Early emotional development, emotional regulation, and the links between emotion and social or cognitive functioning in atypically developing children have not received much attention.
Early emotional development, emotional regulation, and the links between emotion and social or cognitive functioning in atypically developing children have not received much attention.
The culmination of 15 years of research by a Turkish psychologist who was educated in the West, this volume examines both the theoretical and practical aspects of cross-cultural psychology.
The culmination of 15 years of research by a Turkish psychologist who was educated in the West, this volume examines both the theoretical and practical aspects of cross-cultural psychology.
This book is the first to summarize the voluminous literature on the development of cognitive, codification, language, and expressive/affective (CCCE) skills from a clinical standpoint.
This book is the first to summarize the voluminous literature on the development of cognitive, codification, language, and expressive/affective (CCCE) skills from a clinical standpoint.
In this final volume in the series, the contributors attempt to "e;expand the contexts"e; in which child language has been examined crosslinguistically.
In this final volume in the series, the contributors attempt to "e;expand the contexts"e; in which child language has been examined crosslinguistically.
This volume provides a primarily nontechnical summary of experimental and theoretical work conducted over the course of 35 years which resulted in a developmental framework capable of integrating causal influences at the genetic, neural, behavioral, and ecological levels of analysis.
This volume provides a primarily nontechnical summary of experimental and theoretical work conducted over the course of 35 years which resulted in a developmental framework capable of integrating causal influences at the genetic, neural, behavioral, and ecological levels of analysis.
This scholarly yet highly readable and practical text systematically covers the importance, development, assessment, and treatment of social skills of children and adolescents.
This scholarly yet highly readable and practical text systematically covers the importance, development, assessment, and treatment of social skills of children and adolescents.
This monograph brings together important research that the author and his colleagues at the University of New England have been conducting into the early stages of reading development, and makes a valuable contribution to the debate about literacy education.
This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition.
This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition.
One of the most profound insights of the dynamic systems perspective is that new structures resulting from the developmental process do not need to be planned in advance, nor is it necessary to have these structures represented in genetic or neurological templates prior to their emergence.
One of the most profound insights of the dynamic systems perspective is that new structures resulting from the developmental process do not need to be planned in advance, nor is it necessary to have these structures represented in genetic or neurological templates prior to their emergence.
The twentieth century will surely be remembered as a period of remarkable calamity, vigorous intellectual activity, and striking technological progress.
The twentieth century will surely be remembered as a period of remarkable calamity, vigorous intellectual activity, and striking technological progress.
For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them.
For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them.
This monograph brings together important research that the author and his colleagues at the University of New England have been conducting into the early stages of reading development, and makes a valuable contribution to the debate about literacy education.
