Tamis-LeMonda-Child-Development-TOC

Contents

PART 1: FOUNDATIONS

Discovery-Based Science 32 Sampling 32 Methods: Gathering Data 33 Study Designs 36 Ensuring Scientific Rigor and Integrity 42 Validity 42 Reliability 43 Scientific Replicability and Transparency 44 Ethics in Research 46 Closing Thoughts: Setting the Stage 47 2 Heredity, Environment, and the Brain 51 Genetics and the Environment 52 Genetic Foundations 53 Chromosomes, DNA, and Genes 53 From Gametes to Human Beings 54 Mutations 58 Decoding the Genome 61 The Microbiome 62 ❚ Contexts of Environmental Influences on Gene Expression 63 How Do Genes and Environment Interact? 63 Epigenetic Principles: FromAnimals to Humans 64 Summing Up: The Library Metaphor 66 The Brain 67 Brain Anatomy and Function 67 Forebrain 68

The Goals of Developmental Science 2 Describing Development 3 Quantitative vs. Qualitative Change: Coral Reef Fish or Frogs? 3 Differences among Children in Development 4 Developmental Stability 5 Explaining Development 6 Genes and Environment: The Nature-Nurture Seesaw 6 Developmental Cascades 7 Applying Developmental Science 9 Raising Children 9 Programs and Policies 10 Theoretical Orientations 11 Foundational Theories 13 Evolutionary Theory 13 Psychodynamic Theories 14 Behaviorism 17 Constructivism: Piaget’s Stage Theory 19 Lev Vygotsky and the Origins of Sociocultural Theory 21 Contemporary Theories 22 Nativist Approaches 22 Social Learning Theory 23 Bioecological Theories 26 Sociocultural Theories 28 Research in Developmental Science 30 Conducting Research 31 Hypothesis-Driven Research and the Scientific Method 31 1 Goals, Theories, and Methods 1 Information Processing Theories 24 Developmental Systems Theory 25

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Midbrain and Hindbrain 70 Neurons and Glial Cells 71 New Ways to Study the Brain 72 Brain Development 74 How the Brain Changes 74 Periods of Brain Development 76 UNIVERSITY PRESS

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❚ Contexts and the Brain 77 Experience-Expectant Plasticity 77 Experience-Dependent Plasticity 79

Teratogens 100 Maternal Exercise and Nutrition 103 Maternal Prenatal Care 105 Maternal Psychological Functioning 106

Timing of Experience 80 Looking to the Future 82 Developmental Cascades 83 Closing Thoughts: Dismantling the Nature-Nurture Controversy 86 3 Prenatal and Postnatal Health and Physical Development 89 Conception and Prenatal Development 90 Conception 90 Influences on Conception 91 Fertility Treatments 92 Prenatal Development 93

Birth and Infant Health 107 Labor and Birth 107

Stages of Labor 108 Neonatal Health 109 Birth Complications 110 Contextual Influences on Infant Mortality and Birth Weight 111 Infant Brain Development 113 Infant Sleep and Nutrition 114 Sleep 114 Cultural Context of Infant Sleep 116 Nutrition and Breastfeeding 118 Context and Culture in Breastfeeding 119

Germinal Period 93 Embryonic Period 94 Fetal Period 96 ❚ Contextual Influences on Prenatal Development 100

Developmental Cascades 120 Closing Thoughts: The Dynamics of Development 123

PART 2: INFANCY AND TODDLERHOOD

4 Perceptual and Motor Development in Infancy and Toddlerhood 126 Perceptual Development 127 The Study of Perception in Infants 127 Early Theories 128 The Ecological Theory of Perception 129 Methods for Studying Infant Perception 131 Tasting and Smelling 133 PROPERTY OF OX ORD Perceiving Music 144 Perceiving Speech 145 From Perception to Meaning: Integration and Categorization 146 Perceptual Integration 146 Categorization 147 Motor Development 148

The Study of Motor Development in Infants 148 Gesell and the Concept of Motor Milestones 149 Myrtle McGraw and Motor Practice 150 Esther Thelen and Dynamic Systems 151 Developments in Infant Motor Skill 152 Posture 152 Sitting 152 Reaching, Grasping, and Tool Use 153 Locomoting: Crawling, Cruising, Walking 156 ❚ Contexts of Motor Development 158 Home Context of Motor Development 158 Cultural Context of Motor Development 160 Developmental Cascades 162 Closing Thoughts: The Engines of Learning and Development 166

