Child Psychology: A Contemporary Viewpoint with LifeMAP CD-ROM and PowerWeb,9780073197814

Child Psychology: A Contemporary Viewpoint with LifeMAP CD-ROM and PowerWeb

by ; ; ;
Edition: 6th
ISBN13: 9780073197814
ISBN10: 0073197815
Format: Hardcover
Pub. Date: 2005-07-14
Publisher(s): McGraw-Hill Humanities/Social Sciences/Languages
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Summary

This thoroughly revised edition of a classic text uses a topical organization to emphasize the processes of development. It examines a variety of theoretical viewpoints, providing students with a well balanced view of a child's developmental process; all of the chapters are thoroughly grounded in research. In this edition, a new co-author, esteemed cognitive developmentalist Mary Gauvain, joins E. Mavis Hetherington, Ross Parke, and Virginia Locke--creating a true powerhouse in developmental psychology.

Author Biography

Mary Gauvain is a Professor of Psychology at the University of California, Riverside. Ross D. Parke is Distinguished Professor of Psychology and director of the Center for Family Studies at the University of California, Riverside. E. Mavis Hetherington is Emerita Professor of Psychology at the University of Virginia.

Table of Contents

Preface xvii
Child Development: Themes, Theories, and Methods
2(44)
Themes of Development
5(4)
Biological versus Environmental Influences
5(1)
Continuity versus Discontinuity
6(2)
Individual Characteristics versus Contextual and Cultural Influences
8(1)
Theoretical Perspectives on Development
9(13)
Structural-Organismic Perspectives
9(3)
Learning Perspectives
12(2)
Dynamic Systems Perspectives
14(1)
Contextual Perspectives
15(2)
Box 1.1 Perspectives on Diversity: How Culture Can Affect Children's Cognitive Development
17(2)
Ethological and Evolutionary Approaches
19(1)
Box 1.2 Risk and Resilience: Children of the Great Depression
20(2)
Developmental Themes and Theoretical Perspectives: An Overview
22(2)
Making the Connections 1.1
24(1)
Research Methods in Child Psychology
24(17)
Selecting a Sample
24(2)
Box 1.3 Perspectives on Diversity: Minority Groups in Child Development Research
26(1)
Methods of Gathering Data about Children
27(2)
Research Design: Establishing Patterns and Causes
29(5)
Box 1.4 Child Psychology in Action: How Can We Make Better Use of Research on Children and Television?
34(1)
Studying Change over Time
35(4)
Box 1.5 Perspectives on Diversity: Studying Development Cross-Culturally
39(1)
The Ethics of Research with Children
39(2)
Making the Connections 1.2
41(1)
Summary
41(3)
Explore and Discuss
44(2)
Heredity and the Environment
46(36)
The Process of Genetic Transmission
48(3)
Chromosomes and Genes
48(1)
Genes, DNA, and Proteins
49(2)
Genetic Influences on Development
51(10)
The Transmission of Traits: A Basic Model
51(1)
Genes on the Sex Chromosomes: Exceptions to the Rule
52(2)
Interactions among Genes
54(1)
Genetic Disorders
54(4)
Box 2.1 Perspectives on Diversity: Sickle-Cell Anemia: A Double-Edged Sword
58(3)
Genetic Counseling and Genetic Engineering
61(4)
Prenatal Diagnostic Techniques
61(1)
Box 2.2 Child Psychology in Action: The New Reproductive Technologies
62(3)
Gene Therapy
65(1)
Heredity-Environment Interactions
65(6)
Box 2.3 Child Psychology in Action: The Human Genome Project
66(1)
How the Environment Influences the Expression of Genes
67(3)
How Genetic Makeup Helps to Shape the Environment
70(1)
Heredity, Environment, and Individual Differences
71(8)
Methods of Studying Individual Differences
72(2)
Some Individual Differences and Their Contributors
74(5)
Making the Connections
79(1)
Summary
79(2)
Explore and Discuss
81(1)
Prenatal Development and Birth
82(42)
Stages of Prenatal Development
84(4)
The Zygote
84(1)
The Embryo
84(4)
The Fetus
88(1)
Risks in the Prenatal Environment
88(19)
Turning Points: An Overview of Prenatal Development
90(2)
Environmental Dangers
92(7)
Maternal Factors
99(2)
Box 3.1 Perspectives on Diversity: Prenatal Health Care and Infant Mortality
101(6)
Birth and the Beginnings of Life
107(9)
Labor and Delivery
107(4)
Prematurity and Low Birthweight
111(3)
Box 3.2 Child Psychology in Action: Of Babies and Bears and Postnatal Care
114(2)
Vulnerability and Resilience in Children at Risk
116(4)
Box 3.3 Risk and Resilience: What Factors Help Children Overcome Early Adversity?
