Child and developmental psychology Books

Book SynopsisThis is a title in our Understanding Statistics series, which is designed to provide researchers with authoritative guides to understanding, presenting and critiquing analyses and associated inferences. Each volume in the series demonstrates how the relevant topic should be reported -- including detail surrounding what can be said, and how it should be said, as well as drawing boundaries around what cannot appropriately be claimed or inferred. This volume addresses an important issue for the design of survey instruments, which is rarely taught in graduate programs beyond those specifically for statisticians. Item Response Theory is used to describe the application of mathematical models to data from questionnaires and tests as a basis for measuring abilities, attitudes, or other variables. It is used for statistical analysis and development of assessments, often for high stakes tests such as the Graduate Record Examination. The author is known for her clear, accessible writing; like alTable of ContentsTable of Contents Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 References

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Book SynopsisWe are robbing young children of play time at home and school in an effort to give them a head start on academic skills like reading and mathematics. Yet the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The authors present scientific evidence in support of three points: 1) children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; 2) academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and 3) learning and play are not incompatible. Rather, playful learning captivates children''s minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. Written in clear and expressive language, this book offers a comprehensive review of research supporting playful learning along with succinct policy and practice recommendations that derive from this research. A Mandate for Playful Learning in Preschool is a must read for teachers, policy makers, and parents interested in educating a generation of life-long learners who are ready for school and ready to compete in the knowledge-based economy of the 21st century.Trade Review"This brief, convincing book is a valuable read for several audiences...Teacher educators and trainers as well as curriculum developers will find strong support for bringing play back to the classrooms. Lastly, parents will find it an eye-opener to the value of play and the critical role that make-believe play has in developing a child's competencies, both academic and social-emotional."--Preschool Matters "Amid the increasing emphasis on standards and assessment in preschool education, are policymakers losing sight of the value of play? This book, by four distinguished investigators in the field, suggests that they are. After reviewing decades of research, the authors conclude that 'children need both unstructured free play and playful learning under the gentle guidance of adults to best prepare them for entrance into formal school.'"--Fairfax Futures "A Mandate for Playful Learning in the Preschool: Presenting the Evidence offers strong new ammunition desperately needed to halt the forces that devalue play...the fact that this book gets right to the points that it so compellingly makes may, in itself, attract busy readers as well as give believers resource material for framing their own approaches...I highly recommend this book. It articulates the beliefs of play specialists and scholars beautifully in an evidence-based context."--Karen VanderVen as reviewed in American Journal of PlayTable of ContentsFOREWORD BY EDWARD ZIGLER; EXECUTIVE SUMMARY; BIBLIOGRAPHY; AUTHOR INDEX; SUBJECT INDEX

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Book SynopsisFrom prenatal life onwards, our emotions play a central role in our development. Exactly how emotions shape our lives is less clear. We know that emotional impairments can have a disastrous effect on development. We know that emotions play a key role in adaptation. We know that traumatic emotional events can scar individuals. The processes through which these emotional changes occur are complex however, and have recently become the subject of considerable interest in the cognitive sciences. In this volume an outstanding group of scientists considers emotional development from fetal life onwards. The book includes views from neuroscience, primatology, robotics, psychopathology, and prenatal development. It also includes studies of emotional development in both normal and clinical populations. The first of its kind, this book will be of major interest to all those studying emotion, from the fields of social, developmental, and clinical psychology, to psychiatry, and neuroscience.Table of ContentsSECTION I - PSYCHOBIOLOGICAL APPROACHES AND EVOLUTIONARY PERSPECTIVES; SECTION II - COMPARATIVE APPROACHES: TYPICAL AND IMPAIRED EMOTIONAL DEVELOPMENT

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Book SynopsisDynamic Thinking: A Primer on Dynamic Field Theory introduces the reader to a new approach to understanding cognitive and neural dynamics using the concepts of Dynamic Field Theory (DFT). Dynamic Neural Fields are formalizations of how neural populations represent the continuous dimensions of perceptual features, movements, and cognitive decisions. The concepts of DFT establish links between brain and behavior, revealing ways in which models of brain function can be tested with both neural and behavioral measures. Thus, DFT bridges the gap between brain and behavior, between neuroscience and the behavioral sciences. The book provides systematic tutorials on the central concepts of DFT and their grounding in both dynamical systems theory and neurophysiology. The concrete mathematical implementation of these concepts is laid out, supported by hands-on exercises that make use of interactive simulators in MATLAB. The book also contains a large set of exemplary case studies in which the concepts and associated models are used to understand how elementary forms of embodied cognition emerge and develop.Trade Review"A thorough and systematic introduction to dynamic field theory and its applications to perception, cognition, and action. This book will allow students and researchers interested in this important modeling framework to learn all about it, and join in its future development. "-Jay McClelland, Director, Center for Mind, Brain, and Computation, Stanford UniversityTable of ContentsContributors Abbreviations General Introduction John Spencer and Gregor Schöner Part 1 Integrating Lower-Level Perception-Action with Higher-Level Cognition Introduction to Part 1 Gregor Schöner and John P. Spencer Chapter 1: The Dynamics of Neural Activation Variables Gregor Schöner, Hendrik Reimann, and Jonas Lins Chapter 2: Dynamic Field Theory Gregor Schöner and Anne Schutte Chapter 3: The Ties of DFT to Neurophyisology Sebastian Schneegans, Jonas Lins, and Gregor Schöner Chapter 4: Embodied Neural Dynamics Gregor Schöner, Christian Faubel, Evelina Dineva, and Estela Bicho Part 2 Integrating Lower-Level Perception-Action with Higher-Level Cognition Introduction to Part 2 John P. Spencer and Gregor Schöner Chapter 5: Integration and Selection in Multi-Dimensional Dynamic Fields. Sebastian Schneegans, Jonas Lins, and John P. Spencer Chapter 6: Integrating Perception and Working Memory in a Three-Layer Dynamic Field Model Jeffrey S. Johnson and Vanessa R. Simmering Chapter 7: Sensory-Motor and Cognitive Transformation Sebastian Schneegans Chapter 8: Integrating "What" and "Where": Visual Working Memory for Objects in a Scene Sebastian Schneegans, John P. Spencer, and Gregor Schöner Chapter 9: Dynamic Scene Representations and Autonomous Robotics Stephan K. U. Zibner and Christian Faubel Part 3 Integrating Thinking over Multiple Timescales Introduction to Part 3 John P. Spencer and Gregor Schöner Chapter 10: Developmental Dynamics: The Spatial Precision Hypothesis Vanessa Simmering and Anne Schutte Chapter 11: A Process View of Learning and Development in an Autonomous Exploratory System Sammy Perone and Joseph P. Ambrose Chapter 12: Grounding Word Learning in Space and Time Larissa K. Samuelson and Christian Faubel Chapter 13: The Emergence of Higher-level Cognitive Flexibility: DFT and Executive Function Aaron T. Buss, Timothy Wifall, and Eliot Hazeltine Chapter 14: Autonomous Sequence Generation in Dynamic Field Theory Yulia Sandamirskaya Conclusions: A 'How-to' Guide to Modeling with Dynamic Field Theory Joseph Ambrose, Sebastian Schneegans, Gregor Schöner, and John P. Spencer

