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Current Directions in Developmental Psychology
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I. BIOLOGICAL FOUNDATIONS Gottleib: Environmental and behavioral influences on gene activity 2000Turkheimer: Three laws of behavior genetics and what they mean 2000DiPietro: The role of prenatal maternal stress in child development 2004Newland & Rasmussen: Behavior in adulthood and during aging is affected by contaminant exposure in utero 2003Maestripieri: Biological bases of maternal attachment 2001 II. INFANT PROCESSESBertenthal, Campos, & Kermoian: An epigenetic perspective on the development of self-produced locomotion and its consequences 1994Turati: Why faces are not special to newborns: An alternative account of the face preference 2004Howe: Memories from the cradle 2003Golinkoff & Hirsh-Pasek: Baby wordsmith: From associationist to social sophisticate 2006Quinn: Category Representation in Young Infants 2002
III. COGNITIVE DEVELOPMENT Amso & Casey: Beyond what develops when: Neuroimaging may inform how cognition changes with development 2006Harris, de Rosnay, & Pons: Language and children's understanding of mental states 2005DeLoache: Early understanding and use of symbols: The model model 1995R. Gelman: Young natural-number arithmeticians 2006 Salthouse: What and when of cognitive aging 2004 IV. FAMILY ENVIRONMENTSReiss: The interplay between genotypes and family relationships: Reframing concepts of development and prevention 2005Kochanska: Mutually responsive orientation between mothers and their young children: A context for the early development of conscience 2002Marshall: The quality of early child care and children's development 2004Patterson: Children of lesbian and gay parents 2006Brody: Siblings' direct and indirect contributions to child development 2004 V. SOCIAL GROUPS Martin & Ruble: Children's search for gender cues 2004Bigler & Liben: Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice 2007Killen: Children's social and moral reasoning about exclusion 2007Graham: Peer victimization in school: Exploring the ethnic context 2006Cillessen & Rose: Understanding popularity in the peer system 2005
VI. CULTURAL CONTEXTSTomasello:
Culture and cognitive development 2000Gauvain: Cognitive development in social and cultural context 1998Park & Gutchess: The cognitive neuroscience of aging and culture 2006Hill & Taylor: Parental school involvement and children's academic achievement: Pragmatics and issues 2004 Luthar & Latendresse: Children of the affluent: Challenges to well-being 2005

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These timely, cutting-edge articles allow instructors to bring their students real-world perspective-from a reliable source-about today's most current and pressing issues in developmental psychology.

About the Author

Lynn S. Liben is currently Distinguished Professor of Psychology, Human Development & Family Studies, and Education at The Pennsylvania State University -- University Park where she formerly served as the Head of the Psychology Department and as the Director of the Child Study Center. She received her B.A. from Cornell University and her Ph.D. from the University of Michigan. Dr. Liben is Editor of Child Development and a past editor of the Journal of Experimental Child Psychology, President of Division 7 (Developmental Psychology) of the American Psychological Association (APA), and President of the Piaget Society. She has published over 100 articles and chapters in professional journals and edited volumes, and has applied her research findings to designing educational materials for use on television, in schools, and at museums. Professor Liben's research, supported by agencies and organizations such as the National Science Foundation, the National Institute of Education, and the National Geographic Society, has focused on two major areas. One concerns how children's and adults' spatial concepts develop, and with the ways that these concepts are involved in learning sciences such as geography and geology. The second concerns the cognitive-developmental underpinnings and consequences of stereotypes, particularly those related to gender.

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