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Developmental Cascades
- 1st Edition, Volume 64 - April 11, 2023
- Editors: Catherine Tamis-LeMonda, Jeffrey J. Lockman
- Language: English
- Hardback ISBN:9 7 8 - 0 - 4 4 3 - 1 3 2 3 9 - 1
- eBook ISBN:9 7 8 - 0 - 4 4 3 - 1 3 2 4 0 - 7
Developmental Cascades, Volume 64 in the Advances in Child Development and Behavior series, brings together papers that share a focus on cascading influences across domai… Read more
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Request a sales quoteDevelopmental Cascades, Volume 64 in the Advances in Child Development and Behavior series, brings together papers that share a focus on cascading influences across domains and developmental time. The contributors are leading experts in the field of developmental science in areas such as perceptual development, language development, motor development, social development, cognitive development, academic achievement, media use, and children at risk for anxiety and depression.
The papers highlight theoretical issues around processes that give rise to cascading effects of experiences in infancy, early childhood, and adolescence using a variety of methods and study designs. Together, the papers showcase the types of methods, designs, and analytic approaches that bring rigor to understanding cascades in development. This volume provides a state-of-the art collection that will appeal to researchers, clinicians, educators, policy makers, and students across disciplines relevant to the science and practice of child learning and development.
- Focus on developmental cascades
- World-renowned across developmental domains and periods
- Coverage of state-of-the-art methods and analytic approaches to investigate developmental cascades
Researchers, clinicians, educators, policy makers, and students across disciplines relevant to the science and practice of child and adolescent learning and development
- Cover image
- Title page
- Table of Contents
- Series Page
- Copyright
- Contributors
- Preface
- New conceptualizations
- New analytic tools
- Implications for interventions
- The current volume
- References
- Chapter One: The development of visual attention in infancy: A cascade approach
- Abstract
- 1: Introduction
- 2: Visual attention and looking behavior
- 3: A systems approach to understanding visual attention
- 4: Visual attention and looking: A developmental cascade
- 5: Conclusion
- References
- Chapter Two: Infants exploring objects: A cascades perspective
- Abstract
- 1: Introduction
- 2: Developmental trajectories of object exploration
- 3: Exploration and opportunities for learning
- 4: The environmental context of exploration
- 5: Discussion: Cascading effects
- Acknowledgments
- References
- Chapter Three: Cascades in language acquisition: Re-thinking the linear model of development
- Abstract
- 1: Introduction
- 2: Defining cascades
- 3: Looking within: Cascades within the language “module”
- 4: Beyond the language module: Interdependencies between developmental systems
- 5: Cascades in dual language acquisition
- 6: Cascades in developmental language disorder
- 7: Cascades and language development: A reprise
- References
- Chapter Four: Early development in autism: How developmental cascades help us understand the emergence of developmental differences
- Abstract
- 1: Introduction
- 2: Developmental cascades and developmental differences
- 3: Principle 1: Multidirectionality, within and beyond the infant
- 4: Principle 2: Timescales, from moment to moment and across development
- 5: Methods for studying developmental cascades
- 6: Implications for clinical practice
- 7: Conclusion
- Acknowledgments
- References
- Chapter Five: Family alliance as a developmental antecedent of depressive and anxiety symptoms in early adolescence: Friendship quality as a mediating factor
- Abstract
- 1: Friendship and socioemotional functioning
- 2: Anxiety and depressive symptoms in early adolescence_ The role of friendship
- 3: Family interactions, friendship, and child socioemotional functioning
- 4: Family alliance
- 5: Testing a socioemotional developmental cascade
- 6: Method
- 7: Results
- 8: Discussion
- 9: Conclusion
- References
- Chapter Six: Pathways to emotion regulation in young Black children: An attachment perspective
- Abstract
- 1: Attachment theory
- 2: Caregiving adaptations and resilience in Black families
- 3: Pathways to emotion regulation
- 4: New directions in attachment theory and research with Black families
- Acknowledgments
- References
- Chapter Seven: Prosocial cascades: Understanding and nurturing the potential for positive developmental trajectories
- Abstract
- 1: Overview
- 2: Key theoretical considerations
