Ever since the notion of explanatory adequacy was promoted by Chomsky in his 1965 Aspects, linguists and psycholinguists have been in pursuit of a psychologically valid theory of grammar. To be explanatorily adequate, a theory of grammar can not only describe the general characteristics of a language but can also account for the underlying psychological processes of acquiring and processing that language. To be considered psychologically valid, a grammar must be learnable by ordinary children (the problem of acquisition) and must generate sentences that are parsable by ordinary people (the problem of processing). Ultimately, the fields of language acquisition and processing are concerned with the same goal: to build a theory that accounts for grammar as it is acquired by children; accessed in comprehension and production of speech; and represented within the human mind. Unfortunately, these two fields developed independently and have rarely been well-informed about each other's concerns. Both have experienced past difficulties as a result.
Recently, new models have been developed with full consideration to cross-linguistic diversity. Gone are many of the basic assumptions of conventional models, and in their place a variety of innovative and more flexible assumptions have emerged. However, in their attempt to address cross-linguistic issues, these processing models have yet to fully address the developmental challenge: How can a child without a stable grammar process language and still manage to acquire new grammar?
This book attempts to develop a model of language processing that addresses both cross-linguistic and developmental challenges. It proposes to link the setting of a basic configurational parameter during language acquisition to the different organization of processing strategies in left- and right-branching languages. Based primarily on Mazuka's doctoral dissertation, this volume incorporates various responses to the original proposal as well as the author's responses to the comments.

Friendships are crucial to children's well-being and happiness and lay important foundations upon which later relationships in adolescence and adulthood are built. This overview of the nature and significance of children's peer relationships examines issues such as social-cognitive development; the context of children's relationships; relationship problems such as loneliness; shyness and social isolation; and methods of promoting positive relationships.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This book is an introduction to Patanjali's Yoga as a system of theory and practice of psychology. It explains and interprets the concepts and procedures in the language and idiom of the currently prevailing Euro-American approaches to psychology. The book describes the context of inquiry focusing on the currently popular image of Yoga as a form of calisthenics and a system of concepts and practices of psychology. It provides a worldview of Yoga originated in ancient Vedas and Upanishads and explains the Vedic 'myth' of the genesis of the world showing how it differs from the Christian and Dravidian views. The book explains the concepts of the Samkhya system used by Patanjali as their basic framework. Interpreted in the light of modern psychology, it highlights the significance of the Yogic thesis about excess of suffering over happiness in life. The book also explains two important aspects of Yoga i.e., afflictions (klesas) and Kriya Yoga and provides a detailed account of the transformation of consciousness. This book will be of interest to students, teachers, researchers and practitioners of psychology, psychiatry, and Yoga Psychology. It will also be of great interest to psychologists, psychiatrists, counselors, mental health professionals, clinical psychologists, and yoga enthusiasts.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.

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. It should appeal to a broad audience since it is written in an entertaining and accessible style, with chapter summaries, and where appropriate short tutorials in relevant topics, in particular Learnability Theory (Chapter 1), levels of language structure (Chapter 2) and writing systems (Chapter 2).
It will be of interest to experimental psychologists concerned with the reading process, developmental psychologists interested in cognitive growth, educational psychologists interested in the application of experimental methods in the classroom situation, and teachers and teacher educators.

This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.

Applying Developmental Art Theory in Art Therapy Treatment and Interventions: Illustrative Examples through the Life Cycle weaves clinical applications of object relations-based art therapy with the Kestenberg Art Profile to understand art from a developmental perspective with the intent of applying this knowledge to support best art therapy practice. The book starts by defining object relations-based art therapy and introducing the Kestenberg Art Profile. Chapters blend psychological theory (Freud, Erikson, Piaget) and developmental art theory (DiLeo, Gardner, Kellogg, Levick, Lowenfeld and Brittain, and Rubin) with case illustrations that offer a focus on applying typical developmental theory and art therapy with children, adolescents, and adults who have varying needs. Examples include art from people throughout the life cycle with histories of trauma in the following areas: sexual, physical, and emotional abuse, terrorism, grief and medical illness, war, natural disasters, and substance abuse. There is further discussion on neurological indicators, family issues, and the use of materials and techniques viewed through a developmental lens. Ideal for creative arts therapists, educators, and students, the book will also stand out as a supplementary text for developmental theorists and educators, art educators, and a range of mental health professionals.

Memory development has been a central topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century. An abridgement of Schneider and Pressley's previous work ("Memory Development Between Two and Twenty, Second Edition," 1997, Lawrence Erlbaum Associates, Inc.), this book has been reorganized to better discuss the most important themes in memory development for the novice student. By highlighting the issues driving contemporary memory development research, it provides the knowledge that students require to effectively understand the newest studies on memory development. This textbook is not a history; rather, it offers a framework for understanding the many memory development studies now appearing in the literature.
A comprehensive, yet succinct, summary of theory and research on memory development, this volume covers more than a century of research, including European, Soviet, and American contributions. Its organization in terms of basic memory capacities, knowledge, strategies, and metamemory reflects the way that the most important researchers in memory development have conceived of the field during the past two decades. At the same time, it emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory "in interaction." As such, the book is appropriate for courses in child development, cognitive development, and cognition and memory--that is, wherever students have a need to know about how leading scholars view the development of memory and intellect.