118(2)
Making the Connections 3
120(1)
Summary
120(2)
Explore and Discuss
122(2)
Infancy: Sensation, Perception, and Learning
124(38)
The Newborn
126(11)
A New Baby's Reflexes
126(2)
Infant States
128(2)
Box 4.1 Child Psychology in Action: Preventing Sudden Infant Death Syndrome (SIDS)
130(3)
How to Soothe an Infant
133(1)
Box 4.2 Perspectives on Diversity: How Culture Affects Soothability
134(1)
Evaluating the Newborn's Health and Capabilities
134(3)
The Infant's Sensory and Perceptual Capacities
137(18)
Unlocking the Secrets of Babies' Sensory Capabilities
137(1)
Turning Points: The Development of Sensation, Perception, and Early Learning
138(2)
Hearing: Babies Are Good Listeners
140(1)
Box 4.3 Child Psychology in Action: Can Infants Learn Even Before They're Born?
141(2)
Vision: How Babies See Their Worlds
143(8)
Smell, Taste, and Touch
151(2)
Intermodal Perception: How Infants Coordinate Sensory Information
153(2)
Early Learning and Memory
155(5)
Classical and Operant Conditioning
155(2)
Learning through Imitation
157(1)
Memory in Babies
158(2)
Making the Connections 4
160(1)
Summary
160(1)
Explore and Discuss
161(1)
The Child's Growth: Brain, Body, Motor Skills, and Sexual Maturation
162(50)
Brain Development in Infancy
164(13)
Turning Points: Growth of the Child's Brain, Body, and Motor Skills
166(2)
Neurons and Synapses
168(2)
Sequential Development of the Brain
170(1)
Hemispheric Specialization
171(3)
The Brain's Plasticity: Experience and Brain Development
174(3)
Motor Development
177(9)
Reaching and Grasping
177(2)
Locomotion
179(1)
How Locomotion May Affect Other Aspects of Development
180(1)
The Role of Experience and Culture
181(1)
Box 5.1 Risk and Resilience: Blind Infants Struggle to ``See''
182(2)
Box 5.2 Perspectives on Diversity: How Infant-Rearing Customs Can Alter Motor Patterns
184(2)
Physical Growth
186(14)
Do Genes Affect Height and Weight?
187(1)
The Influence of Environmental Factors
188(4)
People Are Growing Taller
192(1)
Are We Growing Heavier? Obesity and Eating Disorders
193(3)
Box 5.3 Child Psychology in Action: Learning Not to ``Clean Your Plate''
196(4)
Sexual Maturation
200(9)
The Onset of Sexual Maturity
201(2)
What Determines the Timing of Puberty?
203(1)
The Effects of Early and Late Maturation
204(2)
Sexual Orientation and Identity
206(3)
Making the Connections 5
209(1)
Summary
209(2)
Explore and Discuss
211(1)
Emotional Development and Attachment
212(56)
Early Emotional Development
214(6)
Why Are Emotions Important?
