Current Directions in Developmental Psychology / Edition 2

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Overview

Pearson proudly presents the CURRENT DIRECTIONS IN PSYCHOLOGY READER SERIES, published exclusively in partnership with the Association for Psychological Science. These readers include articles carefully selected for the undergraduate audience and taken from the accessible Current Directions in Psychological Science journal.

Allowing instructors to bring their students real-world perspectives from a reliable source, these timely articles discuss today’s most current and pressing issues as they apply to specific areas of psychology. Each of these readers is available to package with any Pearson Psychology text. For ordering details, contact your local Pearson sales representative or e-mail psychology@pearson.com.

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The Association for Psychological Science is dedicated to advancing psychology as a science - based discipline. APS members include the field’s most respected researchers and educators representing the full range of topics within psychological science.

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Product Details

Meet the Author

Lynn S. Liben is currently Distinguished Professor of Psychology, Human Development & Family Studies, and Education at The Pennsylvania State University — University Park where she formerly served as the Head of the Psychology Department and as the Director of the Child Study Center. She received her B.A. from Cornell University and her Ph.D. from the University of Michigan.

Dr. Liben is Editor of Child Development and a past editor of the Journal of Experimental Child Psychology, President of Division 7 (Developmental Psychology) of the American Psychological Association (APA), and President of the Piaget Society. She has published over 100 articles and chapters in professional journals and edited volumes, and has applied her research findings to designing educational materials for use on television, in schools, and at museums.

Professor Liben’s research, supported by agencies and organizations such as the National Science Foundation, the National Institute of Education, and the National Geographic Society, has focused on two major areas. One concerns how children’s and adults’ spatial concepts develop, and with the ways that these concepts are involved in learning sciences such as geography and geology. The second concerns the cognitive-developmental underpinnings and consequences of stereotypes, particularly those related to gender.

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Table of Contents

I. BIOLOGICAL FOUNDATIONS

Gottleib: Environmental and behavioral influences on gene activity 2000

Turkheimer: Three laws of behavior genetics and what they mean 2000

DiPietro: The role of prenatal maternal stress in child development 2004

Newland & Rasmussen: Behavior in adulthood and during aging is affected by contaminant exposure in utero 2003

Maestripieri: Biological bases of maternal attachment 2001

II. INFANT PROCESSES

Bertenthal, Campos, & Kermoian: An epigenetic perspective on the development of self-produced locomotion and its consequences 1994

Turati: Why faces are not special to newborns: An alternative account of the face preference 2004

Howe: Memories from the cradle 2003

Golinkoff & Hirsh-Pasek: Baby wordsmith: From associationist to social sophisticate 2006

Quinn: Category Representation in Young Infants 2002


III. COGNITIVE DEVELOPMENT

Amso & Casey: Beyond what develops when: Neuroimaging may inform how cognition changes with development 2006

Harris, de Rosnay, & Pons: Language and children’s understanding of mental states 2005

DeLoache: Early understanding and use of symbols: The model model 1995

R. Gelman: Young natural-number arithmeticians 2006

Salthouse: What and when of cognitive aging 2004

IV. FAMILY ENVIRONMENTS

Reiss: The interplay between genotypes and family relationships: Reframing concepts of development and prevention 2005

Kochanska: Mutually responsive orientation between mothers and their young children: A context for the early development of conscience 2002

Marshall: The quality of early child care and children’s development 2004

Patterson: Children of lesbian and gay parents 2006

Brody: Siblings’ direct and indirect contributions to child development 2004

V. SOCIAL GROUPS

Martin & Ruble: Children’s search for gender cues 2004

Bigler & Liben: Developmental intergroup theory: Explaining and reducing children’s social stereotyping and prejudice 2007

Killen: Children’s social and moral reasoning about exclusion 2007

Graham: Peer victimization in school: Exploring the ethnic context 2006

Cillessen & Rose: Understanding popularity in the peer system 2005


VI. CULTURAL CONTEXTS

Tomasello: Culture and cognitive development 2000

Gauvain: Cognitive development in social and cultural context 1998

Park & Gutchess: The cognitive neuroscience of aging and culture 2006

Hill & Taylor: Parental school involvement and children’s academic achievement: Pragmatics and issues 2004

Luthar & Latendresse: Children of the affluent: Challenges to well-being 2005

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