bluuebunny/crossref_metadata_2025_split huggingface dataset:
Social and Emotional Development in Infancy
Authors: Thompson Ross A. , Easterbrooks M. Ann , Padilla‐Walker Laura M. 
Published: November 2003

AbstractThis chapter highlights the importance of studying and understanding social and emotional development in the early years of life. Significant person (e.g., temperament) and context (e.g., caregiving environment) concepts are examined, particularly as they intertwine in emergent intra‐and interpersonal constructs and processes such as attachment relationships, self‐understanding, and emotion regulation. The chapter begins by setting socioemotional development in context: psychobiological, relational, and cultural. The review of research in this burgeoning field focuses on advances in the understanding of the development of emotional expression, sensitivity to others' emotions, and emotion regulation. In each of these areas social relationships are key, as illustrated in the review of the construct of attachment, considered a hallmark of socioemotional development in infancy. Transitions beyond infancy are noted in a discussion of representation, and self‐and other‐understanding. The chapter concludes by highlighting the implications of recent developments in theory and research in social and emotional development in infancy for public policies and practices and calls for an expanded and integrated research agenda that will inform these applications.
Stress and Emotion in Early Childhood
Authors: Gunnar Megan R. , Davis Elysia Poggi 
Published: November 2003

AbstractStress is a fact of life. Beginning before birth, successful adaptation requires responding to stressors and regulating stress reactions. Stress reactivity and regulation changes during development and differs among individuals. These differences affect our physical and emotional health. Because the neural systems underlying emotions influence the activation and regulation of behavioral and physiological stress responses, developmental psychobiological research on stress is intimately related to neuroscience research on emotions and temperament. Stress results when the demands exceed immediately available resources. Such conditions threaten homeostasis and require a shifting of resources from those supporting growth and repair (future oriented) to those need to immediately needed to maintain viability (present oriented) to fuel the processes needed to maintain organism viability. This shifting of resources to maintain organism viability is termed allostasis or stability through change (McEwen, 1998). The capacity to respond to stress through allostatic adjustments is necessary to survival. However, there are costs, which if frequent or prolonged may undermine health and development. In this chapter we describe the physiology and neurobiology of the stress system, the development of stress reactivity and regulation during early development, the interaction between children's emotional dispositions and social relationships in regulating stress, and the potential effects of stress physiology on brain and behavioral development.
Diversity in Caregiving Contexts
Authors: Fitzgerald Hiram E. , Mann Tammy , Cabrera Natasha , Wong Maria M. 
Published: November 2003

AbstractThis chapter focuses on nonparental child care as an important factor in understanding the developmental context of infants in the United States. It begins with a discussion of systems theory as an organizing framework for understanding the role of child care in the lives of children and families. Several key empirical studies and evaluations of child care programs are highlighted (the NICHD Study of Early Child Care, the ACYF Study of Early Head Start, the Carolina Abecedarian Project, Parent‐Child Development Centers, and the Goteburg Child Care Study). These initiatives provide evidence of the positive effects of high‐quality supplemental care on early child development. The next section underscores the importance of considering mediating or moderating factors that influence outcomes in early child care research: infant temperament, the mother‐child relationship, and father involvement in child development. The chapter concludes with a discussion of issues of child care quality, cost, and policies.
Cognitive Development in Childhood
Authors: Feldman David Henry 
Published: November 2003

AbstractThis chapter examines the area of cognitive development from primarily theoretical and historical perspectives. Beginning with three “revolutions” in the 1950s (cognitive, language, and Piaget), the main lines of cognitive developmental theorizing and research formed and reformed during the subsequent half century. Piaget's theory dominated the field through the 1960s and 1970s, followed by efforts to deal with some of the problems of the Genevan approach (e.g., neo‐piagetians, contextualists). In recent decades, the field has become more diverse and multifaceted, and now includes theories that attempt to integrate individual differences into universal cognitive development, dynamic systems approaches to change and the emergence of novelty, evolutionary robotics frameworks, and brain imaging and other brain‐based techniques that may provide a systematic physical foundation for observed cognitive developmental changes.
Social Development and Social Relationships in Middle Childhood
Authors: McHale Susan M. , Dariotis Jacinda K. , Kauh Tina J. 
Published: November 2003

