Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience, Developmental and Social Psychology.

Cover -- Title Page -- Copyright -- Contributors -- Contents -- Preface -- Developmental Psychology -- Chapter 1: Development of Visual Attention -- Introduction -- Background Issues -- Defining Visual Attention -- Influential Models and Common Tasks -- Development of Attention -- Emerging Trends and Future Directions in the Study of the Development of Visual Attention -- Attention and Its Interactions with Learning and Memory -- New Tools to Study Visual Attention -- Semi-Naturalistic Measurement in the Study of Visual Attention -- Conclusion -- References -- Chapter 2: Category Learning and Conceptual Development -- Introduction -- What Are Concepts? -- Principles of Conceptual Development -- Structure and Organization of This Chapter -- Theoretical Approaches to Concepts and Their Development -- Early Psychological Theories -- Subsequent Theoretical Development -- Summary -- Multiple Manifestations of Conceptual Behavior -- Category Learning and Category Knowledge -- Perceptual Groupings, Categories, Concepts, and Conceptual Networks -- Different Kinds of Categories -- Spontaneous versus Supervised Category Learning -- Summary -- Conceptual Development in Infancy -- Preverbal Infants Exhibit Evidence of Category Learning -- Preverbal Infants Can Learn Categories Without Teaching or Supervisory Signal -- Controversial Issues in Infant Category Learning -- Summary -- Conceptual Development After Infancy -- Role of Cognitive and Linguistic Factors in Conceptual Development -- Development of Semantic Knowledge and Its Role in Conceptual Development -- Development of Conceptual Hierarchies -- Role of Categories in Inductive Inference -- Summary -- Conclusion -- References -- Chapter 3: Language Acquisition -- Introduction -- Phonology -- Phonemes and Rules -- Word Segmentation -- Summary -- Lexicon -- Grammatical Categories -- Lexical Meanings.

Summary -- Syntax -- Clause Structure -- Syntactic Dependencies -- Summary -- Semantics -- Interpreting Pronouns -- Quantification and Scope -- Summary -- Conclusion -- References -- Chapter 4: Development of Episodic Memory: Processes and Implications -- Role of Binding and Control Processes -- Development of Episodic Memory -- Infancy -- Early Childhood -- Middle Childhood into Adolescence -- Considerations for Future Research and Implications -- Conclusion -- References -- Chapter 5: Development of Cognitive Control Across Childhood and Adolescence -- Introduction -- Developmental Changes in Cognitive Control and the Role of the Prefrontal Cortex -- Cognitive Control and the Prefrontal Cortex -- Development of Working Memory -- Development of Response Inhibition -- Development of Performance Monitoring -- Developmental Changes in Affective Decision Making -- Delay of Gratification -- Developmental Changes in Cognitive Control and Social Decision Making -- Development of the Social Brain -- Development of Self-Other Perspectives in Consideration of Fairness -- Development of Fairness Perspectives -- Future Directions -- Conclusion -- References -- Chapter 6: Development of Mathematical Reasoning -- Introduction -- Building Blocks of Mathematical Cognition -- Nonsymbolic "Number Sense -- Symbolic Representations and Their Mapping to Nonsymbolic Representations -- Development of Arithmetic Problem-Solving Skills -- Role of Foundational Symbolic and Nonsymbolic Skills -- Working Memory and Cognitive Control -- Development of Memory-Based Strategies -- Neurodevelopmental Processes Underlying Building Blocks of Numerical Cognition -- Neural Building Blocks -- Multisensory Mapping: Development of STG-FG Circuits for Mapping Number Words to Symbols -- Semantic Mapping: Development of Ventral-Dorsal Stream Circuits Supports Symbolic to Nonsymbolic Mapping.

Developmental Shifts from Prefrontal to Specialized Parietal Circuits -- Neurodevelopmental Processes in Mathematical Reasoning -- Parietal-Frontal Working Memory Systems in the Development of Mathematical Cognition -- Development of Unique Representations for Distinct Numerical Problems -- Medial Temporal Lobe: System for Associative Learning -- Cognitive Control Systems in Mathematical Cognition -- Conclusions and Future Directions -- References -- Chapter 7: Development of Scientific Thinking -- Why Study Scientific Thinking? -- Cultural Value -- Inherent Importance and Difficulty -- The Paradox of the "Child as Scientist -- Educational Relevance -- What Is Scientific Thinking? -- Conceptual Thinking in Science -- Procedural Thinking in Science -- Taxonomy for Categorizing Experimental Studies of Scientific Thinking -- Empirical Investigations of the Development of Scientific Thinking -- Searching the Hypothesis Space -- Searching the Experiment Space -- Evaluating Evidence -- Conclusion: Revisiting the Child as Scientist -- References -- Chapter 8: Theory of Mind -- Introduction: Definition and Distinctions -- Theory-Based Versus Immediate Induction -- Cold/Cognitive versus Hot/Affective Theory of Mind -- Developmental Trajectory of Theory of Mind -- False-Belief Development -- Implicit False Belief: New Debates and Controversies -- Beyond False Belief: Understanding Other Mental States -- Theory of Mind Development in Middle and Late Childhood -- Summary -- Factors Associated with Theory of Mind Development -- Executive Functioning and Theory of Mind -- Neural Bases of Theory of Mind Development -- Experiential Bases of Theory of Mind Development -- Theory of Mind in the Real World: A Few Examples -- Theory of Mind and Social Competence -- Deception -- Moral Judgment -- Summary -- Developmental Disorders, Autism, and Theory of Mind.