Inaccuracies in Children's Testimony combines the literature on obedience to authority with that on suggestibility to create a third literature. This book examines children's testimony from several perspectives and gives you insightful suggestions for increasing children's abilities to testify accurately about traumatic things that have happened to them. In doing so, you'll learn how to ensure that those who abuse or sexually exploit children are brought to justice while those falsely accused are adequately protected.How children are questioned to learn what they have witnessed is crucial due to the effects the questioning sessions may have on their testimonies--improper questioning may lead to inaccurate answers. This is just one of the many areas of children's testimony covered in Inaccuracies in Children's Testimony. In each of the chapters you'll discover new ways for increasing the accuracy and dependability of children's testimony as you read about: factors that affect children's testimonies suggestibility--definition and research, including sources of suggestibility how obedience to authority can explain children's behavior as witnesses children's memory in the courtroom and what they are able to remember how children's involvement in the courts can be problematic free versus prompted recall--which is more accurate and why the "worst" method is often used with children Milgram's theory of obedience to authority tied to children as witnesses review of the literature on the effects of stress, prompting, and imagination on children's recall ideas for future researchExperts in the field of legal testimony, legal personnel, child counselors, psychologists, social workers, and faculty and students of related courses will find Inaccuracies in Children's Testimony an essential resource for understanding the importance of making the child victim/witness more believable and reliable.

Inaccuracies in Children's Testimony combines the literature on obedience to authority with that on suggestibility to create a third literature. This book examines children's testimony from several perspectives and gives you insightful suggestions for increasing children's abilities to testify accurately about traumatic things that have happened to them. In doing so, you'll learn how to ensure that those who abuse or sexually exploit children are brought to justice while those falsely accused are adequately protected.How children are questioned to learn what they have witnessed is crucial due to the effects the questioning sessions may have on their testimonies--improper questioning may lead to inaccurate answers. This is just one of the many areas of children's testimony covered in Inaccuracies in Children's Testimony. In each of the chapters you'll discover new ways for increasing the accuracy and dependability of children's testimony as you read about: factors that affect children's testimonies suggestibility--definition and research, including sources of suggestibility how obedience to authority can explain children's behavior as witnesses children's memory in the courtroom and what they are able to remember how children's involvement in the courts can be problematic free versus prompted recall--which is more accurate and why the "worst" method is often used with children Milgram's theory of obedience to authority tied to children as witnesses review of the literature on the effects of stress, prompting, and imagination on children's recall ideas for future researchExperts in the field of legal testimony, legal personnel, child counselors, psychologists, social workers, and faculty and students of related courses will find Inaccuracies in Children's Testimony an essential resource for understanding the importance of making the child victim/witness more believable and reliable.

Planning is defined as formulating an organized method for action in advance. Although people do not plan all the time and planning does not occur in every situation, planning skill is central to all human behavior. There are developmental differences in planning skill and in the motivation to plan. Even among adults, variations in the engagement in the planning process are affected by individual attitudes, beliefs, and goals. Planning also has a different meaning at various junctures in one's life. Yet despite the amount of research on planning, many of the studies have focused only on the cognitive processes that enable mature individuals to plan.
A continued exploration of the developmental course of planning, this text attempts to situate cognitive aspects of planning in the context of the social and cultural environment and other psychological processes. Bringing together the contributions of developmental, organizational, and social psychologists, it explains how, when, and why we plan. Finally, it addresses various issues that pertain to the different aspects of planning, from formal problem solving to handling the demands of everyday life.

This book and the symposium on which it was based were designed to cross the boundaries of subdiscipline and theoretical orientation to address four critical issues in understanding development: explanation of change and development; the nature and process of change; forms of variability in performance; and the promotion of change through application.

The chapters suggest that change and development in target systems from cells to selves, may not be explainable, assessable, or promotable without careful reference to the context (social and otherwise) of the system, and that the process of change and development may involve variability of the system in addition to periods of stability. Together the chapters harken back to the spirit of the grand theory.

Instead of proposing a grand theory, they provide an excellent foundation for considering the importance of an individual's (or particular group's) context and variability, and discussions to facilitate thinking about what still needs to be worked out.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. Jean Piaget: Selected Works is a chance to acquire key original texts, most of which have been previously unavailable for several years.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts." Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.

This volume, the first in the series, explores the high-functioning group of people within the spectrum of autism disorders. It is the culmination of over a decade of clinical work and research, including the most current information available about this group. Written in a style that is accessible to both seasoned clinicians and concerned lay persons, this volume is a unique resource.

Offering a unique focus on the development of human communication, this book integrates and synthesizes a more comprehensive array of research than most investigations of communicative development. As such, it incorporates materials dealing with the development of nonverbal communication, language, and cognition, and examines how they are integrated in the growing child's everyday interaction. This information is distilled into a set of key principles and practices--culled from a variety of fields including developmental and social psychology, sociolinguistics, psycholinguistics, and communication--for parents or adults interested in child development.
While this book does not offer an in-depth view in any one area, it provides a comprehensive overview of the various components of human communicative development and its significance for the child's cognitive and emotional growth. It is quite clear that developmental processes are constrained by multiple influences whose interactions have just begun to be uncovered. Examining the diverse facets of communicative development will enable professionals to garner further insights into the mystery of human communication.

