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This famed scholar explores the nature-nurture debate, and argues that the two interact to shape human development and behavior. Different psychological theories and historical influences are discussed, as is the author’s prediction that evolutionary psychology will itself evolve to take better account of cultural influences.
Advances in fertility technology are giving couples the chance to have children at later ages. Nancy Gibbs discusses the increased risk of problems such as miscarriage and chromosomal abnormalities of late-in-life babies.
John Pekkanen describes the many potential threats to the fetus’s well-being, including the mother’s diet, drug use, caffeine, and environmental hazards. The fetus’s ability to learn and remember is impressive, but the author argues that parents can risk overstimulating the fetus.
More than ever, parents seem eager to help their children become smarter and smarter at earlier ages. This article addresses some of the myths of early cognitive development and investigates parental guilt.
This leading scientist describes research demonstrating that babies have long-term memory to recall past events well before their verbal skills develop. Babies’ memory skills may be based in their brain development.
David Geary uses an evolutionary framework and Darwinian principles to predict and understand sex differences in childhood in behaviors such as social development, play, and sexual selection. The influence of culture is also considered.
Susan Gelman’s review of research by several prominent developmentalists describes how children’s thinking about the world is strongly influenced by the categories that they are able to create and use. Children’s thinking is also discussed in terms of the child’s ability to distinguish appearance from reality, to understand the orderliness and naturalness of biological growth, and to use words and names as a guide for making inferences.
When do children understand the minds of others? The authors describe research showing the emergence of young children’s intuitive or folk psychology, and discuss how parents and the culture can influence children’s understanding of others.
Gifted children generate interesting questions for us. Are they born that way? If children are gifted in one domain, are they gifted in others? How important is the environment and “practice, practice, practice”? Ellen Winner addresses these issues and concludes that we do not yet know whether nature or nurture matters more in the creation of giftedness.
Howard Gardner defines intelligence and explains his theory of multiple intelligences. In this interview, he adds a new one—naturalist intelligence—and describes how multiple intelligences are related to teaching and learning.
The scientists discuss the long-standing debate between “phonics” and “whole-language” approaches to teaching reading. The authors also discuss issues such as IQ and spelling errors. Their evidence supports the more traditional phonics approach as more effective.
After decades of outcry that “schools shortchange girls,” social scientists, educators, and parents are now considering how boys may get the short end of the educational stick and be at risk in many ways.
Success in life may have more to do with how we understand ourselves and others, whether we have empathy, and how well we interact with others. This emotional intelligence—EQ—is more important than IQ, some say, and the authors present the debate on whether EQ really exists, how it is measured, and whether it can be taught in schools.
Children’s lives—like their parents’—are more structured and more organized than ever. Can the “overscheduled child” suffer from “play deprivation” in a culture where corporate America is marketing edutainment and schools are doing away with recess?
This prominent psychologist describes how much of children’s gender socialization occurs within same-sex social groups. Interestingly, many sex-related qualities and behaviors emerge within a group setting more than when children are alone.
Schoolrooms have different cliques of children, and this article describes girls’ cliques: Queen Bees, Alpha Girls, and the Really Mean Girls. Though boys are often viewed as the more aggressive sex because of their overt physical aggression, research is discussed on verbal and interpersonal aggression that is more common in girls.
Bullying begins early in life and is, according to data, a nationwide problem. Janis Bullock discusses research on characteristics of bullies and their victims and the impact of this behavior on children’s development. Recommendations for working with bullies at school are offered.
This distinguished team of leading developmental psychologists summarizes research on parenting related to the interaction of nature and nurture, children’s temperament, and the roles of peers and the neighborhood.
This review of research addresses children’s adjustment to divorce, life in stepfamilies, and relations to stepparents. The authors also discuss children’s characteristics that influence their adjustments to their parents’ divorces and remarriages.
All parents struggle with discipline and control issues. Nancy Gibbs discusses attitudes about children and parenting that may have created monsters in some families, or at least spoiled children in too many. Many parents are rethinking their ways.
A leading scholar on day care presents extensive information on the socioeconomics and politics of early child care. Sandra Scarr also summarizes research on the effects of child care on children’s social, academic, and emotional development.
Ellen Galinsky offers an interesting article on family life from the child’s perspective, asking children about family values and having children grade their mothers and fathers on many aspects of parenting.
William Damon, a prominent developmental psychologist, discusses the origins of morality, the universality of values, and the key role that parents play in promoting their children’s moral development.
Jerry Adler presents historical evidence on various aspects of development, from family life, to technology and education, to religion and the media.
Teenagers drink, and their brains suffer because of it. Adolescents’ alcohol consumption has many negative effects, including the loss of brain cells and impaired memory and intellectual functioning.
Children have a lot of free time. Reed Larson analyzes data from different countries to compare the time American youths spend on schoolwork, jobs, leisure, sports, volunteer activities, and media. How children use their time may promote the development of different skills and values.
The media offer children countless role models in television programs, music, movies, and comic books. Interesting differences emerged when the authors surveyed African American, Asian American, Latino, and White children on whether children admire people they know—parents, for example—or media figures.
The authors offer detailed research findings on the relationship between poverty and children’s outcomes in physical, emotional, and cognitive development and in school achievement.
Martin Teicher describes evidence on the effects of abuse on the child’s brain development, especially on the hippocampus and amygdala. Long-term effects on the child’s personality and antisocial behavior are also discussed.
Autism is a puzzling disorder that includes social withdrawal, language delays, and interpersonal and emotional deficits. Patricia Rodier offers an in-depth discussion on genetic and neurobiological factors in autism.
In a tragedy seen around the world, children in many countries carry arms and fight as soldiers. Tom Maslind talked with some of these child soldiers, and also reports on efforts by the United Nations Special Session on Children to take children out of harm’s way.
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