Advances in Child Development and Behavior

1. Auflage 2015
ISBN: 978-0-12-802378-5
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band Volume 48, 334 Seiten

Reihe: Advances in Child Development and Behavior

Volume 48 of Advances in Child Development and Behavior includes chapters that highlight some the most recent research in the field of developmental psychology. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students. - Chapters highlight some of the most recent research in the area - A wide array of topics are discussed in detail

Autoren/Hrsg.

Inhaltsverzeichnis

1;Front Cover;1
2;Advances in Child Development and Behavior;4
3;Copyright;5
4;Contents;6
5;Contributors;10
6;Preface;12
7;Chapter 1: Brains for All the Ages: Structural Neurodevelopment in Infants and Children from a Life-Span Perspective;16
7.1;1. Structural Neurodevelopment and Behavior;17
7.2;2. Neurodevelopmental MRI Database;20
7.2.1;2.1. The Need for Pediatric MRI Templates;20
7.2.2;2.2. Average MRI Templates from 2 Weeks to 89 Years;24
7.2.3;2.3. Priors for MRI Tissue Segmentation;30
7.2.4;2.4. A Common Neurodevelopmental Stereotaxic Atlas;33
7.2.5;2.5. Access to the Neurodevelopmental MRI Database;36
7.3;3. Applications to MRI;37
7.3.1;3.1. Volumetric Analysis of Brain Structural Development;37
7.3.2;3.2. "Study-Specific" MRI Templates and Neurostructural Development in Chinese Children;43
7.3.3;3.3. Nonmyelinated Axon Tissue Segmentation in Infants;48
7.3.4;3.4. Contribution to Methods for Studying Brain Activity;52
7.4;4. Relation to Brain-Behavior Development;57
7.5;Acknowledgments;58
7.6;References;59
8;Chapter 2: The Importance of Puberty for Adolescent Development: Conceptualization and Measurement;68
8.1;1. Puberty and Adolescent Development;69
8.2;2. Defining and Measuring Puberty;70
8.2.1;2.1. Pubertal Processes;70
8.2.2;2.2. Indices of Pubertal Development;73
8.2.2.1;2.2.1. Hormone Levels;73
8.2.2.2;2.2.2. Pubertal Status;73
8.2.2.3;2.2.3. Pubertal Timing;77
8.2.2.4;2.2.4. Pubertal Tempo;78
8.2.2.5;2.2.5. Subjective Versus Objective Pubertal Development;78
8.2.3;2.3. Clarifying What Is Measured;79
8.2.4;2.4. Mechanisms from Puberty to Behavior;80
8.3;3. Evidence for Pubertal Influences on Adolescent Development;81
8.3.1;3.1. The Role of Pubertal Timing in Behavior;82
8.3.2;3.2. The Role of Pubertal Status in Behavior;83
8.3.2.1;3.2.1. Risky Decisions;83
8.3.2.2;3.2.2. Social Reorientation;85
8.3.2.3;3.2.3. Stress Responsivity;86
8.3.3;3.3. Brain Development in Adolescence;87
8.4;4. Assumptions, Strengths, and Limitations of Work on Puberty-Behavior Links;88
8.4.1;4.1. The Nature of Adolescent Change;89
8.4.2;4.2. Understanding Links Between Pubertal Status and Adolescent Psychological Change;89
8.4.3;4.3. Understanding the Neural and Psychological Role of Pubertal Hormones;90
8.4.3.1;4.3.1. The Meaning of Associations Between Hormones and Behavior;91
8.4.3.2;4.3.2. Hormones as Modifiers of Gene Expression;92
8.4.3.3;4.3.3. Pubertal Hormones as Reorganizers of the Brain;93
8.4.4;4.4. Methodological Issues;95
8.4.4.1;4.4.1. Articulating the Nature and Meaning of the Measure Used;96
8.4.4.2;4.4.2. Differentiating Pubertal Timing from Pubertal Status;96
8.4.4.3;4.4.3. Differentiating Age from Pubertal Status;96
8.4.4.4;4.4.4. Benefits and Drawbacks of Modeling;97
8.5;5. Conclusions and Future Directions;97
8.5.1;5.1. Summary of Findings on Pubertal Influences on Psychological Development;98
8.5.2;5.2. Mechanisms and Methods;98
8.5.3;5.3. Linking to Other Domains of Development;100
8.6;References;100
9;Chapter 3: Foundations of Children´s Numerical and Mathematical Skills: The Roles of Symbolic and Nonsymbolic Representat...;108
9.1;1. Introduction;109
9.2;2. An Approximate System for the Representation of Numerical Magnitude;109
9.3;3. The Symbolic Representation of Numerical Magnitude;114
9.4;4. The Relationship Between Symbolic and Nonsymbolic Representations of Numerical Magnitude;118
9.5;5. Summary and Conclusions;124
9.6;References;127
10;Chapter 4: Developmental Origins of the Face Inversion Effect;132
10.1;1. The Face Inversion Effect;133
10.1.1;1.1. Definition of the Face Inversion Effect;134
10.2;2. Inversion Effects Over the First Year of Life;135
10.2.1;2.1. Effects of Inversion on Face Preference;135
