Child and Adolescent Development E-Book

William Damon

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 2040

Veröffentlichungsjahr: 2008

Beschreibung

This advanced text for psychology, human development, and education provides students with state-of-the-art overviews of the discipline in an accessible, affordable format.Unique both in the depth of its coverage and in the timeliness of the research that it presents, this comprehensive text conveys the field of child and adolescent development through the voices of scientists who themselves are now shaping the field.

Leseprobe

Contents

Title

Copyright

Preface

Contributors

Part I: Introduction

Chapter 1: The Scientific Study of Child and Adolescent Development: Important Issues in the Field Today

Developmental Systems Theory

Context of Human Development

Diversity

Multidisciplinarity

Focus on Biological Development and Neuroscience

Diverse and Innovative Methodologies

Application

Positive Child and Adolescent Development

Conclusions

References

Part II: Biological Foundations

Chapter 2: Neural Bases of Cognitive Development

Why Developmental Psychologists Should Be Interested in Neuroscience

Brain Development

Neural Bases of Cognitive Development

Object Recognition

Executive Functions

Conclusions

References

Chapter 3: Temperament

Definition of Temperament

History of Temperament Research

Structure of Temperament

Neural Models of Temperament

Measurement of Temperament

Psychobiological Research Approaches

Temperament and Development

Temperament and the Development of Personality

Temperament and Adjustment

Conclusions

References

Part III: Parental and Peer Relations

Chapter 4: Socialization in the Family: Ethnic and Ecological Perspectives

Contemporary Theoretical Approaches to Socialization in the Family

Family Systems Approach to Socialization

Determinants of Family Socialization Strategies

Social Change and Family Socialization

Children and Families of Color in the United States: Issues of Race, Ethnicity, and Culture

Remaining Issues and Future Trends

Conclusion

References

Part IV: Personality, Self, and Self-Concept

Chapter 5: Peer Interactions, Relationships, and Groups

Orders of Complexity in Children’s Peer Experiences

Culture

Peer Interactions, Relationships, and Groups: A Developmental Perspective

Proximal Correlates and Distal Predictors of Children’s Peer Relationships

Social Cognitive Correlates of Peer Acceptance and Rejection

Childhood Peer Experiences and Later Adjustment

Conclusions

References

Chapter 6: Personality Development

Developing Structure of Personality

Temperament and Personality Traits in Childhood and Adolescence: A Process-Focused, Developmental Taxonomy

Developmental Elaboration of Personality Traits

The Origins of Individual Differences in Personality

Personality Continuity and Change

Personality and the Life Course: How Early-Emerging Personality Differences Shape Developmental Pathways

Conclusions

References

Chapter 7: The Developing Self

Antecedents of the Self as a Cognitive and Social Construction

Developmental Differences in Self-Representations during Childhood

Stability versus Change in Self-Representations

Gender Differences in Global and Domain-Specific Self-Evaluations

Cross-Cultural Comparisons

Ethnic Differences in Our Own Culture

Conclusions

References

Part V: Language and Thought

Chapter 8: Acquiring Linguistic Constructions

Theory

Early Ontogeny

Later Ontogeny

Processes of Language Acquisition

Conclusions

References

Chapter 9: Conceptual Development

Background and Overview

Conceptual Diversity

Concepts Embedded in Theories

Conclusions

References

Chapter 10: Development in the Arts: Drawing and Music

Drawing

Music

Conclusions

References

Part VI: Emotion and Motivation

Chapter 11: Principles of Emotion and Emotional Competence

Conceptual Framework for Emotion

Development of Emotional Communication in Early Life

Emotional Development in Childhood and Adolescence: Social Effectiveness and Positive Adaptation

Emotional Competence

What Develops in Emotional Development?

