Advances in Child Development and Behavior

Chapter One: How Does Experience Shape Early Development? Considering the Role of Top-Down Mechanisms

• Abstract
• 1 Introduction
• 2 An (Implicit) Bottom-Up Model of Perceptual Development
• 3 Challenges to the Bottom-Up View of Perceptual Development
• 4 Could Top-Down Information Shape Perceptual Development?
• 5 Conclusions and Future Directions
• Acknowledgments

Chapter Two: Applications of Dynamic Systems Theory to Cognition and Development: New Frontiers

• Abstract
• 1 Dynamic Systems Theory
• 2 The Dynamic Field Theory and Dynamic Neural Fields
• 3 Noncomputational Applications of Systems Concepts
• 4 Moving Dynamic Systems Theory Forward

Chapter Three: Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?

• Abstract
• 1 Introduction
• 2 The Measurement of Working Memory Capacity
• 3 Sources of Childhood Development of Working Memory: Is There a Fundamental Increase in Capacity?
• 4 Development of Working Memory Capacity in Infancy
• 5 Reconciliation of the Infant and Child Literatures
• Acknowledgments

Chapter Four: Why Neighborhoods (and How We Study Them) Matter for Adolescent Development

• Abstract
• 1 Introduction
• 2 Adolescent Development and the Life Course: An Orienting Note
• 3 The Neighborhood Context of Adolescence: How Neighborhoods Work
• 4 The Neighborhood Context of Adolescence: How Neighborhoods Look
• 5 A Neighborhood-Centered Approach
• 6 An Empirical Demonstration
• 7 Discussion and Conclusion
• Acknowledgments

Chapter Five: How Children Learn to Navigate the Symbolic World of Pictures: The Importance of the Artist's Mind and Differentiating Picture Modalities

• Abstract
• 1 Navigating the Symbolic World of Pictures
• 2 Foundations of Pictorial Understanding
• 3 The Role of the Artists’ Mind
• 4 Picture Modality
• 5 Concluding Remarks

Chapter Six: Perspectives on Perspective Taking: How Children Think About the Minds of Others

• Abstract
• 1 A Multipurpose Tool: The Many Functions of Mental State Reasoning
• 2 A Historical Overview of Research Leading to the Birth of the False-Belief Task
• 3 What Can We Infer From the Results of the Classic False-Belief Tasks?
• 4 False-Belief Reasoning in the First 2 Years of Life?
• 5 Thinking Outside the False-Belief Box: Theory of Mind Is Much, Much More Than Reasoning About False Beliefs
• 6 Individual Differences in Theory of Mind Development, Their Possible Origins, and The Implications for Fostering Theory of Mind
• 7 How Selective Social Learning Can Reveal Children's Understanding of the Mind
• 8 Future Directions: The Value in Understanding an Inherent Limitation on Perspective Taking and the Mechanisms Involved
• Acknowledgments

Chapter Seven: The Development of Tactile Perception

• Abstract
• 1 Introduction
• 2 Studying Multiple Senses in Development
• 3 Touch: A Primer
• 4 The Development of Haptics
• 5 The Developing Role of Touch in Perception of the Body
• 6 Interpersonal Touch Perception in Early Life
• 7 Summary
• Acknowledgments

Chapter Eight: The Development of Body Image and Weight Bias in Childhood

• Abstract
• 1 Understanding Body Image Attitudes
• 2 Measurement of Body Image Attitudes in Children
• 3 Body Dissatisfaction in Children
• 4 Weight Bias in Children
• 5 Approaches to Prevention of Body Dissatisfaction and Weight Bias in Children
• 6 Concluding Comments on Children's Body Dissatisfaction and Weight Bias