- 3: Psychological and socialization-based mechanisms in prosocial cascades
- 4: Interventions and services that support positive prosocial cascades
- 5: Implications and future directions
- 6: Conclusion
- References
- Chapter Eight: Perceived parenting practices associated with African American adolescents' future expectations
- Abstract
- 1: Perceived parenting practices associated with African American adolescents' future expectations
- 2: Future expectations and socialization
- 3: Theoretical framework
- 4: African American parenting practices and adolescents' future expectations
- 5: Self-processes related to African American adolescents' future expectations
- 6: An example of how developmental cascades are associated future expectations
- 7: Method
- 8: Overview of analysis plan
- 9: Results
- 10: Discussion
- 11: Limitations and future directions
- 12: Implications and conclusion
- References
- Further reading
- Chapter Nine: Cascading bidirectional influences of digital media use and mental health in adolescence
- Abstract
- 1: Introduction
- 2: Psychosocial development and digital media
- 3: Identity development and digital media
- 4: Incentive processing and digital media
- 5: Physical health behaviors and digital media
- 6: Conclusions and future directions
- References
- Chapter Ten: Developmental cascades and educational attainment
- Abstract
- 1: Developmental cascade model for understanding educational attainment
- 2: Biological cascades and educational attainment
- 3: Cognitive cascades and educational attainment
- 4: Contextual cascades and educational attainment
- 5: Existing datasets and statistical methods for testing cascades across development
- 6: Challenges, opportunities, and future directions for developmental cascades research
- 7: Conclusion
- References
- Chapter Eleven: Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodological considerations and analytical approaches for identifying temporal priority
- Abstract
- 1: Direction of effects between academic achievement and depressive symptoms
- 2: Methodological considerations
- 3: Analytical approaches for studying temporal priority
- 4: Conclusion
- References
- No. of pages: 372
- Language: English
- Edition: 1
- Volume: 64
- Published: April 11, 2023
- Imprint: Academic Press
- Hardback ISBN: 9780443132391
- eBook ISBN: 9780443132407
CT
Catherine Tamis-LeMonda
Catherine S. Tamis-Lemonda is Professor of Developmental Psychology at New York University’s Steinhardt School of Culture, Education, and Human Development, and Director of the Play and Language Lab. She applies multiple methods to the study of infants’ and toddlers’ developing communication, language, play, and motor skills, with a focus on developmental cascades across domains, between infants and caregivers, and over child age. Tamis-LeMonda conducts her research across cultural communities in the United States and internationally, with the goal of documenting both general principles of learning and child experiences that are best characterized by cultural specificity. Her research has been funded by the National Institute of Child Health and Development, National Institute of Mental Health, the National Science Foundation, Administration for Children and Families, the LEGO Foundation, Ford Foundation, and the Robinhood Foundation.
She has over 200 publications in peer-reviewed journals and books, and is author of the 2022 textbook Child Development: Context, Culture, and Cascades (Oxford University Press). She has co-edited the volumes Child Psychology: A Handbook of Contemporary Issues (editions 1, 2, and 3), Handbook of Father Involvement: Multidisciplinary Perspectives (editions 1 and 2), and The Development of Social Cognition and Communication. She has held positions on many national and international boards, committees, societies, and journals, including serving on the Governing Council for the Society for Research on Child Development (SRCD), being President of the International Congress of Infant Studies (ICIS), and serving as Associate Editor of Infancy and Journal of Experimental Psychology: General.
Affiliations and expertise
Professor of Developmental Psychology, New York University, NY, USAJL
Jeffrey J. Lockman
Professor Jeffrey J. Lockman got his Ph.D at the University of Minnesota. His research interests center on perception-action and cognitive development. In his recent work, he has been studying the development of tool use in children and how it might be related to the object manipulation skills of infants. Additionally, he has been conducting work on spatial cognition in children, focusing on how children code the location of objects and object features.
Affiliations and expertise
Department of Human Development and Family Sciences, University of Texas, Austin, TX, USA