214(1)
Perspectives on Emotional Development
214(2)
How Infants and Children Express Their Emotions
216(2)
Turning Points: The Evolution of Emotional Expression and the Sense of Self
218(2)
Recognizing Emotions in Others
220(1)
The Beginnings of Specific Emotions
221(12)
Smiling and Laughter: The First Expressions of Pleasure
222(2)
Fear: One of the First Negative Emotions
224(5)
Complex Emotions: Pride, Shame, Guilt, and Jealousy
229(1)
Box 6.1 Child Psychology in Action: Coping with Homesickness
230(3)
Learning to Regulate Emotions
233(3)
The Emergence of Emotional Display Rules
233(1)
The Family's Role
234(2)
How Children Think About Emotions
236(2)
Matching Emotions to Situations: Emotional Scripts
237(1)
Multiple Emotions, Multiple Causes
237(1)
The Development of Attachment
238(5)
Theories of Attachment
238(2)
How Attachment Evolves
240(1)
Attachment to Fathers and Others
241(2)
The Nature and Quality of Attachment
243(22)
Methods of Assessing Attachment Relationships
243(1)
Box 6.2 Risk and Resilience: Peers as Attachment Figures
244(3)
The Parent's Role in the Quality of Attachment
247(1)
Box 6.3 Perspectives on Diversity: Attachment Types in Different Cultures
248(6)
The Effect of Infant Temperament
254(1)
Stability in the Quality of Attachment
255(1)
The Consequences of Attachment Quality
255(5)
Multiple Caregivers and Attachment: The Effects of Child Care
260(5)
Making the Connections 6
265(1)
Summary
265(2)
Explore and Discuss
267(1)
Language and Communication
268(48)
The Components of Language: Phonology, Semantics, Grammar, and Pragmatics
271(1)
Theories of Language Development
272(9)
The Learning View: Claims and Limitations
272(1)
The Nativist View: Claims and Limitations
273(1)
Box 7.1 Perspectives on Diversity: Can Children Create New Languages?
274(3)
The Interactionist View
277(4)
The Antecedents of Language Development
281(5)
Preverbal Communication
281(2)
Early Language Comprehension
283(2)
Babbling and Other Early Sounds
285(1)
Sematic Development: The Power of Words
286(9)
How Children Acquire Words
287(1)
Box 7.2 Perspectives on Diversity: Children at Risk for Failure to Develop Language
288(4)
What Kinds of Words Do Children Learn First?
292(1)
Errors in Early Word Use
293(2)
The Acquisition of Grammar: From Words to Sentences
295(10)
Can One Word Express a Complete Thought?
295(1)
Turning Points: Language Milestones from Infancy to Middle Childhood
296(1)
Two-Word Sentences
296(2)
Learning the Rules
298(2)
Box 7.3 Child Psychology in Action: Language Learning in the Deaf
300(1)
Approaching Formal Grammar
301(2)
How Children Make Sense of What They Hear
303(2)
Learning the Social and Creative Uses of Language
305(4)
The Rules of Pragmatics
305(1)
Learning to Adjust Speech to Audience
306(1)
Learning to Listen Critically
307(1)
The Use of Figurative Language
308(1)
Metalinguistic Awareness: Knowing About Language
309(1)
Bilingualism and Language Development
310(2)
Making the Connections 7
312(1)
Summary
312(2)
Explore and Discuss
314(2)
Cognitive Development: Piaget and Vygotsky
316(48)
Piaget's Theory of Cognitive Development
318(1)
Piaget's Main Tenet: The Child Actively Seeks Knowledge
319(4)
Cognitive Organization
319(1)
Turning Points: The Child's Cognitive Development from Infancy through Late Childhood
320(2)
Cognitive Adaptation
322(1)
The Stages of Cognitive Development
323(24)
The Sensorimotor Stage
324(8)
The Preoperational Stage
332(7)
The Stage of Concrete Operations
339(1)
The Stage of Formal Operations
340(1)
Piagetian Concepts and Social Cognition
341(1)
Box 8.1 Perspectives on Diversity: Culture and the Development of Cognitive Skills
342(5)
Evaluation of Piaget's Theory
347(3)
Strengths of the Theory
347(1)
Did Piaget Judge the Child's Abilities Accurately?