10.2.1.1;2.1.1. Newborns;135
10.2.1.2;2.1.2. Underlying Mechanisms for Newborns' Upright-Face Preference;137
10.2.1.3;2.1.3. 3 Months and Beyond;139
10.2.2;2.2. Effects of Inversion on Face Recognition;140
10.2.3;2.3. Effects of Inversion on Face Processing;142
10.2.3.1;2.3.1. Holistic Processing;142
10.2.3.2;2.3.2. Second-Order Configural Processing;145
10.2.3.3;2.3.3. Thatcher Illusion;147
10.2.4;2.4. Effects of Inversion on Infants Scanning of Faces;150
10.2.5;2.5. Effects of Inversion on Face-Related Neural Responses;153
10.2.5.1;2.5.1. Near-Infrared Spectroscopy;153
10.2.5.2;2.5.2. Event-Related Potentials;154
10.3;3. Making Sense of It All;155
10.3.1;3.1. Summary of Findings;155
10.3.2;3.2. What Is the Role of Experience?;156
10.3.2.1;3.2.1. Does the Amount of Exposure Matter?;156
10.3.2.2;3.2.2. Does the Nature of Experience Matter?;158
10.3.3;3.3. Conclusion;159
10.4;References;160
11;Chapter 5: Early Testimonial Learning: Monitoring Speech Acts and Speakers;166
11.1;1. Epistemic Vigilance: Can Testimonial Learning Exist Without It?;167
11.2;2. Children´s Evaluations of Speaker Messages;169
11.2.1;2.1. The Developmental Precursors to Coherence-Checking;169
11.2.2;2.2. Children´s Treatment of Labeling Errors;171
11.2.3;2.3. Children´s Treatment of Grammatical Errors;174
11.2.4;2.4. Children´s Treatment of Inconsistent, Illogical, and Improbable Statements;175
11.2.5;2.5. Children´s Treatment of Factual and Episodic Errors;176
11.2.6;2.6. When Children Encounter Message Conflicts: Other Observations;177
11.2.7;2.7. Interim Conclusion;180
11.3;3. Children´s Evaluations of Speakers;181
11.3.1;3.1. Natural Pedagogy;183
11.3.2;3.2. Core Dimensions of Speakers;185
11.3.2.1;3.2.1. Competence;185
11.3.2.2;3.2.2. Moral Warmth;187
11.3.3;3.3. Negativity Bias;189
11.4;4. Concluding Thoughts;192
11.5;Acknowledgment;193
11.6;References;193
12;Chapter 6: Beyond Sally´s Missing Marble: Further Development in Children´s Understanding of Mind and Emotion in Middle C...;200
12.1;1. Introduction;201
12.2;2. Age-Related Improvements in Theory of Mind in Middle Childhood;202
12.2.1;2.1. Developing an Interpretive Understanding of Mind;203
12.2.2;2.2. Additional Strategies for Studying Children´s Understanding of Interpretation;205
12.2.3;2.3. Understanding Diversity in Emotional Responses;207
12.2.4;2.4. Children´s Ability to Integrate Experiences and Mental States over Time;209
12.2.5;2.5. Children´s Understanding of Thinking and Emotions More Broadly;210
12.2.6;2.6. Revisiting the False-Belief Task: How to Make It More Difficult;211
12.2.7;2.7. Further Tests of Advanced Theory of Mind in Middle Childhood;213
12.3;3. Individual Differences in Theory of Mind in Middle Childhood;215
12.3.1;3.1. Executive Function;215
12.3.2;3.2. Parent-Child Interactions;217
12.3.3;3.3. Maltreatment: An Extreme Negative Family Environment;218
12.3.4;3.4. Siblings;219
12.3.5;3.5. Peer Relationships;220
12.4;4. Conclusions;221
12.5;References;223
13;Chapter 7: Television and Children´s Executive Function;234
13.1;1. Introduction;235
13.2;2. Executive Function;235
13.3;3. Children and Television Media;236
13.4;4. Long-Term Media Influences on Executive Function;237
13.5;5. Short-Term Studies of Television and Executive Function;239
13.6;6. Processing of Television;241
13.7;7. Our Studies;243
13.8;8. Modeling How Fantastical Television Might Influence Executive Function;252
13.8.1;8.1. Attention;254
13.8.2;8.2. Encoding/Processing;255
13.8.3;8.3. Arousal;256
13.9;9. Conclusion;257
13.10;Acknowledgments;258
13.11;References;258
14;Chapter 8: Moral Judgments and Emotions in Contexts of Peer Exclusion and Victimization;264
14.1;1. Overview: The Centrality of Morality;265
14.2;2. Intergroup Exclusion and Interpersonal Victimization;266
14.3;3. Moral Judgments and Moral Emotions;268
14.4;4. Social Reasoning Developmental Model;269
14.5;5. Developmental Theories of Social and Group Identity;271
14.6;6. Moral Emotions Clinical-Developmental Theory;275
14.7;7. Interventions for Reducing Prejudice and Victimization;279
14.8;8. Integrating Group-Level and Individual-Level Models;281
14.9;9. Implications and Conclusions;285
14.10;Acknowledgments;287
14.11;References;287
15;Author Index;292
16;Subject Index;312
17;Contents of Previous Volumes;318