Taste and Odor Preferences 134 Contexts of Taste Perception 134 Looking 135 Acuity and Contrast 135 Perceiving Colors 137 Size and Shape Constancy 137 Perceiving Objects as “Whole” 138 Tracking Motion and Actions 139 Perceiving Depth 139 Face Perception 140 Contexts of Face Perception 142 Hearing 144 Loudness and Pitch 144

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5 Cognitive Development in Infancy and Toddlerhood 170 Learning about the Physical World 171 Piaget’s Theory of Cognitive Development 171 Sensorimotor Substages 1–5 172 Mental Representation (Sensorimotor Substage 6): 18–24 Months 174 Challenges to Piaget That Inspired New Theoretical Orientations  176 Nativist Tests of Infant Core Capacities  177 Infant Understanding of Object Permanence 177 Infant Understanding of Solidity and Substance 180 Infant Understanding of Gravity and Support 180 Testing Core Capacity for Understanding Number  181 Challenges to Nativism 183 Developmental Systems Insights

6 Language Development in Infancy and Toddlerhood 210 Describing Language Development 211 Phonological Development: Learning Speech Sounds 211 Perceiving and Discriminating among the Phonemes of One’s Language 212 Identifying the Phonemes that Comprise Words  212 Producing Sounds 213 Semantic Development: Learning Word Meaning 215 Understanding Sentences and Syntactic Bootstrapping  219 The Path to Producing Sentences  220 Pragmatic Development: Learning Communication Norms 220 Turn Taking 221 Attention to Nonverbal Social Cues 221 Explaining Language Development 222 Nativist Accounts of Language Development 223 Universal Grammar and the LAD 223 Cognitive Biases 224 Deaf Children and Sign Language 224 Critical Periods and the Case of Genie 225 Connectionist and Dynamic Systems Theory 226 Connectionist Theory 227 Dynamic Systems Theory 228 Sociocultural Theory 229 Scaffolding 229 Can Infants Learn Language from Screens? 230 ❚ Contexts of Language Development 230 Family Context of Language Development 230 Socioeconomic Context of Language Development 234 Childcare Context of Language Development 235 Multilingual Context of Language Development 235 Cultural Context of Language Development 239 Receptive Language 215 Productive Language 215 Syntactic Development: Putting Words Together 219

into Cognitive Performance 184 Modifying the A-not-B Task  184 Changing Sensory Feedback  184 Information Processing: Attention in Cognition 185

Phases of Attention  186 Selective Attention 187 Processing Information  189 Memory 189

❚ Contexts of Cognitive Development 192 Home Context of Cognitive Development 192 Socioeconomic Context of Cognitive Development 194 Cultural Context of Cognitive Development 195 Learning about the Social World 196

Understanding Others’ Attention 196 Gaze Following and Joint Attention 197 Pointing 198 Developmental Cascades 241 Closing Thoughts: Language Development is Much More than Language  245 PROPERTY OF OXFORD UNIVERSITY PRESS Understanding Others’ Actions, Knowledge, and Beliefs 198 Interpreting Actions  198 Imitating Actions  200 Inferring Knowledge and Beliefs 201 ❚ Contexts of Social Cognition  202 Home Context of Social Cognition 202 Cultural Context of Social Cognition 203 Developmental Cascades 204 Closing Thoughts: Looking into the Mind of an Infant 206

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7 Emotional and Social Development in Infancy and Toddlerhood 249 Emotional Development 250 Evolutionary Theory and the Functions of Emotions 251

Parenting Context of Emotional Development 264 Cultural Context of Emotional Development 266

Social Development 267 Attachment 267

Evolutionary Views of Attachment 268 Ainsworth and the Strange Situation 270 ❚ Contexts of Attachment 272 Parenting Context of Attachment 272 Cultural Context of Attachment 272 Peer Relations and the Origins of Morality 275 Prosocial Behaviors 275 Moral Development and Aggression 276 Self-Identity 278 Aspects of Self 279 The Ecological and Interpersonal Selves 279 The Objective Self 280 ❚ Contexts of Self-Identity 281 Gender Socialization: Home Context 282 Gender Socialization: Cultural Context 284