348(1)
Does Cognitive Development Proceed in Stages?
348(1)
Overall Assessment
349(1)
Vygotsky's Sociocultural Theory of Cognitive Development
350(9)
Elementary and Higher Mental Functions
351(1)
The Zone of Proximal Development
351(1)
Box 8.2 Child Psychology in Action: Adult Partnering Guides Children in Efficient Planning
352(3)
The Role of Culture
355(2)
Box 8.3 Risk and Resilience: Street Math and School Math in Brazil
357(1)
The Role of Language
358(1)
Evaluation of Vygotsky's Theory
359(2)
Strengths of the Theory
360(1)
Does Vygotsky's Theory Describe Developmental Change?
360(1)
Overall Assessment
360(1)
Making the Connections 8
361(1)
Summary
361(2)
Explore and Discuss
363(1)
Cognitive Development: The Information-Processing Approach
364(50)
Information-Processing Theory
366(8)
Basic Assumptions of the Information-Processing Approach
367(1)
Information-Processing Models
368(3)
Cognitive Processes: What Are They? How Do They Contribute to Development?
371(2)
The Role of the Executive Control Process
373(1)
Effects of Knowledge on the Information-Processing System
374(1)
Developmental Changes in Some Significant Cognitive Abilities
374(32)
Perception and Attention
375(4)
Turning Points: Some Cognitive Achievements as Seen from the Information-Processing View
379(4)
Memory
383(9)
Box 9.1 Child Psychology in Action: Should Young Children Testify in Court?
392(3)
Problem Solving and Reasoning
395(11)
Box 9.2 Perspectives on Diversity: It's Easier to Count in Chinese Than in English!
406(1)
Metacognition
406(4)
Knowledge about the Task
408(1)
Knowledge about Strategies
409(1)
Making the Connections 9
410(1)
Summary
410(2)
Explore and Discuss
412(2)
Intelligence and Achievement
414(40)
Theories of Intelligence
416(4)
The Factor Analytic Approach
416(1)
The Information-Processing Approach: Sternberg's Triarchic Theory
417(1)
Gardner's Theory of Multiple Intelligences
418(2)
The Traditional Approach: Testing Intelligence
420(7)
Measuring Infant Intelligence
421(1)
The Stanford-Binet Test
421(1)
The Wechsler Scales
422(2)
The Kaufman Assessment Battery for Children
424(1)
Constructing Measures of Intelligence
424(1)
Stability of Measured Intelligence
425(2)
Why Do People Differ in Measured Intelligence?
427(4)
How Much of Intelligence Is Inherited?
428(2)
Environmental Factors
430(1)
Achievement Motivation and Intellectual Performance
431(3)
Ethnicity, Social Class, and Intellectual Performance
434(6)
Are Intelligence Tests Biased against Minority Groups?
435(2)
Social-Class Influences on Intellectual Performance
437(3)
Culture, Family Practices, and Intellectual Performance
440(1)
Cognitive Intervention Studies
440(7)
Head Start and Similar Programs
440(1)
Box 10.1 Perspectives on Diversity: Making the Grade in Japan, Taiwan, and the United States
441(3)
Box 10.2 Risk and Resilience: Early Intervention with Children at Risk
444(1)
Characteristics of Successful Intervention Programs
445(2)
Beyond the Norms: Giftedness and Mental Retardation
447(2)
The Intellectually Gifted
447(1)
Children with Intellectual Deficits
447(1)
Children with Learning Disabilities
448(1)
Creativity
449(2)
Definitions and Theories
449(1)
Relationship between Creativity and Intelligence
449(1)
Are Children Creative?
