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


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
January 2019

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
January 2019

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
February 2019

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
February 2019
9 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
January 2019

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
December 2018

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
December 2018
2 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
January 2019
1 Read

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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http://dx.doi.org/10.1016/bs.acdb.2018.11.001DOI Listing
December 2018

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

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
20 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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October 2018

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
1 Read

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
3 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
5 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
24 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

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
32 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

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
1 Read

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
4 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

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

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

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
2 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
4 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

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
1 Read

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

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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December 2017
1 Read

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
1 Read

Interventions for Primary School Children With Difficulties in Mathematics.

Authors:
Ann Dowker

Adv Child Dev Behav 2017 23;53:255-287. Epub 2017 Jun 23.

Oxford University, Oxford, United Kingdom. Electronic address:

Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.04.004DOI Listing
December 2017
25 Reads

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

Adv Child Dev Behav 2017 23;53:227-253. Epub 2017 Jun 23.

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

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.04.002DOI Listing
December 2017
2 Reads

Notice, Explore, and Talk About Mathematics: Making a Positive Difference for Preschool Children, Families, and Educators in Australian Communities That Experience Multiple Disadvantages.

Adv Child Dev Behav 2017 29;53:169-225. Epub 2017 Jul 29.

Monash University, Melbourne, Vic, Australia; Charles Sturt University, Albury, NSW, Australia.

Let's Count is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disadvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Australian Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators, and families through a longitudinal evaluation undertaken from 2012 to 2015. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.04.001DOI Listing
December 2017

Coaching in Early Mathematics.

Adv Child Dev Behav 2017 4;53:127-167. Epub 2017 Jul 4.

University of Denver, Denver, CO, United States. Electronic address:

Falling scores in math have prompted a renewed interest in math instruction at early ages. By their own admission, early childhood educators are generally underprepared and not always comfortable teaching math. Professional development (PD) in early mathematics is widely considered a main way to increase teachers' skills and efficacy (e. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.04.003DOI Listing
December 2017

The DREME Network: Research and Interventions in Early Childhood Mathematics.

Adv Child Dev Behav 2017 3;53:1-41. Epub 2017 May 3.

University of Denver, Denver, CO, United States.

The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. Read More

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http://dx.doi.org/10.1016/bs.acdb.2017.03.002DOI Listing
December 2017

Preface.

Authors:
J B Benson

Adv Child Dev Behav 2017 ;52:xi-xiii

Department of Psychology, Morgridge College of Education, University of Denver, Denver, CO, United States.

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http://dx.doi.org/10.1016/S0065-2407(17)30009-5DOI Listing

Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?

Authors:
N Cowan

Adv Child Dev Behav 2017 3;52:81-104. Epub 2017 Jan 3.

University of Missouri, Columbia, MO, United States. Electronic address:

Working memory is the small amount of information that we hold in mind and use to carry out cognitive processes such as language comprehension and production, problem solving, and decision making. In order to understand cognitive development, it would be helpful to know whether working memory increases in capacity with development and, if so, how and why. I will focus on two major stumbling blocks toward understanding working memory development, namely that (1) many potentially relevant aspects of the mind change in parallel during development, obscuring the role of any one change; and (2) one cannot use the same test procedure from infancy to adulthood, complicating comparisons across age groups. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.12.001DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5986279PMC

Applications of Dynamic Systems Theory to Cognition and Development: New Frontiers.

Adv Child Dev Behav 2017 30;52:43-80. Epub 2017 Jan 30.

University of Wisconsin-Madison, Madison, WI, United States. Electronic address:

A central goal in developmental science is to explain the emergence of new behavioral forms. Researchers consider potential sources of behavioral change depending partly on their theoretical perspective. This chapter reviews one perspective, dynamic systems theory, which emphasizes the interactions among multiple components to drive behavior and developmental change. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.10.002DOI Listing

The Development of Body Image and Weight Bias in Childhood.

Adv Child Dev Behav 2017 9;52:269-298. Epub 2016 Dec 9.

School of Psychology and Public Health, La Trobe University, Melbourne, VIC, Australia.

Negative body image attitudes are related to the onset of disordered eating, poor self-esteem, general mental health problems, and obesity. In this chapter, we will review the nature of body image attitudes in girls and boys in early (approximately 3-7 years old) and later childhood (approximately 8-11 years old). The body image attitudes explored in this chapter include body image attitudes related to the self, with a focus on body dissatisfaction, and body image attitudes related to others, with a focus on weight bias. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.10.006DOI Listing
August 2017
9 Reads

The Development of Tactile Perception.

Adv Child Dev Behav 2017 9;52:227-268. Epub 2017 Feb 9.

University of Oxford, Oxford, United Kingdom.

Touch is the first of our senses to develop, providing us with the sensory scaffold on which we come to perceive our own bodies and our sense of self. Touch also provides us with direct access to the external world of physical objects, via haptic exploration. Furthermore, a recent area of interest in tactile research across studies of developing children and adults is its social function, mediating interpersonal bonding. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.12.002DOI Listing
August 2017
19 Reads

Perspectives on Perspective Taking: How Children Think About the Minds of Others.

Adv Child Dev Behav 2017 23;52:185-226. Epub 2016 Dec 23.