Primary Deficits in Executive Function and Theory of Mind Delays -- Autism -- Summary -- Theoretical Frameworks of Theory of Mind Development -- Theory Theory -- Social Construction Views -- Innateness and Modularity -- Conclusion -- References -- Chapter 9: Emotion Development from an Experimental and Individual Differences Lens -- Introduction -- Historical Trends Shaping the Study of Emotion Development -- What Does It Mean to Be a "Real" Science? -- What Are the Core Methodologies in Developmental Science? -- Current Approaches to Emotion Development -- Bridging Two Research Traditions -- Experimental Work in Emotion Development -- Individual Differences in Emotion Development -- Conclusion and Future Directions -- References -- Chapter 10: Moral Reasoning: Theory and Research in Developmental Science -- Introduction -- Moral Reasoning -- Moral Domain -- What Is (Moral) Reasoning? -- Origins and Development of Moral Reasoning -- Precursors of Moral Reasoning in the First Years -- Emergence of Moral Reasoning: Early Preschool Years -- Moral Reasoning in Complex Contexts -- Morality and Group Identity -- Morality and Social Exclusion -- Moral Reasoning and the Allocation of Resources and Social Inequalities -- Conclusion -- References -- Social Psychology -- Chapter 11: Attitudes -- Introduction -- Attitudes: Definition and Related Constructs -- Measurement: Direct and Indirect -- Background Issues -- Eras in Attitude Theory -- Functions of Attitudes -- Attitude-Behavior Consistency -- Beyond Behavior: Other Impacts of Attitudes -- Persuasion: Attitude Change -- Brief Overview of Conceptual Developments -- Dual-Process and Multiprocess Theories -- The Elaboration Continuum as an Organizing Framework -- Recent/Emerging Trends -- Measurement: Priming and Response Time Measures -- Differences Between Explicit and Implicit Measures.

Self-Standards in Dissonance -- Pro-Attitudinal Versus Counterattitudinal Messages: Impact on Information Processing -- Metacognition and Attitude Properties -- Future Directions -- Conclusion -- References -- Chapter 12: Implicit Social Cognition -- Introduction -- What Is "Implicit" About Implicit Social Cognition? -- Measurement Instruments -- Sequential Priming Tasks -- Implicit Association Test -- Affect Misattribution Procedure -- Other Instruments -- Relationship Between Implicit and Explicit Measures -- Prediction of Behavior -- Formation, Change, and Context Effects -- Formation -- Change -- Context Effects -- Lack of Process Purity -- Questions and Controversies -- Do Implicit Measures Uncover Unconscious Representations? -- Is the Difference Between Implicit and Explicit Measures Just a Matter of Social Desirability? -- Do Implicit Measures Capture a Person's True Beliefs or Just Cultural Associations? -- Do Implicit Measures Reflect Associative or Propositional Processes? -- Conclusion -- References -- Chapter 13: Psychology and Neuroscience of Person Perception -- Introduction -- Bottom-Up Perceptual Cues and the Target of Social Perception -- Facial Cues -- Bodily Cues -- Vocal Cues -- Top-Down Factors in the Environment and Harbored in the Perceiver -- Visual Context -- Prior Knowledge and Familiarity -- Stereotypes -- Motivation -- Intergroup Processes -- Computational and Neural Mechanisms -- Downstream Consequences of Person Perception -- Conclusion -- References -- Chapter 14: Group Processes and Intergroup Relations -- Group Processes and Intergroup Relations -- What Are Groups, and Why Do People Join Them? -- What Is a Social Group? -- How Groups Differ -- Motivations for Affiliation and Group Membership -- How Being in the Physical Presence of Others Affects Our Behavior -- Social Facilitation -- Deindividuation.

Social Loafing.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.