This volume provides a thorough examination of the interplay between individuals and their environment in the development and maintenance of problem behaviors, and delineates procedures for conducting assessment, intervention, and prevention within the child's ecosystem. As individuals structure, change, and organize their environments, their environments work to do the same. Environmental or contextual and individual variables act reciprocally to shape an individual's behavior. For school-aged youth, this reality necessitates an ecological approach to assessment, intervention, and prevention. Specifically, problem behaviors are partly developed and maintained by a combination of factors present in the child's psychosocial ecosystem -- home, school, and community. Although there is an abundance of theoretical applications and research supporting this concept, the predominant trend has been to emphasize the properties of the person. As a result, one is left to assume that the genesis of difficulties in adaptation lies in internal or personal states and traits of the individual.
In contrast to traditional psychology theories which focus primarily on the individual, incorporation of ecological psychology concepts allows for a more comprehensive and in-depth analysis of sources contributing to the individual's ability to adapt to their psychosocial environment. Ecological theories which drive assessment, intervention, and prevention efforts provide the necessary framework for assisting school-aged youth and their associated ecological networks to cope with and overcome the multidetermined, multifaceted concerns that arise during the school years. However, this is an often difficult and cumbersome task for educators, parents, and school systems to undertake.
To this end, this volume focuses on the functional application of ecological psychology for schools within communities. Each of the 10 chapters -- written by key figures in school, family, counseling, and community psychology -- explores the use of ecological theory from a different perspective, ranging from focus on the child, the child within the classroom, the classroom teacher, and the community to considerations in working with special populations such as juvenile delinquents and in planning for developmental issues such as school-to-work-transition. The final chapter summarizes and integrates the previous chapters and provides suggestions for future directions in the field.

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. Rather, new structures can emerge as components of the individual and the environment self-organize; that is, as they mutually constrain each other's actions, new patterns and structures may arise. This theoretical possibility brings into developmental theory the important concept of indeterminism--the possibility that developmental outcomes may not be predictable in any simple linear causal way from their antecedents.
This is the first book to take a critical and serious look at the role of indeterminism in psychological and behavioral development.
* What is the source of this indeterminism?
* What is its role in developmental change?
* Is it merely the result of incomplete observational data or error in measurement?
It reviews the concepts of indeterminism and determinism in their historical, philosophical, and theoretical perspectives--particularly in relation to dynamic systems thinking--and applies these general ideas to systems of nonverbal communication. Stressing the indeterminacy inherent to symbols and meaning making in social systems, several chapters address the issue of indeterminism from metaphorical, modeling, and narrative perspectives. Others discuss those indeterministic processes within the individual related to emotional, social, and cognitive development.

This book summarizes more than four decades of research on imitation in infancy and its relation to early learning and sociocognitive development in typically and atypically developing children. The studies were carried out in a Scandinavian context and thus provide important cultural validation of the central developmental processes. The book is divided into three parts: Part one focuses on the social and cognitive aspects of imitation, discussing links to early parent-infant interaction, and developmental meaning. It addresses evidence for an imitative capacity at birth for typical and atypical infants. Also covered are early individual differences in imitation, the role of imitation as a social and cognitive learning mechanism in early development, and possible links between imitation and temperament. Part two presents unique longitudinal studies on early memory development using deferred imitation as the key method. It discusses the biological basis of memory and explores the idea that deferred imitation is an indicator of an infant's ability to understand intentions. Part three focuses on imitation in young children with autism and with Down syndrome. It examines the role of imitation as a "deficit" as well as a vehicle for change when used interactively in early interventions for children with autism. Imitation from Infancy Through Early Childhood is an essential resource for researchers, professors, and graduate students as well as clinicians and other professionals in developmental psychology, cognitive development, psycholinguistics, child psychiatry, and developmental neuroscience.

The association between parents' behaviour and children's cognitive development is at the meeting place of several prominent theories of psychological development and a range of complex methodological and conceptual issues. On the one hand there are theories which argue that the impetus of development is within the child and is largely unaffected by his or her experience of social interaction: on the other are the commonsense experience of parents and educators, and the body of neo-Vygotskian theory, which would see the child's development as profoundly affected by social interaction or even constituted by it. The purpose of this book is to examine theories and evidence carefully in order to assess the causal links between parent behaviour and children's cognitive development.
There is a considerable amount of evidence that suggests an association between parents' behaviour and their children's cognitive development; but there are many possible explanations for this association, including direct effects of parental teaching styles on the children's learning and motivation, differential social class practices and opportunities, genetic resemblances, and methodological artifacts. A close and critical look at a wide range of research and of theory is necessary if the causal questions are to be clarified.
This book develops the current arguments about the nature and causes of cognitive development, providing a critical discussion of the available research and relating it to psychological theory. It is suitable for advanced students of psychology and education.

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