Advances in Child Development and Behavior (eBook)

Front Cover 1
Advances in Child Development and Behavior 4
Copyright 5
Contents 6
Contributors 10
Preface 12
Chapter One: How Does Experience Shape Early Development? Considering the Role of Top-Down Mechanisms 16
1. Introduction 17
2. An (Implicit) Bottom-Up Model of Perceptual Development 18
3. Challenges to the Bottom-Up View of Perceptual Development 22
3.1. Infants Do Not Passively Absorb Sensory Experience 23
3.2. Top-Down Processes Support Effective Perception in Adults 26
4. Could Top-Down Information Shape Perceptual Development? 32
4.1. Neuroimaging Evidence for Top-Down Modulation in Infancy 34
4.1.1. Prediction/Expectation Modulates Neural Activity in Perceptual Systems 35
4.1.2. Availability of Frontal Systems Early in Development 37
4.2. Behavioral Evidence for Top-Down Modulation in Infancy 39
4.2.1. Generalization From Prior Experience Supports Changes in Perception: Auditory 40
4.2.2. Generalization From Prior Experience Supports Changes in Perception: Vision 42
4.2.3. Generalizing From Variable Perceptual Experience 45
4.3. Neuroanatomical Evidence for Top-Down Modulation in Infancy 47
5. Conclusions and Future Directions 50
Acknowledgments 52
References 52
Chapter Two: Applications of Dynamic Systems Theory to Cognition and Development: New Frontiers 58
1. Dynamic Systems Theory 59
1.1. Foundational Concepts 60
1.2. The Piagetian A-Not-B Error 62
2. The Dynamic Field Theory and Dynamic Neural Fields 64
2.1. Introduction to DNF Models 65
2.2. DNFs Are Dynamic Systems: Three Applications 66
2.2.1. Multicausality in the Piagetian A-Not-B Error 67
2.2.2. Self-Organization in Visual Working Memory Capacity 70
2.2.3. Connecting Real and Developmental Timescales in Infant Looking 76
3. Noncomputational Applications of Systems Concepts 80
3.1. Coupled Motor and Language Systems 81
3.2. Shape Bias in Word Learning 83
3.3. Sampling Development 85
4. Moving Dynamic Systems Theory Forward 86
References 89
Chapter Three: Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion? 96
1. Introduction 97
2. The Measurement of Working Memory Capacity 98
3. Sources of Childhood Development of Working Memory: Is There a Fundamental Increase in Capacity? 100
3.1. Childhood Working Memory Development Is Probably Not Entirely Based on Learning 100
3.2. Childhood Working Memory Development Is Probably Not Entirely Based on Increases in the Efficiency of Attention Allo ... 102
3.3. Childhood Working Memory Development Is Probably Not Entirely Based on an Improved Efficiency of Encoding 105
3.4. Childhood Working Memory Development Is Probably Not Entirely Based on an Improved Use of Covert Rehearsal as a Mnem ... 105
3.5. The Estimated Rate of Childhood Working Memory Development Appears to Depend on the Test Procedure 106
3.6. Summary of Child Research 108
4. Development of Working Memory Capacity in Infancy 109
4.1. Summary of Infant Research 112
5. Reconciliation of the Infant and Child Literatures 113
Acknowledgments 116
References 116
Chapter Four: Why Neighborhoods (and How We Study Them) Matter for Adolescent Development 120
1. Introduction 121
2. Adolescent Development and the Life Course: An Orienting Note 123
3. The Neighborhood Context of Adolescence: How Neighborhoods Work 124
3.1. A Brief History of Sociological Scholarship on Neighborhood Effects 124
3.2. A Shift to Processes and Mechanisms 125
3.3. The Indirect Effects of Neighborhoods: The Role of Other Contexts 127
4. The Neighborhood Context of Adolescence: How Neighborhoods Look 128
4.1. Shifting Back Upstream 128
4.2. Neighborhood Patterning: Social Cleavages and the Stratification of Life Chances 129
4.2.1. Racial/Ethnic Stratification and Segregation 130
4.2.2. Class Stratification and Segregation 131
4.2.3. Geographic Stratification and Segregation 133
4.3. Geographies of Opportunity: Neighborhoods as Springboards or Snares 134
5. A Neighborhood-Centered Approach 136
6. An Empirical Demonstration 138
