The Oxford Handbook of Developmental Psychology, Vol. 2: Self and Other
Published online:
16 December 2013
Published in print:
14 March 2013
Online ISBN:
9780199978328
Print ISBN:
9780199958474
Contents
End Matter
Index
-
Published:March 2013
Annotate
Cite
'Index', in Philip David Zelazo (ed.), The Oxford Handbook of Developmental Psychology, Vol. 2: Self and Other, Oxford Library of Psychology (2013; online edn, Oxford Academic, 16 Dec. 2013), https://doi.org/, accessed 3 May 2025.
Subject
Psychology
Series
Oxford Library of Psychology
Collection:
Oxford Handbooks Online
Index
- abuse
- academic achievement
- biological influences349–350
- cognitive and motivational influences350–354
- cultural and social-structural influences354–355
- gender348–355
- gender differences350
- gender schemas350–351
- gender-typed goals and values351–352
- opportunities and practice352
- parental influences352
- peer influences353–354
- prosocial behavior307
- teacher influences352–353
- theory of mind416–417
- acetylcholine
- active gene-environment effects, gender329
- activity119
- activity level, temperament123–124
- activity setting, children’s everyday activities445
- adaptability, play282
- Adaptive Calibration Model, stress59
- adaptive systems
- agency and mastery motivation594
- attachment relationships and families592–594
- human resilience592–597
- learning and intelligence594–595
- additive model, peer rejection260
- adolescence
- cortisol levels54
- depression65–66
- prosocial behavior development303–304
- reactivity of HPA axis54–55
- adulthood, Big Five model121–122
- Adult Temperament Questionnaire129
- adversity, biological targets for intervention471
- affective mirroring, infancy404–405
- African-Americans264
- African-Canadian children264
- Africans, temperament
- agency, resilience594
- aggression507. See also antisocial behavior
- children127
- children’s thinking about friendships247
- definitions508–510
- developmental trajectories511–512
- direct356–357
- empathy359
- family influences360
- gender development356–362
- gender schemas359
- genetic influences359
- hormonal influences358–359
- interpersonal goals and values359–360
- media influences360–361
- media violence178–179
- peer influences360
- perceived popularity255
- physical512–513
- prosocial tendencies306–307
- sexual harassment357–358
- social-cognitive model257
- social withdrawal251
- stress reactivity175
- television361
- videogames361
- Ainsworth, Mary194
- alcoholism, developmental psychopathology463
- Alexander, Richard294
- allostasis48
- allostatic load48
- altruistic behavior301
- American Psychiatric Association551
- amygdala
- basic emotion systems103
- evaluation (4-month)
- fearfulness105
- neurochemistry
- neuronal clusters
- psychopathy104–105
- stress response49
- victim-based moral judgments101–102
- analysis. See multiple levels of analysis
- anatomical studies, specific language impairment (SLI)495
- Anglo-American children180
- angry expressions, social conventional norms102
- Animal Play Behavior, Fagen277
- Annals of the New York Academy of Sciences600
- antisocial behavior507–508. See also aggression
- attention-deficit/hyperactivity disorder (ADHD) and515–516
- breaking rules514
- causal factors517–518
- comorbidity515–517
- definitions508–510
- developmental psychopathology517–518
- developmental trajectories of conduct problems511–512
- deviant peer group affiliation518
- genetically informative studies519–520
- gene-times-environment interaction33–34
- hypothalamic-pituitary-adrenal axis520
- indirect aggression514–515
- informants510
- lying and fraud513–514
- monoamine oxidase A (MAO-A) gene519–520
- oppositional behavior516
- peer selection539–541
- personality characteristics518–519
- physical aggression512–513
- prevalence510–511
- prevention520–521
- questions for future research521
- risk factors518
- social environment528–529
- stealing513
- substance abuse and516
- subtypes and specific behaviors512–515
- vandalism514
- antisocial personality disorder (ASPD)515
- anxiety
- amygdala response to fear29
- comorbidity with ADHD555
- emotion regulation87–88
- gene X environment interactions32–33
- peer rejection261
- appeasement, embarrassment function107–108
- approach behavior, social interactions130
- arginine vasopressin (AVP)46
- arousal, temperament
- Asian children315
- Asians, temperament
- Asperger disorder224
- Assertion, gender schemas336–337
- assertiveness124
- asset581
- asset gradient581
- athletic participation, gender346–348
- attachment
- childhood mental health210
- clinical implications of research209–211
- development193–194
- factors for secure or insecure200–202
- outcomes of secure or insecure204–207
- parental socialization311–312
- peer interaction266–267
- relationships and families592–594
- security changes over time202–204
- Attachment Q-sort196
- attachment theory191–193, 211–212
- assessing development197–198
- assessing security of194–197
- biological foundations198–199
- culture199–200
- emotion regulation87
- overview193–194
- questions for future research212
- attention. See also joint attention
- infancy404–405
- attention-deficit/hyperactivity disorder (ADHD)10–11, 34, 549–551
- age-related changes563–564
- biopsychosocial perspective568
- brain function and neuropsychology560–561
- brain structure559
- causes556–561
- clinical phenotype561–562
- cognitive deficits560
- comorbidity with antisocial behavior515–516
- concept of adult563
- development across lifespan561–564
- developmental considerations561–567
- developmental synthesis of research of causes564–566
- diagnostic approaches551–552
- endophenotype564
- environmental factors557–559
- epigenetic processes568
- equifinality565–566
- etiology556–559
- future directions567–568
- gene X environment interactions559
- genetic factors556–557
- historical roots551
- hyperkinetic disorder (HKD)551–552
- hyperkinetic syndrome551
- as mental disorder552–554
- multiple deficit models561
- neurochemistry559–560
- nondevelopmental fixed-core-deficit model565
- nosology and diagnosis566–567
- pathophysiology559–560
- peer rejection260
- postnatal factors558
- prenatal factors557–558
- questions for future research568–569
- state-dependent and dynamic nature of impairment in560–561
- attention processes, temperament20
- attitudes, interpersonal judgments181–184
- authoritative parenting, social environment533
- autism
- broken mirror hypothesis414
- comorbidity with ADHD555
- intervention, learning and motivation in234–235
- theory of mind and imaging research414–416
- autonomy, children’s motivation180
- Baldwin Effect, play282
- Bateson, Pat280
- Bayley Scales of Infant Development284
- behavior
- interpersonal judgments181–184
- peer acceptance252–253
- peer rejection253–255
- perceived popularity255
- sibling relationships536–537
- status255–256
- behavioral approach system (BAS)129–130
- behavioral control180
- behavioral flexibility, locomotor play285
- behavioral inhibition system (BIS)130–131
- behavioral plasticity, play281–282