450(1)
Making the Connections 10
451(1)
Summary
451(2)
Explore and Discuss
453(1)
The Family
454(50)
The Family System
456(18)
The Ecological Systems Perspective
456(1)
The Marital System
457(3)
The Parent-Child System
460(1)
Box 11.1 Child Psychology in Action: Helping New Parents Cope with Becoming a Family
461(7)
The Co-parenting System
468(1)
Box 11.2 Perspectives on Diversity: Parental Childrearing Styles Carry Different Meanings in Different Cultures
469(1)
The Sibling System
470(3)
The Family Unit as an Agent of Children's Socialization: Family Stories and Rituals
473(1)
Social Class, Ethnicity, and Socialization
474(6)
Poverty and Powerlessness
475(3)
Cultural Patterns in Childrearing
478(2)
The Changing American Family
480(15)
Parental Employment and Child Development
481(3)
Marital Transitions
484(6)
Adoption: Another Route to Parenthood
490(1)
Gay and Lesbian Parents
491(1)
Teen Pregnancy: Children Having Children
492(3)
Child Abuse Within the Family
495(5)
Abused Children and Their Parents
496(1)
The Ecology of Child Abuse
497(2)
Consequences of Abuse
499(1)
Prevention of Child Abuse
499(1)
Making the Connections 11
500(1)
Summary
500(3)
Explore and Discuss
503(1)
Expanding the Social World: Peers and Friends
504(46)
How Peer Interactions Begin: Developmental Patterns
506(4)
Infancy: First Social Encounters
506(1)
Social Exchange among Toddlers
506(2)
Preschool and Elementary School Society
508(1)
Turning Points: Peer Relationships and Social Interaction
509(1)
Peers As Socializers
510(3)
Modeling Behaviors
511(1)
Teaching and Reinforcing
511(1)
Social Comparison and the Developing Self
512(1)
Peer Acceptance
513(14)
How Do We Study Peer Acceptance?
513(1)
Factors That Affect Peer Status
514(6)
Consequences of Being Unpopular
520(2)
Box 12.1 Risk and Resilience: Victimization by Peers: It Helps to Have Friends
522(4)
Box 12.2 Child Psychology in Action: What Happens to Shy Children--Thirty Years Later?
526(1)
Promoters of Peer Acceptance: Parents and Teachers
527(5)
Parents Are Coaches
528(1)
Parents Are Social Arrangers
529(1)
When Parents Fail: Abused Children and Peer Rejection
530(1)
Teachers Can Facilitate Healthy Social Interaction
530(2)
When Peers Become Friends
532(8)
Expectations and Obligations of Friendship
533(1)
Box 12.3 Child Psychology in Action: When ``Love Thy Neighbor'' Fails: Peers as Mutual Enemies
534(1)
Making Friends
534(2)
Friendships Evolve over Time
536(1)
Losing Friends
536(2)
The Pros and Cons of Friendship
538(1)
The Romantic Relationship: A Developmental Milestone
538(2)
Parents, Peers, or Both?
540(2)
From Dyads to Groups
542(3)
Dominance Hierarchies
543(1)
Cliques and Crowds
544(1)
Peer Groups in Different Cultures
545(2)
Box 12.4 Perspectives on Diversity: Cross-Cultural Variations in Children's Peer Relationships
546(1)
Making the Connections 12
547(1)
Summary
547(2)
Explore and Discuss
549(1)
Gender Roles and Gender Differences
550(40)
Defining Sex and Gender
552(1)
Gender-Role Standards and Stereotypes
553(2)
Gender Differences in Development
555(6)
Developmental Patterns of Gender Typing
558(1)
Stability of Gender Typing
559(1)
Box 13.1 Child Psychology in Action: Will We Let Computers Widen the Gender Gap?