Are Emotions Universal? 251 Are Emotions Adaptive? 251 Expressing Emotions 252

Infant Positive Emotions 252 Infant Negative Emotions 253 Understanding Emotions 255 Discriminating Emotions 255 Using Emotional Information 257 Regulating Emotions 259 Development of Infant Emotion Regulation 259 Effortful Control 259 Temperament 260 The History of Temperament Studies 260 Contemporary Models of Temperament 261 Stability in Temperament 262 ❚ Social and Cultural Contexts of Emotional Development and Temperament 263 Contexts of Infant Temperament and Goodness of Fit 263 8 Physical Development and Health in Early Childhood 292 Physical Development 293 Brain, Physical, and Motor Development 293 Brain Development 293 Physical and Motor Development 298 ❚ Home Context of Brain Development 301 Cultural and Historical Context of Physical Growth 302 Health 304 Nutrition 305 Food Acceptance and Healthy Diets 305 Childhood Obesity 306 ❚ Family Context of Nutrition 307

Developmental Cascades 285 Closing Thoughts: Cultivating Emotional and Social Competence 288

PART 3: EARLY CHILDHOOD

Sleep 308 Developmental Changes in Sleep Patterns 308 How Much Sleep Do Young Children Need? 309 Family Context of Sleep 310 Childhood Illness, Injury, and Maltreatment 311 Infectious Diseases 312 Chronic Diseases 313 Unintentional Childhood Injury 314 Maltreatment and Exposure to Violence 315 Stress 316 ❚ Family Context of Childhood Illness, Injury, and Maltreatment 317 Neighborhood Context and Lead Exposure 319 Cultural Context of Childhood Illness, Injury, and Maltreatment 320 Developmental Cascades 322 Closing Thoughts: Promotion and Prevention 324 PROPERTY OF OXFORD

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9 Cognitive and Language Development in Early Childhood 327 Cognitive Development 328 Piaget and the Preoperational Stage 328 Cognitive Achievements in the Preoperational Period 329 Cognitive Limitations  332 ❚ Cultural Context of Cognitive Development 337 Cognitive Development from an Information- Processing Perspective 337 Executive Functioning 338 The Semantic Piece of Long-Term Memory 341 Episodic Memory 343 ❚  Family Context of Information Processing 346 Preschool Context of Information Processing 347 Cultural Context of Information Processing 348 Social-Cognitive Development 349 Evaluating People’s Knowledge and Expertise 349 Reliability, Trustworthiness, and Familiarity 349 Weighing Familiarity against Reliability 350 Theory of Mind  350 False-Belief Understanding 350 Explaining Development in Children’s Theory of Mind 352 Lying, Deception, and Persuasion 353 ❚ Contexts of Social-Cognitive Development 354 Family Context of Social-Cognitive Development 354 School Context of Social-Cognitive Development 355 Cultural Context of Social-Cognitive Development 355 Language, Literacy, and Mathematical Understanding 356 Grammar 357 Pragmatics 359 Literacy and Mathematical Understanding 359 Emergent Literacy: Reading and Writing  360 Emergent Math 360 ❚ Contexts: Language, Literacy, and Mathematical Understanding 361 Home Context of Language, Literacy, and Mathematical Understanding 362 Family Socioeconomic Context of Language, Literacy, and Mathematical Skills 364

Preschool Context of Language, Literacy, and Mathematical Understanding 365 Cultural Context of Language, Literacy, and Mathematical Understanding 366 Developmental Cascades 370 Closing Thoughts: Preventing Inequities at the Starting Gate 372 10 Emotional and Social Development in Early Childhood 377 Emotional Development 378 Emotion Understanding 378 Complex and Mixed Emotions 378 The Causes and Consequences of Emotions 380 Emotion Regulation and Temperament 381 Emotion and Behavior Regulation 381 Individual Differences in Temperament  382 ❚ Contexts of Emotional Development 383

Parenting Context of Emotional Development 383 Sibling Context of Emotional Development 385 School Context of Emotional Development 386 Cultural Context of Emotional Development 388

