

Authors:
Janette B Benson

Adv Child Dev Behav 2020 ;58:xi-xiv

Department of Psychology, University of Denver, Denver, CO, United States.

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http://dx.doi.org/10.1016/S0065-2407(20)30026-4DOI Listing
January 2020

Content counts: A trait and moral reasoning framework for children's selective social learning.

Adv Child Dev Behav 2020 2;58:95-136. Epub 2020 Mar 2.

University of North Carolina at Greensboro, Greensboro, NC, United States. Electronic address:

We present evidence that evaluative information plays a major role in children's selective social learning. We demonstrate that social learning patterns differ as a function of whether children are exposed to positively or negatively valenced information (e.g. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.004DOI Listing

Groups as moral boundaries: A developmental perspective.

Adv Child Dev Behav 2020 5;58:63-93. Epub 2020 Feb 5.

Department of Psychology, New York University, New York, NY, United States. Electronic address:

In this chapter we present the perspective that social groups serve as moral boundaries. Social groups establish the bounds within which people hold moral obligations toward one another. The belief that people are morally obligated toward fellow social group members, but not toward members of other groups, is an early-emerging feature of human cognition, arising out of domain-general processes in conceptual development. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.003DOI Listing
February 2020

Beyond perceptual development: Infant responding to social categories.

Adv Child Dev Behav 2020 30;58:35-61. Epub 2020 Jan 30.

Universite Grenoble Alpes, Grenoble, France.

A body of research is reviewed that has investigated how infants respond to social category information in faces based on differential experience. Whereas some aspects of behavioral performance (visual preference, discrimination, and scanning) are consistent with traditional models of perceptual development (induction, maintenance, and attunement), other aspects (category formation, association with valence, and selective learning) suggest the need for an account that links perceptual with social-emotional processing. We also consider how responding to social categories in infancy may anticipate subsequent responding to these categories in childhood and adulthood. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.002DOI Listing
January 2020

Children's future-oriented cognition.

Adv Child Dev Behav 2020 13;58:215-253. Epub 2020 Feb 13.

University of Warwick, Coventry, United Kingdom.

Children's future-oriented cognition has become a well-established area of research over the last decade. Future-oriented cognition encompasses a range of processes, including those involved in conceiving the future, imagining and preparing for future events, and making decisions that will affect how the future unfolds. We consider recent empirical advances in the study of such processes by outlining key findings that have yielded a clearer picture of how future thinking emerges and changes over childhood. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.008DOI Listing
February 2020

What is the evidence in evidence-based mindfulness programs for children?

Adv Child Dev Behav 2020 3;58:189-213. Epub 2020 Mar 3.

Wilfrid Laurier University, Waterloo, ON, Canada.

The prevalence of "mindfulness" in popular media, academia, and professional circles is difficult to miss. Newspapers, magazines, online articles, clinical programs, podcasts, scholarly and professional meetings, sports organizations, and many other outlets focus on the benefits of mindfulness. Despite the intense focus on mindfulness in Western society, it is astonishing that the evidence base (i. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.007DOI Listing

Mother-child behavioral and physiological synchrony.

Authors:
Martha Ann Bell

Adv Child Dev Behav 2020 27;58:163-188. Epub 2020 Jan 27.

Virginia Tech, Blacksburg, VA, United States. Electronic address:

The interactive, give and take "dance" that highlights the synchrony between parents and young infants during social interaction occurs at the behavioral as well as the physiological level. These dyadic processes seen across infancy and early childhood appear to contribute to children's development of self-regulation and general socio-emotional outcomes. The focus of this chapter is on dyadic synchrony, the temporal coordination of social behaviors and the associated physiology. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.006DOI Listing
January 2020

Trust in early childhood.

Adv Child Dev Behav 2020 2;58:137-162. Epub 2020 Mar 2.

University of Missouri, Columbia, MO, United States.

