Advances in Child Development and Behavior.

This book, part of the 'Advances in Child Development and Behavior' series, is edited by Jeffrey J. Lockman and explores various facets of child development. It covers organized afterschool activities, moral development, executive function, risk and resilience models, cultural influences o...

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Bibliographic Details
Main Author:	Lockman, Jeffrey J.
Corporate Author:	ScienceDirect (Online service)
Other Authors:	Jeffrey J. Lockman
Format:	eBook
Language:	English
Published:	Chantilly : Elsevier Science & Technology, 2024.
Edition:	1st ed.
Series:	Issn Series.
Subjects:	Child development. Child psychology. Electronic books.
Online Access:	Connect to the full text of this electronic book

Table of Contents:

Front Cover
Series Page
Advances in Child Development and Behavior
Copyright
Contents
Contributors
Preface
Chapter One: Organized afterschool activities as a developmental context for children and adolescents
1 Organized afterschool activities
2 Organized activities and positive developmental outcomes in childhood, adolescence, and adulthood
3 Organized activities in middle childhood
4 Organized activities during adolescence
5 Developmental pathways linking early care and education (ECE) and organized afterschool activities to social and academic development
6 Studying afterschool settings among racially/ethnically diverse children and adolescents
6.1 Theoretical perspectives
7 Empirical work
7.1 The promising programs study
8 Outcomes associated with participating in different patterns of afterschool settings
8.1 Project reach
9 Directions for future research
10 Conclusions
References
Chapter Two: The origins of moral sensitivities: Probing infants' expectations, evaluations, generalization, and enforcement of moral norms
1 Introduction
2 An alternate approach
2.1 Expectations
3 Expectations for distributive fairness
4 Expectations for harm/care
4.1 Evaluations
5 Evaluations in the distributive fairness domain
6 Evaluations in the harm/care domain
6.1 Generalization
6.2 Enforcement
6.3 The development of moral sensitivities
7 Universality
8 Timeline
9 Experiential correlates
10 Potential casual drivers
10.1 Outstanding questions and future directions
11 Conclusions
References
Further reading
Chapter Three: Executive function as a mechanism for the emergence and expression of moral knowledge
1 Study 1: Navigation of social environments and internalization of moral messages
1.1 Navigation of early social environments.
1.2 Internalization of moral messages
1.3 Empirical implications and hypotheses
1.4 Current study
1.5 Method
1.5.1 Participants
1.5.2 Moral reasoning interview
1.5.3 EF task battery
1.5.3.1 Dimensional change card sort
1.5.3.2 Happy/sad Stroop task
1.5.3.3 Missing scan task
1.5.3.4 Forward/backward digit span
1.5.4 Social behavior questionnaire
1.6 Results
1.7 Discussion
2 Study 2: In-the-moment moral judgments
2.1 Empirical implications and hypotheses
2.2 Current study
2.3 Method
2.3.1 Participants
2.3.2 Measures
2.4 Results
2.5 Discussion
3 General conclusions
Acknowledgments
References
Chapter Four: Social-cognitive biases underlying the development of ableism
1 Prescriptive reasoning
2 Promiscuous teleology
3 Psychological essentialism
4 Positivity bias
5 Conclusion
References
Chapter Five: Risk and resilience models in child development
1 Foundational theories underlying both risk and resilience
1.1 Major risk models
1.1.1 Cumulative risk models
1.1.2 Dimensional risk models
1.2 Major resilience models
1.3 Discussion
1.3.1 Future directions
References
Chapter Six: A cultural perspective of action-based learning by infants and young children
1 Introduction
2 Learning through action
2.1 The role of action in cross-modal learning
2.2 Learning in everyday contexts
3 Cultural ways of learning
3.1 Caregiver guidance and scaffolding
3.1.1 Context of object play
3.1.2 Caregiver guidance in object play
3.2 Cultural practices and variations
3.2.1 Verbal practices
3.2.2 Nonverbal practices
3.3 Activity as cultural context for learning
3.3.1 Mealtime
3.3.2 Household chores
3.3.3 Book reading
3.3.4 Device-mediated activities
4 Research approach recommendations
References.
Chapter Seven: Language development in children's natural environments: People, places, and things
1 Introduction
2 People
2.1 Caregivers adapt their behavior to infants
2.2 Infants' learning from individual people
2.3 People as a source of variability in language experience
2.4 Summary
3 Places
3.1 Location as a cue in learning
3.2 Places as source of variability in language experience
3.3 Summary
4 Things
4.1 Using objects to learn language
4.2 Things as a source of variability in language learning
4.3 Summary
5 Structures and systems
5.1 Systemic influences on people: sociocultural factors
5.2 Systemic influences on places: geographic factors
5.3 Systemic influences on things: economic factors
6 Conclusion
References
Chapter Eight: Harnessing technology to measure individual differences in spatial thinking in early childhood from a relational developmental systems perspective
1 Relational developmental systems perspective as a framework for the study of individual differences in young children's spatial thinking
2 A psychological level of analysis of children's mental rotation: measuring cognitive strategies with eye-tracking
2.1 Mental rotation and children's cognitive strategies
2.2 Eye-tracking technology
2.3 Eye-tracking data
2.4 Using eye-trackers to measure mental rotation
2.5 Eye-tracking advantages
2.6 Eye-tracking limitations and recommendations
3 A biological level of analysis of children's spatial reorientation: measuring hippocampal function and structure with trace eyeblink conditioning and MRI
3.1 Trace eyeblink conditioning technology
3.2 Limitations and recommendations for EBC data collection with young children
3.3 Structural MRI technology
3.4 Structural MRI data.
3.5 Limitations and recommendations for MRI data collection with young children
3.6 Functional MRI technology
4 A cultural level of analysis of children's spatial language: measuring caregiver spatial language input with ZOOM and LENA technology
4.1 Zoom as a platform for spatial language data collection
4.2 Zoom data
4.3 Zoom advantages
4.4 Zoom and other open-source software for mental rotation and spatial scaling data collection
4.5 Zoom limitations and recommendations
4.6 LENA technology
4.7 LENA limitations and recommendation
5 Envisioning the future of the study of individual differences in young children's spatial thinking: can we leverage artificial intelligence?
5.1 Artificial intelligence uses from a psychological level of analysis
5.2 Artificial intelligence uses from a biological level of analysis
5.3 Artificial intelligence uses from a cultural level of analysis
6 Other future directions
6.1 Future study ideas with eye-tracking technology
6.2 Future study idea with eye-tracking and Zoom technology
6.3 Future study idea with MRI and eyeblink conditioning technology
6.4 Future study ideas with LENA technology and artificial intelligence
7 Conclusion
References
Chapter Nine: The dual journey: The development of twins' relationships throughout childhood
1 Introduction
2 Evolutionary psychology
A theoretical framework to understand twins' relationship
3 Intrauterine beginnings: Prenatal roots of twin bonds
4 From infancy to toddlerhood: The dawn of twin relationships
4.1 Twins' 'secret language'
A means to connect
5 Navigating early to middle childhood: Unfolding dimensions of twin dynamics
5.1 Experimental observations of twins' relationships
5.2 The developmental trajectories of twins' relationships throughout childhood.
5.3 Parenting and the twins' relationships
5.4 Dominance relationships between twins
6 From adolescence to old age: Maintaining the special bond
7 Summary and discussion
Declaration of generative AI and AI-assisted technologies in the writing process
References
Back Cover.