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Book SynopsisThe Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes.Trade Review"The Handbook of Metamemory offers a comprehensive, perceptive and engaging tour of theory and research on metamemory. Cognitive psychologists and learning scientists will find it an invaluable, up-to-date resource on this vital topic." --Philip H. Winne, Professor and Associate Dean of Graduate Studies & Research, Faculty of Education, Simon Fraser University "This new handbook provides a commanding overview of research on students' (and others') knowledge about their memories, with chapters written by leading experts in the field. The book is perfect for graduate or advanced undergraduate seminars." --Henry L. Roediger, III, James S. McDonnell Distinguished University Professor of Psychology, Washington University in St. LouisTable of ContentsThe Oxford Handbook of Metamemory ; Edited by John Dunlosky and Sarah K. Tauber ; Part I. Preface (R. Bjork) ; Part II. Introduction to Metamemory ; 1. A Brief History of Metamemory Research and Handbook Overview (Tauber and Dunlosky) ; 2. Methodology for Investigating Human Metamemory: Problems and Pitfalls (Dunlosky, Mueller, and Thiede) ; 3. Internal Mapping and Its Impact on Measures of Absolute and Relative Metacognitive Accuracy (Higham, Zawadzka, and Hanczakowski) ; Part III. Metamemory Monitoring: Classical Judgments ; 4. Judgments of Learning: Methods, Data, and Theory (Rhodes) ; 5. Introspecting on the Elusive: The Uncanny State of the Feeling of Knowing (Thomas, Lee, and Hughes) ; 6. Tip-of-the-Tongue States, Deja Vu Experiences, and Other Odd Metacognitive Experiences (Schwartz and Cleary) ; 7. Sources of Bias in Judgment and Decision Making (Tidwell, Buttaccio, Chrabaszcz, and Dougherty) ; 8. The Self-Consistency Theory of Subjective Confidence (Koriat and Adiv) ; 9. Metacognitive Aspects of Source Monitoring (Kuhlmann and Bayen) ; Part IV. Metamemory Monitoring: Special Issues ; 10. Monitoring and Regulation of Accuracy in Eyewitness Memory: Time to Get Some Control (Hollins and Weber) ; 11. Metamemory and Education (Soderstrom, Yue, and Bjork) ; 12. Prospective Memory: A Framework for Research on Metaintentions (Smith) ; 13. Metamemory and Affect (Efklides) ; 14. Do Nonhuman Animals Have Metamemory? (Washburn) ; 15. Looking Back and Forward on Hindsight Bias (Bernstein, Assfalg, Kumar, and Ackerman) ; Part V. Control of Memory ; 16. The Metacognitive Foundations of Effective Remembering (Fiechter, Benjamin, and Unsworth) ; 17. Self-Regulated Learning: An Overview of Theory and Data (Kornell and Finn) ; 18. The Need for Metaforgetting: Insights for Directed Forgetting (Sahakyan and Foster) ; 19. Quality Control in Memory Retrieval and Reporting (Goldsmith) ; 20. Three Pillars of False Memory Prevention: Orientation, Evaluation, and Corroboration (Gallo and Lampinen) ; Part VI. Neurocognition of Metamemory ; 21. The Ghost in the Machine: Self-Reflective Consciousness and the Neuroscience of Metacognition (Metcalfe and Schwartz) ; 22. The Cognitive Neuroscience of Source Monitoring (Mitchell) ; 23. Anosognosia and Metacognition in Alzheimer's Disease: Insights from Experimental Psychology (Ernst, Moulin, Souchay, Mograbi, and Morris) ; 24. Metamemory in Psychopathology (Izaute and Bacon) ; Part VII. Development of Metamemory ; 25. The Development of Metacognitive Knowledge in Children and Adolescents (Schnieder and Loffler) ; 26. Monitoring Memory in Old Age: Impaired, Spared, and Aware (Castel, Middlebrooks, and McGillivray) ; 27. Development of Control Processes in Adulthood (Hertzog) ; Index