Children need to build trust in their primary caregivers or significant others, as well as people who are unrelated to them, including those who belong to different social groups. The present chapter focuses on children's trust in unfamiliar individuals. How do they determine who to trust? Does putting trust in another person operate differently depending on the specific issue at hand? To address these questions, we differentiate between two forms of trust: children's trust in others' epistemic states to learn from others (epistemic trust) and trusting others for social support and reassurance (social trust), for example, when to expect that interaction partners will be truthful and keep promises. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.005DOI Listing

The development of mental rotation ability across the first year after birth.

Adv Child Dev Behav 2020 5;58:1-33. Epub 2020 Mar 5.

UCLA, Los Angeles, CA, United States.

Mental rotation (MR) is the ability to imagine the appearance of an object from a different perspective. This ability is involved in many human cognitive and behavioral activities. We discuss studies that have examined MR in infants and its development across the first year after birth. Read More

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http://dx.doi.org/10.1016/bs.acdb.2020.01.001DOI Listing

Preface.

Adv Child Dev Behav 2019 ;57:xi-xxiv

Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.

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http://dx.doi.org/10.1016/S0065-2407(19)30031-XDOI Listing
May 2020
4 Reads

Young Latinx children: At the intersections of race and socioeconomic status.

Adv Child Dev Behav 2019;57:65-99. Epub 2019 Jun 11.

University of Maryland, College Park, MD, United States.

To understand the developmental outcomes of Latinx children growing up poor in the United States, we examine how socioeconomic status (SES) and ethnic minority status jointly condition the development of Latinx children in the United States. To address these gaps, in this chapter we first present a brief demographic profile of Latinx in the United States to contextualize the later theoretical and empirical discussions. We then review theoretical frameworks that explain SES differences in Latinx home environments and examine how they have been used to explain disparities in Latinx children's outcomes. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.05.003DOI Listing

Safe and sound? Exploring parents' perceptions of neighborhood safety at the nexus of race and socioeconomic status.

Adv Child Dev Behav 2019 20;57:281-313. Epub 2019 Jun 20.

School of Education, University of Pittsburgh, Pittsburgh, PA, United States.

Racial and socioeconomic achievement gaps appear in early childhood, persist into adolescence, and undermine long-term well-being. Scholarship typically examines whether family socioeconomic inequality explains racial skills gaps; however, increasing research indicates that the academic returns to socioeconomic status (SES) differ for Black and White children and that the size of Black-White achievement gaps vary by SES, with the largest disparities evident among the highest-SES students. The processes underlying the development of within-SES racial gaps remain unclear, though growing evidence suggests that racial disparities in proximity to (dis)advantage shape family life in critical ways. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.05.001DOI Listing

The cultural context of infant development: Variability, specificity, and universality.

Adv Child Dev Behav 2019 27;57:27-63. Epub 2019 May 27.

New York University, New York, NY, United States.

Researchers in developmental science often examine parenting and child development by ethnic, racial, and socioeconomic groups, frequently highlighting group differences in parent and infant behaviors. A sole focus on differences, however, obscures notable variability that exists within each community. Moreover, categories such as ethnicity and race are often assumed to encompass shared cultural backgrounds, which risks conflating race, ethnicity, and culture in psychological research. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.04.004DOI Listing

Parenting within residential neighborhoods: A pluralistic approach with African American and Latino families at the center.

Adv Child Dev Behav 2019;57:235-279. Epub 2019 Jun 11.

Human Development and Family Studies, The Pennsylvania State University, State College, PA, United States.

The intersection of SES and race-ethnicity impact youth development at the family and neighborhood levels. The confluence of neighborhood structural and social characteristics intersects to impact parenting multiple ways. Within lower-income neighborhoods, there is variability in economic and racial-ethnic demographics and social characteristics and a multitude of different lived experiences. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.05.004DOI Listing
May 2020
1 Read

Adolescent profiles of ethnicity/race and socioeconomic status: Implications for sleep and the role of discrimination and ethnic/racial identity.

Adv Child Dev Behav 2019;57:195-233. Epub 2019 May 24.

