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This book unites an interdisciplinary body of experts in child
development whose research and ideas challenge existing theories
and conventional clinical practice in a variety of domains of early
child development. This unique volume fills a gap in existing
developmental research and offers applications for clinical
practice to professionals, students, and researchers in
developmental, social, and educational psychology.
Dedicated to the memory and work of Lisa Capps, this volume is a
forum for scholars and practitioners interested in the typical and
atypical development of persons with autism. Each chapter is
focused on theoretical considerations and the empirical evidence
regarding a specific aspect of functioning, but common themes of
development are considered throughout. Within this framework, the
contributors provide a detailed and comprehensive account of the
development of persons with autism. The book is divided into four
sections: (1) Developmental, Neurobiological, Genetic, and Family
Considerations; (2) Attention and Perception; (3) Cognition, Theory
of Mind, and Executive Functioning; and (4) Social and Adaptive
Behaviors. With the consideration of this broad range of topics,
this volume is both a state-of-the-art resource about autism and a
unique contribution to the study of development. It will be of
interest to researchers and care providers from several domains,
including psychology, psychiatry, social work, developmental
psychology, and education. This volume can be used as a text in
graduate and advanced undergraduate courses, and as a resource in
applied settings.
Dedicated to the memory and work of Lisa Capps, this volume is a
forum for scholars and practitioners interested in the typical and
atypical development of persons with autism. Each chapter is
focused on theoretical considerations and the empirical evidence
regarding a specific aspect of functioning, but common themes of
development are considered throughout. Within this framework, the
contributors provide a detailed and comprehensive account of the
development of persons with autism.
The book is divided into four sections: (1) Developmental,
Neurobiological, Genetic, and Family Considerations; (2) Attention
and Perception; (3) Cognition, Theory of Mind, and Executive
Functioning; and (4) Social and Adaptive Behaviors. With the
consideration of this broad range of topics, this volume is both a
state-of-the-art resource about autism and a unique contribution to
the study of development. It will be of interest to researchers and
care providers from several domains, including psychology,
psychiatry, social work, developmental psychology, and education.
This volume can be used as a text in graduate and advanced
undergraduate courses, and as a resource in applied settings.
This book unites an interdisciplinary body of experts in child
development whose research and ideas challenge existing theories
and conventional clinical practice in a variety of domains of early
child development. This unique volume fills a gap in existing
developmental research and offers applications for clinical
practice to professionals, students, and researchers in
developmental, social, and educational psychology.
Concentrating especially on the neonatal period, 16 contributed
chapters each present an aspect of the organismic givens
interacting with environmental constraints and permissions. Topics
include the most important processes and mechanisms of neonatal
development: attention, information processing
Here is a major new work on human infancy written by one of the
country's leading developmental psychologists and two distinguished
colleagues. At its core is the long-awaited report of the authors'
six-year study of infant day care. Important in its own right, this
experiment becomes the occasion for a wide-ranging discussion of
cognitive and emotional processes in infancy, of the effects of
early experience on later growth, and of the deep-seated cultural
and historical assumptions that underlie our views of human
development. For those concerned with social policy, the book
provides the best empirical assessment now available of the effects
of group care on the psychological well-being of infants. It also
supplies a blueprint for quality daycare that may well stand as a
model for future nurseries. For those interested in the course of
cognitive and emotional development, the book provides rich
information about the major growth functions that characterize
human infancy. It also outlines an explanation of these growth
functions that links changes in emotional behavior to the
maturation of underlying cognitive processes in a new and
provocative way. And for everyone interested in human nature, the
book of offers a controversial thesis about the discontinuity of
psychological growth that challenges some of our most fundamental
assumptions about the nature of individual development. For this
paperback edition, the statistical summary has been removed from
the appendix to shorten the work and make it even more appealing to
the general reader.
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