Showing papers in "Developmental Review in 2000"

TL;DR: This paper provided an introduction to the growing body of research on the development of scientific reasoning skills, focusing on the reasoning and problem-solving strategies involved in experimentation and evidence evaluation, and examined the conditions under which subjects' theories (or prior knowledge) influence experimentation, evidence evaluation and belief revision.

TL;DR: In this article, the authors discuss how parents, teachers, and peers contribute to the development of children's skills and attitudes associated with adaptive help seeking, in particular in the home and link these to help-seeking behaviors in the classroom.

TL;DR: In this paper, the careers of 59 classical composers were examined according to the differential aesthetic success of their 911 operas and the potential predictors were seven measures of domain-relevant experience: cumulative years (since first operas, first compositions, and first lessons) and cumulative products (genre-specific operas or compositional products) and the relative explanatory power of the expertise-acquisition measures indicate that complex specialization (overtraining) and versatility (cross-training) effects may determine creative development across the life span.

TL;DR: F fetal cognitive motor activity, including auditory discrimination, orienting, the wake–sleep cycle, FHRs, and defensive reactions, appear to be under the reflexive control of the brainstem, which also appears capable of learning-related activity.

TL;DR: In this paper, a typology is presented that outlines five psychological "risk states" that may be experienced by adolescent drivers: habitually cautious driving, active risk avoidance, reduced risk perception, acceptance of risk as a cost, and risk seeking.

TL;DR: A modification of Kohlberg's conception of stages drawing on Piagetian theory would result in a view of moral reasoning as a process of coordinating all perspectives involved in a moral dilemma as discussed by the authors.

TL;DR: In this article, a conceptual framework is formulated to explain the processes involved in ego-stage transition in adulthood, based on Loevinger's theoretical reflections on adult ego stage transition and associated research, the intervention programs designed to promote adult ego development, the theory and research in relation to moral-stage development in adulthood.

TL;DR: For example, the authors showed that when one identical twin has ADHD, the risk to the co-twin is much less than 100%, a fact which can only be explained by environmental risk factors.

TL;DR: This paper examined evidence cited in favor of the operation of genetic factors in attention-deficit hyperactivity disorder (ADHD) and concluded that a role for genetic factors is not supported and that future research should be directed toward psychosocial causes.

TL;DR: This paper identified developmental changes for each of the forms of understanding, with impressive early competence in some instances and surprisingly protracted development in others, and argued that a consideration of preexisting differences in belief provides an important complement to the situational emphases that have characterized theory-of-mind research.

TL;DR: Dea´k et al. as mentioned in this paper argued that the concept constraint is not informative because it does not differentiate a circumscribed set of word learning behaviors and defined constraints as innate and domain-specific.

TL;DR: In this paper, a developmental model integrating attachment theory and cognitive developmental approaches is presented to further understand the processes involved in loss and grief in infants' early relationships with their mothers and fathers.

TL;DR: In this article, different perspectives on family influences on the child's development are illuminated, and the difference between explanations of variations within versus between cultures is discussed. But the importance of parental factors in determining individual differences within cultures has often been exaggerated.

TL;DR: In this article, the authors pointed out that possible genetic and environmental influences in both ADHD family and twin studies are confounded, and therefore no inferences about genetic factors can be drawn from these studies.

TL;DR: In this paper, the authors review and discuss definitions of risk, methods for predicting risk, and the use of developmental epidemiological methods for early identification of children at risk for later disability.

TL;DR: In this article, a dynamic model of cognitive growth, proposed by van Geert, has been extended to take into account external driving forces, that is, exposure to material to be learned, and a method has been developed to apply the model to cross-sectional studies.

TL;DR: The conceptual kinship of Levy-Bruhl's cultural anthropology and cognitive psychology has implications for an interdisciplinary perspective on the origins and the future of research in the developmental tradition as discussed by the authors.