- belief-desire reasoning, theory of mind416
- benevolent sexism337
- Berkeley Puppet Interview510
- Bernstein, Basil293
- bidirectional nature, development5
- Big Five. See also temperament and personality traits
- developmental changes132–133
- temperament and personality traits129–133
- biobehavioral influences, same-gender peer preferences341
- biological foundations, attachment198–199
- biological influences
- children’s gender schemas338
- gender and academic achievement349–350
- gender and aggression358–359
- gender and athletic participation346–347
- gender play preferences344–345
- gender theories328–329
- biological processes, integrating into preventive interventions470–472
- biological variables, temperament
- biosocial theory, gender328
- Birch, Herbert20
- Blatchford, Peter283
- Bock, John287
- body schema at birth, minimal self383–384
- Botswana, play and tool use287
- bounded substance385
- brain
- attention-deficit/hyperactivity disorder (ADHD)559
- behavior3
- cognitive deficits560
- developmental psychopathology459
- illustrations of cerebral cortex areas of joint attention222
- individual learning experiences89–90
- reducing stigmatization of disorders472–473
- role of emotion in development93–94
- brain derived neurotropic factor (BDNF)468–469
- brainstem auditory evoked potential (BAER)
- Broca’s area, specific language impairment (SLI)494
- broken mirror hypothesis, autism414
- Brown v. Board of Education (1954)181
- Buhler, Charlotte243
- bullying, targeted victimization538
- Buss, Arnold H.119
- Calvin, John
- Cambodian refugees
- Cambridge Study in Delinquent Development515
- Canadian children
- cardiovascular system, sympathetic tone
- caregiving, infant development428–429
- Caring School Community316
- cascading constraints, development92
- catacholaminergic drugs560
- catechol-o-methyltransferase (COMT)
- categorization task, Williams syndrome489–490
- Caucasian infants
- Caucasians, temperament
- central nervous system (CNS), event uncertainty
- challenge model, risk and resilience588
- characteristic adaptation115
- cheating behavior, evolutionary psychology484
- Child Development and Personality16
- Child Development Project316
- childhood
- Big Five model121–122
- cross-gender peer interactions342–343
- neuroimaging for bipolar disorder105
- children. See also friendshipsplay
- activity setting analysis445
- aggression127
- attachment development197–198
- attachment security202–204
- beliefs and biases182–183
- Big Five model121–122
- bullying538
- childcare and cortisol63–64
- choice and autonomy180
- depression65–66
- discussing past events with others440–442
- disruptive behavior disorders (DBD)66–67
- early life stress67–69
- event uncertainty
- exercise play284–285
- family relationships173–174
- foster care68–69
- friendlessness250
- friendship and adjustment250–251
- gender behavior182
- genetic polymorphisms70
- individual differences with friendships246–247
- inhibited and uninhibited
- intelligence
- language development409–410
- locomotor play282–285
- media violence178–179
- object play285–289
- outcomes of secure or insecure attachments204–207
- parental socialization310–314
- parent-child relationships61–63
- participation in everyday activities and442–445
- perceived popularity255
- personality trait development114
- posttraumatic stress disorder66
- pretend play292–294
- prosocial behavior development302–304
- racial prejudices183–184
- resilience463–465
- self-categorizing and description in391–392
- self-control126
- social interaction and development432
- social play290–292
- temperament
- temperament and personality traits113–114
- temperament and prosocial behavior307–309
- temperament assessments at 14 and 12 months
- understanding of friendships246
- Children of Kauai study591
- Children of the Great Depression, Elder463
- Chinese, temperament
- Chinese adolescents303
- Chinese-American infants
- Chinese-Americans264
- choice, children’s motivation180
- chromosomes
- circadian rhythm, stress50–51
- Civil Rights Act of 1972348
- Civil Rights movement312
- Clark, Kenneth181
- Clark, Mamie181
- clinical phenotype, attention-deficit/hyperactivity disorder (ADHD)561–562
- Cloninger, C. Robert120–121
- Coaches, athletic participation348
- coactive nature, development5
- coding system, Darwin17
- cognitions, social environment531–533
- cognitive-developmental theory, gender332–333
- cognitive influences
- gender and academic achievement350–354
- gender and aggression359–360
- gender and athletic participation347–348
- gender and communication355–356
- gender and friendship363–364
- gender play preferences345–346
- gender theories330–333
- modularity and disorders486–492
- same-gender peer preferences341–343
- cognitive profiles, modularity and developmental disorders484–486
- cognitive psychology, internal working models207–209
- cognitive stage theory, emotion regulation85
- cognitive theories, specific language impairment (SLI)496–497
- common ingroup identity model184
- common sequencing process492
- communication, gender355–356
- community service, parental styles312
- compensation, development485
- compensatory model, risk and resilience588
- competence581
- conceptual change positions, morality100
- conceptual nervous system130
- conditioned freezing
- conditioned stimulus (CS), fear25
- conduct disorder (CD)508–510. See also antisocial behavior
- comorbidity with ADHD554–555
- definitions508–510
- developmental trajectories512
- prevalence510–511
- social world528
- conscience development, attachment206
- constructive play. See object play
- context, developmental psychology8
- Context and Thought, Dewey8
- controversies, resilience research597–600
- Cooley, Charles H.243
- cortical efficiency, development92–93
- cortical regions, development93
- corticotropin-releasing factor (CRF), stress reactivity175
- corticotropin-releasing hormone (CRH)
- extrahypothalamic CRH and stress50
- cortisol
- childcare and63–64
- depression65
- diurnal rhythm51
- emotion23
- fox offspring
- HPA axis functioning52–53
- levels from infancy through adolescence54
- stress reactivity176
- temperament and stress reactivity60–61
- cortisol receptors, physiology and behavior47–48
- criticism
- cultural influences
- gender and academic achievement354–355
- gender and aggression360–362
- gender and athletic participation348
- gender and communication356
- gender and friendship364
- gender theories329–330
- play preferences346
- same-gender peer preferences343
- cultural practices
- child development431–432
- guided participation442–443
- participation in every day activities and442–445
- cultural tools, human development432–434
- culture
- attachment199–200
- behavior3
- friendships264
- gender and aggression361–362
- participation in everyday activities442–445
- peer acceptance264–265
- peer rejection265
- peer relationships263–265
- Darwin, Charles17
- Davis, Michael21
- day-night Stroop task86
- deficits in attention motor control perception (DAMP)555