References

Chapter 12: Development of Achievement Motivation

Current Theoretical Perspectives on Motivation

Motivation Development: Within-Person Change and Group Differences

Gender Differences in Motivation

Development of Group Differences in Motivation

Conclusions

References

Part VII: Prosocial Behavior, Antisocial Behavior, and Moral Development

Chapter 13: Aggression and Antisocial Behavior in Youth

Dimensions of Aggression and Other Antisocial Behavior

Aggressive and Antisocial Development in the Human Species

Determinants of Individual Differences in Antisocial Behavior

Cognitive-Emotional Processes as Mediators

Treatment and Prevention of Antisocial Behavior

Conclusions

References

Chapter 14: The Development of Morality

Setting the Stage

Issues, Emphases, and Theories

Emphasizing Emotions

Gender, Emotions, and Moral Judgments

Emphasizing Culture

Emphasizing Judgment and Reciprocal Social Interactions

Domain Specificity: Emphasizing Distinctions in Judgments

Culture and Context Revisited

Conclusions

References

Part VIII: Adolescence

Chapter 15: The Second Decade: What Develops (and How)?

What Develops? Abandoning the Simple Answer

Brain and Processing Growth

Deductive Inference

Inductive and Causal Inference

Learning and Knowledge Acquisition

Inquiry and Scientific Thinking

Argument

Understanding and Valuing Knowing

Conclusions

References

Chapter 16: Adolescent Development in Interpersonal Context

Significant Interpersonal Relationships during Adolescence

Interpersonal Contexts and the Psychosocial Tasks of Adolescence

Conclusions

References

Part IX: Diversity in Development

Chapter 17: Culture and Cognitive Development in Phylogenetic, Historical, and Ontogenetic Perspective

Definitional Issues: Culture, Cognitive Development, and Allied Concepts

Culture and Cognition: A Synthetic Framework

Ontogeny

Conclusions

References

Chapter 18: Gender Development

Development of Gender-Related Constructs and Content

Theoretical Analysis of Gender Development

Conclusions

References

Chapter 19: Phenomenology and Ecological Systems Theory: Development of Diverse Groups

Introduction of Theory and Foundational Assumptions

Framework Overview

PVEST Rationale and Need for New Theory

PVEST: An Identity-Focused Cultural-Ecological Perspective

Contemporary Experiences of Contemporary African American Males and Contributions of Critical Race Theory

Testing of the Phenomenological Variant of Ecological Systems Theory as a Dual Axis Coping Formulation

Conclusions

References

Author Index

Subject Index

Copyright © 2008 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, [phone], fax [phone], or online at http://www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering professional services. If legal, accounting, medical, psychological or any other expert assistance is required, the services of a competent professional person should be sought.

Designations used by companies to distinguish their products are often claimed as trademarks. In all instances where John Wiley & Sons, Inc. is aware of a claim, the product names appear in initial capital or all capital letters. Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration.

For general information on our other products and services please contact our Customer Care Department within the United States at [phone], outside the United States at [phone] or fax [phone].

Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our web site at www.wiley.com.

ISBN 978-0-470-17657-3

Preface

Whatever else we—the two editors of this text—have done in our working lives, one thing is beyond doubt: We are veteran teachers of child and adolescent development. Combined, our years of teaching in this field total well over 70 years, or about the average life span of humans in most parts of the world today. What’s more, each of us has taught child development in every corner of the university, from large lecture halls to intimate seminar rooms. We have taught (and learned from) student audiences ranging from first-semester freshmen to advanced postdocs in over a dozen colleges and universities in the United States and abroad.

Experience does not always improve performance—the aging literature is humbling on that matter—but it does allow us to make some observations from the perspectives of insiders. Our first and surest observation is that this is a delightful field to teach. The material is immediately fascinating and meaningful to students. It does not take much theatrical ability to get students to thrill to the first displays of attachment between caregiver and infant, or to the toddler’s early mastery of symbolic speech, or the child’s budding interests in close friendships, or the adolescent’s discovery of new-found intellectual and personal powers. The field itself is built around a narrative of learning and growth, which students naturally find compelling, if not inspiring. Motivating students to read the material is not an instructor’s primary problem in this particular field.