Leseproben

Chapter Two The Importance of Puberty for Adolescent Development
Conceptualization and Measurement
Sheri A. Berenbaum*,†,1; Adriene M. Beltz*,‡; Robin Corley§    * Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
† Department of Pediatrics, The Pennsylvania State University, University Park, Pennsylvania, USA
‡ Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania, USA
§ Institute for Behavioral Genetics, University of Colorado, Boulder, Colorado, USA
1 Corresponding author: email address: [e-mail] Abstract
How and why are teenagers different from children and adults? A key question concerns the ways in which pubertal development shapes psychological changes in adolescence directly through changes to the brain and indirectly through the social environment. Empirical work linking pubertal development to adolescent psychological function draws from several different perspectives, often with varying approaches and a focus on different outcomes and mechanisms. The main themes concern effects of atypical pubertal timing on behavior problems during adolescence, effects of pubertal status (and associated hormones) on normative changes in behaviors that can facilitate or hinder development (especially risk-taking, social reorientation, and stress responsivity), and the role of puberty in triggering psychopathology in vulnerable individuals. There is also interest in understanding the ways in which changes in the brain reflect pubertal processes and underlie psychological development in adolescence. In this chapter, we consider the ways that puberty might affect adolescent psychological development, and why this is of importance to developmentalists. We describe the processes of pubertal development; summarize what is known about pubertal influences on adolescent development; consider the assumptions that underlie most work and the methodological issues that affect the interpretation of results; and propose research directions to help understand paths from puberty to behavior. Throughout, we emphasize the importance of pubertal change in all aspects of psychological development, and the ways in which puberty represents an opportunity to study the interplay of biological and social influences. Keywords Puberty Pubertal timing Pubertal status Adolescence Tanner stages Sex hormones Risky decisions Social reorientation Stress reactivity Dual systems Appetitive motivation 1 Puberty and Adolescent Development
How and why are teenagers different from children and adults? Developmentalists have long been interested in psychological changes that take place in adolescence. These include normative changes associated with the attainment of reproductive maturity (e.g., family, peer, and romantic relationships, adult cognition), variations in those normative processes (e.g., risk-taking), and the development of problems that originate in adolescence or increase in incidence or severity at this time (e.g., depression, substance use, and psychosis, Lydon, Wilson, Child, & Geier, 2014; Spear, 2009; Zahn-Waxler, Shirtcliff, & Marceau, 2008). The changes that occur in adolescence are undoubtedly influenced by a variety of social and biological processes. For much of the recent past, adolescent psychological development was largely seen to reflect social processes, and research on biological processes ran on a parallel and not very visible track. But there has been a resurgence of interest in the ways that pubertal development helps to shape adolescent behavior directly and through the social environment. Hormonal changes at puberty result in dramatic changes in anatomy and physiology. Hormonal changes also contribute to psychological change through direct effects on brain structure and function and through indirect effects via responses to a teen's changing body and social roles, including the teen's own perceptions and treatment from peers, parents, and other adults. Some of the key questions in developmental science now concern the ways in which pubertal processes contribute to psychological changes in adolescence, particularly the increasing rates of psychopathology and problem behaviors; this is reflected in several recent journal special issues (Engle, 2013; Luciana, 2010; Segalowitz & Luciana, 2014; Sisk & Berenbaum, 2013). Studies of links between puberty and psychological development are concerned with a number of separate, but related, questions, with frequent blurring of questions and lack of clarity about methods best suited to answer them. Therefore, the goals of our chapter are to (1) summarize the processes of pubertal development and consider how they might affect psychological development; (2) summarize the work on pubertal influences on adolescent development, highlighting the themes, findings, and open questions; (3) probe the assumptions that underlie most work, and articulate what is tested in different types of studies, also considering methodological issues; and (4) propose research directions to help understand paths from puberty to behavior. 2 Defining and Measuring Puberty