- dehydroepiandrosterone (DHEA)47
- delay-of-gratification paradigm, rewards221
- depression
- comorbidity with ADHD555
- developmental psychopathology461
- gene X environment interactions32–33
- maternal173
- parental174
- peer rejection261
- preventive strategy466
- self-attributions174
- stress reactivity65–66
- temperamental bias
- design, evolutionary psychology483–484
- desires and intentions, mental states400–401
- developmental disorders481–482., See also specific language impairment (SLI)Williams syndrome (WS)
- future of modularity498–500
- modularity and484–486
- questions for future research501
- developmental neuroscience, developmental and individual factors89–93
- developmental phenotypic plasticity, stress-response58
- developmental psychology
- attachment193
- hope and fear3
- importance of context8
- intervention for testing causal hypotheses about10–11
- multiple levels of analysis6
- multiple simultaneous causes8–9
- plasticity6–8
- probabilistic-epigenetic framework5
- reciprocal causality9–10
- Developmental Psychology3–4
- developmental psychopathology455–456, 457–459, 582
- antisocial behavior517–518
- definition457
- developmental pathways461–463
- evidence-based treatments472
- future directions and challenges470–473
- gene X environment interaction467–469
- historical origins of456–457
- integrating biological measures into design and evaluation470–472
- interplay between normality and psychopathology460–461
- multilevel approaches to resilience469–470
- multiple levels of analysis466–470
- parenting and family environment532–533
- prevention and intervention465–466
- reducing stigma472–473
- resilience463–465
- social environment529
- social policy472
- translational research465
- developmental social cognitive neuroscience4
- developmental systems5
- developmental timing8
- developmental trajectories, conduct problems511–512
- dexamethasone, measurement53
- Diagnostic and Statistical Manual (DSM-III)551
- differentiation theory, emotions17–18
- discipline, parental socialization310–311
- Dishion, Tom178
- distress. See personal distress
- distributed processing, joint attention236
- domestic violence173
- Dominic Interactive Assessment510
- dopamine559–560
- dopamine dysregulation disorder559
- dopamine receptors
- dot-probe task, fear or anger29
- drinking phobia
- dynamic434
- dynamic systems perspective, emotion18–19
- dyscalculia, modularity485
- East Asian-Canadians264
- Eastwood, Clint
- ecocultural model of development444–445
- ecological self384
- ego, self-regulation595
- egocentric empathy302
- Ekman, Paul17
- electric shock
- embarrassment function, appeasement107–108
- emergentism, modularity and development484
- emotion
- emotion regulation and brain development93–94
- infancy405
- measurement17
- neural circuitry of24–27
- parental socialization312–314
- role in emotion regulation and brain development93–94
- social environment530
- stress57–58
- emotional development
- differentiation and integration17–18
- emotion research17
- future directions35
- gene X environment interactions31–35
- history16–17
- key points15–16
- measurement22–23
- mental representations174
- physiological measures23
- questions for future research35–36
- social psychology16–17
- temperament22–23
- theories of16–19
- emotionality119
- emotional risk factors, secure attachment200–201
- emotion-based positions, morality100–101
- emotion-eliciting paradigm22
- emotion regulation
- attachment206
- branching pathway of individual styles of92
- conceptualizing, with neuroscience82–84
- individual differences81–82
- integrating developmental and individual factors with neuroscience89–93
- interactions between normative and individual factors88–89
- neural functions84–85
- normative advances81–82
- normative vs. individual accounts of development85–88
- parental socialization313
- prosocial behavior307–309
- role of emotion and brain development in93–94
- emotion research, theories of temperament19–22
- emotion understanding, attachment206
- empathy
- egocentric302
- gender and aggression359
- global302
- interventions315–317
- parental socialization310–314
- personal distress305–306
- prosocial behavior301
- quasi-egocentric302
- social competence and problem behaviors306–307
- endophenotype, attention-deficit/hyperactivity disorder (ADHD)564
- environmental factors
- attention-deficit/hyperactivity disorder (ADHD)557–559
- emotion and temperament development31
- environmental structures, social cognitive theory330–331
- epinephrine (Epi)46
- EQUIP program315
- ethnic and racial identity393
- ethological theory, peers245
- etiology, attention-deficit/hyperactivity disorder (ADHD)556–559
- European-American children315
- European-Americans264
- European-Canadians264
- Europeans, temperament
- event uncertainty
- everyday activities
- culture and participation in443–445
- guided participation442–443
- human evolution427–431
- participation442–445
- evidence-based treatments, developmental psychology472
- evocative gene-environment influences, gender329
- evolutionary history, social signals17
- evolutionary theories, stress reactivity differences58–59
- executive function (EF)
- ADHD560
- cognitive activity82
- emotion regulation85–86
- language development in children410
- exercise play283–284
- expectancy-value theory, gender331–332
- experience-dependent changes90
- experience-expectant changes90
- extended contact hypothesis183
- extrahypothalamic corticotropin-releasing hormone (CRH), stress50
- eye direction detector (EDD)228
- facial recognition, infants429–430
- Fagen, Robert277
- failure
- faith, resilience596
- false-belief understanding
- infancy404
- infant/toddler years405–407
- preschool years408–411
- school-age years411–413
- families
- attachment relationships and592–594
- life stress and risky67–69
- parenting and children’s behavior532–533
- relationships of children173–174
- family influences
- children’s gender schemas338–339
- friendship intimacy364
- gender and aggression360
- gender and athletic participation347
- gender and communication355–356
- gender play preferences345
- fear circuitry15
- fear conditioning25
- feedback, neural events84
- Fels Research Institute
- fifth waveform, biological measure
- fight-flight-freeze system (FFFS)130–131
- figurative language, Williams syndrome488–490
- fluoxetine, anxiety and depression32
- fractionation, Williams syndrome490–491
- Fragile X, developmental disorder482
- fraud, antisocial behavior513–514
- friendships242. See also peer relationships
- children245–251
- children’s understanding of246
- children without250
- cross-gender363
- culture and264
- dissolution248
- functions of245–250
- gender249–250
- individual differences246–247
- interactions between friends249
- interpersonal attraction theory248
- intimacy by gender362–364
- peer selection539–541
- prevalence and stability of247–248
- same-gender362
- short- and long-term considerations250–251
- significance of peers244
- similarities between friends248–249