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Book SynopsisThe Shape of Thought: How Mental Adaptations Evolve presents a road map for an evolutionary psychology of the twenty-first century. It brings together theory from biology and cognitive science to show how the brain can be composed of specialized adaptations, and yet also an organ of plasticity. Although mental adaptations have typically been seen as monolithic, hard-wired components frozen in the evolutionary past, The Shape of Thought presents a new view of mental adaptations as diverse and variable, with distinct functions and evolutionary histories that shape how they develop, what information they use, and what they do with that information. The book describes how advances in evolutionary developmental biology can be applied to the brain by focusing on the design of the developmental systems that build it. Crucially, developmental systems can be plastic, designed by the process of natural selection to build adaptive phenotypes using the rich information available in our social and Trade ReviewRich and thoughtful, this book lays out why, if we want to understand human psychology, neural plasticity, cultural differences and cognitive development, we need evolutionary theory, and an understanding of how humans evolved. In Barrett's hands, the pernicious dichotomy that divides "learning" from "innate" explanations crumbles, leaving only evolutionary explanations, which may involve different types of developmental processes. In setting the house back in order, Barrett synthesizes insights and findings from psychology, culture-gene coevolutionary theory, anthropology, developmental biology and philosophy. He delivers Evolutionary Psychology 2.0. * Joe Henrich, Canada Research Chair in Culture, Cognition and Coevolution, University of British Columbia *In this lucid book, Barrett explains how thinking about the evolution of the mind should shape our understanding of how the mind works. Bringing sophisticated knowledge of evolutionary biology and cognitive science together, he reconciles opposing views about the role learning and culture in the workings of the human mind. This book will be the bible for a broader, more inclusive evolutionary psychology. * Rob Boyd, Origins Professor, Arizona State University *Barrett has read your mind, and knows your questions. He will lead you gently but fiercely through the controversies that surround evolutionary psychology and cognitive science, showing you that one cannot exist without the other. * Leda Cosmides, Center for Evolutionary Psychology, University of California, Santa Barbara *Clark Barrett takes the reader from the basics of evolutionary psychology to exciting stuff at the cutting-edge of today's research. He does so with splendid clarity, illuminating examples, and an engaging balance of wisdom and passion. An important book and an excellent read! * Dan Sperber, Professor of Cognitive Science and of Philosophy at the Central European University, Budapest *Table of ContentsAcknowledgments ; Introduction: The problem ; Part 1. Evolution ; 1 - Additivism ; 2 - Hill-climbing ; Part 2. Information ; 3 - Adding value ; 4 - Social ontology ; 5 - Minds ; Part 3. Development ; 6 - Development ; 7 - Open ends ; Part 4. Culture ; 8 - Moving targets ; 9 - Culture ; 10 - Accumulation ; Part 5. Architecture ; 11 - Parts ; 12 - Wholes ; 13 - Us ; Conclusion: Possibilities ; References ; Index

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Book SynopsisChildren are the most criminally victimized segment of the population, and a substantial number face multiple, serious poly-victimizations during a single year. And despite the fact that the priority emphasis in academic research and government policy has traditionally gone to studying juvenile delinquents, children actually appear before authorities more frequently as victims than as offenders. But at the same time, the media and many advocates have failed to note the good news: rates of sexual abuse, child homicide, and many other forms of victimization declined dramatically after the mid-1990s, and some terribly feared forms of child victimization, like stereotypical stranger abduction, are remarkably uncommon. The considerable ignorance about the realities of child victimization can be chalked up to a field that is fragmented, understudied, and subjected to political demagoguery. In this persuasive book, David Finkelhor presents a comprehensive new vision to encompass the preventioTrade Review...an important book...As in all his work, Finkelhor proceeds in a careful analytical way, sorting through explanations, advancing helpful classification systems and making good use of empirical evidence where it exists...[He is] a stimulating theorist and policy analyst. Finkelhor has challenged specialists in a way which will hopefully lead to productive and practically important scholarship. * Northwest Institute for Children and Families *...a must read book. * The Lancet *Table of ContentsList of Contributors ; 1. Child Victims: An Introduction ; 2. Developmental Victimology ; 3. Children at Risk ; 4. Developmental Impact ; with Kathy Kendall-Tackett ; 5. Just Kids' Stuff? Peer and Sibling Violence ; with Heather Turner and Richard Ormrod ; 6. Getting Help: What Are the Barriers? ; with Janis Wolak and Lucy Berliner ; 7. Good News: Child Victimization Has Been ; Declining. Why? ; with Lisa Jones ; 8. The Juvenile Victim Justice System: A Concept ; for Helping Victims ; with Ted Cross and Elise N. Pepin ; 9. Proposals ; Notes ; References