Psychology Department, Fordham University, Bronx, NY, United States. Electronic address:

The present study seeks to explore the intersectionality of ethnicity/race and socioeconomic status (SES) among ethnic/racial minority adolescents in their developmental contexts, examining its implications for sleep disparities and the roles of discrimination and ethnic/racial identity (ERI; i.e., adolescents' understanding and feelings about who they are in relation to their ethnic/racial group). Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.04.002DOI Listing

Intersecting experiences, motivating beliefs: The joint roles of class and race/ethnicity in the development of youths' sociopolitical perceptions and participation.

Adv Child Dev Behav 2019;57:169-194. Epub 2019 May 27.

Department of Psychology, University of Illinois-Chicago, Chicago, IL, United States.

Positioning our analyses within two theoretical frameworks, system justification (SJ) theory and critical consciousness (CC), we examine relationships between social class and endorsement of SJ and CC beliefs and behaviors within a sample of low-income, Latinx and Black youth living in Chicago. We operationalize social class using five indicators: income-to-needs ratio (INR), subjective social status (SSS), financial strain, violence exposure, and neighborhood income. We find that for Black youth, higher INR is related to a greater likelihood of rejecting the status quo. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.04.003DOI Listing
May 2020
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Implications of intersecting socioeconomic and racial-ethnic identities for academic achievement and well-being.

Adv Child Dev Behav 2019;57:149-167. Epub 2019 May 16.

Department of Psychology, Yale University, New Haven, CT, United States.

The evolving study of identity development has become increasingly attentive to the ways that young people think about their socioeconomic and racial-ethnic identities. The status-based identity framework provides one way to analyze the implications of these dynamic identities, particularly as people approach young adulthood. For students from low socioeconomic status (SES) backgrounds, the experience of socioeconomic mobility can accompany an aversive sense of uncertainty about their own SES, termed status uncertainty, with potential negative implications for their academic behaviors and outcomes. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.04.001DOI Listing

Innovating resilience promotion: Integrating cultural practices, social ecologies and development-sensitive conceptual strategies for advancing child well-being.

Adv Child Dev Behav 2019;57:101-148. Epub 2019 Jun 22.

Independent Researcher, Granger, IN, United States.

This chapter's goal is to interrogate the intersectional significance of race and socioeconomic status for children of varied statuses of human vulnerability. It provides a context-connected, culture acknowledging, systems model and identity formation perspective. This strategy is ideal for delineating behavioral consistencies (and interpreting inconsistencies). Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.05.005DOI Listing

Child development at the intersection of race and SES: An overview.

Adv Child Dev Behav 2019 20;57:1-25. Epub 2019 Jun 20.

Department of Psychology and Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.

Racial/ethnic disparities in socioeconomic status (SES) persist in the United States. These disparities perpetuate the intergenerational transmission of inequality. Although families of color vary significantly in socioeconomic standing and evidence suggests the links between SES and child development may differ by race/ethnicity, we know relatively little about how race and SES interact to shape children's social contexts and developmental outcomes. Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.05.002DOI Listing
May 2020
5 Reads

Preface.

Authors:
Janette B Benson

Adv Child Dev Behav 2019 ;56:xi-xiv

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http://dx.doi.org/10.1016/S0065-2407(19)30011-4DOI Listing
March 2020
2 Reads

When Representation Becomes Reality: Interactive Digital Media and Symbolic Development.

Adv Child Dev Behav 2019 23;56:65-108. Epub 2019 Jan 23.

Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States.

One challenge of using an interesting object such as a scale model as a symbol for something else is children's deep interest in the object itself. Attending to the model (the symbol) as a toy, children do not use information about where in the model a tiny dog is hiding to mentally represent where a larger dog is hiding in the full-sized room (the referent). Young children use pictures in this way because they are relatively uninteresting as objects. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.12.001DOI Listing
March 2020
2 Reads

Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence.

Adv Child Dev Behav 2019 23;56:37-63. Epub 2019 Feb 23.

Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States. Electronic address:

Word learning happens in everyday contexts with many words and many potential referents for those words in view at the same time. It is challenging for young learners to find the correct referent upon hearing an unknown word at the moment. This problem of referential uncertainty has been deemed as the crux of early word learning (Quine, 1960). Read More

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http://dx.doi.org/10.1016/bs.acdb.2019.01.001DOI Listing
March 2020
3 Reads

Cognitive Functioning in Children with Down Syndrome: Current Knowledge and Future Directions.

Adv Child Dev Behav 2019 21;56:257-289. Epub 2019 Feb 21.

Institute of Child Development, University of Minnesota, Minneapolis, MN, United States.

Infants and children with Down syndrome (DS) can look forward toward bright futures, as individuals with DS are living healthier, more productive lives than ever due to medical advances, opportunities for early and continued intervention, and inclusive education. Despite these advances, infants and children with DS experience challenges in specific domains of cognitive functioning relative to their typically developing (TD) peers. Over the long term, individuals with DS are also more likely to develop Alzheimer's disease relative to the general population. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S00652407193000
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http://dx.doi.org/10.1016/bs.acdb.2019.01.002DOI Listing
March 2020
42 Reads

Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors.

Adv Child Dev Behav 2019 2;56:227-256. Epub 2019 Jan 2.

University of Wisconsin, Madison, WI, United States.

Learning, development, and response to instruction often involve changes in the strategies that learners use to solve problems. In this chapter, our focus is on mathematical problem solving in both children and adults. We offer a selective review of research on three classes of factors that may influence processes of strategy change in mathematical problem solving: contextual factors, individual factors, and metacognitive factors. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.11.004DOI Listing
March 2020
2 Reads

Cultural Influences on the Development of Children's Memory and Cognition.

Adv Child Dev Behav 2019 27;56:183-225. Epub 2018 Dec 27.

Wilfrid Laurier University, Waterloo, ON, Canada. Electronic address:

Memory is socially constructed. The types of information that children pay attention to and remember, as well as how children organize and recall their memories can differ as a function of sociocultural background. This chapter presents an overview of cultural variations on children's memory and cognition. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.11.005DOI Listing
March 2020
3 Reads

Cultural Snapshots: A Method to Capture Social Contexts in Development of Prejudice and Stereotyping.

Adv Child Dev Behav 2019 21;56:141-181. Epub 2018 Dec 21.

University of Denver, Denver, CO, United States.

The scientific identification of how social environments transmit intergroup biases is a transparently complex endeavor. Existing research has examined the emergence of intergroup biases such as racial prejudice and stereotypes in many ways, including correlations between racial diversity and children's prejudice, content analyses of features in the media, or experiments testing the influence of selected variables with unknown prevalence in children's environments. Yet, these approaches have left unanswered how the social environments that children engage with cause them to acquire racial prejudice and stereotypes. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.11.002DOI Listing
March 2020
4 Reads

Speaking Your Mind: Language and Narrative in Young Children's Theory of Mind Development.

Adv Child Dev Behav 2019 2;56:109-140. Epub 2019 Jan 2.

Bradley University, Peoria, IL, United States. Electronic address:

Research consistently finds that language and theory of mind are interrelated. The content and qualities of language that specifically predict theory of mind remain under investigation and the question of why language might impact theory of mind development is open. In this chapter we analyze and highlight current findings and theory addressing theory of mind and language. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.11.003DOI Listing
March 2020
3 Reads

The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth.

Authors:
Audun Dahl

Adv Child Dev Behav 2019 19;56:1-35. Epub 2018 Dec 19.

University of California, Santa Cruz, CA, United States. Electronic address:

The first 4 years of moral development are perhaps the most transformative. Helpless neonates become infants who routinely help and harm others; infants develop into preschoolers who make moral judgments based on moral concerns with welfare. Over the past two decades, there has been tremendous empirical progress, but also theoretical stalemates, in research on early moral development. Read More

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https://linkinghub.elsevier.com/retrieve/pii/S00652407183003
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http://dx.doi.org/10.1016/bs.acdb.2018.11.001DOI Listing
March 2020
3 Reads

Preface.