- within-gender variability362–363
- frontalization, development92–93
- Galda, Lee294
- Garcia-Coll, Cynthia
- gastrin-releasing peptide
- gaze processing, responding to joint attention (RJA), and ventral social brain221–224
- gender327
- academic achievement348–355
- children learning behavior182
- friendship and249–250
- object play287–288
- prosocial behavior309
- rough-and-tumble (R&T) play291–292
- sexist attitudes337–338
- sexual harassment357–358
- similarities and differences334–335
- similarities between friends248
- social role theory279
- social withdrawal255
- gender development326–327, 364–365
- athletic participation346–348
- biological theories328–329
- cognitive and motivational theories330–333
- communication style355–356
- cultural and social-structural theories329–330
- friendship intimacy362–364
- gender schemas336–340
- play343–346
- temperament335–336
- theoretical frameworks327–334
- gender-egalitarian society346
- gender identity disorder (GID), play preferences344
- gender schemas
- academic achievement350–351
- affiliation and assertion336–337
- athletic participation347
- awareness of sexist discrimination338
- communication355
- developmental trends336
- family influences338–339
- friendship intimacy363
- gender and aggression359
- linguistic biases339–340
- media influences339
- peer influences339
- sexist attitudes337–338
- gender segregation, peer groups340–343
- gender theories
- behavioral genetics329
- biosocial theory328
- cognitive-developmental theory332–333
- ecological systems theory330
- evolutionary psychology theory328
- expectancy-value theory331–332
- gender schema theory332
- gene X environment interactions329
- neuroscience approaches329
- social-cognitive theory330–331
- social identity theory333
- social role theory330
- theory bridging333–334
- genetics
- antisocial behavior519–520
- attention-deficit/hyperactivity disorder (ADHD)556–557
- gender and aggression359
- mental disorder459
- parenting170–171
- prosocial behavior309–310
- specific language impairment (SLI)493
- three-way interaction468–469
- gene X environment (GxE) interactions9
- antisocial behavior33–34
- anxiety and depression32–33
- attention-deficit/hyperactivity disorder (ADHD)559
- developmental psychopathology467–469
- environmental influence31
- gender329
- genes, environment and psychopathology32–35
- social development170–171
- stress reactivity69–70
- German Observational Study of Adult Twins118
- global empathy302
- glucocorticoid response elements (GREs)47
- goal-corrected partnership208
- go/no-go task, emotion regulation29
- grammatical specific language impairment (GSLI)493
- Grass, Günter294
- Greek model, temperament115
- Group Socialization Theory, peers245
- guided participation, everyday activities442–443
- Gustafson, Kathy287
- Hall, G. Stanley243
- Halliday, Michael293
- Harris, Judith Rich170
- Harris, Paul294
- Hawks, stress-response phenotype58–59
- heart rate, emotion23
- Hebbian learning model, social cognition232–233
- hedonistic reasoning305
- Heschl’s gyrus495
- homophily hypothesis, friendships248
- hope3
- hormonal influences, gender and aggression358–359
- hostile sexism337
- human brain development, social processes428–430
- human evolution, sociocultural context427–431
- human pedagogy, social-ness169
- Hume, David379
- 11 b-hydroxysteroid dehydrogenase47
- hyperactivity, amygdala response29
- hyperkinetic syndrome551
- hypersocial personality profile, Williams syndrome488
- hypocortisolism55
- hypothalamic-pituitary-adrenal (HPA) axis
- antisocial behavior520
- behavior21
- depression65–66
- genes and stress reactivity69–70
- parent-child relationships61–63
- posttraumatic stress disorder (PTSD)66
- reactivity from birth through adolescence54–55
- hypothalamic-pituitary-adrenocortical (HPA) system
- anatomy46
- basal levels and diurnal patterns from infancy through adolescence54
- cortisol receptors47–48
- diurnal rhythm50–51
- extrahypothalamic CRH and stress50
- measuring HPA axis functioning52–53
- neuroanatomy and physiology46–51
- pharmacological assessments53
- prenatal and neonatal development53–54
- psychobiology of HPA reactivity and regulation55–59
- psychological theories of stress56–58
- reactivity of, from birth through adolescence54–55
- schematic of brain structures in activation and inhibition of49
- systemic and processive stressors48
- temperament and stress reactivity60–61
- identification386
- illness
- Indian-Canadians264
- individual accounts
- interaction with normative factors in emotion regulation88–89
- Infant Behavior Questionnaire (IBQ)221
- infants283
- amygdala
- assessing attachment security194–197
- attachment security202–204
- attention and intention404–405
- caregiving and development428–430
- cortisol levels54
- Down syndrome460
- event uncertainty
- parent-child relationships61–63
- prosocial behavior development302–303
- reactivity of HPA axis54–55
- social attention coordination behaviors219
- social brain169–170
- temperament202
- temperament assessments at 4 months
- world-inconsistent goals405–408
- infant temperament. See also temperament
- Campos, Joseph and Goldsmith, H. Hill20
- Rothbart, Mary20–21
- Thomas, Alexander and Chess, Stella19–20
- inferior frontal cortex, basic emotion systems103
- informants, antisocial behavior510
- information-processing model
- joint attention218–220
- joint attention and social cognition228
- social attention, joint attention and social cognition230
- inhibited children, uninhibited and
- insecure attachment194
- insula, basic emotion systems103
- Integrated Emotion Systems (IES) model101
- integration theory, emotions18–19
- intentional causation401
- intentionality detector (ID), cognitive modules228
- interactivity, cognitive system485
- interdisciplinary integration, temperament and emotion21
- intergroup theory, gender333
- intermittent explosive disorder (IED)515
- international adoption, stress68–69
- International Personality Item Pool123
- interpersonal attraction theory, friendships248
- intervention
- empathy and prosocial behavior315–317
- integrating biological measures into preventive470–472
- mental representations174–175
- testing causal hypotheses about development10–11
- intuitive vs. reflective, theory of mind402
- Iowa Test of Basic Skills179
- irritability, negative emotionality125
- Izard, Carroll17
- Japanese, temperament
- joint attention
- characteristics in early development218–220
- co-active system232–234
- dissociation of, in development220–221
- gaze processing221–224
- illustrations of cerebral cortex222
- integration of, and social cognition227–228
- learning from phase233
- multi-process model of233
- social cognition, and PDPM228–230
- joint perception228
- Jones, Blurton290
- joy, temperamental20
- Kagan, Jerome120
- Kearsley, Richard
- Klein, Melanie193
- Kramer, Franz551
- Kuhn, Thomas
- laissez-faire response, aggression267
- language. See also specific language impairment (SLI)
- cultural tool433–434
- development in children409–410
- figurative, in Williams syndrome488–490