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Book SynopsisNavigating the social world requires sophisticated cognitive machinery that, although present quite early in crude forms, undergoes significant change across the lifespan. This book will be the first to report on evidence that has accumulated on an unprecedented scale, showing us what capacities for social cognition are present at birth and early in life, and how these capacities develop through learning in the first years of life. The volume will highlight what is known about the discoveries themselves but also what these discoveries imply about the nature of early social cognition and the methods that have allowed these discoveries -- what is known concerning the phylogeny and ontogeny of social cognition. To capture the full depth and breadth of the exciting work that is blossoming on this topic in a manner that is accessible and engaging, the editors invited 70 leading researchers to develop a short report of their work that would be written for a broad audience. The purpose of thiTable of ContentsBanaji & Gelman 0.1 INTRO ; Markman 0.2 INTRO ; Dweck (INTRO) 1.01 Framing the issues ; Johnson (Mark) 1.02 Framing the issues ; Spelke, Bernier & Skerry 1.03 Framing the issues ; Thomsen & Carey 1.04 Framing the issues ; Wynn 1.05 Framing the issues ; Seyfarth & Cheney 1.06 Framing the issues ; Wobber & Hare 1.07 Framing the issues ; Csibra & Gergely 1.08 Framing the issues ; Johnson, Dweck & Dunfield 1.09 Framing the issues ; Fox & Helfinstein 1.1 Framing the issues ; Pollak 1.11 Framing the issues ; Bargh 1.12 Framing the issues ; Heyman 1.13 Framing the issues ; Wellman 2.01 Mentalizing ; Woodward 2.02 Mentalizing ; Tomasello & Moll 2.03 Mentalizing ; Baillargeon, He, Setoh, Scott, Sloane & Yang 2.04 Mentalizing ; de Villiers 2.05 Mentalizing ; Hirschfeld 2.06 Mentalizing ; Saxe 2.07 Mentalizing ; Taylor & Aguiar 2.08 Mentalizing ; Tager-Flusberg & Skwerer 2.09 Mentalizing ; Gergely & Csibra 3.01 Learning from and about others ; Paukner, Ferrari & Suomi 3.02 Learning from and about others ; Meltzoff 3.03 Learning from and about others ; Lyons & Keil 3.04 Learning from and about others ; Whiten 3.05 Learning from and about others ; Tottenham 3.06 Learning from and about others ; Leppanan & Nelson 3.07 Learning from and about others ; Nelson 3.08 Learning from and about others ; Baldwin 3.09 Learning from and about others ; Sabbagh & Henderson 3.1 Learning from and about others ; Chudek, Brosseau-Liard, Birch & Henrich 3.11 Learning from and about others ; Gopnik, Seiver & Buchsbaum 3.12 Learning from and about others ; Kushnir 3.13 Learning from and about others ; Liu & Vanderbilt 3.14 Learning from and about others ; Rochat 4.01 Trust and skepticism ; Baron-Cohen 4.02 Trust and skepticism ; Kalish 4.03 Trust and skepticism ; Shaw, Li & Olson 4.04 Trust and skepticism ; Danovitch 4.05 Trust and skepticism ; Harris & Corriveau 4.06 Trust and skepticism ; Koenig & Doebel 4.07 Trust and skepticism ; Jaswal 4.08 Trust and skepticism ; Lumeng 4.09 Trust and skepticism ; Pietraszewski 5.01 Us and Them ; Rhodes 5.02 Us and Them ; Diesendruck 5.03 Us and Them ; Cimpian 5.04 Us and Them ; Dunham & Degner 5.05 Us and Them ; Baron 5.06 Us and Them ; Quinn, Anzures, Lee, Pascalis, Slater & Tanaka 5.07 Us and Them ; Waxman 5.08 Us and Them ; Shutts 5.09 Us and Them ; Zosuls, Ruble, Tamis-LeMonda & Martin 5.1 Us and Them ; Miller, Martin, Fabes & Hanish. 5.11 Us and Them ; Kinzler 5.12 Us and Them ; Levy, Ramirez, Rosenthal & Karafantis 5.13 Us and Them ; Nesdale 5.14 Us and Them ; Bigler 5.15 Us and Them ; Aboud 5.16 Us and Them ; Rutland 5.17 Us and Them ; Santos & Egan Brad 6.01 Good and Evil ; Bloom 6.02 Good and Evil ; Smetana 6.03 Good and Evil ; Neary & Friedman 6.04 Good and Evil ; Lee & Evans 6.05 Good and Evil ; Silk 6.06 Good and Evil ; Brosnan & Hopper 6.07 Good and Evil ; Mulvey, Hitti & Killen 6.08 Good and Evil ; Brownell, Nichols & Svetlova 6.09 Good and Evil ; Kuhlmeier 6.1 Good and Evil ; Warneken 6.11 Good and Evil

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Book SynopsisJesse Prinz argues that recent work in philosophy, neuroscience, and anthropology supports two radical hypotheses about the nature of morality: moral values are based on emotional responses, and these emotional responses are inculcated by culture, not hard-wired through natural selection. In the first half of the book, Jesse Prinz defends the hypothesis that morality has an emotional foundation. Evidence from brain imaging, social psychology, and psychopathology suggest that, when we judge something to be right or wrong, we are merely expressing our emotions. Prinz argues that these emotions do not track objective features of reality; rather, the rightness and wrongness of an act consists in the fact that people are disposed to have certain emotions towards it. In the second half of the book, he turns to a defence of moral relativism. Moral facts depend on emotional responses, and emotional responses vary from culture to culture. Prinz surveys the anthropological record to establish moTrade Review[an] excellent new book... an intelligent and provocative account * Tamler Sommers, Times Literary Supplement *a good book. Prinz has a roaming, eager mind that is fun to engage with, and his defense of sensibility theory is full of new resources that promise to invigorate the metaethical debate. On almost every page there is something to excite one's interest * Richard Joyce, Mind *Table of ContentsPART I. MORALITY AND EMOTION; PART II. CONSTRUCTING MORALS

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Trade Review"One of the greatest challenges in educating deaf and hard-of-hearing students today is the need for evidence-based practice to replace decades if not centuries of intuitive teaching. Parents, teachers, and other professionals through the years have acquired or developed for themselves strategies and materials that help deaf students to succeed academically and, eventually, in the workplace. All too often, however, this has required trial-and-error methods just as frustrating to the adults involved as the students who struggle to meet course demands and satisfy their own thirst for knowledge. This volume has been long in coming, now that it is here it will help to move the field of deaf education forward. In it, the authors carefully evaluate the existing literature with regard to deaf education, separating wheat from chaff and knowledge from belief. It points the way forward for teachers and learners of all ages." --T. Alan Hurwitz, President, Gallaudet University "This is an excellent book for both the experienced practitioner or academic and those new to the field of deaf education. It is very timely given the current emphasis on the need to base practice on evidence in many different and diverse areas. The book is comprehensive and considers not only the evidence we have about education of deaf pupils but, as importantly, those areas in which our knowledge is less secure. In this respect there may well be a number of surprises for the reader. As well as addressing the findings of research it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. As such it is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people."--Sue Gregory, Former Reader in Deaf Education, University of Birmingham, U.K.Table of ContentsChapter 1. Introduction and Key Findings Index Chapter 2. Demographics, Diversity, and Foundational Issues in Deaf Education Chapter 3. Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information Chapter 4. Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning Chapter 5. Language Development, Languages, and Language Systems Chapter 6. Acquisition and Development of Literacy Skills Chapter 7. Cognition, Perception, and Learning Strategies Chapter 8. Achievement in Mathematics and Science Chapter 9. Educational Placement Decisions and Outcomes Chapter 10. Programming for Children with Multiple Disabilities Chapter 11. Issues and Trends in Best Practice References

