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This monograph studies research conducted for the purpose of investigating the growth of recognition vocabulary during the early and middle elementary school years in relation to the development of morphological knowledge.

Exclusion from social groups is a source of conflict, stress and tension in social life around the globe. How do children and adolescents evaluate exclusion based on group membership? This is the report of an investigation of social exclusion in the contexts of friendship, peer groups and school.

This work makes the claim that strategies of knowledge acquisition may vary significantly across (as well as within) individuals and can be conceptualized within a developmental framework.

In this monograph, early members of the Caucus describe its history through the first 25 years, 1973-97, in 15 chapters distributed among sections on Caucus history, teaching and mentoring, publications and research-related issues, and supportive academic institutions.

* Looks at what parents and other caregivers can do to facilitate healthy development in adolescents. * Reports on research that addresses the limitations of the three most widely accepted dimensions of parenting: support, behavior control, and psychological control.

This Monograph reports a series of ten studies on the social-cognitive abilities of three young chimpanzees, ages to four years. * Compares outcomes to similar studies conducted on human infacts for a comparative understanding.

This Monograph demonstrates that disruptions to young people's developing conceptions of personal or cultural persistence begin to explain the suicide rates among Aboriginal Canadian and non-Aboriginal Canadian youth.

This work addresses three questions - how can we best describe childhood personality? How is personality related to the child's successes and failures? And what sort of factors are related to personality development?

This book represents a test to the hypothesis that vocal rhythm coordination at four months of age predicts attachment and cognition at age 12 months. The findings show that high coordination can index more or less optimal outcomes, as a function of outcome measure, partner, and site.

A new model of child cognition and learning The Role of Central Conceptual Structures in the Development of Children's Thought explores child cognition and conceptual development to present the novel "Central Conceptual Structure" theory. The culmination of a six-year instructional research program, this study examines the idea of "core knowledge" that can be applied to any task, and shows how transforming this core knowledge affects future learning. This book explores this theory in depth, providing extensive support and analysis that will interest anyone involved in child development, cognitive science, or educational psychology.

This monographs brings together theory and research about atypical attachments in infants and young children at developmental risk, illustrating some of the key issues in cases that do not fit traditional attachment patterns. Conceptual issues for future research are also discussed.

* tests the theory that high levels of conflict between parents leads to an increased child risk for mental health difficulties; * outlines and explores signs of child insecurity; * includes commentary by Jennifer M. Jenkins. .

The research reported in this Monograph documents the narrative accounts and moral evaluations that children between the ages of 5 and 16 made of incidents in which they had been the targets of their peers' unfair or harmful actions and incidents in which they had been those inflicting harm on their peers.

Research suggests chimpanzees may understand some of the epitemological aspects of visual perception, such as how the perceptual act of seeing can have internal several interpretations. These 15 studies were conducted with chimpanzees and young children on their understanding of visual perception.

This Monograph addresses three questions: a) Can distinct trajectories of physical aggression be identified in children from 24 months to third grade? b) Do child and family characteristics and child care experiences predict membership in the trajectory groups? c) Do trajectory groups differ in their levels of academic and social functioning in third grade?

The medium of television, although a daily part of most modern lives, remains mysterious in the manner it may influence its audience. At the center of this mysery lies the debate of content vs. medium without regard to its content.

The Intentionality Model builds on the childa s engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition.

This work presents a theory of cognitive development, arguing that the mind develops across three fronts: a general processing system that defines the general potentials of mind to develop cognitive strategies and skills; a hypercognitive system that governs self-understanding; and self-regulation.

The attachment bond that develops between infant and mother is the first of many intimate relationships we form throughout life, and as such it has been the focus of much research. But how does the quality of the secure base phenomena that defines this bond vary among individuals and across cultures? What methods can be used to asses its presence and characteristics? Following an interview with Mary S. Ainsworth, the originator of the concept of secure base, this new Monograph brings together eleven papers that consolidate our understanding of the empirical advances that have occurred in attachment research. The collection is organized into three sections. Part One includes papers on the generalizability of attachment theory and data, including cross-cultural research. Part Two addresses both normative and individual differences among mothers, children, caregivers, and their interactions--and methods for the valid assessment of these. Part Three examines the mental representations that children use to depict their different attachment relationships. Together these papers will stimulate child development specialists and students to explore different assessment methods and to move beyond current understandings of attachment.

Formulates a theoretical system that integrates information processing, individual differences, and developmental approaches to the study of the mind. This book explores relations among information processing efficiency, working memory, and thinking of children 8 to 16 years of age.