Authors:
Jodie M Plumert

Adv Child Dev Behav 2018;55:xi-xvi

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http://dx.doi.org/10.1016/S0065-2407(18)30028-4DOI Listing
October 2018
2 Reads

The Development of Sensorimotor Intelligence in Infants.

Adv Child Dev Behav 2018;55:73-106. Epub 2018 May 21.

Department of Psychology, Uppsala University, Uppsala, Sweden.

Infancy is the most dynamic part of human development. During this period, all basic sensorimotor and cognitive abilities are established. In this chapter, we will trace some of the important achievements of this development with a focus on how infants achieve predictive control of actions, i. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.04.003DOI Listing
October 2018
37 Reads

The Development of Object Fitting: The Dynamics of Spatial Coordination.

Adv Child Dev Behav 2018;55:31-72. Epub 2018 May 28.

Department of Psychology, Tulane University, New Orleans, LA, United States.

Fitting objects into apertures is an adaptive skill that is incorporated into the design of many tools. We match or align shapes with openings when we insert keys into locks, when we put lids atop containers, or when we align a screwdriver with the groove of a screw. Traditionally, the development of object fitting has focused on children's abilities to successfully complete shape sorter tasks (e. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.05.001DOI Listing
October 2018
3 Reads

A Perception-Action Approach to Understanding Typical and Atypical Motor Development.

Adv Child Dev Behav 2018;55:245-272. Epub 2018 Jun 6.

Department of Kinesiology, University of Maryland, College Park, MD, United States.

In this chapter, we ask two questions. First, can the study of the perception-action system across time offer a useful model for understanding motor development? Second, can the study of the perception-action system in children with developmental coordination disorder (DCD) inform our understanding of atypical as well as typical motor development? We begin by describing the dynamical systems perspective and a control-theoretic approach that together provide the conceptual framework for our paradigms, methodology, and interpretation of our experiments. Our experimental strategy has been to perturb one or more sensory systems and observe the effect on the motor system. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.04.004DOI Listing
October 2018
4 Reads

Physical Growth, Body Scale, and Perceptual-Motor Development.

Adv Child Dev Behav 2018;55:205-243. Epub 2018 May 21.

School of Kinesiology, University of Minnesota, Minneapolis, MN, United States.

In this chapter we consider from the theoretical framework of the ecological approach to perception and action, the relations between physical growth and body scale in the context of children's perceptual-motor development. Body scale and the timescale of its change through growth are shown to relate to the emergence and dissolution of the fundamental skills in infancy, the perception of what an environment affords functionally for action, together with the emergent pattern of movement coordination. A central issue in typical and atypical motor development is the mapping of the timescale of adaptive change in the acquisition of perceptual-motor skill to the accompanying timescale of change in physical growth. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.04.005DOI Listing
October 2018
5 Reads

Timing Is Almost Everything: How Children Perceive and Act on Dynamic Affordances.

Adv Child Dev Behav 2018;55:173-204. Epub 2018 Jun 6.

Department of Computer Science, The University of Iowa, Iowa City, IA, United States.

A key challenge for the developing perception-action system is learning how to move the self in relation to other moving objects. This often involves perceiving and acting on affordances or possibilities for action that depend on the relation between the characteristics of the individual and the properties of the environment (Gibson, 1979). This chapter overviews our program of research on perceiving and acting on dynamic affordances (i. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.05.002DOI Listing
October 2018
7 Reads

Action Errors: A Window Into the Early Development of Perception-Action System.

Adv Child Dev Behav 2018;55:145-171

Department of Psychology, University of Wisconsin, Madison, WI, United States.

In this chapter, we explore an interesting class of behaviors, referred to as action errors, which, we argue, provide a window in to the early development of the perception-action system. As we examine these behaviors, we discuss how acquisition of motor and cognitive skills interact at particular periods of development to make children more likely to perform action errors. However, we also provide evidence that even adults perform action errors under certain task demands. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.04.002DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6390482PMC
October 2018
49 Reads

Are Different Actions Mediated by Distinct Systems of Knowledge in Infancy?