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Book SynopsisWriting is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing. The volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information across languages and countries, enhancing our understanding of the links between oral language and written language across languages.Table of ContentsForeword ; Introduction ; Part 1 ; Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction ; Chapter 1. Cognitive Processes in Writing: A Framework ; John R. Hayes and Virginia Berninger ; Chapter 2. Linguistic Perspectives on Writing Development ; Ruth Berman ; Chapter 3. Two Metaphors for Writing Research and Their Implications for Writing Instruction ; Pietro Boscolo ; Part 2 ; The impact of oral language skills on written text production ; Chapter 4. Spelling in Deaf Children with Cochlear Implants: Implications for Instruction ; Heather Hayes, Rebecca Treiman, and Ann E. Geers ; Chapter 5. Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation ; Sophie Bouton and Pascale Cole ; Chapter 6. Spelling Abilities in Hebrew-Speaking Children with Hearing Loss ; Ronit Levie, Dorit Ravid, Tal Freud and Tova Most ; Chapter 7. The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss ; Barbara Arfe, Federica Nicolini, and Elena Pozzebon ; Chapter 8. Composing Academic Essays: Using Dictation and Technology to Improve Fluency ; John Albertini, Michael Stinson, and Argiroula Zangana ; Chapter 9. Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers ; Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye ; Chapter 10. Morphological Awareness and Spelling Difficulties in French-Speaking Children ; Monique Senechal ; Chapter 11. Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text ; Orna Davidi and Ruth A. Berman ; Chapter 12. Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles ; Robin L. Danzak and Elaine R. Silliman ; Chapter 13. Written Narratives from French and English Speaking Children with Language Impairment ; Judy S. Reilly, Josie Bernicot, Thierry Olive, Joel Uze, Beverly Wulfeck, Monik Favart, Mark Appelbaum ; Children with Dyslexia ; Chapter 14. A Review of Dyslexia and Expressive Writing in English ; Emma Sumner, Vincent Connelly, and Anna L. Barnett ; Chapter 15. Written Spelling in French Children with Dyslexia ; Severine Casalis ; Chapter 16. Written Spelling in Spanish- Speaking Children with Dyslexia ; Francisca Serrano and Sylvia Defior ; Chapter 17. The Writing Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach ; Jane Correa ; Chapter 18. Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties ; Asa Wengelin, Roger Johansson and Victoria Johansson ; Chapter 19. Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on Revision ; Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare Cornoldi ; Part 3 ; Linking Research to Practice in Oral and Written Language Assessment and Intervention ; Chapter 20. Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach ; Nickola Wolf Nelson ; Chapter 21. Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner ; Elaine R. Silliman ; Chapter 22. Integrating Writing and Oral Language Disorders in Assessment: Perspectives of a Writing Researcher ; Vincent Connelly ; Chapter 23. The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy? ; Julie Dockrell and Barbara Arfe ; Bridging Research and Practice: Conclusions