- fractionation490–491
- gender stereotypes339–340
- reversible sentences496–497
- scaffolding440
- specific language impairment (SLI)497–498
- Williams syndrome487–488
- language centers93
- Latina-American girls264
- Lazarus, Richard16
- learned helplessness594
- learning
- disabilities and ADHD555
- guided participation443
- Hebbian model of social cognition232–233
- human evolution428
- infants404
- mental functioning427
- neuroplasticity7
- norms108–109
- parallel and distributed information-processing model (PDPM)234–235
- resilience594–595
- social environment529
- Williams syndrome487
- LeDoux, Joseph21
- lifespan, attention-deficit/hyperactivity disorder (ADHD)561–564
- Like-Me hypothesis168–169
- Likert scale22
- linguistic biases, gender schemas339–340
- locomotor play. See also play
- behavioral flexibility285
- exercise play283–284
- functions of284–285
- rhythmical stereotypes283
- rough-and-tumble (R&T)282–283
- Luther, Martin
- lying, antisocial behavior513–514
- Maccoby, Eleanor178
- magnetoencephalography (MEG)6
- Marshall, Helen243
- Massachusetts General Hospital
- mastery motivation594
- maternal sensitivity, attachment200–202
- maternal stress or illness
- math, gender and academic achievement349
- Maximally Discriminative Facial Coding System (MAX)17
- Meaney, Michael36
- means-ends knowledge18
- measurement
- developmental psychopathology470–472
- dexamethasone53
- HPA axis functioning52–53
- peer acceptance252
- resilience599–600
- temperamental bias
- Me-But-Not-Me dilemma389
- media167
- gender and aggression360–361
- gender and athletic participation348
- gender schemas339
- socialization agent178–179
- medial prefrontal cortex (mPFC), theory of mind research415
- Meditations, Descartes379
- melatonin, pregnant mother
- Melhuish, Ed293
- mental disorder, ADHD as552–554
- mental functioning, learning427
- mental health, children and attachment theory210
- mental illness, reducing stigmatization472–473
- mental representations
- children’s social experiences172–174
- emotional experiences174
- interventions174–175
- mental states
- awareness in infancy404–405
- beliefs and desires400–401
- individual differences in preschooler development410–411
- representational theory of mind400–401
- mental working models208
- meta-awareness390
- methodological promiscuity4
- methylphenidate559–560
- Mexican-American families315
- mindreading, social interaction430
- minimal group paradigm182
- minimalist innate modularity486
- minimal self. See also self-concept
- bounded and substantial embodied self384–385
- differentiated ecological self at birth384
- self-concept382–385
- subjectivity and body schema at birth383–384
- modeling, parental socialization310–311
- moderated risk-adjustment model, peer rejection260
- modularity500–501
- cognitive perspective486–492
- concept482–483
- developmental disorders484–486
- development and483–484
- emergentism484
- future of498–500
- shared resources491–492
- specific language impairment (SLI)492–498
- Williams syndrome (WS)486–492
- molecular biology9
- monetary incentive delay (MID) task, reward30
- monetary reward, neuroimaging30
- moral domain positions100
- moral grammar/organ positions, morality99–100
- morality
- attentional control105–106
- basic emotion systems103
- childhood bipolar disorder105
- conceptual change positions100
- defining99
- emotion-based learning systems103–104
- emotion-based positions100–101
- fearfulness105
- Integrated Emotion Systems (IES) model101
- moral grammar/organ positions99–100
- neurocognitive architectures101–103
- psychopathy104–105
- social conventional norms102
- Social Response Reversal (SRR) system model102
- theories of99–101
- theory of mind107–108
- victim-based norms101–102
- moral reasoning, prosocial behavior304–305
- Moss, Howard
- motivational influences
- children’s gender schemas338–339
- gender and academic achievement350–354
- gender and aggression359–360
- gender and athletic participation347–348
- gender and communication355–356
- gender and friendship363–364
- gender play preferences345–346
- gender theories330–333
- same-gender peer preferences341–343
- multigenic studies, three-way interaction (GxGxE)468–469
- multiple simultaneous causes, development8–9
- narcissistic personality disorders86
- narratives, cultural values441
- National Institute of Mental Health465
- natural selection, Darwin279
- Nature217
- Nazi Europe312
- neonatal development, hypothalamic-pituitary-adrenal (HPA) system53–54
- nervous system, emotion regulation84–85
- Neural Darwinism90
- neural functions, emotion84–85
- neural networks, joint attention217–218
- neural plasticity6–8
- neurobiology
- reward systems594
- temperamental bias
- neurochemistry
- amygdala
- attention-deficit/hyperactivity disorder (ADHD)559–560
- neuroconstructivism486
- neurodevelopmental research
- fear and reward27–31
- neuroimaging and fear27–29
- neuroimaging and reward29–31
- translational research27
- neuroimaging
- brain structures in complex emotions36
- childhood bipolar disorder105
- fear27–29
- psychopathy105
- reward29–31
- neuronal cell-adhesion molecule (NRCAM)499
- neuroscience
- autism414–416
- emotion regulation82–84
- gender329
- integrating normative and individual factors89–93
- theory of mind research414–416
- nominations, sociometric252
- No One Ever Asked Us, Festinger463
- Northern Ireland, resilience in children464
- nosology, attention-deficit/hyperactivity disorder (ADHD)566–567
- novelty seeking120
- objectified self. See also self-concept
- first signs of self-objectification386–388
- object play. See also play
- children285–289
- constructive play286
- functions288–289
- gender287–288
- tool use286–287
- object relations theory193
- Okavango Delta, play and tool use287
- Olympics348
- online rejection sensitivity258
- opioids
- oppositional behavior, comorbidity with antisocial behavior516
- oppositional defiant disorder (ODD). See also antisocial behavior
- comorbidity with ADHD554–555
- definitions508–510
- prevalence510–511
- subtypes509
- versus ADHD552
- orbital frontal cortex (OFC)
- basic emotion systems103
- emotion regulation83
- reward30
- victim-based moral judgments101–102
- orienting sensitivity120
- Oster’s Baby Facial Action Coding System (FACS)22
- parallel and distributed information-processing model (PDPM)227
- active vision and231–232
- autism234–235
- dynamic systems, integrated processing and232–234
- inside-out processing and PDPM230–231
- intervention, learning and motivation in autism234–235
- social cognition, joint attention and228–230
- value of PDPM234–235
- parallel processing, joint attention236
- paraventricular nuclei (PVN), hypothalamus46–47
- parental socialization
- emotion312–314
- empathy/sympathy and prosocial behavior310–314
- parental discipline, reinforcement and modeling310–311
- parenting style and attachment311–312
- parent-child relationships
- attachment and culture199–200
- prosocial development311–312
- social environment530–531