Authors:
Peter M Vishton

Adv Child Dev Behav 2018;55:107-144. Epub 2018 Jun 7.

Department of Psychological Sciences, College of William & Mary, Williamsburg, VA, United States. Electronic address:

This chapter considers why studies of infant looking and reaching often suggest different patterns of cognitive and perceptual development. In some cases, convergent results have emerged from studies of infant looking and reaching, but differences are common. The most typical results suggest less adult-like perception and cognition in studies of reaching than in studies of looking. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.05.003DOI Listing
October 2018
3 Reads

How Perception and Action Fosters Exploration and Selection in Infant Skill Acquisition.

Adv Child Dev Behav 2018;55:1-29

Department of Psychology, The University of Tennessee, Knoxville, TN, United States.

In this chapter, we discuss how perception and action are intimately linked to the processes of exploration and selection. Exploration, which we define as trying several variations of the behavior, and selection, which involves attempting to reproduce the behaviors that work, are essential for learning about the environment, discovering the properties of objects, and for acquiring skills in relation to goals. Exploration and selection happen in the moment and over time as behaviors are repeated, hence leading to their fine-tuning to the goal. Read More

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http://dx.doi.org/10.1016/bs.acdb.2018.04.001DOI Listing
October 2018
56 Reads

Preface.

Authors:
Janette B Benson

Adv Child Dev Behav 2018 ;54:xi-xiii

University of Denver, Denver, CO, United States.

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http://dx.doi.org/10.1016/S0065-2407(18)30009-0DOI Listing
June 2018
2 Reads

Above and Beyond Objects: The Development of Infants' Spatial Concepts.

Adv Child Dev Behav 2018 8;54:87-121. Epub 2017 Dec 8.

Cornell University, Ithaca, NY, United States. Electronic address:

Early in development infants form categorical representations of small-scale spatial relations, such as left vs right and above vs below. This spatial skill allows infants to experience coherence in the layout of the objects in their environment and to note the equivalence of a spatial relation across changes in objects. Comparisons across studies of infant spatial categorization offer insight into the processes that contribute to the development of this skill. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.007DOI Listing
June 2018
4 Reads

Cognition-Action Trade-Offs Reflect Organization of Attention in Infancy.

Adv Child Dev Behav 2018 2;54:45-86. Epub 2018 Jan 2.

The Graduate Center of the City University of New York, New York, NY, United States.

This chapter discusses what cognition-action trade-offs in infancy reveal about the organization and developmental trajectory of attention. We focus on internal attention because this aspect is most relevant to the immediate concerns of infancy, such as fluctuating levels of expertise, balancing multiple taxing skills simultaneously, learning how to control attention under variable conditions, and coordinating distinct psychological domains. Cognition-action trade-offs observed across the life span include perseveration during skill emergence, errors and inefficient strategies during decision making, and the allocation of resources when attention is taxed. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.11.001DOI Listing
June 2018
7 Reads

Kin Networks and Mobility in the Transition to Adulthood.

Adv Child Dev Behav 2018 6;54:259-282. Epub 2017 Dec 6.

Colgate University, Hamilton, NY, United States.

Family support is critical for launching youth into successful adult lives. Although studies have documented the association between family support and success in the transition to young adulthood, existing work focuses primarily on parental support, giving little attention to extended kin. This narrow definition of family may miss critical exchanges of support, especially among low-income families. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.004DOI Listing
June 2018
3 Reads

Social Influence on Positive Youth Development: A Developmental Neuroscience Perspective.

Adv Child Dev Behav 2018 6;54:215-258. Epub 2017 Dec 6.

University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.

