Showing papers in "New Directions for Child and Adolescent Development in 1981"
TL;DR: In this article, the authors acknowledge the complexity and heterogeneity of child maltreatment, and they advocate the use of sophisticated concepts of development, personality, psychopathology, and family and social systems theory.
Abstract: Research methods and inferential techniques must acknowledge the complexity and heterogeneity of child maltreatment. Empirical investigation of child maltreatment must be guided by sophisticated concepts of development, personality, psychopathology, and family and social systems theory.
524 citations
TL;DR: In this paper, three patterns of maltreatment in addition to physical abuse were identified as part of a prospective study of the antecedents of child maltreatment, over the first two years of the infants' life.
Abstract: Three patterns of maltreatment in addition to physical abuse were identified as part of a prospective study of the antecedents of child maltreatment. Over the first two years of the infants' life, these different forms of maltreatment were found to have cumulative and differential negative effects upon development. Language: en
331 citations
TL;DR: “Do you know why you got sick?” Children's ideas about why they got sick follow a developmental sequence.
Abstract: “Do you know why you got sick?” Children's ideas about this and other aspects of illness follow a developmental sequence.
109 citations
93 citations
TL;DR: The study of cognitive development should move beyond grand metaphoric theories to the specification of patterns of data for each central developmental construct as mentioned in this paper, which is the direction of our own work.
Abstract: The study of cognitive development should move beyond grand metaphoric theories to the specification of patterns of data for each central developmental construct.
69 citations
TL;DR: In this article, the authors consider the developmental nature of the phenomenon of child maltreatment and propose improved definitions of such a phenomenon, which require careful analysis of objectives for defining the concepts of maltreatment, and a consideration of the developmental characteristics of the phenomena.
Abstract: Conflict among definitions of child maltreatment abounds. Diagnostic, sociological, legal, and research approaches each focus on a different aspect of the phenomenon as the defining factor. Improved definitions require careful analysis of objectives for defining child maltreatment and a consideration of the developmental nature of the phenomenon.
66 citations
TL;DR: This article found that children's perceptions, both of their own abilities and of television's demands, influence their approach to the medium and the amount of invested mental effort they expend while viewing.
Abstract: Children's perceptions, both of their own abilities and of television's demands, influence their approach to the medium–the “Amount of Invested Mental Effort” they expend while viewing.
63 citations
TL;DR: In this article, the risk of child maltreatment is increased by mitigation of parental solicitude that, in some circumstances, can be predicted from evolutionary theory, which can be found in the literature.
Abstract: The risk of child maltreatment is increased by mitigation of parental solicitude that, in some circumstances, can be predicted from evolutionary theory.
50 citations
43 citations
TL;DR: This article propose a qualitatively distinct cognitive development stage early in the preschool years, in which children can symbolically represent basic sensorimotor relations, which is similar to the one described in this paper.
Abstract: The authors propose a qualitatively distinct cognitive-developmental stage early in the preschool years, in which children can symbolically represent basic sensorimotor relations.
42 citations
TL;DR: The earliest years of television viewing are examined in a longitudinal study focusing on preschoolers' emerging abilities to organize the medium and the connections they make between its content and the rest of their experience as discussed by the authors.
Abstract: The earliest years of television viewing are examined in a longitudinal study focusing on preschoolers' emerging abilities to organize the medium and the connections they make between its content and the rest of their experience.
TL;DR: In this article, children's ideas about needles, stethescopes, and X rays can be ordered in the same manner as their ideas about number seriation, conservation of weight, or projective space.
Abstract: Children's ideas about needles, stethescopes, and X rays can be ordered in the same manner as their ideas about number seriation, conservation of weight, or projective space.
TL;DR: A cognitive developmental model of how children distinguish reality and fantasy is presented in this paper, where a cognitive-developmental model is used to distinguish between real and fantasy for children.
Abstract: A cognitive-developmental model is presented of how children distinguish reality and fantasy.
TL;DR: This article examined children's cognitive conceptions as well as their affective identifications regarding real people and television characters, including the superhero, in a developmental study regarding real persons and TV characters.
Abstract: Television presents a wide range of characters who potentially serve as powerful role models for the young viewer. Children's cognitive conceptions as well as their affective identifications are examined in a developmental study regarding real people and television characters, including the superhero.
TL;DR: Three sources of knowledge, or schemata, are critical for the child's comprehension of television portrayals: familiarity with exposition formats, knowledge and experience of the social world, and understanding of the formal features specific to television as mentioned in this paper.
Abstract: Three sources of knowledge, or schemata, are critical for the child's comprehension of television portrayals: familiarity with exposition formats, knowledge and experience of the social world, and understanding of the formal features specific to television.
TL;DR: In this paper, the emergence and resolution of the Oedipus conflict are based on the preschool child's developing understanding of social roles in the nuclear family, and the development of social role in the family is discussed.
Abstract: The emergence and resolution of the Oedipus conflict are based in the preschool child's developing understanding of social roles in the nuclear family.
TL;DR: In this paper, the authors combine structured assessment with analysis of spontaneous behavior to study the development of a child's development in the early stages of its life, and find that the study of development is substantially enriched when investigators combine structured assessments with spontaneous behavior.
Abstract: The study of development is substantially enriched when investigators combine structured assessment with analysis of spontaneous behavior.
TL;DR: For instance, children's understanding of television depends on two factors: their growing independence from its sensory demands and their increasing familiarity with its formal features of production as discussed by the authors. But their understanding of TV is limited.
Abstract: Children's understanding of television depends on two factors: their growing independence from its sensory demands and their increasing familiarity with its formal features of production.
TL;DR: The authors argued that much cognitive developmental research is narrowly based on children's errors on a few tasks and thus leads to distorted views of children's capabilities, and pointed out that children's abilities are not limited to a few specific tasks.
Abstract: Much cognitive-developmental research is narrowly based on children's errors on a few tasks and thus leads to distorted views of children's capabilities.
TL;DR: For example, the authors found that children's ideas about sex and birth are not for the birds; however, they follow a Piagetian developmental sequence, and they follow the belief that if daddy put his egg in you, I must be a chicken.
Abstract: “If daddy put his egg in you, I must be a chicken,” three-year-old Seth told his mother. “To get a baby, you go to the store and buy a duck,” explained four-year-old Susan. Children's ideas about sex and birth are not for the birds; however, they follow a Piagetian developmental sequence.
TL;DR: Developmental sequences are an important tool for analyzing the content and process of development.
Abstract: Developmental sequences are an important tool for analyzing the content and process of development.
TL;DR: Preschool children progress through a multistep developmental sequence in understanding and using social roles, with a focus on language and social interaction.
Abstract: Preschool children progress through a multistep developmental sequence in understanding and using social roles.
TL;DR: For instance, the authors found that children's understanding of death is mediated by their experience, feelings, and cognitive capability, and that their understanding is conditioned on their experience and feelings.
Abstract: Children's understanding of death is mediated by their experience, feelings, and cognitive capability.
TL;DR: The authors argued that when developmentalists overemphasize economy in their explanations of how cognitive structures are generated, they get into trouble, and the generative approach remains applicable to the issues raised in earlier chapters and to some new issues as well.
Abstract: When developmentalists overemphasize economy in their explanations of how cognitive structures are generated, they get into trouble. Yet the generative approach remains applicable to the issues raised in earlier chapters–and to some new issues as well.