- stress reactivity61–63
- parenting
- ADHD children558
- authoritarian orlaissez-faire267
- emotion and temperament31
- gene X environment interactions170–171
- parent and child effects535–536
- psychological changes175–176
- responsive176–177
- social environment530–531
- socialization agent176–177
- supervision of children533–534
- temperament X environment interactions171–172
- parents
- child’s zone of proximal development (ZPD)435–437
- conflict173
- gender and academic achievement352
- pseudo-conversations with infants430
- secure attachments201–202
- social environment533–536
- Parten, Mildred277
- passive gene-environment effects, gender329
- pathophysiology, attention-deficit/hyperactivity disorder (ADHD)559–560
- PATHS (Promoting Alternative Thinking Strategies)316
- Pavlovian appetitive conditioning, neural circuitry25–26
- peer acceptance
- behavioral correlates252–253
- culture264–265
- measurement252
- person-group similarity model256
- secure relationship system266–267
- peer group
- antisocial behavior518
- functions262
- gender segregation340–343
- groups and adaptation263
- social context261–262
- peer influences
- friendship intimacy364
- gender and academic achievement353–354
- gender and aggression360
- gender and athletic participation347–348
- gender and communication356
- gender play preferences345–346
- gender schemas339
- peer rejection
- aggression and disruptive behavior253–254
- behavioral correlates253–255
- bullying538
- culture265
- externalizing problems260–261
- internalizing problems261
- loneliness258–259
- measurement252
- sensitivity258
- social exclusion537–538
- social withdrawal254–255
- peer relationships242–244. See also friendships
- behavioral correlates of peer acceptance252–253
- behavioral correlates of peer rejection253–255
- behavioral correlates of perceived popularity255
- behavioral correlates of status255–256
- children and friendships245–251
- cliques and crowds262–263
- culture and263–265
- groups and adaptation263
- loneliness258–259
- maladaptive pathway267–268
- measurement of acceptance and rejection252
- outcomes of259–261
- peer group as social context261–262
- peer group functions262
- peer rejection and externalizing problems260–261
- peer rejection and internalizing problems261
- psychosocial adaptation266–267
- questions for future research268
- rejection sensitivity258
- self-system259
- significance244
- social information processing256–258
- theoretical perspectives244–245
- peers
- birds of a feather539–541
- deviant peer affiliation539–541
- social environment537–541
- social interactions436–437
- socialization agent177–178
- perception-goal psychology, infancy404
- permissive47
- personality115, 116
- antisocial behavior518–519
- attachment security206
- gender329
- theories of emotional development16–19
- theories of temperament19–22
- Williams syndrome488
- personality traits. See also Big Fivetemperament and personality traits
- integrative model of development133–134
- personal narratives115
- person-focused models, resilience589–591
- person-group similarity model, status256
- personified self. See also self-concept
- assertion of, in development392–394
- becoming388–389
- emerging self-conception with others in mind390–391
- self as person388
- self-categorizing and description in children391–392
- self-conception in space and time389–390
- person praise180
- phenotypes, stress-response58–59
- philosophy, self-concept379–380
- philosophy of science, development8–9
- physical aggression, antisocial behavior512–513
- physiological changes, mediating parenting effects175–176
- physiological measures, emotional development23
- picture-based categorization task, Williams syndrome489–490
- picture-naming task, Williams syndrome487–488
- plasma, HPA axis functioning52
- play276, 277–278, 294–295
- behavioral flexibility in phylogeny281–282
- gender differences343–346
- locomotor play282–285
- models of function of279–282
- object play285–289
- pretend play292–294
- questions for future research295
- serving deferred benefits280–281
- serving immediate benefits281
- sex differences278–279
- social play289–292
- study of276–277
- voluntary component278
- Plomin, Robert119
- Pollak, Seth4
- Pollnow, Hans551
- Pollyanna problem, resilience599
- polymorphism, temperamental bias
- popularity. See perceived popularity
- positron emission tomography (PET)224
- Posner, Michael20
- posttraumatic stress disorder (PTSD)597
- central dogma of stress55–56
- cortisol51
- serotonin transporter gene
- stress reactivity66
- praise, self-esteem movement180–181
- predictive function, internal working models208
- pregnancy, maternal stress or illness
- prejudice167
- prenatal development, hypothalamic-pituitary-adrenal (HPA) system53–54
- prevalence, antisocial behavior510–511
- primary appraisal, stress response56
- procedural deficit hypothesis (PDH), specific language impairment (SLI)494
- procedural memory system486
- processing capacity486
- processive stressors, neuroanatomy48
- process praise180
- Project Competence study591
- projection386
- prolactin
- Promoting Alternative Thinking Strategies (PATHS)316
- promotive effect, risk and resilience588
- proprioception384
- prosocial behavior
- academic functioning307
- development of302–304
- emotion regulation313
- future directions317
- genetics and prosociality309–310
- hedonistic reasoning305
- infancy and early childhood302–303
- interventions promoting empathy and315–317
- moral reasoning304–305
- nonparental socialization314–315
- parental discipline, reinforcement and modeling310–311
- parental emotion socialization312–314
- parental socialization310–314
- parenting style and attachment311–312
- parenting values and children’s312
- questions for future research317
- school-aged children and adolescents303–304
- sex differences309
- social competence and problem behaviors306–307
- stability of prosocial tendencies304
- temperament of children307–309
- volunteerism16
- prosocial development300–302
- prosopagnosia, modularity485
- psychobiology, HPA reactivity and regulation55–59
- psychological control, parental311
- psychological dissociation, emotions58
- psychological health, children and attachment theory210–211
- psychological measure, temperamental bias
- psychological theories, stress56–58
- Psychological Types, Jung
- psychopathology456, 457. See also developmental psychopathology
- emotion and personality development32–35
- parent534–535
- relationships and resources541
- social environment528–529
- psychopathy, developmental disorder104–105
- psychosocial adaptation, peer relationships266–267
- purity102
- quasi-egocentric empathy302
- rapid eye movement (REM)50
- reappraisals, emotion regulation82–83
- reasoning100
- reciprocal causality, developmental psychology9–10
- recursion, understanding in school-age years411–413
- redundancy, development485
- Reformation theologians
- reinforcement, parental socialization310–311
- rejection
- religion, resilience596
- report measures, emotions22