Abstract
This chapter provides a broad overview of the social lives of children during middle childhood, the period between ages 5–6 and 11–12 years. Middle childhood has been described as a time of skill consolidation between two periods of striking developmental change and has been the focus of less research attention than these other developmental periods. Our review suggests, however, that middle childhood is a time of considerable change, when social competencies, essential for the development of close and harmonious social relationships, are practiced and refined. Middle childhood also is a period when children's social worlds expand and when children spend increasing amounts of time outside the direct supervision of parents or other care givers. As such, self‐regulation and control and the ability to read and understand the expectations of new social settings are essential for successful functioning. Finally, middle childhood is a time when children first become seriously involved in work–school work in industrialized countries and paid work or family work in other societies—and children's social competencies will be central to their success in these endeavors.
The Cultural Context of Child Development
Authors: Mistry Jayanthi , Saraswathi T. S. 
Published: November 2003

AbstractIn this chapter, we represent current understanding of the interface between culture and child development, by drawing on three subfields of psychology—cultural psychology, cross‐cultural psychology, and developmental psychology. We begin by providing a brief overview of three subfields of psychology, highlighting how the interface between culture and development is explained in each approach. We emphasize the increasing convergence and parallels between the three subfields, while delineating the differences and debates that continue to persist. We then illustrate the complementary contributions of the three subfields by presenting selective overviews of three topic areas of development, including literature from cultural, cross‐cultural and developmental psychology in each illustrative topic.We present a selective review of literature in three topic areas: the development of self, development of children's narratives, and development of memory. In each topic area, we integrate key publications from cultural and cross‐cultural psychology, and developmental psychology, to demonstrate the inroads that have been made in unraveling the culture‐individual interface ranging from the larger context, to institutional mechanisms and the specific situation contexts and their embedded meaning that results in the individual's construction and acquisition of culture, as well as a precipitation of social/cultural change. Our goal is to document how complementary contributions from the three subfields of psychology enable a richer understanding of the interface between culture and individual development.
Puberty, Sexuality, and Health
Authors: Susman Elizabeth J. , Dorn Lorah D. , Schiefelbein Virginia L. 
Published: November 2003

AbstractThe chapter examines puberty from the perspective of biopsychosocial models of development, specifically, the developmental contextualism model and the holistic interactionism model of development. The endocrinology of puberty is reviewed, including the phases of adrenarche and gonadarche, mechanisms controlling the onset of puberty, and physical growth and development during puberty. Hormones appear to have a greater influence on adolescents' emotions and behavior than pubertal stageper se. Testosterone, estrogen, and adrenal androgens show associations with antisocial and aggressive behavior, depression, and sexual behavior. The timing of puberty, relative to peers, studies suggest that it has long‐term psychosocial implications, particularly for early maturers. Current areas of research on the timing of puberty include secular trends in the timing of puberty, effects of pubertal timing on adult physical and mental health, and mechanisms whereby stress may influence pubertal timing. Issues of emerging sexuality at puberty also are discussed. Adolescent sexuality is influenced by hormonal factors, body fat, and social influences. The chapter concludes with a discussion of implications for research and social policy, including the content of educational programs on puberty, the timing of prevention programs, and principles to guide future research.
Cognitive Development in Adolescence
Authors: Eccles Jacquelynne S. , Wigfield Allan , Byrnes James 
Published: November 2003

AbstractIn this chapter, we focus on two major aspects of adolescent development: cognitive development and achievement/achievement motivation. First, we discuss cognitive development, pointing out the relevance of recent work for both learning and decision making. Most of the chapter focuses on achievement and achievement motivation. We summarize current patterns of school achievement and recent changes in both school completion and differential performance on standardized tests of achievement. Then we summarize both the positive and negative age‐related changes in school motivation and discuss how experiences in school might explain these developmental patterns. Finally, we discuss both gender and ethnic group differences in achievement motivation and link these differences to gender and ethnic group differences in academic achievement and longer‐term career aspirations.
Emotional and Personality Development in Adolescence
Authors: Galambos Nancy L. , Costigan Catherine L. 
Published: November 2003

AbstractThis chapter highlights recent theoretical and empirical advances in understanding adolescents' emotional and personality development. Models of emotion regulation are viewed as important in uniting research on emotional well‐being and distress, with emotion dysregulation underlying the presence of interalizing and externalizing problems. Recent research on temperament and personality is also highlighted, which examines the structure, origins, and continuity of personality across the early years in the life span. Four exciting themes in research on emotional and personality development in adolescence are discussed, including a focus on adolescents' optimal development, attention to cultural variations in emotion and personality, the integration of knowledge of emotion and temperament, and the use of a person approach to understanding how constellations of emotional and personality characteristics influence adolescents' developmental trajectories. The chapter concludes by drawing attention to how knowledge about emotion and personality promises to aid in the design of intervention and prevention programs that can lead the way toward promoting healthy youth development.
Relationships With Parents and Peers in Adolescence
Authors: Kerr Margaret , Stattin Håkan , Biesecker Gretchen , Ferrer‐Wreder Laura 
Published: November 2003