University of British Columbia, Vancouver, BC, Canada.

Perspective taking, or "theory of mind," involves reasoning about the mental states of others (e.g., their intentions, desires, knowledge, beliefs) and is called upon in virtually every aspect of human interaction. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.10.005DOI Listing

How Children Learn to Navigate the Symbolic World of Pictures: The Importance of the Artist's Mind and Differentiating Picture Modalities.

Adv Child Dev Behav 2017 9;52:153-184. Epub 2016 Dec 9.

AQA, Manchester, United Kingdom.

Pictures offer a unique and essential contribution to our lives, both in terms of aesthetic pleasure and links to symbolic thought. As such, psychologists have devoted significant time to investigating how children acquire an understanding of pictures. This chapter focuses on two particular facets of this development: the role of the artist and the importance of picture modality. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.10.004DOI Listing

Why Neighborhoods (and How We Study Them) Matter for Adolescent Development.

Adv Child Dev Behav 2017 28;52:105-152. Epub 2016 Dec 28.

Hallie E. Ford Center for Healthy Children & Families, College of Public Health & Human Sciences, Oregon State University, Corvallis, OR, United States. Electronic address:

Adolescence is a sensitive developmental period marked by significant changes that unfold across multiple contexts. As a central context of development, neighborhoods capture-in both physical and social space-the stratification of life chances and differential distribution of resources and risks. For some youth, neighborhoods are springboards to opportunities; for others, they are snares that constrain progress and limit the ability to avoid risks. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.10.003DOI Listing

How Does Experience Shape Early Development? Considering the Role of Top-Down Mechanisms.

Authors:
L L Emberson

Adv Child Dev Behav 2017 7;52:1-41. Epub 2017 Feb 7.

Princeton University, Princeton, NJ, United States. Electronic address:

Perceptual development requires infants to adapt their perceptual systems to the structures and statistical information of their environment. In this way, perceptual development is not only important in its own right, but is a case study for behavioral and neural plasticity-powerful mechanisms that have the potential to support developmental change in numerous domains starting early in life. While it is widely assumed that perceptual development is a bottom-up process, where simple exposure to sensory input modifies perceptual representations starting early in the perceptual system, there are several critical phenomena in this literature that cannot be explained with an exclusively bottom-up model. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.10.001DOI Listing

Global Equity and Justice Issues for Young People During the First Three Decades of Life.

Adv Child Dev Behav 2016;51:289-320. Epub 2016 Jun 17.

Panjab University, Chandigarh, India.

This chapter takes a global perspective on equity and justice during development from childhood into adulthood. Globally, the population of young people is booming with the most rapid growth among young people in the poorest countries. While already faced with significant issues related to development and thriving, this population boom also exacerbates equity and justice for these children. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.05.006DOI Listing
June 2017
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And I Shot Her: On War, and the Creation of Inequities in the Development of Youths' Moral Capacities.

Adv Child Dev Behav 2016;51:257-87. Epub 2016 Jun 29.

University of Utah, Salt Lake City, UT, United States.

War creates a multifaceted web of inequities that encompass most levels of the ecology of youth development. These include psychosocial inequities bearing on war-exposed youth's limited access to medical and educational services and job-training and employment opportunities, as well as some of the unique psychological sequelae of trauma exposure. In this chapter we put forth a twofold argument. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.05.003DOI Listing

Mixed-Status Immigrant Families in the United States: The Role of Social Justice in Intervention Research.

Adv Child Dev Behav 2016 22;51:231-55. Epub 2016 Jun 22.

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

More than 4 million unauthorized parents of legal status children currently reside in the United States (Capps, Fix, & Zong, 2016). Developmental scientists and intervention researchers hoping to work with these mixed-status families face a myriad of challenges, largely generated from the population's policy-driven social exclusion. Despite the challenges, there is a moral imperative to work with and support parents and children currently living in mixed-status households. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.04.003DOI Listing
June 2017
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Social Justice and the Environmental Commons.

Adv Child Dev Behav 2016 13;51:203-30. Epub 2016 Jun 13.

School of Human Ecology, University of Wisconsin-Madison, Madison, WI, United States.

In this chapter, we build on the scholarship on youth civic engagement by turning attention to the environmental commons as a space for political action. We begin with a definition of the term and arguments about ways that social justice is implied in it. Following that, we raise several psychological challenges to motivating action on behalf of the environmental commons and discuss the critical experiences and actions that can defy those challenges. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.04.005DOI Listing
June 2017
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Power, Process, and Protection: Juveniles as Defendants in the Justice System.

Adv Child Dev Behav 2016;51:171-201. Epub 2016 Jun 22.

Georgetown University, Washington, DC, United States.

The juvenile court was created in 1899 in part to remedy the unfairness of trying youth in the adult criminal justice system, but its success at rectifying those problems is unclear. One concern is that the vast majority of youth who are adjudicated delinquent are adjudicated after waiving their right to trial and entering a guilty plea. Fairness and equity in the plea bargaining process are premised on the assumption that youth have the capacity to understand and elect between available options and will be given a meaningful opportunity to choose without coercion and deception. Read More

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http://dx.doi.org/10.1016/bs.acdb.2016.04.002DOI Listing
June 2017
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