- residual normality486
- resilience455, 581, 586. See also risk and resilience
- developmental psychopathology463–465
- multilevel approaches to469–470
- risk and68
- resources, social environment541
- response inhibition86
- response uncertainty
- responsive parenting, socialization176–177
- reticence, social anxiety254
- reversible sentences496–497
- reward circuitry15
- risk580, 581., See also resiliencerisk and resilience
- concept of582–585
- stress and vulnerability585
- risk and resilience579–580
- adaptive systems597
- agency and mastery motivation594
- attachment relationships and families592–594
- core concepts and models582–592
- early resilience research592
- faith, religion and sociocultural systems596
- highlights of research findings591–592
- issues and controversies597–600
- key terms581
- learning and intelligence594–595
- measurement problem599–600
- mediators and moderators of risk585
- models of589–591
- multiple levels of analysis600
- origins of research580–582
- person-focused models589–591
- Pollyanna problem599
- questions for future research601
- “right stuff, ”598–599
- self-regulation595–596
- variable-focused models587–589
- risk factor581
- risky families, early life stress67–69
- rough-and-tumble (R&T) play. See also play
- functions of290–292
- locomotor play282–283
- peer social play290
- rule-breaking, antisocial behavior514
- Saint Augustine, self-concept379
- Saulteaux Indians of Manitoba
- Schneirla, T. C.20
- school achievement, prosocial behavior307
- school-age children
- understanding recursion and interpretation411–413
- schools
- gender and athletic participation347–348
- interventions315–316
- socialization315
- theory of mind416–417
- Schwartz, Carl
- science, gender and academic achievement349
- secondary appraisals, stress response56
- secondary vulnerabilities585
- second-person knowledge, infancy405
- selective serotonin reuptake inhibitor (SSRI), fluoxetine32
- self-assertion392
- self-assertiveness394
- self-attribution, depression174
- self-concept378–379, 394–395
- assertion of personified self in development392–394
- attachment206
- constitutive categories of selfhood in development381–394
- defining, in development380–381
- emerging self-conception with others in mind390–391
- minimal self382–385
- ongoing philosophical debate379–380
- questions for future research395
- self as person388
- self-categorizing and description in children391–392
- self-conception in space and time389–390
- selfhood380
- self-determination121
- self-directedness120
- self-efficacy, gender331
- self-knowledge379
- self-objectification386–388
- self-preservation, stress56–57
- self-pruning brain, development91
- self-regulation
- children114
- internal working models208
- neural networks84–85
- resilience595–596
- social cognitive theory331
- social environment529–531
- temperament research
- self-report questionnaires, personality118
- self-system, peer relationships259
- self-theories, intelligence181
- serotonin
- sex327
- sex hormones
- sexist attitudes337–338
- sexual harassment, aggression357–358
- shared attention mechanism (SAM), cognitive module228
- short-term memory deficits492
- siblings
- false-belief understanding411
- scaffolding440
- social environment536–537
- social interactions437
- socialization314–315
- skin conductance, emotion23
- Smith, Peter294
- Snidman, Nancy
- social anxiety disorder
- social brain168, 169–170
- gaze following, responding to joint attention, and ventral221–224
- initiating joint attention (IJA), social cognition, and dorsal frontal224–227
- social-cognitive development. See also joint attention
- active vision and parallel and distributed information-processing model (PDPM)231–232
- autism220–221
- characteristics of joint attention218–220
- dissociation of joint attention behaviors220–221
- dynamic systems, integrated processing and PDPM232–234
- gaze following, responding to joint attention (RJA) and ventral social brain221–224
- infant social attention coordination behaviors219
- initiating joint attention (IJA), social cognition, and dorsal frontal social brain224–227
- inside-out processing and PDPM230–231
- integration of joint attention and social cognition227–228
- joint attention and PDPM228–230
- joint attention development233
- social-cognitive understanding, attachment206
- social context, peer group261–262
- social contrasting395
- social conventional norms, morality102
- social development167–168
- agents of socialization176–179
- choice and autonomy180
- emotional experiences174
- foundations of social-ness168–170
- gene X environment interactions170–171
- impact of social and cognitive/skill development179–181
- interpersonal judgments181–184
- interventions174–175
- media178–179
- mental representations172–174
- parenting170–176
- peers177–178
- physiological changes mediating parental effects175–176
- praise180–181
- questions for future research184
- responsive parenting changes176–177
- socialization170
- stereotype threat179–180
- temperament x environment interactions171–172
- theories of social-ness168–169
- social environment527–528
- ADHD558
- birds of a feather539–541
- environmental mechanisms528–529
- parent psychopathology534–535
- parents533–536
- peers537–541
- questions for future research542
- relationships and resources541
- self-regulation529–531
- siblings536–537
- social experience as cognitions531–533
- social relationships and self-regulation530–531
- social information-processing biases532
- social interaction
- adult-child conversations442
- conversations about past and events440–442
- human evolution427–431
- infants with caregivers428–430
- narratives441
- socialization. See also parental socialization
- agents of176–179
- conversations442
- media178–179
- mindreading430
- nature and nurture170
- nonparental sources314–315
- parental, and prosocial behavior310–314
- parenting176–177
- peers177–178
- peer selection539–541
- sex differences in play278–279
- social learning theory, peers245
- social mediation, human intelligence427
- social participation, social play290
- social phobia
- social play. See also play
- adult-child290
- functions of rough-and-tumble (R&T) play290–292
- interactions289
- participation289
- peer290
- play fighting290
- social policy, evidence-based treatments472
- social prejudice393
- social psychology, debates in16–17
- social representations, attachment207–209
- Social Response Reversal (SRR) system model102
- social rule-learning systems104
- social self-preservation, stress56–57
- social-structural influences
- gender and academic achievement354–355
- gender and aggression360–362
- gender and athletic participation348
- gender and communication356
- gender and friendship364
- gender theories329–330
- play preferences346
- same-gender peer preferences343
- sociocognitive modes of influence, gender331
- sociocultural contexts425–427
- active role of child435
- collaboration in child’s zone of proximal development (ZPD)435–437
- comparison to other developmental views434–435
