Title Details

WILLIAM DAMON, PHD, is a Senior Fellow at the Hoover Institution, the Director of the Stanford Center on Adolescence, and a Professor of Education at Stanford University. He has written several books, many book chapters, and numerous articles on child development and adolescence.

RICHARD M. LERNER, PHD, is Bergstrom Chair in Applied Developmental Science at the Eliot-Pearson Department of Child Development at Tufts University. He is the author or editor of many publications, including the Handbook of Child Psychology, Sixth Edition, with William Damon (Wiley). Dr. Lerner is also a past editor of the Journal of Research on Adolescence.

Preface xi

Contributors xiii

PART I: INTRODUCTION

CHAPTER1 THE SCIENTIFIC STUDY OF CHILD AND ADOLESCENT DEVELOPMENT: IMPORTANT ISSUES IN THE FIELD TODAY 3
William Damon and Richard M. Lerner

Developmental Systems Theory 5

Context of Human Development 6

Diversity 8

Multidisciplinarity 8

Focus on Biological Development and Neuroscience 9

Diverse and Innovative Methodologies 10

Application 11

Positive Child and Adolescent Development 11

Conclusions 12

References 13

PART II: BIOLOGICAL FOUNDATIONS

CHAPTER 2 NEURAL BASES OF COGNITIVE DEVELOPMENT 19
Charles A. Nelson III, Kathleen M. Thomas, and Michelle de Haan

Why Developmental Psychologists Should Be Interested in Neuroscience 19

Brain Development 21

Neural Bases of Cognitive Development 26

Object Recognition 33

Executive Functions 38

Conclusions 43

References 44

CHAPTER 3 TEMPERAMENT 54
Mary K. Rothbart and John E. Bates

Definition of Temperament 54

History of Temperament Research 55

Structure of Temperament 56

Neural Models of Temperament 58

Measurement of Temperament 59

Psychobiological Research Approaches 62

Temperament and Development 64

Temperament and the Development of Personality 69

Temperament and Adjustment 71

Conclusions 81

References 83

PART III: PARENTAL AND PEER RELATIONS

CHAPTER 4 SOCIALIZATION IN THE FAMILY: ETHNIC AND ECOLOGICAL PERSPECTIVES 95
Ross D. Parke and Raymond Buriel

Contemporary Theoretical Approaches to Socialization in the Family 96

Family Systems Approach to Socialization 98

Determinants of Family Socialization Strategies 111

Social Change and Family Socialization 113

Children and Families of Color in the United States: Issues of Race, Ethnicity, and Culture 115

Remaining Issues and Future Trends 126

Conclusion 128

References 128

PART IV: PERSONALITY, SELF, AND SELF-CONCEPT

CHAPTER5 PEER INTERACTIONS, RELATIONSHIPS, AND GROUPS 141
Kenneth H. Rubin, William M. Bukowski, Jeffrey G. Parker, and Julie C. Bowker

Orders of Complexity in Children’s Peer Experiences 141

Culture 144

Peer Interactions, Relationships, and Groups: A Developmental Perspective 145

Proximal Correlates and Distal Predictors of Children’s Peer Relationships 156

Social Cognitive Correlates of Peer Acceptance and Rejection 159

Childhood Peer Experiences and Later Adjustment 167

Conclusions 169

References 171

CHAPTER 6 PERSONALITY DEVELOPMENT 181
Rebecca L. Shiner and Avshalom Caspi

Developing Structure of Personality 182

Temperament and Personality Traits in Childhood and Adolescence: A Process-Focused, Developmental Taxonomy 186

Developmental Elaboration of Personality Traits 195

The Origins of Individual Differences in Personality 198

Personality Continuity and Change 200

Personality and the Life Course: How Early-Emerging Personality Differences Shape Developmental Pathways 204

Conclusions 208

References 209

CHAPTER 7 THE DEVELOPING SELF 216
Susan Harter

Antecedents of the Self as a Cognitive and Social Construction 217

Developmental Differences in Self-Representations during Childhood 221

Stability versus Change in Self-Representations 250

Gender Differences in Global and Domain-Specific Self-Evaluations 251

Cross-Cultural Comparisons 252

Ethnic Differences in Our Own Culture 253

Conclusions 254

References 255

PART V: LANGUAGE AND THOUGHT

CHAPTER 8 ACQUIRING LINGUISTIC CONSTRUCTIONS 263
Michael Tomasello

Theory 264

Early Ontogeny 266

Later Ontogeny 279

Processes of Language Acquisition 288

Conclusions 292

References 292

CHAPTER 9 CONCEPTUAL DEVELOPMENT 298
Susan A. Gelman and Charles W. Kalish

Background and Overview 298

Conceptual Diversity 301

Concepts Embedded in Theories 307

Conclusions 313

References 315

CHAPTER 10 DEVELOPMENT IN THE ARTS: DRAWING AND MUSIC 322
Ellen Winner

Drawing 323

Music 339

Conclusions 350

References 351

PART VI: EMOTION AND MOTIVATION

CHAPTER 11 PRINCIPLES OF EMOTION AND EMOTIONAL COMPETENCE 361
Carolyn Saarni, Joseph J. Campos, Linda A. Camras, and David Witherington