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Book SynopsisInterest in the problem of children who resist contact with or become alienated from a parent after separation or divorce is growing, due in part to parents'' increasing frustrations with the apparent ineffectiveness of the legal system in handling these unique cases. There is a need for legal and mental health professionals to improve their understanding of, and response to, this polarizing social dynamic. Children Who Resist Post-Separation Parental Contact is a critical, empirically based review of parental alienation that integrates the best research evidence with clinical insight from interviews with leading scholars and practitioners. The authors - Fidler, Bala, and Saini - a psychologist, a lawyer and a social worker, are an multidisciplinary team who draw upon the growing body of mental health and legal literature to summarize the historical development and controversies surrounding the concept of alienation and explain the causes, dynamics, and differentiation of various typeTable of ContentsContents ; About the Authors ; 1. Introduction ; 1.1 The Prevalence of Alienation ; 1.2 Prevalence of Alienation in Community Samples ; 1.3 Increase in the Number of Alienation Cases ; 1.4 Summary ; 2. Definitions and Debates ; 2.1 Historical Context ; 2.2 The Difficulty in Defining Alienation ; 2.3 Affinity and Alignment ; 2.4 The Role of the Adversarial System and Professional Advisors ; 2.5 Alienation Within the Context of High-Conflict Separations ; 2.6 Distinguishing Alienation from Justified Rejection ; 2.7 Mixed or Hybrid Cases ; 2.8 Dynamics in Alienation Cases ; 2.9 Alienation and False Allegations of Abuse ; 2.10 Debates about Parental Alienation as a Diagnosis or Condition ; 2.11 Summary ; 3. Risk Factors and Indicators Involved in Alienation ; 3.1 Extent and Limitations of Research on Alienation ; 3.2 Current Evidence on the Social and Psychological Factors Associated with Alienation ; 3.3 Interparental Factors Following Separation or Divorce ; 3.4 Factors of the Favored Parent ; 3.5 Factors of the Rejected Parent ; 3.6 Factors of the Child ; 3.7 Summary of Factors and Indicators ; 4. Assessment and Measurement Tools for Alienation ; 4.1 Clinical Judgment ; 4.2 Decision Trees and Assessment Protocols ; 4.3 Measurement Scales ; 4.4 Differentiating Levels of and Responses to Strained Parent-Child Relationships ; 5. Prognosis and Long Term Consequences of Untreated Alienation on Young Adults and Their Families ; 5.1 The Impact of Alienation on Children and Adults who were Alienated as Children ; 5.2 Spontaneous Reconciliation ; 5.3 When to Suspend Efforts or Letting Go ; 6. Prevention ; 6.1 Universal or Primary Prevention ; 6.2 Public Awareness ; 6.3 Selected or Secondary Prevention ; 6.4 Indicated or Tertiary Prevention ; 6.5 Summary ; 7. Interventions, Educational and Therapeutic ; 7.1 The Role of the Court in Educational and Therapeutic Interventions ; 7.2 Principles and Guidelines ; 7.3 Goals of Counseling ; 7.4 Treatment Modalities, Approaches and Strategies ; 7.5 Summary of Specific Interventions, Protocols or Approaches ; 7.6 Aftercare, Training, Accessibility and Costs of Interventions ; 7.7 Concluding Comments ; 8. Hearing the Voices of Children in Alienation Cases ; 8.1 Children's Stated Wishes: Clinical Perspectives ; 8.2 Children's Right of Participation ; 8.3 Children's Stated Wishes: Weight in the Courts ; 8.4 Methods for Courts Hearing the Views & Wishes of Children ; 8.5 Concluding Comments: Principles, Policies and Research ; 9. Legal Responses to Alienation & Contact Problems ; 9.1 Child's 'Rights,' Parental Duties & the Best Interests of the Child ; 9.2 The Role of Mental Health Experts in Resolving Alienation Cases ; 9.3 Enforcement issues and Judicial Remedies ; 9.4 Therapeutic Interventions and the Court Process ; 9.5 The Content of Agreements and Orders for Therapeutic Involvement ; 9.6 Adjusting Visitation and Interim Orders ; 9.7 Contempt of Court: Punitive Sanctions and Behavioral Conditions ; 9.8 Police Enforcement ; 9.9 Supervision of Contact ; 9.10 Award of Legal Fees ; 9.11 Joint Custody - Increasing Time in Care of Target Parent ; 9.12 Custody Reversal: an Option for Severe Cases ; 9.13 Suspension of Contact ; 9.14 Deciding Not to Enforce Contact Despite Alienation ; 9.15 Financial Penalties ; 9.16 Case Management - The Need for Judicial Control ; 9.17 Child Protection Agency Involvement ; 9.18 The Importance of Timely Legal Intervention ; 9.19 Conclusion: The Law as a Blunt but Necessary Instrument ; 10. Recommendations for Practice, Policy & Research ; References

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Book SynopsisThere is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitive psychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and content knowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents'' learning in the context of different types of Table of ContentsPart I. Introduction and Overview ; Chapter 1. Academic Lessons from Video Game Learning ; Fran C. Blumberg, Debby Almonte, Yishai Barkhardori, & Andrew Leno ; Part II. Theoretical and Cognitive Perspectives: How Should We Think About Learning in Video Games? ; Chapter 2. Virtual to Real Life: Assessing Transfer of Learning from Video Games ; Susan M. Barnett ; Chapter 3. The Perceptual and Cognitive Effects of Action Video Game Experience ; C. Shawn Green ; Chapter 4. Relations between Video Gaming and Children's Executive Functioning ; John R. Best ; Chapter 5. Developing Scientific Thinking in the Context of Video Games: Where to Next? ; Corinne Zimmerman ; Chapter 6. Do Video Games Provide Motivation to Learn? ; Akane Zusho, Jared S. Anthony, Naoko Hashimoto, and Gerard Robertson ; Chapter 7. What We Know About How Experts Attain Their Superior Performance: ; Implications for the Use of Video Games and Game Training in Schools ; K. Anders Ericsson, Jong Sung Yoon, and Walter R. Boot ; Chapter 8. Media Effects, Communication, and Complexity Science Insights on Game Learning ; John L. Sherry ; Chapter 9. The General Learning Model: Unveiling the Teaching Potential of Video Games ; Douglas A. Gentile, Chris Groves, and J. Ronald Gentile ; Part III. Game Design Perspectives: How Should We Design Educational Video Games? ; Chapter 10. Toward a Playful and Usable Education ; Celia Hodent ; Chapter 11. Educational Video Games: Two Tools for Research and Development ; Matthew Gaydos ; Chapter 12. Formative Research for Game Design ; James Bachhuber ; Chapter 13. Transfer of Learning from Video Game Play to the Classroom ; Debra A. Lieberman, Erica Biely, Chan L.Thai, and Susana Peinado ; Part IV. Learning in practice: How Should We Study Learning in Video Games For Transfer To Academic Tasks? ; Chapter 14. Cross-Platform Learning: How Do Children Learn from Multiple Media? ; Shalom M. Fisch, Richard Lesh, Elizabeth Motoki, Sandra Crespo, and Vincent Melfi ; Chapter 15. Electronic Game Changers for the Obesity Crisis ; Sandra L. Calvert, Bradley J. Bond, and Amanda E. Staiano ; Chapter 16. Tug-of-War: Seeking Help while Playing an Educational Card Game ; Osvaldo Jimenez, Ugochi Acholonu, and Dylan Arena ; Chapter 17. Scientific Inquiry in Digital Games ; Jodi Asbell-Clarke and Elizabeth Rowe ; Chapter 18. Computer Games and Education: A Multi-Dimensional Relationship ; Keith Roe and Anne Dickmeis ; Chapter 19. Video Games, Motivation, and Learning ; Michael A. Evans, Brett D. Jones, and Jennifer Biedler ; Chapter 20. John B. Black, Saadia A. Khan, Shih-Chieh Doug Huang ; Chapter 21. Evaluating the Specificity of Effects of Video-game Training ; Kasey L. Powers and Patricia J. Brooks ; Part V. Conclusion ; Chapter 22. Games in a Digital Age: Supporting a New Ecology of Learning ; Michael E. Levine, Lori Takeuchi, and Sarah E. Vaala

