Chapter One: How Does Experience Shape Early Development? Considering the Role of Top-Down Mechanisms
- Abstract
- 1 Introduction
- 2 An (Implicit) Bottom-Up Model of Perceptual Development
- 3 Challenges to the Bottom-Up View of Perceptual Development
- 4 Could Top-Down Information Shape Perceptual Development?
- 5 Conclusions and Future Directions
- Acknowledgments
Chapter Two: Applications of Dynamic Systems Theory to Cognition and Development: New Frontiers
- Abstract
- 1 Dynamic Systems Theory
- 2 The Dynamic Field Theory and Dynamic Neural Fields
- 3 Noncomputational Applications of Systems Concepts
- 4 Moving Dynamic Systems Theory Forward
Chapter Three: Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?
- Abstract
- 1 Introduction
- 2 The Measurement of Working Memory Capacity
- 3 Sources of Childhood Development of Working Memory: Is There a Fundamental Increase in Capacity?
- 4 Development of Working Memory Capacity in Infancy
- 5 Reconciliation of the Infant and Child Literatures
- Acknowledgments
Chapter Four: Why Neighborhoods (and How We Study Them) Matter for Adolescent Development
- Abstract
- 1 Introduction
- 2 Adolescent Development and the Life Course: An Orienting Note
- 3 The Neighborhood Context of Adolescence: How Neighborhoods Work
- 4 The Neighborhood Context of Adolescence: How Neighborhoods Look
- 5 A Neighborhood-Centered Approach
- 6 An Empirical Demonstration
- 7 Discussion and Conclusion
- Acknowledgments
Chapter Five: How Children Learn to Navigate the Symbolic World of Pictures: The Importance of the Artist's Mind and Differentiating Picture Modalities
- Abstract
- 1 Navigating the Symbolic World of Pictures
- 2 Foundations of Pictorial Understanding
- 3 The Role of the Artists’ Mind
- 4 Picture Modality
- 5 Concluding Remarks
Chapter Six: Perspectives on Perspective Taking: How Children Think About the Minds of Others
- Abstract
- 1 A Multipurpose Tool: The Many Functions of Mental State Reasoning
- 2 A Historical Overview of Research Leading to the Birth of the False-Belief Task
- 3 What Can We Infer From the Results of the Classic False-Belief Tasks?
- 4 False-Belief Reasoning in the First 2 Years of Life?
- 5 Thinking Outside the False-Belief Box: Theory of Mind Is Much, Much More Than Reasoning About False Beliefs
- 6 Individual Differences in Theory of Mind Development, Their Possible Origins, and The Implications for Fostering Theory of Mind
- 7 How Selective Social Learning Can Reveal Children's Understanding of the Mind
- 8 Future Directions: The Value in Understanding an Inherent Limitation on Perspective Taking and the Mechanisms Involved
- Acknowledgments
Chapter Seven: The Development of Tactile Perception
- Abstract
- 1 Introduction
- 2 Studying Multiple Senses in Development
- 3 Touch: A Primer
- 4 The Development of Haptics
- 5 The Developing Role of Touch in Perception of the Body
- 6 Interpersonal Touch Perception in Early Life
- 7 Summary
- Acknowledgments
Chapter Eight: The Development of Body Image and Weight Bias in Childhood
- Abstract
- 1 Understanding Body Image Attitudes
- 2 Measurement of Body Image Attitudes in Children
- 3 Body Dissatisfaction in Children
- 4 Weight Bias in Children
- 5 Approaches to Prevention of Body Dissatisfaction and Weight Bias in Children
- 6 Concluding Comments on Children's Body Dissatisfaction and Weight Bias