AbstractWhat roles do parents and peers play in adolescent development? The answers that developmental research offers to this question are limited by two features of the literatures on parenting and peer relationships. The first is that these two literatures are largely separate, with little theorizing about connections between parent‐adolescent relationships and adolescents' choices of peer contexts. The second is that they make the simplifying assumption that parents and peers affect adolescents in unidirectional fashion, with little or no recognition of bi‐directional effects. In this chapter, we examine the parenting and peer literatures separately, reviewing the major works upon which broad conclusions have been drawn, and pointing out limitations such as the unidirectional‐effects assumption, construct‐invalid measures, and, for peer research, limiting investigations to peers in the school classroom. Concerning parenting, we argue for a bi‐directional approach to parent‐adolescent relationships. Concerning peers, we argue for ecologically valid research designs. We then offer a theoretical integration of the parenting and peer literatures that sees adolescents as active agents who choose their peer contexts based, in part, on the feelings they have about their experiences in the parent context. The chapter concludes by recommending that research on adolescents' relationships with parents and peers become more integrative, bi‐directional, and developmental, even if these features make research more difficult.
Disease, Health, and Aging
Authors: Siegler Ilene C. , Bosworth Hayden B. , Poon Leonard W. 
Published: November 2003

AbstractIn this chapter we consider how understanding health can add to the study of developmental psychology. Developmental psychology sees health primarily as a topic of worry and concern to aging persons. Poor health is a source of stress, requires coping, and can start a cascade of life events. Health is an extremely important contextual variable which exerts considerable influence on many areas of individual lives. Cognition is perhaps the most important aspect of development that is changed when health is compromised. Relationships between health and cognition are bi‐directional. Not only do changes in health status precede changes in personality, cognition, and social functioning, for example, but changes in health status can also be the result of basic developmental changes in other area of life. Disease, on the other hand, is an entity physicians treat. It is the province of medicine and for psychologists, behavioral medicine. In this chapter we focus on new realities confronting the study of aging for the next century: (1) The explosion of input from other disciplines, (2) the emphasis on Alzheimer's Disease and what this has meant for research, (3) changes in the health status of aging populations reflected in demography and centenarian studies, and (4) the genetic revolution and its impact on developmental psychology.
Personality Development in Adulthood and Old Age
Authors: Bertrand Rosanna M. , Lachman Margie E. 
Published: November 2003

AbstractThe primary focus of personality research has turned from questions regarding stability and change across adulthood to examining the multidirectional paths of personality and the impact of individual differences throughout the lifespan. In this chapter we define and examine the nature of personality in adulthood and old age by adopting a life‐span approach. An overview of theoretical approaches and a discussion of findings from key empirical studies is provided. The discussion covers trait approaches with a focus on rank‐order and mean‐level consistency, as well as how individual differences shape life experiences in adulthood and later life. Stage theories and contextual models, which incorporate person‐environment interactions, are also presented. Findings involving subjective personality change and personality as a predictor of later life outcomes are discussed. Finally, the contribution of specific aspects of the self (e.g., identity, self‐efficacy and control beliefs, well‐being, emotions, and coping) to adult development is considered. The chapter concludes with a summary of the current state of the adult personality literature and offers suggestions for the direction of future work.
Social Relationships in Adulthood and Old Age
Authors: Pruchno Rachel , Rosenbaum Jennifer 
Published: November 2003

AbstractThis chapter reviews what is known about social relationships between adults. It focuses exclusively on social relationships in which all parties are adults and concentrates on those social relationships in which at least one person is elderly. A life course perspective on social relationships, focusing on how individuals change over time and how their transitions are linked to the people with whom they maintain close relationships, is used. The chapter focuses primarily on adult social relationships between: (1) spouses, (2) parents and their children, (3) siblings, and (4) friends. These bonds are examined both within the context of health and disability, reviewing conceptual frameworks as well as empirical literature. The chapter concentrates on reviewing critical themes, highlighting recently published literature, and identifying key research questions and findings. On the basis of this review of the state of the art, the chapter concludes by making recommendations for future directions that the next generation of knowledge about social relationships between adults should take.
Applied Developmental Science of Positive Human Development
Authors: Lerner Richard M. , Anderson Pamela M. , Balsano Aida Bilalbegović , Dowling Elizabeth M. , Bobek Deborah L. 
Published: November 2003