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Book SynopsisThe book presents a modern, psychoanalytically-informed chronological view of how the mind develops from infancy through young adulthood. It is a comprehensive work which integrates analytic theories and concepts with a contemporary systems model of development and draws on scholarly research from neighboring fields.Trade ReviewIt has been decades since psychoanalysis has had an adequate textbook on child and adolescent development. Gilmore and Meersand have provided us with an excellent one that avoids the parochialism of traditional psychoanalytic texts, integrating the disparate schools that populate the modern day pluralistic world of psychoanalysis while also weaving in the relevant findings from cognitive and neuroscience. This book will be essential for psychoanalytic candidates around the world. * Alan Sugarman, Ph.D, Training and Supervising Child, Adolescent, & Adult Psychoanalyst, San Diego Psychoanalytic Center; Clinical Professor of Psychiatry, University of California, San Diego *Table of ContentsChapter 1: A psychoanalytic orientation to development in the 21st century ; Chapter 2: Infancy: psychoanalytic theory, developmental research and the mother-child dyad in the first year of life ; Chapter 3: Toddlerhood: separation-individuation, rapprochement and the forerunners of superego development ; Chapter 4: The oedipal phase and the oedipal complex: developmental advances and theoretical considerations ; Chapter 5: Latency: The era of learning, autonomy and peer relationships ; Chapter 6: Preadolescence and early adolescence: overview of the adolescent process; challenges of sexual maturation; pre- and early adolescence. ; Chapter 7: Middle and Late Adolescence: sex and gender, individuation, and identity in progression toward the threshold of adulthood. ; Chapter 8: Emerging adulthood and contemporary society: Development in the third decade ; Glossary ; Index

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Book SynopsisPaula Nicolsonis Professor of Critical Social and Health Psychology at Royal Holloway University of London, UK. Her most recent books are Postnatal Depression (Wiley 2001) and Gender, Power and Organisation (Routledge, 1996).

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Book SynopsisIn this timely contribution to developmental psychology, Sommer argues that recent shifts in theory have occurred which require a greater emphasis on a more contextual understanding of child development. The author integrates research from history, anthropology and sociology as well as psychology to show how perceptions of children have changed.Trade Review'Dion Sommer does a great service by localizing children's development and socialization in our rapidly changing times. From a Scandinavian outlook on the world early in the 21st century, the author provides a highly refreshing account. New stimulating conceptual understandings and interdisciplinary research is presented in order to explain young children's 'new realities'. It is a highly well-timed reflective contextual approach proposing a paradigm shift.' - Professor Michael Cole, University of California, San Diego, USA 'This is a groundbreaking book with a convincing new paradigm of great value for the field of Early Childhood Education.' - Ingrid Pramling Samuelsson, International Journal of Early ChildhoodTable of ContentsIntroduction: Why and How a Childhood Psychology A Childhood Psychology A Paradigm Shift A Changing Young Childhood Beliefs Provoked and Theory Challenged Young Children's Culture Acquisition Competencies and Learning Parenting I- Emergent Themes and Trends Parenting II- Emergent Father Involvement? Early Emergence of the Self Socioaffective Competencies A Childhood Psychology Conclusions and Future Perspectives.

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Book SynopsisIntroduction: The Problem of the Family in Foucault's Work; R.Duschinsky  & L.Rocha PART I: EXPOSITIONS Foucault and the Family: Deepening the Account of History of Sexuality Volume 1; R.Lenoir  & R.Duschinsky Foucault's Familial Scenes: Kangaroos, Crystals, Continence and Oracles; V.Bell Foucault, the Modern Mother, and Maternal Power: Notes Toward a Genealogy of the Mother; K.Logan Foucault, the Family, and the Cold Monster of Neoliberalism; G.Harkins PART II: EVALUATIONS Jacques Donzelot's The Policing of Families (1977) in Context; J.M.Pestaña (Translated from Spanish by Judith Glueck) Gender, Reproductive Politics, and the Liberal State: Beyond Foucault; V.Mottier Foucault, the Family, and History: 'Imaginary Landscape and Real Social Structure'; D.Thom 'Présentation', Le Désordre des familles: Lettres de cachet des Archives de la Bastille (1982); A.Farge  & M.Foucault (Translated from French by Leon Antonio Rocha and Thibaud Harrois) 'That Dazzling, Momentary Wake' of the lettre de cachet: The Problem of Experience in Foucault's Practice of History; L.Rocha Afterword: Foucault's Family Resemblances; T.CarverTable of ContentsIntroduction: The Problem of the Family in Foucault's Work; R.Duschinsky & L.Rocha PART I: EXPOSITIONS Foucault and the Family: Deepening the Account of History of Sexuality Volume 1; R.Lenoir & R.Duschinsky Foucault's Familial Scenes: Kangaroos, Crystals, Continence and Oracles; V.Bell Foucault, the Modern Mother, and Maternal Power: Notes Toward a Genealogy of the Mother; K.Logan Foucault, the Family, and the Cold Monster of Neoliberalism; G.Harkins PART II: EVALUATIONS Jacques Donzelot's The Policing of Families (1977) in Context; J.M.Pestaña (Translated from Spanish by Judith Glueck) Gender, Reproductive Politics, and the Liberal State: Beyond Foucault; V.Mottier Foucault, the Family, and History: 'Imaginary Landscape and Real Social Structure'; D.Thom 'Présentation', Le Désordre des familles: Lettres de cachet des Archives de la Bastille (1982); A.Farge & M.Foucault (Translated from French by Leon Antonio Rocha and Thibaud Harrois) 'That Dazzling, Momentary Wake' of the lettre de cachet: The Problem of Experience in Foucault's Practice of History; L.Rocha Afterword: Foucault's Family Resemblances; T.Carver

