The adolescent period has attracted much attention as an ideal period for investigating interactive models incorporating biological maturation with intra- and interpersonal development.
The final volume in this significant series, this publication mirrors the broad scientific attention given to ideas and issues associated with the life-span perspective: constancy and change in human development; opportunities for and constraints on plasticity in structure and function across life; the potential for intervention across the entire life course (and thus for the creation of an applied developmental science); individual differences (diversity) in life paths, in contexts (or the ecology) of human development, and in changing relations between people and contexts; interconnections and discontinuities across age levels and developmental periods; and the importance of integrating biological, psychological, social, cultural, and historical levels of organization in order to understand human development.
The final volume in this significant series, this publication mirrors the broad scientific attention given to ideas and issues associated with the life-span perspective: constancy and change in human development; opportunities for and constraints on plasticity in structure and function across life; the potential for intervention across the entire life course (and thus for the creation of an applied developmental science); individual differences (diversity) in life paths, in contexts (or the ecology) of human development, and in changing relations between people and contexts; interconnections and discontinuities across age levels and developmental periods; and the importance of integrating biological, psychological, social, cultural, and historical levels of organization in order to understand human development.
The nature of memory for everyday events, and the contexts that can affect it, are controversial topics being investigated by researchers in cognitive, social, clinical, and developmental/lifespan psychology today.
The nature of memory for everyday events, and the contexts that can affect it, are controversial topics being investigated by researchers in cognitive, social, clinical, and developmental/lifespan psychology today.
Each child is spoken to by genetic heritage and by the rich current set of interactional environments -- familial, local community, and broader cultural voices.
Each child is spoken to by genetic heritage and by the rich current set of interactional environments -- familial, local community, and broader cultural voices.
Universal Grammar (UG) is a theory of both the fundamental principles for all possible languages and the language faculty in the "e;initial state"e; of the human organism.
Universal Grammar (UG) is a theory of both the fundamental principles for all possible languages and the language faculty in the "e;initial state"e; of the human organism.
Universal Grammar (UG) is a theory of both the fundamental principles for all possible languages and the language faculty in the "e;initial state"e; of the human organism.
Universal Grammar (UG) is a theory of both the fundamental principles for all possible languages and the language faculty in the "e;initial state"e; of the human organism.
This volume brings together a broad group of scholars from a diverse array of disciplines to write integratively about cutting-edge research issues pertinent to various facets of the study of early adolescence.
This volume brings together a broad group of scholars from a diverse array of disciplines to write integratively about cutting-edge research issues pertinent to various facets of the study of early adolescence.
Based on the proceedings of the twelfth biennial conference on life-span developmental psychology, most of the contributions in this volume deal with the mechanisms of everyday cognition.
Based on the proceedings of the twelfth biennial conference on life-span developmental psychology, most of the contributions in this volume deal with the mechanisms of everyday cognition.
Researchers examining children's mathematics acquisition are now questioning the belief that children learn mathematics principally through formalized, in-school mathematics education.
Researchers examining children's mathematics acquisition are now questioning the belief that children learn mathematics principally through formalized, in-school mathematics education.
Although computational modeling is now a widespread technique in cognitive science and in psychology, relatively little work in developmental psychology has used this technique.
Although computational modeling is now a widespread technique in cognitive science and in psychology, relatively little work in developmental psychology has used this technique.
Looking at the ways humans perceive, interpret, remember, and interact with events occurring in space, this book focuses on two aspects of spatial cognition: How does spatial cognition develop?
Looking at the ways humans perceive, interpret, remember, and interact with events occurring in space, this book focuses on two aspects of spatial cognition: How does spatial cognition develop?
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.
This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom.
This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom.
This book provides an account of research in action and debate in progress in a selection of areas of childhood social development where significant progress is underway.
This book provides an account of research in action and debate in progress in a selection of areas of childhood social development where significant progress is underway.