6.1. Trajectories of Adolescent Violent Victimization Across Neighborhood Types 138
6.1.1. The Concentration and Consequences of Adolescent Violent Victimization 139
6.2. LCA of Neighborhood Types 140
6.2.1. Analytic Sample 140
6.2.2. Measures 140
6.2.3. Analytic Strategy 142
6.3. Results 142
6.3.1. Labeling Neighborhood Types 143
6.4. A Neighborhood-Centered Analysis of Violent Victimization Trajectories 149
6.4.1. Analytic Sample 149
6.4.2. Outcome Measure 149
6.4.3. Analytic Strategy 150
6.5. Results 150
6.6. Summary of Findings 156
7. Discussion and Conclusion 157
Acknowledgments 159
References 159
Chapter Five: How Children Learn to Navigate the Symbolic World of Pictures: The Importance of the Artist´s Mind and Diff ... 168
1. Navigating the Symbolic World of Pictures 169
2. Foundations of Pictorial Understanding 170
3. The Role of the Artists Mind 173
3.1. Intention 173
3.1.1. Appearance vs Intentional Cues 176
3.2. Knowledge and Ideas 179
4. Picture Modality 182
4.1. Theoretical Importance 182
4.2. Photographs vs Drawings 183
4.3. Photograph Literature 184
4.4. Cross-Modal Debates 186
5. Concluding Remarks 191
References 194
Chapter Six: Perspectives on Perspective Taking: How Children Think About the Minds of Others 200
1. A Multipurpose Tool: The Many Functions of Mental State Reasoning 201
2. A Historical Overview of Research Leading to the Birth of the False-Belief Task 203
3. What Can We Infer From the Results of the Classic False-Belief Tasks? 206
4. False-Belief Reasoning in the First 2 Years of Life? 210
5. Thinking Outside the False-Belief Box: Theory of Mind Is Much, Much More Than Reasoning About False Beliefs 213
6. Individual Differences in Theory of Mind Development, Their Possible Origins, and The Implications for Fostering Theor ... 217
7. How Selective Social Learning Can Reveal Children´s Understanding of the Mind 221
8. Future Directions: The Value in Understanding an Inherent Limitation on Perspective Taking and the Mechanisms Involved 226
Acknowledgments 230
References 230
Chapter Seven: The Development of Tactile Perception 242
1. Introduction 243
2. Studying Multiple Senses in Development 245
3. Touch: A Primer 247
4. The Development of Haptics 249
4.1. Haptic Abilities in Early Infancy 250
4.2. The Origins of Visual-Haptic Coordination 252
5. The Developing Role of Touch in Perception of the Body 255
5.1. Tactile ``Reflexes,´´ Their Modification, and Spatial Specificity 256
5.2. The Development of Tactile Body Maps 257
5.3. The Early Development of Proprioception: Newborn Hand-Mouth Coordination 258
5.4. Self-Touch and Early Body Representations 259
5.5. Coming to Represent the Body in the Outside World 260
5.6. The Development of Multisensory Interactions With Touch Underlying Body Representations 263
5.7. The Developing Role of Touch in Determining a Sense of Self 270
6. Interpersonal Touch Perception in Early Life 272
7. Summary 275
Acknowledgments 276
References 276
Chapter Eight: The Development of Body Image and Weight Bias in Childhood 284
1. Understanding Body Image Attitudes 285
1.1. Body Dissatisfaction 285
1.2. Weight Bias 286
2. Measurement of Body Image Attitudes in Children 287
2.1. Measuring Children´s Body Dissatisfaction 288
2.2. Measuring Children´s Weight Bias 291
3. Body Dissatisfaction in Children 293
3.1. Prevalence of Body Dissatisfaction in Children 293
3.2. Correlates and Predictors of Body Dissatisfaction 295
3.2.1. Theoretical Models of Predictors of Body Image 295
3.2.2. Correlates and Predictors in Young Children 296
3.2.3. Correlates and Predictors in Older Children 298
3.2.4. Mediators of Sociocultural Influences in Older Children 300
4. Weight Bias in Children 301
4.1. Prevalence of Weight Bias in Children 301
4.2. Predictors of Weight Bias 302
5. Approaches to Prevention of Body Dissatisfaction and Weight Bias in Children 303
5.1. Prevention in Young Children 304
5.2. Prevention in Older Children 305
6. Concluding Comments on Children´s Body Dissatisfaction and Weight Bias 306
References 307
Back Cover 314