Conceptual Framework for Emotion 361

Development of Emotional Communication in Early Life 369

Emotional Development in Childhood and Adolescence: Social Effectiveness and Positive Adaptation 374

Emotional Competence 376

What Develops in Emotional Development? 397

References 397

CHAPTER 12 DEVELOPMENT OF ACHIEVEMENT MOTIVATION 406
Allan Wigfield, Jacquelynne S. Eccles, Robert W. Roeser, and Ulrich Schiefele

Current Theoretical Perspectives on Motivation 406

Motivation Development: Within-Person Change and Group Differences 413

Gender Differences in Motivation 420

Development of Group Differences in Motivation 421

Conclusions 424

References 425

PART VII: PROSOCIAL BEHAVIOR,ANTISOCIAL BEHAVIOR, AND MORAL DEVELOPMENT

CHAPTER 13 AGGRESSION AND ANTISOCIAL BEHAVIOR IN YOUTH 437
Kenneth A. Dodge, John D. Coie, and Donald Lynam

Dimensions of Aggression and Other Antisocial Behavior 437

Aggressive and Antisocial Development in the Human Species 438

Determinants of Individual Differences in Antisocial Behavior 440

Cognitive-Emotional Processes as Mediators 452

Treatment and Prevention of Antisocial Behavior 456

Conclusions 459

References 461

CHAPTER 14 THE DEVELOPMENT OF MORALITY 473
Elliot Turiel

Setting the Stage 473

Issues, Emphases, and Theories 476

Emphasizing Emotions 477

Gender, Emotions, and Moral Judgments 481

Emphasizing Culture 484

Emphasizing Judgment and Reciprocal Social Interactions 488

Domain Specificity: Emphasizing Distinctions in Judgments 491

Culture and Context Revisited 499

Conclusions 507

References 508

PART VIII:ADOLESCENCE

CHAPTER 15 THE SECOND DECADE:WHAT DEVELOPS (AND HOW)? 517
Deanna Kuhn and Sam Franklin

What Develops? Abandoning the Simple Answer 517

Brain and Processing Growth 519

Deductive Inference 523

Inductive and Causal Inference 527

Learning and Knowledge Acquisition 531

Inquiry and Scientific Thinking 533

Argument 536

Understanding and Valuing Knowing 539

Conclusions 541

References 545

CHAPTER 16 ADOLESCENT DEVELOPMENT IN INTERPERSONAL CONTEXT 551
W. Andrew Collins and Laurence Steinberg

Significant Interpersonal Relationships during Adolescence 552

Interpersonal Contexts and the Psychosocial Tasks of Adolescence 561

Conclusions 577

References 578

PART IX: DIVERSITY IN DEVELOPMENT

CHAPTER 17 CULTURAL AND COGNITIVE DEVELOPMENT IN PHYLOGENETIC, HISTORICAL, AND ONTOGENETIC PERSPECTIVE 593
Michael Cole

Definitional Issues: Culture, Cognitive Development, and Allied Concepts 594

Culture and Cognition: A Synthetic Framework 597

Ontogeny 617

Conclusions 635

References 639

CHAPTER 18 GENDER DEVELOPMENT 647
Sheri A. Berenbaum, Carol Lynn Martin, and Diane N. Ruble

Development of Gender-Related Constructs and Content 648

Theoretical Analysis of Gender Development 662

Conclusions 680

References 681

CHAPTER 19 PHENOMENOLOGY AND ECOLOGICAL SYSTEMS THEORY: DEVELOPMENT OF DIVERSE GROUPS 696
Margaret Beale Spencer

Introduction of Theory and Foundational Assumptions 696

Framework Overview 700

PVEST Rationale and Need for New Theory 720

PVEST: An Identity-Focused Cultural-Ecological Perspective 726

Contemporary Experiences of Contemporary African American Males and Contributions of Critical Race Theory 729

Testing of the Phenomenological Variant of Ecological Systems Theory as a Dual Axis Coping Formulation 730

Conclusions 734

References 735

Author Index 741

Subject Index 769

"This is a superb compilation that makes much of the best contemporary work in child and adolescent development accessible to the next generation of developmental scholars."
—Lynn S. Liben, Distinguished Professor of Psychology, The Pennsylvania State University, Editor, Child Development