Social Development 389 Attachment and Caregiver-Child Relationship Quality 389

Growing Language Skills 356 Phonology and Semantics 356 PROPERTY OF OXFORD Assessing Attachment in Young Children 389 Attachment and Quality of Parenting 391 Peers and Friends 391 Play with Peers and Friends  391 Family Context of Social Skills and Aggression 393 Cultural Context of Social Development 395 Identity Development 396 Gender Identity 396 ❚  Family Context of Gender Development 400 Biological Context of Gender Development 402 Ethnic and Racial Identities 403 Family Context and Racial and Ethnic Identity 404 Moral Development  406 Psychodynamic View: Freud and the Id 407 Cognitive Developmental View:

Piaget and Kohlberg  407 Social Domain View  409

Family Context of Moral Development 413 Cultural Context of Moral Development  413 Developmental Cascades 414 Closing Thoughts: Development Starts Small 417 UNIVERSITY PRESS

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PART 4: MIDDLE CHILDHOOD

Intelligence and Individual Differences 469 Defining Intelligence 469 A Single Mental Ability 470 Multiple Abilities 470 Measuring Intelligence 473 The History of Intelligence Testing 473 Reliability, Validity, and Bias of Intelligence Tests 476 Nature and Nurture in Intelligence 477 The Heritability of Intelligence 478 Environmental Influences on Intelligence 479 Academic Skills: Language, Literacy, and Math 479 Vocabulary and Grammar 480 Reading and Writing 480 Math 483 Motivation 485 Intrinsic and Extrinsic Motivation 485 Mindsets 486 Views of Intelligence 487 ❚ Contexts of Cognitive Development and Academic Achievement 488 Developmental Cascades 496 Closing Thoughts: Thinking about Thinking 498 13 Emotional and Social Development in Middle Childhood 503 Emotional Development 504 Understanding Emotions 504 Self-Conscious Emotions: Guilt, Shame, and Pride 504 The Causes and Consequences of Emotions 506 Theory of Mind and Moral Reasoning 507 Expressing and Regulating Emotions 508 Display Rules and Regulating Emotions 508 Emotional Coping 509 ❚ Contexts of Emotional Development 510 Family Context of Emotional Development 510 Peer Context of Emotional Development 512 Cultural Context of Emotional Development 513 Family Context and Cognitive Development 488 School Context and Cognitive Development 490 Cultural Context and Cognitive Development 493

11 Physical Development and Health in Middle Childhood 421 Brain and Physical Development 422 Brain Development 422 Changes to White and Gray Matter 423 Changes to Brain Networks 424 Coordination across Brain Regions 425 Family Context and Brain Development 426 Physical Development 427

Gross Motor Skills 428 Fine Motor Skills 429 Sex Differences in Physical Growth and Motor Skills 430 Contexts of Physical Development 431

Health 434

Nutrition 434

Food Insecurity 434 Overweight and Obesity 435 Contexts of Nutrition 436 Sleep 440

How Much Sleep do Children Need? 440 Sleep Problems in Middle Childhood 442 Family Context of Sleep 443 Disease and Injury 444 Infectious Diseases 444 Chronic Diseases and Disorders 445 Injuries 446 Developmental Cascades 448 Closing Thoughts: Stability and Change 453 12 Cognitive Development in Middle Childhood 456 Cognitive Development 458 Piagetian Theory 458 Concrete Operational Thought 458 Limitations in Concrete Operational Thought 461 Information Processing 461 Attention 462

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Working Memory and Processing Speed 464 Metacognition and Memory Strategies 464 Semantic Memory: AGrowing Knowledge Base 466 Episodic and Autobiographical Memory 466 UNIVERSITY PRESS

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Relationships with Parents 527 Attachment 527 Parenting Styles 528 Relationships with Peers 530 Friendships 531 Peer Acceptance and Rejection 532 The Pain of Exclusion 536 ❚ Contexts of Social Development 538 Family and School Contexts of Social Development 538

Social Development 514 Self-Identity Development 514 Erik Erikson’s Theory 515 Evaluating Self 515 Gender Identity 516 Ethnic and Racial Identities 520

Intergroup Relations and Moral Development 523 ❚ Contexts of Self-Identity Development 524 Family Context and Gender Self-Identity 524 Family and School Contexts and Racial

Social Media Context of Social Development 538 Cultural Context of Social Development 539 Developmental Cascades 540 Closing Thoughts: Vulnerabilities and Strengths 543

and Ethnic Self-Identity 525 Peer and Media Contexts and Gender Self-Identity 526