Yet that does not mean that teaching child development is a trivial exercise. To do justice to the dynamic interplay between nature and nurture, biology and culture, or the vast array of social and historical influences that shape a human life, demands a degree of conceptual complexity that requires students at any level to stretch and deepen their thinking. The primary task of any instructor in this field is to help students appreciate, and ultimately master, the complexity of how a child’s life develops over time. Without working through the full complexity of this process, there can be little true understanding. For example, glance at a typical popular media account of child development, where extreme and untested explanations that often contradict one another are presented without any apparent awareness of the confusion. It is not that the writers of such accounts lack intelligence (far from it); instead, the case is that they have not studied this field in sufficient depth to unravel its many intricate laws and principles. We always like to point out that the study of human development in all its richness, dynamism, and contextual variation is not rocket science—it is actually far more challenging.

And the field of child development itself, in addition to the subjects it encompasses, is incredibly dynamic. In the 3 1/2 decades since we began teaching in this field, child development has become more interdisciplinary, contextual, and sophisticated, both methodologically and theoretically. Studies of the brain and studies of culture, each in their own way, have moved from the margins to the center of our field, informing us about the most fundamental questions of intellectual and social development. The purview of the field has expanded to diverse populations in the United States and to other parts of the world that were too long neglected in developmental study. New theoretical models that are better equipped to deal with the dynamic and systemic nature of human development have arisen and become strengthened.

From the point of view of two veteran (but still-aspiring) teachers, conveying this complex and dynamic field requires instructional materials that meet certain requirements. For one thing, readings that we use must be up-to-date. The field has changed too rapidly to permit us to reuse old syllabuses. For another thing, readings must tackle, in ways that students can comprehend, the intricate interplay of all the biological and social forces that count in human development. To do this, the theoretical frameworks that are guiding current work in the field must inform the readings. Which brings us to why we put together the present advanced text.

In our view, there are a number of worthwhile basic textbooks for courses in child development. But to appreciate the field of child development in all its depth, students need more than a basic textbook. They need exposure to firsthand accounts of leading scientists who themselves are grappling with the most difficult, important, and exciting topics. Students need to hear the voices of these scientists as they discuss recent findings, explore new problems, use cutting-edge methods, and build new conceptual models. To really understand the field, students need access to the writings of those who are working at the boundaries of the field and inventing its future.

With the publication of the most recent edition of the Handbook of Child Psychology, we saw an opportunity to offer such access to students. In the present volume, we have brought together core readings from the Handbook, abridged and rewritten for advanced students. We believe our selections represent the range of major topics that define the field today, as understood by scholars who are creating much of the most influential work on those topics at the present time. In the pages of this volume, students encounter the full story of what is known and not known about child and adolescent development from many of the world’s leading scholars. We are convinced that students will respond eagerly to these in-depth treatments of principal issues in child and adolescent development, and they deserve no less.

We believe also that students will share in the gratitude we have for the creativity and knowledge of the superb scientists who have contributed chapters to this book. We want to thank all the colleagues who have worked so hard to craft such useful and engaging chapters. It is their expertise that has made this book possible.

We are grateful as well to Jennifer Davison, managing editor at the Institute for Applied Research in Youth Development, and Lauren White, assistant editor at the Institute, for their expertise and impressive productivity in guiding the development of this work through all phases of the manuscript development and production processes. We appreciate as well the support of and the commitment to quality scholarship by our publisher, John Wiley & Sons, and, in particular, our editor, Patricia Rossi. Her enthusiasm for and expertise in publishing high-quality work in developmental science have been invaluable resources for us.

William Damon is grateful to the Thrive Foundation for Youth for its support of his scholarship during the period in which he worked on this book. Richard M. Lerner thanks both the National 4-H Council and the John Templeton Foundation for supporting his work during this period.

