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Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Attachment--and loss.

On the development of color naming in young children: Data and theory

Bornstein, Deater-Deckard, Lansford, Introduction: Immigrant Families in Contemporary Society. Part 1. Foundations and Perspectives. Hernandez, Denton, Macartney, Family Circumstances of Children in Immigrant Families: Looking to the Future of America. Mendoza, Javier, Burgos, Health of Children in Immigrant Families. Phinney, Ong, Ethnic Identity Development in Immigrant Families. Berry, Acculturation Strategies and Adaptation. Tyyska, Immigrant Families in Sociology. Kaushal, Reimers, How Economists Have Studied the Immigrant Family. Part 2. Illustrations of Diversity in Family Processes. Bornstein, Cote, Knowledge of Child Development and Family Interactions among Immigrants to America: Perspectives from Developmental Science. Chase-Lansdale, D'Angelo, Palacios, A Multidisciplinary Perspective on the Development of Young Children in Immigrant Families. Bradley, McKelvey, Managing the Differences Within: Immigration and Early Education in the United States. Waldfogel, Lahaie, The Role of Preschool and After-School Policies in Improving the School Achievement of Children of Immigrants. Ross-Sheriff, Tirmazi, Walsh, Cultural and Religious Contexts of Parenting by Immigrant South Asian Muslim Mothers. Wong, Immigration, Globalization, and the Chinese American Family. Part 3. Immigrant Families in Social Contexts. A. J. Fuligni, A. S. Fuligni, Immigrant Families and the Educational Development of Their Children. Updegraff, Crouter, Umana-Taylor, Cansler, Work-Family Linkages in the Lives of Families of Mexican Origin. Gonzales, Dumka, Mauricio, German, Building Bridges: Strategies to Promote Academic and Psychological Resilience for Adolescents of Mexican Origin. Coleman, The Role of the Law in Relationships within Immigrant Families: Traditional Parenting Practices in Conflict with American Concepts of Maltreatment. Deater-Deckard, Bornstein, Lansford, Closing Thoughts. Suarez-Orozco, Afterword: Reflections on Research with Immigrant Families.

Immigrant families in contemporary society

Contemporary research on parenting

We conducted a series of 3 experiments to assess the comprehension of 4 types of cross-modal (synesthetic) similarities in nearly 500 3.5-13.5-year-old children and more than 100 adults. We tested both perceptual and verbal (metaphoric) modes. Children of all ages and adults matched pitch to brightness and loudness to brightness, thereby showing that even very young children recognize perceptual similarities between hearing and vision. Children did not consistently recognize similarity between pitch and size until about age 11. This difference in developmental timetables is compatible with the view that pitch-brightness and loudness-brightness similarities are intrinsic characteristics of perception (characteristics based, perhaps, on common sensory codes), whereas pitch-size similarity may be learned (perhaps through association of size with resonance properties). In a parallel verbal task, even 4-year-old children showed at least some capacity to translate meanings metaphorically from one modality to another (e.g., rating "low pitched" as dim and "high pitched" as bright). But not all literal meanings produced metaphoric equivalents in the youngest children (e.g., rating "sunlight" brighter but not louder than "moonlight"). Improvements with age in making metaphoric translations of synesthetic expressions paralleled increasing differentiation of meanings along literal dimensions and increasing capacity to integrate meanings of components in compound expressions. We postulate that perceptual knowledge about objects and events is represented in terms of locations in a multidimensional space; cross-modal similarities imply that the space is also multimodal. Verbal processes later gain access to this graded perceptual knowledge, thus permitting the interpretation of synesthetic metaphors according to the rules of cross-modal perception.

Perceiving Similarity and Comprehending Metaphor

In two longitudinal studies, relations between dimensions of maternal responsiveness at 13 months and children's language and play abilities at 13 and at 20 months were examined. We characterized mothers' responsive exchanges by assessing the targets of maternal responses (i.e. what child activities mothers respond to) and the verbal contents of maternal responses (i.e. what mothers said when they responded), and we asked whether subtypes of responsiveness would relate differentially to children's language and play abilities. In general, maternal responsiveness to children's vocalizations predicted children's language, and maternal responses to children's play predicted children's play. These findings suggest that maternal responsiveness can be profitably categorized into subtypes that relate to domains of child outcomes in specialized ways. The specific nature of mother–child associations in the domains of early language and play is discussed. © 1996 John Wiley & Sons, Ltd.

Marc H. Bornstein

Papers

On the development of color naming in young children: Data and theory

Immigrant families in contemporary society

Contemporary research on parenting

Perceiving Similarity and Comprehending Metaphor

Responsive Parenting in the Second Year: Specific Influences on Children's Language and Play