560(1)
Biological Factors in Gender Differences
561(4)
Hormones and Social Behavior
561(1)
Hormones and Cognitive Skills
562(2)
Brain Lateralization and Gender Differences
564(1)
Biology and Cultural Expectations
565(1)
Cognitive Factors in Gender Typing
565(7)
Turning Points: Development of Gender Roles and Gender Typing
566(1)
Kohlberg's Cognitive Developmental Theory
566(3)
Gender-Schema Theory: An Information-Processing Approach
569(1)
A Comparison of the Cognitive Developmental and Gender-Schema Theories
570(2)
Influence of the Family on Gender Typing
572(7)
Parents' Influence on Children's Gender-Typed Choices
572(1)
Parents Behavior toward Girls and Boys
573(2)
Modeling Parents' Characteristics
575(1)
Parental Absence or Unavailability
576(2)
Siblings as Gender Socialization Agents
578(1)
Gender Roles in Children of Gay and Lesbian Parents
578(1)
Extrafamilial Influences on Gender Roles
579(4)
Books and Television
579(1)
Peers, Gender Roles, and Gender Segregation
580(1)
Schools and Teachers
581(2)
Androgyny
583(3)
Box 13.2 Perspectives on Diversity: Childrearing in Countercultural Families
585(1)
Making the Connections 13
586(1)
Summary
586(3)
Explore and Discuss
589(1)
Morality, Altruism, and Aggression
590(50)
An Overview of Moral Development
592(1)
Cognitive Theories of Moral Development
592(14)
Jean Piaget's Cognitive Theory of Moral Development
593(2)
Lawrence Kohlberg's Cognitive Theory of Moral Development
595(5)
Box 14.1 Perspectives on Diversity: Justice versus Interpersonal Obligations: India and the United States
600(3)
Distinguishing Moral Judgments from Other Social Rules
603(2)
Do Moral Judgments Always Lead to Moral Behavior?
605(1)
The Behavioral Side of Moral Development
606(4)
Self-Regulation and the Delay of Gratification
606(2)
The Affective Side of Morality
608(1)
Consistency across Situations and Time
609(1)
The Evolution of Prosocial and Altruistic Behaviors
610(11)
How Prosocial Behavior Evolves
610(1)
Turning Points: Prosocial and Altruistic Behavior
611(2)
Box 14.2 Child Psychology in Action: How Parents Can Teach Children Prosocial Behavior
613(2)
Are Girls More Prosocial than Boys?
615(1)
Determinants of Prosocial Development
615(3)
The Influence of Cognitive Development
618(2)
Empathy, Sympathy, Perspective Taking, and Altruism
620(1)
The Development of Aggression
621(16)
How Aggressive Behavior Develops in Children
622(1)
Turning Points: The Development of Aggressive Behavior
623(2)
Gender Differences in Aggression
625(2)
Origins of Aggressive Behavior
627(7)
Control of Aggression
634(2)
Box 14.3 Child Psychology in Action: Reducing Bullying in Schools
636(1)
Making the Connections 14
637(1)
Summary
637(2)
Explore and Discuss
639(1)
Developmental Psychopathology
640(46)
The Developmental Approach to Psychopathology
643(1)
What Is Abnormal?
644(7)
The Medical Model
644(1)
Abnormality as Deviation from the Average
645(1)
Abnormality as Deviation from the Ideal
646(1)
The Social Judgment of Child Psychopathology
646(1)
Box 15.1 Perspectives on Diversity: Thai and American Views on Child Behavior Problems
647(3)
Continuity over Time
650(1)
Classifying Child Psychopathology
651(2)
The Diagnostic Approach
651(2)
The Empirical Method
653(1)
Some Psychological Disorders that Affect Children
653(25)
Conduct Disorders
655(5)
Attention Deficit/Hyperactivity Disorder
660(1)
Box 15.2 Perspectives on Diversity: Ethnic and Gender Differences in Drug Use
661(5)
Depression in Childhood
666(6)
Box 15.3 Risk and Resilience: Does a Culture of Affluence Protect Children and Youth from the Risk of Psychopathology?
672(1)
Autistic Disorder
673(5)
Treating and Preventing Child Psychological Disorders
678(5)
Psychoactive Medication
678(1)
Play Therapy
679(1)
Behavior Therapy
680(1)
Family Therapy
680(1)
Community Psychology and Prevention
681(1)
Box 15.4 Child Psychology in Action: Treating Serious Multiproblem Juvenile Offenders
682(1)
Making the Connections 15
683(1)
Summary
683(2)
Explore and Discuss
685(1)
Epilogue 686
Glossary
References 1(15)
Credits
Name Index
Subject Index 16

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