For the past forty years, the ideas and findings of George Mandler -- and George Mandler himself -- have been highly influential throughout the field of experimental psychology. Not only has he helped to advance the study of cognition and emotion in many ways, but he also offered assistance and encouragement to numerous young researchers who may expand on the knowledge acquired thus far. The editors of this festschrift feel that one of the greatest strengths of Mandler's work is the blend of European theorizing and American empiricism. This volume contains contributions from friends and colleagues who have been influenced in one way or another by this accomplished psychologist.

Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children. In each chapter, eminent research workers attempt to cross the theoretical, empirical, and methodological barriers that had traditionally separated the study of preverbal infants from the study of verbal children and adults at the time. These completely new and original contributions traced the developmental links between birth and conversation within three major categories: perceptual, cognitive, and language development. Although the chapters range from reports of well-defined research areas to theoretical propositions, the aim throughout was to relate the events of the first year of life to the child's later perceptual and cognitive activity. This book will still be of interest for all concerned with child development and related areas, in that it demonstrates the remarkable range of observations about infants brought under a single guiding set of questions about continuity, stability, and the sources of change during and after the first year of life.

For the past forty years, the ideas and findings of George Mandler -- and George Mandler himself -- have been highly influential throughout the field of experimental psychology. Not only has he helped to advance the study of cognition and emotion in many ways, but he also offered assistance and encouragement to numerous young researchers who may expand on the knowledge acquired thus far. The editors of this festschrift feel that one of the greatest strengths of Mandler's work is the blend of European theorizing and American empiricism. This volume contains contributions from friends and colleagues who have been influenced in one way or another by this accomplished psychologist.

Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children. In each chapter, eminent research workers attempt to cross the theoretical, empirical, and methodological barriers that had traditionally separated the study of preverbal infants from the study of verbal children and adults at the time. These completely new and original contributions traced the developmental links between birth and conversation within three major categories: perceptual, cognitive, and language development. Although the chapters range from reports of well-defined research areas to theoretical propositions, the aim throughout was to relate the events of the first year of life to the child's later perceptual and cognitive activity. This book will still be of interest for all concerned with child development and related areas, in that it demonstrates the remarkable range of observations about infants brought under a single guiding set of questions about continuity, stability, and the sources of change during and after the first year of life.

This perceptive volume gives a detailed account of Chinese children at home and at school. Recently, thirteen American experts in child development visited China under the sponsorship of the Committee on Scholarly Communication with the People's Republic of China (supported by the National Academy of Sciences, the Social Science Research Council, and the American Council of Learned Societies). They observed and interviewed children, teachers, educational administrators, and parents in twenty-eight schools throughout China. William Kessen, chairman of the delegation, has organized the notes and reports into one cohesive account. This comprehensive volume establishes a foundation on which future research about children in contemporary China can be built. The book traces the development of children in the family, in nurseries, in kindergartens, in primary schools, and in middle schools. The authors report their observations on formal curriculum, social and personality development, teaching practices, and on patterns of the child's interactions with peers and adults. The mosaic that emerges from this book is filled with the kind of detail that only people who are trained in observing children can offer. The contributors are successful in understanding and communicating what it must be like to be a child growing up in the People's Republic of China.