Finally, our work on the Handbook of Child Psychology and, in turn, on the present book was framed and inspired by our mentor, colleague, and friend—Paul H. Mussen. We dedicate this book to his memory.

William Damon

Stanford, California

Richard M. Lerner

Medford, Massachusetts

Contributors

John E. Bates

Department of Psychological and Brain Sciences

Bloomington, Indiana

Sheri A. Berenbaum

Department of Psychology

Pennsylvania State University

University Park, Pennsylvania

Julie C. Bowker

Department of Psychology

University at Buffalo

Buffalo, New York

William M. Bukowski

Department of Psychology

Concordia University

Montreal, Quebec

Raymond Buriel

Department of Psychology and Department of Chicano/a Latino/a Studies

Pomona College

Claremont, California

Joseph J. Campos

University of California, Berkeley

Berkeley, California

Linda A. Camras

Department of Psychology

DePaul University

Chicago, Illinois

Avshalom Caspi

Institute of Psychiatry

Kings College

London, England, and Institute of Psychiatry

Duke University

Durham, North Carolina

John D. Coie

Department of Sociology and Health Science

Duke University

Durham, North Carolina

Michael Cole

Departments of Communication and Psychology

University of California

La Jolla, California

W. Andrew Collins

Institute of Child Development

University of Minnesota

Minneapolis, Minnesota

William Damon

Center on Adolescence

Stanford University

Stanford, California

Michelle de Haan

University of London

London, England

Kenneth A. Dodge

Duke University

Durham, North Carolina

Jacquelynne S. Eccles

Institute for Research on Women and Gender

University of Michigan

Ann Arbor, Michigan

Sam Franklin

Department of Human Development

Columbia University Teachers College

New York, New York

Susan A. Gelman

Department of Social Sciences

University of Michigan

Ann Arbor, Michigan

Susan Harter

Department of Psychology

University of Denver

Denver, Colorado

Charles W. Kalish

Waisman Center

University of Wisconsin-Madison

Madison, Wisconsin

Deanna Kuhn

Department of Human Development

Columbia University Teachers College

New York, New York

Richard M. Lerner

Institute for Applied Research in Youth Development

Tufts University

Medford, Massachusetts

Donald Lynam

Department of Psychological Sciences

Purdue University

West Lafayette, Indiana

Carol Lynn Martin

School of Social and Family Dynamics

Arizona State University

Tempe, Arizona

Charles A. Nelson III

Developmental Medicine Center

Harvard Medical School and Children’s Hospital

Boston, Massachusetts

Ross D. Parke

Department of Psychology

University of California

Riverside, California

Jeffrey G. Parker

Department of Psychology

Pennsylvania State University

University Park, Pennsylvania

Robert W. Roeser

Institute for Applied Research in Youth Development

Tufts University

Medford, Massachusetts

Mary K. Rothbart

University of Oregon

Eugene, Oregon

Kenneth H. Rubin

Center for Children, Relationships, and Culture

University of Maryland

College Park, Maryland

Diane N. Ruble

Department of Psychology

New York University

New York, New York

Carolyn Saarni

Department of Counseling

Sonoma State University

Rohnert Park, California

Ulrich Schiefele

Department of Psychology

Universität Bielefeld

Bielefeld, Germany

Rebecca L. Shiner

Department of Psychology

Colgate University

Hamilton, New York

Margaret Beale Spencer

Department of Applied Psychology and Human Development

University of Pennsylvania

Philadelphia, Pennsylvania

Laurence Steinberg

Department of Psychology

Temple University

Philadelphia, Pennsylvania

Kathleen M. Thomas

Institute of Child Development

University of Minnesota

Minneapolis, Minnesota

Michael Tomasello

Max Planck Institute for Evolutionary Anthropology

Leipzig, Germany

Elliot Turiel

Graduate School of Education

University of California

Berkeley, California

Ellen Winner

Department of Psychology

Boston College

Chestnut Hill, Massachusetts

Allan Wigfield

Department of Human Development

University of Maryland

College Park, Maryland

David Witherington

Department of Psychology

University of New Mexico

Albuquerque, New Mexico

Part I

Introduction

Chapter 1

The Scientific Study of Child and Adolescent Development: Important Issues in the Field Today