AbstractThis chapter examines key theoretical facets of the applied developmental science approach to knowledge generation and application. Represented by literature pertinent to the goodness‐of‐fit model proposed by Thomas and Chess, the stage‐environment fit model of Eccles and colleagues, Damon's conception of youth charters, and Search Institute's approach to individual and ecological assets for youth development, the importance of the dynamic relation between individuals and their contexts for understanding and promoting healthy development is discussed. These relational models stress that integrated, person‐context fusions may be the target of applications designed to facilitate the development of healthy exchanges between the individual and his or her ecology. For instance, youth charters are seen as a means to support healthy development through embedding youth in communities that maximize the positive person‐context experiences of youth, thereby promoting the ability of young people to contribute to civil society. In turn, integrating individual and ecological assets can promote positive youth development by engaging young people in community building actions. The chapter concludes by explaining how the diversity of person‐context relations may be capitalized on to provide a useful frame for policy and program innovations aimed at increasing the probability of healthy youth development.
Child Development and the Law
Authors: Lamb Michael E. 
Published: November 2003

AbstractIn this chapter, I illustrate ways in which the accumulated knowledge of developmental processes can assist legal authorities by focusing on two areas of research—child witness testimony and the resolution of divorce and child custody disputes. Researchers have shown that children of all ages are capable of providing detailed information about their experiences but that the way they are questioned greatly affects the accuracy of the information they provide. Thus, when forensic interviewers adopt practices informed by developmental research, they dramatically affect the quality of information obtained from alleged victims children about their experiences. Similarly, research on parent‐child relationships and on the effects of divorce have created a knowledge base that can be used to guide decisions about desirable living arrangements for children whose parents no longer live together. In both cases, scholarly research informs practice in the real world, promoting children's welfare and best interests in the process. In addition, close study of children's actual experiences and performance in real‐world settings (the court room, the forensic interview, the disintegrating family) has enhanced our cumulative understanding of developmental processes. “Basic” and “applied” research thus complement one another.
Successful Aging
Authors: Freund Alexandra M. , Riediger Michaela 
Published: November 2003

AbstractLife expectancy has only recently extended into old age. In many countries, declining proportions of working‐age people have to ensure adequate living conditions for a growing number of old people. To meet this challenge, societies need knowledge about positive or “successful” aging and conditions that foster them. In this chapter, we review the state of research on this topic. Early approaches focused on the question “whatis successful aging?” by outlining general criteria for aging well. More recent approaches have shifted the focus to the question “howdo people age successfully?” These models—e.g., the model of selection, optimization, and compensation (Baltes & Baltes, 1990), the model of assimilative and accommodative coping (Brandtstädter & Renner, 1990), or the model of primary and secondary control (e.g., Heckhausen & Schulz, 1995)—emphasize the role of proactive processes and motivational processes in shaping and adapting to age‐related changes. By adapting goals and standards to the changing availability of resources (e.g., health‐related decline), for example, older people can maintain a high level of functioning and well‐being. Hopefully, the identification of processes underlying successful aging will help to enhance the quality of older person's lives in the future.
Current Perspectives in Educational Psychology
Authors: Reynolds William M. , Miller Gloria E. 
Published: November 2003

AbstractThis chapter provides an overview of research in Educational Psychology in the latter part of the twentieth century, with a focus on research and trends that have promise for the twenty‐first century. This chapter highlights research with ties to learning, motivation, and social processes encountered in school settings. Educational Psychology has contributed to our understanding of individual abilities; leaning and development; content areas such as literacy, mathematics, and technology; and our understanding of sociocultural, relational, and instructional classroom and school processes. This chapter provides an overview of the organization and content of the volume, and describes programmatic, research, and policies that have impacted the field of educational psychology.
Contemporary Theories of Intelligence
Authors: Sternberg Robert J. 
Published: November 2003

AbstractThe chapter begins with an overview of how theories of intelligence matter for theoretical and practical everyday life, followed by a review of classical and contemporary theories of intelligence. Contemporary theories of intelligence that have an important educational impact are presented and critically evaluated. An emphasis is placed on clarifyingimplicit theoriesof intelligence, or people's informal conceptions of intelligence, versusexplicit theoriesof intelligence, or experts' formal conceptions of what is intelligence. The chapter ends with challenges to current conceptions of intelligence that leads the reader to draw some important conclusions about the need for more careful analysis in the future.