In order to understand how puberty might affect psychological development, it is important to be clear about the pubertal processes themselves and the aspects of those processes that are thought to matter. We discuss the changes of puberty and then how they have been considered in relation to psychological development. 2.1 Pubertal Processes
Puberty is a series of processes involving the development of the hypothalamic–pituitary–gonadal axis (gonadarche), the adrenal system (adrenarche), and growth—culminating in reproductive maturity and adult anatomy and physiology. Psychological research tends to focus on the sex hormones that increase at puberty (especially estradiol in girls, testosterone in boys, and adrenal hormones in both sexes) and on the physical features that are influenced by these hormones (secondary sex characteristics). For example, estradiol influences breast development and menarche in girls, testosterone influences testicular development and voice changes in boys, androgens influence body hair in both sexes, and sex hormones and growth hormone influence height in both sexes. Several points about pubertal development are important to consider in evaluating its role in psychological development. Different pubertal processes and their related features develop on somewhat different timetables (Susman et al., 2010; Tanner, 1978), with potentially differential value in terms of social signaling and personal salience. Adrenarche occurs earlier than gonadarche, with adrenarche occurring close to the same age in both sexes, but gonadarche occurring earlier in girls than in boys. The features of puberty develop in a fairly similar sequence for all youth, but there is considerable variability in the age at which they develop (their onset or timing) and their speed of development (tempo); there is also likely variability in the synchrony of development of different features but this has not been well studied (Mendle, 2014; Susman et al., 2010). For girls, breast development is typically the first sign of puberty and is visible to others, whereas menarche occurs late in puberty and is private. For boys, testicular enlargement is typically the first sign of puberty and is generally not apparent to others, whereas the height spurt (visible to others) does not occur until midpuberty. Progression of pubertal development is generally described by Tanner stages (1–5) for the cardinal features: genitalia (breast in girls, penis and testis in boys), pubic hair, and height spurt (Tanner, 1962, 1978). Prepuberty is Tanner stage 1 and complete development is Tanner stage 5. Intermediate stages of development are described by Tanner stages 2–4. Midpuberty is Tanner stage 3 and is associated with the surge in gonadal hormones (estradiol in girls, testosterone in boys). Tanner stages for each feature clearly form an ordinal scale; it is not as clear that they form the interval scale typically used. For example, it is not known whether the difference in breast development between Tanner 2 and 3 is the same as that between Tanner 3 and 4. Several aspects of the pubertal process are illustrated in Figure 1, which is taken from a classic work on physical development (Tanner, 1978). The figure shows the sequence of pubertal events in boys and girls described by Marshall and Tanner (1969, 1970) from data they collected in the 1960s. The figure is used here to illustrate points made earlier: girls mature earlier than boys, different features develop on different timetables, and there is considerable variability across children in the ages at which they reach different stages of puberty. These data come from a sample that is unique in several ways: it was the largest number of children studied longitudinally up to that point, but the children lived in family groups in a children's home, were of low socioeconomic status, and may not have received good care before they entered the home. Thus, caution...