William Damon

Richard M. Lernera

The purpose of this book is to offer students an advanced textbook that explores forefront issues in the study of child and adolescent development. The book’s chapters are written as state-of-the-science reviews by leading scholars who themselves have been making groundbreaking contributions to the topics that they discuss. For this reason, the book is unique, both in the depth of its coverage and in the timeliness of the research that it presents. As a comprehensive collection of authored reviews, it conveys the field of child and adolescent development through the “primary source” of scientists who themselves are now shaping that field. The voices of the scientists add a lively energy to the important topics that they discuss.

The chapters in this book began as contributions to the most recent edition of the Handbook of Child Psychology (Damon & Lerner, 2006). For the purposes of the present text, we edited and abridged the chapters to make them maximally accessible to students wishing to master the current state of knowledge in this intricate and expanding field.

To create a text that would present a balanced representation of the field as a whole, we selected contributions that focused on the key processes and outcomes of child and adolescent development. Taken together, the book’s 19 chapters cover development in the biological, cognitive, linguistic, social, cultural, moral, personality, emotional, and aesthetic domains. In addition, the chapters explore an extensive range of contemporary research topics, including the significance of diversity in development and the results of various social-policy and educational initiatives that attempt to foster gains in critical dimensions of youth development.

The core discipline represented by this text is psychology, but it would be inaccurate to claim that the text, or the field itself, stems purely from psychological science. Vital contributions have been made by other social and life-science disciplines such as anthropology, sociology, and biology, and by humanities disciplines such as history and philosophy. From its start, the study of child and adolescent development has been a multidisciplinary enterprise. The original 1933 edition of the Handbook of Child Psychology, despite the term “psychology” in its title, highlighted the work of biologists, physiologists, and educators, as well as a long chapter by the then-young anthropologist Margaret Mead. Today the boundaries of child study are expanding even further, pushed by recent advances in the cognitive and neurosciences as well as in social and cultural theory. The present text reflects the interplay of several disciplines that have taken an interest in the development of the child. It is a dynamic and productive interplay, yielding rich knowledge that no “bounded” discipline in isolation could achieve. Psychology, with its special focus on mind and self, is certainly at the center of this interplay, but virtually all the analytic frameworks in child and adolescent development have been enhanced by insights from other disciplines.

There are deep theoretical reasons why the study of children and adolescents—or for that matter, the investigation of individuals at any point across the life span—requires the integration of knowledge from multiple disciplines. Factors from all levels of human organization—biological factors; psychological and behavioral factors; social, cultural, ecological, and historical factors—all combine to influence the developmental course of every human life. As a consequence, understanding child and adolescent development requires more than a focus on psychological functioning. Such a focus is a necessary but not sufficient frame for describing, explaining, or optimizing the development of children and adolescents.

Scholars today approach the study of individuals across the life span within a framework that has been labeled “developmental science” (e.g., Magnusson & Stattin, 2006) because it involves the integrative use of the theoretical and methodological skills of scholars from the several disciplines that enable changes in all these levels to be understood. These disciplines include biology, neuroscience, psychology, sociology, anthropology, medicine, nursing, education, law, social work, engineering and computer science, economics, geography, ecology, the arts, and history. Scholars from these different fields focus on phenomena associated with the different levels of organizations noted previously—ranging from genes and neurons to social policy and culture. They work to understand the contributions to the development of people that are made by evolution; by the brain; by emotions, personality, cognition, motivation, and morality; by relations within the family or in peer groups and in the community; by the physical ecology; and by institutions of society, such as education, health care, business, and faith institutions.