PART 5: ADOLESCENCE

Sleep 576

14 Physical Development and Health in Adolescence 547 Physical and Brain Development 548 Brain Development 548 Synaptogenesis, Pruning, and Myelination 548 Asymmetry in Brain Development 549 Puberty 551 Primary and Secondary Sex Characteristics 551 The Growth Spurt 553 Injuries 554 Hormones 554 Stages of Puberty 556 Home Context of Puberty 559 Cultural Context of Puberty 560 Emergence of Sexual Behavior 562 Learning about Sexuality and Engaging in Sex 562 Peer Context of Sexuality 564 Cultural Context of Sexuality 564 Health 565 Sexually Transmitted Infections and Pregnancy 565 Sexually Transmitted Infections 566 Pregnancy and Parenthood in Adolescence 567 Contexts of Adolescent Pregnancy 569 Nutrition 569 Eating Disorders 569 Overweight or Obese 572 Contexts of Eating Disorders and Obesity 574 Moral Reasoning 598 Moral Behavior 599 ❚ Cultural Context of Adolescent Cognitive Development 600 Cultural Tools and Activities 600 Culture and Schooling 601 PROPERTY OF OXFORD UNIVERSITY PRESS Circadian Rhythm 576 Too Little Sleep 577 Poor-Quality Sleep 578 Contexts of Sleep 579 Developmental Cascades 581 Closing Thoughts: Primed to Learn 584 15 Cognitive Development in Adolescence 587 Cognitive Development 588 Piagetian Theory 588 Abstract and Propositional Thinking 588 Hypothetical-Deductive Reasoning 589 Rethinking the Formal Operational Stage 591 Information Processing 591 Selective Attention and Flexibility 591 Working Memory and Processing Speed 593 Memory Strategies and Metacognition 594 Social Cognition 596 Perspective Taking 596 Adolescent Egocentrism 597

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James Marcia and Identity Statuses 638 Marcia’s Identity Statuses  639 Adolescent Self-Esteem  640 Ethnic and Racial Identity 640 Development of Ethnic Identity 641 Navigating Two Identities 642 Gender Identity and Sexual Orientation 643 Gender Identity 643 Sexual Orientation  643 Romantic Relationships 645 ❚ Contexts of Self-Identity 648 Social Relationships 650 Relationships with Parents and Siblings 651 Closeness and Attachment to Parents 651 Conflict with Parents 652 Parental Monitoring and Adolescent Disclosure 652 Siblings 653 Immigrant Context of the Adolescent-Parent Relationship 654 Relationships with Peers  655 Friendships 655 Cliques and Crowds 656 Bullying 657 Social Media 658 Benefits of Social Media Use 658 Overuse of Social Media 659 Disclosing Too Much Information 660 Developmental Cascades 661 Closing Thoughts: Positive Cascades  664 Family Context of Self-Identity 648 School Context of Self-Identity 648 Cultural Context of Self-Identity 649

Language, Literacy, and Academic Skills 602 Language and Literacy Development 602 Vocabulary and Grammar 603 Reading and Writing  604 Gender Differences in Academic Proficiencies  604 School Engagement and Motivation 607 Components of School Engagement 607 Academic Motivation and Performance 608 Explaining Motivation  610 ❚ Contexts of Academic Achievement 612 Family and Peer Context of Academic Achievement 612 School Context of Academic Achievement 613 Neighborhood Context of Academic Achievement 615 Developmental Cascades 617 Closing Thoughts: The Blurred Boundary between Ability and Performance 619 16 Emotional and Social Development in Adolescence 623 Emotional Development 624 Emotional Experiences 624 Self-Regulation 630 Development of Adolescent Self-Regulation 631 Development of Risk Taking 632 ❚ Contexts in Emotional Development 634 Family and Peer Contexts of Emotional Development 634 School and Neighborhood Contexts of Emotional Development 635 Self-Identity Development 636 Erik Erikson’s Theory 636 Identity Achievement versus Role Confusion 638 The Psychosocial Moratorium 638 Emotional Reactivity  624 Emotional Valence  625 Adolescent Depression 626

Glossary G-1  References R-1  Index I–1  PROPERTY OF OXFORD

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