New Perspectives on Human Development

Description

Developmental theorists have struggled with defining the relations among biology, psychology, and sociocultural context, often reducing psychological functions of a person to either biological functioning or the role of sociocultural context - nature or nurture - and considering each area of human development separately. New Perspectives on Human Development addresses fundamental questions of development with a unified approach. It encompasses theory and research on cognitive, social and moral, and language and communicative development, in various stages of life, and explores interdisciplinary perspectives. New Perspectives on Human Development revisits old questions and applies original empirical findings, offering new directions for future research in the field.

•  Tackles fundamental questions of development from an interdisciplinary perspective
• Addresses human development from infancy through adulthood
• Covers theory and research in cognitive, social and moral, and communicative development in one handy resource

Contents

List of contributors
Preface
1. Developmental processes, levels of analysis, and ways of knowing: new perspectives on human development Nancy Budwig, Elliot Turiel and Philip David Zelazo
Part I. Cognitive Development:
2. Constructive artificial neural-network models for cognitive development Thomas R. Shultz
3. Rethinking the emergence and development of racial bias: a perceptual to social hypothesis Kang Lee, Paul C. Quinn and Gail Heyman
4. The differentiation of executive function over development: insights from developmental cognitive neuroscience Nicole Bardikoff and Mark Sabbagh
5. Organismic causal models 'from within' clarify developmental change and stages Juan Pascual-Leone and Janice Johnson
6. Developmental evolution: rethinking stability and variation in biological systems Robert Lickliter
7. NOC NOC, who's there? A new ontological category (NOC) for social robots Peter H. Kahn, Jr and Solace Shen
8. Understanding the ecologies of human learning and the challenge for education science Carol D. Lee
Part II. Social Development:
9. Privilege and critical race perspectives' intersectional contributions to a systems theory of human development Margaret Beale Spencer
10. Cultural neuroscience of the developing brain in adolescence Joan Chiao
11. A domains-of-socialization perspective on children's social development Joan Grusec
12. Gender development: a constructivist-ecological perspective Lynn S. Liben
13. Racialized learning ecologies: understanding race as a key feature of learning and developmental processes in school Maxine McKinney de Royston and Na'ilah Nasir
14. Social intelligence in a multicultural world: what is it? Who needs it? How does it develop? Richard Shweder
15. Development in the moral domain: coordination and the need to consider other domains of social reasoning Elliot Turiel and Matthew Gingo
16. Resistance to dehumanization: a developmental process Niobe Way and Leoandra Onnie Rogers
17. Mother-child conversations about children's moral wrongdoing: a constructivist perspective on moral socialization Cecilia Wainryb and Holly Recchia
Part III. Language and Communicative Development:
18. The evolution of linguistic communication: Piagetian insights Eva Jablonka
19. Scaffolding cognitive novelties in early childhood: intuitive psychology as mind designer Radu Bogdan
20. Embrace complexity! Multiple factors contributing to cognitive, social and communicative development Annette Karmiloff-Smith
21. The cultural basis of language and thought in development Katherine Nelson
22. Children's co-construction of sentence and discourse structures in early childhood: implications for development Amy Kyratzis
23. Developing with diversity into the third decade of life and beyond Colette Daiute. 

Authors

Nancy Budwig, Clark University, Massachusetts
Nancy Budwig is a professor in the Hiatt School of Psychology at Clark University, Massachusetts. She is an associate editor of the British Journal of Developmental Psychology.

Elliot Turiel, University of California, Berkeley
Elliot Turiel is a professor in education at the University of California, Berkeley, where he holds the Jerome A. Hutto Chair in Education.

Philip David Zelazo, University of Minnesota
Philip David Zelazo is currently the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota. He is the recipient of a Boyd McCandless Young Scientist Award from the American Psychological Association and a Canada's Top 40 Under 40 Award.

Contributors

Nancy Budwig, Elliot Turiel, Philip David Zelazo, Thomas R. Shultz, Kang Lee, Paul C. Quinn, Gail Heyman, Nicole Bardikoff, Mark Sabbagh, Juan Pascual-Leone, Janice Johnson, Robert Lickliter, Peter H. Kahn, Jr, Solace Shen, Carol D. Lee, Margaret Beale Spencer, Joan Chiao, Joan Grusec, Lynn S. Liben, Maxine McKinney de Royston, Na'ilah Nasir, Richard Shweder, Matthew Gingo, Niobe Way, Leoandra Onnie Rogers, Cecilia Wainryb, Holly Recchia, Eva Jablonka, Radu Bogdan, Annette Karmiloff-Smith, Katherine Nelson, Amy Kyratzis, Colette Daiute