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Book SynopsisWith a distinctive emphasis on how to distinguish types of conflict dependent on age and gender, Pickhardt shows parents how to turn the daily battles into opportunities for growth. This is a practical guide that helps parents confront difficult issues with which all families grapple.Trade ReviewPraise for The Connected Father: 'As the father of two teenagers, I found Pickhardt's book to be an important, supportive, and straightforward look at one of the most challenging stages of fatherhood' -Armin Brott, author of The Expectant Father and Father for Life 'This book is a must-read for any parent who has an only child' -Texas Family 'Insightful and helpful' -Austin StatesmanTable of ContentsIntroduction Chapter One: Cooperation and Conflict Chapter Two: Emotion and Conflict Chapter Three: Communication and Conflict Chapter Four: Intolerance and Conflict Chapter Five: Resemblance and Conflict Chapter Six: Change and Conflict Chapter Seven: Authority and Conflict Chapter Eight: Compromise and Conflict Appendix A: Behaviors to Avoid in Family Conflict Appendix B: A Code of Family Conflict Appendix C: In Case of Violence Further Reading Notes

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Book SynopsisLeading figures working in the philosophy of action debate foundational issues relating to the causal theory of action.The causal theory of action (CTA) is widely recognized in the literature of the philosophy of action as the standard story of human action and agency—the nearest approximation in the field to a theoretical orthodoxy. This volume brings together leading figures working in action theory today to discuss issues relating to the CTA and its applications, which range from experimental philosophy to moral psychology. Some of the contributors defend the theory while others criticize it; some draw from historical sources while others focus on recent developments; some rely on the tools of analytic philosophy while others cite the latest empirical research on human action. All agree, however, on the centrality of the CTA in the philosophy of action. The contributors first consider metaphysical issues, then reasons-explanations of action, and, finally, new directi

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Book SynopsisThis book focuses on a theoretical framework (the Four-Component Model) and evaluations of the Defining Issues Test (DIT) developed by Rest and his coworkers. The authors assess their own work with the DIT and that of hundreds of other investigators. Among their conclusions are: formal education is correlated with moral judgment; there is evidence for Kohlberg's higher stages; moral education programs produce modest gains, and, there are no sex differences. The book is important for libraries wishing a complete collection on moral development. Choice

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Book SynopsisA reflection on the circumstances of child abuse, and on the consequences of this abuse. There are examples from literature and from clinical material.

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Book SynopsisA biography of a pioneering child analyst.Trade Review“Young-Bruehl’s description of one of the most complex but brilliant lights in psychoanalytic history has stood as a beacon to students of psychoanalytic history. It is the best most carefully crafted biography of any psychoanalyst and it illuminates the entire tradition with a clarity that only the exploration of the life of the daughter of the founder of the movement could possibly provide. It is a beautifully written insightful and remarkably edifying piece of work. The best has just got better.”—Peter Fonagy, Freud Memorial Professor of Psychoanalysis, University College London -- Peter Fonagy"This book is still . . . the gold standard of biographies of thinkers in the psychoanalytic tradition and thus continues to merit a place among the best. . . . Libraries . . . will want this volume . . . required reading for those interested in . . . psychological thought and practices . . ."— Choice * Choice *

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Book SynopsisYouth violence and aggression continue to give concern throughout society. This book bridges the gap between science and practice, providing school professionals with the information they need to coordinate efforts and enhance communication between parents, other educators, administrators, and social services providers.Table of ContentsCauses.- Incidence and Associated Conditions.- Case Finding, Screening, and Referral.- Diagnostic Assessment.- Psychoeducational Assessment.- Treatment.

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Book SynopsisIn our culture we demand a great deal from our intimate relationshipsand we are often disappointed.Trade Review"Marion Solomon's wisdom and warm humanity, together with her wide understanding and successful integration of systems ideas with both American mainstream and British object relations psychoanalytic thought and technique, make this book vital reading for all those concerned with the restoration and improvement of couple relationships in this 'age of confusion.' Her elegant style and her ability to present complex issues in simple language without 'writing down' make it a pleasure to read. I recommend it heartily." -- A. C. Robin Skynner, M.D., The Group-Analytic Practice, London "A uniquely well-articulated and scholarly exploration of the complexities of narcissism. In clarifying the relevance of difficult theoretical concepts to interpersonal relationships, Solomon has written a 'must' book for clinicians who work with couples and families." -- Althea Horner, Ph.D., author of Object Relations and the Developing Ego in Therapy

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Book Synopsis"This volume, ably assembled and introduced by Robert Coles, presents the Essential Erikson."—Howard Gardner

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Book SynopsisDiscover the revolutionary way to harness the brain's capacity to heal itselfSupported by the latest brain research, The Anat Baniel Method uses simple, gentle movements and focus to help any child, who has been diagnosed with autism, Asperger's Syndrome, ADHD, Cerebral Palsy or other developmental disorders.In this supportive and hands-on book, Anat Baniel guides parents through the nine essentials of the method, each one designed to harness the brain's capacity to heal itself -- with remarkable and sometimes immediate results.By shifting the focus to connecting rather than 'fixing,' this powerful yet simple method helps both children and parents to de- stress, focus, and grow. Most of all, the it helps all children maximize their potential, no matter what their diagnosis.

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