- contemporary child development431–435
- everyday activities442–445
- everyday life427–431
- future directions445–446
- guided participation442–443
- human evolution427–431
- mental functioning427
- participation in everyday activities442–445
- questions for future research446–447
- resilience596
- social interactions with cultural members435–442
- social mediation427
- use of signs and tools432–434
- Vygotsky’s contribution432–434
- socioeconomic status (SES)3
- socioemotional understanding, friendship intimacy363–364
- sociometric measures, peers252
- space, self-conception in, and time389–390
- spatial memory, taxi drivers6
- specific language impairment (SLI)
- brain basis of494
- developmental disorder482
- future of modularity498–500
- genetic involvement493
- grammatical SLI (G-SLI)493
- implications for modularity497–498
- modularity and brain perspective492–498
- modularity at brain level494
- procedural deficit hypothesis (PDH)494
- reversible sentences496–497
- testing cognitive theories at brain level496–497
- voxel-based morphometry (VBM)495
- sports, gender and athletic participation348
- Sports Illustrated for Kids348
- startle response, fear28
- state-space grid analysis19
- State-Trait Anxiety Inventory (STAI)29
- status, behavioral correlates255–256
- stealing, antisocial behavior513
- Steele, Claude179
- stereotypes167, 183
- gender, by media339
- language and gender339–340
- sexist attitudes337–338
- social development179–180
- stigma reduction, developmental psychopathology472–473
- Still, Sir George551
- storytelling, cultural values441
- stress45–46, 580
- Adaptive Calibration Model59
- demise of central dogma55–56
- early life, and risky families67–69
- emotions57–58
- evolutionary theories of, reactivity differences58–59
- extrahypothalamic corticotropin-releasing hormone50
- future directions70–71
- neuroanatomy and physiology of HPA system46–51
- psychological theories of56–58
- risk585
- social self-preservation56–57
- stress-response phenotypes58–59
- sympathetic-adrenomedullary (SAM) system46
- stress inoculation68
- stress reactivity
- childcare and cortisol63–64
- depression65–66
- disruptive behavior disorders (CBC)66–67
- early life stress and risky families67–69
- emotional and behavioral problems65–67
- genes and gene-by-environment interactions69–70
- normative processes in development59–65
- parent-child relationships61–63
- posttraumatic stress disorder (PTSD)66
- temperament and60–61
- Subjectivity and Selfhood, Zahavi380
- Sullivan, Regina27
- Suomi, Stephen171
- suppressive47
- suprachiasmatic nuclei (SCN), hypothalamus50
- Supreme Court181
- surgency120
- Sweden, play preferences346
- sympathetic tone, cardiovascular system
- synaptic networks, development91
- synaptic plasticity90–91
- syntactic processing system494
- systemic stressors, neuroanatomy48
- talkativeness, gender355
- taxi drivers, memory6
- teleological reasoning, infancy404
- Teller, Edward
- temperament115
- behavioral inhibition21
- Campos, Joseph and Goldsmith, H. Hill20
- ethnicity and
- gender335–336
- gene X environment interactions31–35
- impulsivity and self-control335
- infant202
- measurement22–23
- prosocial behavior307–309
- questionnaires117
- research117
- Rothbart, Mary K.20–21
- stress reactivity60–61
- temperament x environment interactions171–172
- theories of19–22
- Thomas, Alexander and Chess, Stella19–20
- temperamental bias
- assessment
- biological measures
- biological variables
- brainstem auditory evoked potential
- EEG asymmetry
- evaluation at age15
- event-related potentials (ERPs)
- history of concept
- idea of
- implications
- inhibited and uninhibited children
- neurobiology
- psychological measures at age15
- questions for future research
- research
- sympathetic tone
- vocabularies
- Temperament and Character Inventory, Cloninger121
- temperament and personality traits
- activity level123–124
- Big Five Model from childhood through adulthood121–122
- Buss, Arnold H. and Plomin, Robert119
- children113–114
- Cloninger, C. Robert120–121
- definition115–116
- developmental changes132–133
- effortful control126
- future directions134–135
- integrative model of123–129
- Kagan, Jerome120
- metatraits128–129
- models of118–122
- negative emotionality124–126
- positive emotionality124
- psychological processes129–133
- Rothbart, Mary K.119–120
- structure116–118
- Thomas, Alexander and Chess, Stella119
- temperament x environment interactions171–172
- temporoparietal junction (TPJ)415
- “Tend and Befriend” hypothesis57
- testosterone
- theory of mind399–403
- attention and intention in infancy404–405
- broad scope of401–402
- developmental-componential402–403
- developmental progression of403–413
- development of9
- education416–417
- individual differences in preschooler development410–411
- key points398–399
- mechanism228
- mental state concepts401
- methodological issues403
- morality107–108
- recursion and interpretation in school-age years411–413
- representational400–401
- research directions413–418
- social cognition226–227
- violation-of-expectation paradigm406
- world-inconsistent goals in infant/toddler years405–408
- third-person account389
- threshold effect, risk and resilience588
- tic and motor disorders, comorbidity with ADHD555
- timetable, emotion regulation85
- Tomasello, Michael286
- Topeka study at Menninger clinic591
- Tourette syndrome482
- transactional and dynamics systems view434–435
- transcranial magnetic stimulation (TMS)414
- Trier Social Stress Test (TSST)57
- Turner syndrome, developmental disorder482
- uncertainty21
- unconditioned stimulus (US), fear24–25
- uninhibited children, inhibited and
- urine, HPA axis functioning52
- values, parental socialization312
- vandalism, antisocial behavior514
- variable-focused models, risk and resilience587–589
- vasopressin
- ventral striatum, reward30
- veridical empathic distress302
- victim-based norms, morality101–102
- victimization, bullying538
- violation-of-expectation paradigm, false-belief406
- violence. See also aggression
- hyperactivity as risk factor515
- media and children’s aggression178–179
- vision, parallel and distributed information-processing model (PDPM)231–232
- voluntary component, play278
- von Bekesy, Georg
- voxel-based morphometry (VBM), structural analysis495
- Vygotsky, sociocultural context of development432–434
- Wave5
- Weismer, Ellis496
- Wernicke’s area, specific language impairment (SLI)494
- Western Caucasian children315
- Western philosophy, self-concept379–380
- wheel of fortune (WOF) task, reward30
- White, Robert594
- Williams syndrome (WS)
- figurative language in488–490
- fractionation490–491
- modularity486–492
- shared resources491–492
- special language abilities487–488
- Wisconsin Study of Families and Work66
- withdrawal, behavioral responses of21
- Within Our Reach: Breaking the Cycle of Disadvantage, Schorr and Schorr463
- Zahavi, Dan380
- Zelazo, Philip R.
- Zoom, (picture book)433
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