This book not only defines but also describes and discusses each of the concepts selected in relation to its theoretical, historical, and empirical background, with the aim of informing the reader about its place in the discipline, its origins, the purpose for which it was intended, and the extent to which it has been found useful. Arranged thematically in sections corresponding to chapter headings usually found in textbooks, this book could act as either a primary or secondary source for students wanting an accessible book to enrich their learning experience.

H. Rudolph Schaffer is Professor Emeritus in the Department of Psychology at the University of Strathclyde

Introduction	p. 1
Conceptions of Development	p. 5
Life-span development	p. 6
Developmental continuity	p. 9
Developmental trajectories and: Transition points Equifinality and multifinality	p. 12
Developmental stages	p. 16
Domain specificity and: Modularity	p. 20
Context and: Ecological systems perspective Developmental niche	p. 24
Mechanisms of Change	p. 29
Maturation and: Norms of development	p. 30
Environmental learning and: Observational learning	p. 33
Constructivism and: Social constructivism	p. 36
Dynamic systems and: Epigenesis Self-organization	p. 39
Connectionist networks	p. 44
Biological Aspects	p. 48
Evolution	p. 50
Fixed action patterns and: Sign stimuli	p. 54
Critical (sensitive) periods and: Experience-expectancy/Experience-dependency	p. 58
Brain plasticity	p. 61
Gene-environment effects and: Gene-environment correlation Gene-environment interaction	p. 64
Individuality	p. 69
Temperament and: Goodness of fit	p. 70
Self system and: Self-awareness Self-concept Self-esteem	p. 74
Social identity and: Identity crisis Gender identity Ethnic identity	p. 80
Vulnerability-resilience and: Risk factors and protective factors	p. 86
Individualism-collectivism	p. 91
Cognitive Development	p. 96
Cognitive architecture and: Multistore models Central conceptual structures	p. 97
Functional invariants and: Equilibration Assimilation Accommodation	p. 102
Symbolic representation and: Dual representation	p. 105
Cognitive strategies and: Mediational, production and utilization deficiencies	p. 110
Metacognition	p. 114
Theory theory and: Folk theories	p. 118
Social Cognition	p. 123
Zone of proximal development and: Cultural tools Scaffolding Guided participation	p. 125
Egocentrism and: Centration	p. 130
Theory of mind and: Appearance-reality distinction	p. 134
Attribution	p. 139
Scripts and: Schemas	p. 144
Emotional competence and: Emotional regulation Social referencing Emotional display rules	p. 148
Relationship Formation	p. 153
Intersubjectivity and: Joint attention	p. 155
Attachment and: Secure base Goal corrected behaviour Internal working models	p. 160
Bonding	p. 168
Peer group status and: Social withdrawal Social information processing model	p. 171
Social competence	p. 175
Socialization	p. 179
Child effects and: Bidirectionality	p. 180
Parent effects	p. 184
Parental belief systems	p. 188
Shared and nonshared environmental influences	p. 192
Internalization and: Compliance	p. 196
Moral, conventional and personal conduct rules	p. 201
Linguistic and Communicative Development	p. 207
Universal grammer and: Language acquisition device Surface structure and deep structure	p. 209
Proto-language and: Proto-conversations Proto-declaratives Proto-imperatives	p. 214
Motherese and: Language acquisition support system	p. 218
Speech acts and: Locution, perlocution and illocution	p. 222
Linguistic competence and: Communicative competence Conversational maxims	p. 225
References	p. 231
Index	p. 256
Table of Contents provided by Ingram. All Rights Reserved.

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