Susceptibility to social influence is associated with a host of negative outcomes during adolescence. However, emerging evidence implicates the role of peers and parents in adolescents' positive and adaptive adjustment. Hence, in this chapter we highlight social influence as an opportunity for promoting social adjustment, which can redirect negative trajectories and help adolescents thrive. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.003DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345387PMC
June 2018
3 Reads

Trends and Divergences in Childhood Income Dynamics, 1970-2010.

Authors:
Heather D Hill

Adv Child Dev Behav 2018 8;54:179-213. Epub 2017 Dec 8.

University of Washington, Seattle, WA, United States. Electronic address:

Earnings and income variability have increased since the 1970s, particularly at the bottom of the income distribution. Considerable evidence suggests that childhood income levels-captured as average or point-in-time yearly income-are associated with numerous child and adult outcomes. The importance to child development of stable proximal processes during childhood suggests that income variability may also be important, particularly if it is unpredictable, unintentional, or does not reflect an upward trend in family income. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.002DOI Listing
June 2018
3 Reads

The Developmental Origins of Dehumanization.

Adv Child Dev Behav 2018 6;54:153-178. Epub 2017 Dec 6.

University of York, York, United Kingdom. Electronic address:

Dehumanization is a complex social phenomenon, intimately connected to intergroup harm and neglect. However, developmental research has only recently started to investigate this important topic. In this chapter, we review research in areas closely related to dehumanization including children's intergroup preferences, essentialist conceptions of social groups, and understanding of relative status. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.006DOI Listing
June 2018
5 Reads

Children's Developing Ideas About Knowledge and Its Acquisition.

Adv Child Dev Behav 2018 7;54:123-151. Epub 2017 Dec 7.

Graduate School of Education, Harvard University, Cambridge, MA, United States.

We review key aspects of young children's concept of knowledge. First, we discuss children's early insights into the way that information can be communicated from informant to recipient as well as their active search for information via questions. We then analyze the way that preschool children talk explicitly and cogently about knowledge and the presuppositions they make in doing so. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.005DOI Listing
June 2018
8 Reads

A Social-Interactive Neuroscience Approach to Understanding the Developing Brain.

Adv Child Dev Behav 2018 6;54:1-44. Epub 2017 Dec 6.

Texas State University, San Marcos, TX, United States.

From birth onward, social interaction is central to our everyday lives. Our ability to seek out social partners, flexibly navigate and learn from social interactions, and develop social relationships is critically important for our social and cognitive development and for our mental and physical health. Despite the importance of our social interactions, the neurodevelopmental bases of such interactions are underexplored, as most research examines social processing in noninteractive contexts. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.10.001DOI Listing
June 2018
2 Reads

Preface.

Adv Child Dev Behav 2017 ;53:xi-xiii

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http://dx.doi.org/10.1016/S0065-2407(17)30028-9DOI Listing
December 2017
4 Reads

Interventions in Early Mathematics: Avoiding Pollution and Dilution.

Adv Child Dev Behav 2017 29;53:95-126. Epub 2017 May 29.

University of Denver, Denver, CO, United States.

Although specific interventions in early mathematics have been successful, few have been brought to scale successfully, especially across the challenging diversity of populations and contexts in the early childhood system in the United States. In this chapter, we analyze a theoretically based scale-up model for early mathematics that was designed to avoid the pollution and dilution that often plagues efforts to achieve broad success. We elaborate the theoretical framework by noting the junctures that are susceptible to dilution or pollution. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.03.003DOI Listing
December 2017
3 Reads

The Use of Concrete Experiences in Early Childhood Mathematics Instruction.

Authors:
Arthur J Baroody

Adv Child Dev Behav 2017 16;53:43-94. Epub 2017 Jun 16.

University of Illinois at Urbana-Champaign, Champaign, IL, United States; University of Denver, Denver, CO, United States. Electronic address:

Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile if they target and further learning (e. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.03.001DOI Listing
December 2017
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Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance.

Adv Child Dev Behav 2017 3;53:289-307. Epub 2017 Jul 3.

Center for Early Education and Development, University of Minnesota, Minneapolis, MN, United States.

In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.05.001DOI Listing
December 2017
4 Reads