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The Development of Social Cognition presents a lively, up-to-date examination of both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the development of understanding people is fundamentally different from understanding things. Subsequent chapters are devoted to development across specific areas of social cognition from infancy through to adolescence. The text ends with a comprehensive examination of the development of moral aspects of social cognition.
Written by leading clinicians and research experts in the fields of child development and psychopathology, this book is an authoritative and up to date guide for psychologists, psychiatrists, paediatricians and other professionals working with vulnerable children. The opening chapters outline neurobiological, genetic, familial and cultural influences upon child development, especially those fostering children's resilience and emotional wellbeing. Discussion of the acquisition of social and emotional developmental competencies leads on to reviews of child psychopathology, clinical diagnoses, assessment and intervention. Developed with busy professionals and trainees in mind, it is comprehensively yet concisely written, using visual aids to help the reader absorb information rapidly and easily. This book is an essential purchase for those working or training in all clinical and community child settings.
Frequently cited in scholarly books and journals and praised by students, this book focuses on developmental changes and processes in adolescence rather than on the details and problems of daily life. Major developmental changes associated with adolescence are identified. Noted for its exceptionally strong coverage of cognitive, moral, and social development, this brief, inexpensive book can be used independently or as a supplement to other texts on adolescence. Highlights of the new edition include: expanded coverage of thinking and reasoning. a new chapter on metacognition and epistemic cognition. expanded coverage of controversies concerning the foundations of morality. a new chapter on moral principles and perspective taking. a new chapter on the relation of personal and social identity. a new chapter addressing current controversies concerning the rationality, maturity, and brains of adolescents. more detail on key studies and methodologies and boldfaced key terms and a glossary to highlight and clarify key concepts. Rather than try to cover everything about adolescence at an elementary level, this book presents and builds on the core issues in the scholarly literature, thus encouraging deeper levels of understanding. The book opens with an introduction to the concepts of adolescence, rationality, and development and then explores the three foundational literatures of adolescent development - cognitive development, moral development, and identity formation. The book concludes with a more general account of rationality and development in adolescence and beyond. Appropriate for advanced undergraduate and graduate courses on adolescence or adolescent development offered by departments of psychology, educational psychology, or human development, this brief text is also an ideal supplement for courses on social and/or moral development, cognitive development, or lifespan development. The book is also appreciated by scholars interested in connections across standard topics and research programs. Prior knowledge of psychology is not assumed.
Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
A range of empirical and theoretical perspectives on the relationship between biology and social cognition from infancy through childhood. Recent research on the developmental origins of the social mind supports the view that social cognition is present early in infancy and childhood in surprisingly sophisticated forms. Developmental psychologists have found ingenious ways to test the social abilities of infants and young children, and neuroscientists have begun to study the neurobiological mechanisms that implement and guide early social cognition. Their work suggests that, far from being unfinished adults, babies are exquisitely designed by evolution to capture relevant social information, learn, and explore their social environments. This volume offers a range of empirical and theoretical perspectives on the relationship between biology and social cognition from infancy through childhood. The contributors consider scientific advances in early social perception and cognition, including findings on the development of face processing and social perceptual biases; explore recent research on early infant competencies for language and theory of mind, including a developmental account of how young children become moral agents and the role of electrophysiology in identifying psychological processes that underpin social cognition; discuss the origins and development of prosocial behavior, reviewing evidence for a set of innate predispositions to be social, cooperative, and altruistic; examine how young children make social categories; and analyze atypical social cognition, including autism spectrum disorder and psychopathy. Contributors Lior Abramson, Renée Baillargeon, Pascal Belin, Frances Buttelmann, Sofia Cardenas, Michael J. Crowley, Fabrice Damon, Jean Decety, Michelle de Haan, Ghislaine Dehaene-Lambertz, Melody Buyukozer Dawkins, Xiao Pan Ding, Kristen A. Dunfield, Rachel D. Fine, Ana Fló, Jennifer R. Frey, Susan A. Gelman, Diane Goldenberg, Marie-Hélène Grosbras, Tobias Grossmann, Caitlin M. Hudac, Dora Kampis, Tara A. Karasewich, Ariel Knafo-Noam, Tehila Kogut, Ágnes Melinda Kovács, Valerie A. Kuhlmeier, Kang Lee, Narcis Marshall, Eamon McCrory, David Méary, Christos Panagiotopoulos, Olivier Pascalis, Markus Paulus, Kevin A. Pelphrey, Marcela Peña, Valerie F. Reyna, Marjorie Rhodes, Ruth Roberts, Hagit Sabato, Darby Saxbe, Virginia Slaughter, Jessica A. Sommerville, Maayan Stavans, Nikolaus Steinbeis, Fransisca Ting, Florina Uzefovsky, Essi Viding
Aversive behaviors have greater influence on social interactions than is generally acknowledged, determining personal satisfaction, interpersonal attraction, choice of partners, and the course of relationships. What motivates aversive behaviors? To what extent do they obtain desired outcomes? In what ways are they unnecessary and destructive? How do other people respond, emotionally and behaviorally? These are just a few of the many interesting questions addressed by the 16 respected researchers who contribute to Aversive Interpersonal Behaviors. Nine chapters give this heretofore neglected subject the attention it is due, probing a dark side of interpersonal relationships to understand both its destructive and adaptive nature.
This title marks the emergence of a third broad perspective in neuroscience. This perspective emphasizes the functions that emerge through the coaction and interaction of conspecifics and the commonality and differences across social species and superorganismal structures.
Written by an award-winning developmental neuroscientist, this is a comprehensive and cutting-edge account of the latest research on the adolescent brain.
Social cognition refers to the capacity to think about others' thoughts, intentions, feelings, attitudes and perspectives. It has been shown that many children with psychiatric disorders have problems in social cognition. In this book, leaders in the fields of developmental psychopathology examine social cognition across a wide range of disorders.
This landmark text integrates diverse perspectives on how humans understand others’ minds (or ‘theory of mind’) beyond early childhood into middle childhood and adolescence. It explores how the neural, cognitive, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind, and how theory of mind helps children navigate their lives. Drawing on cutting-edge research from leading international experts, this book provides a survey and analysis of the current state and future direction of the field. It is organized around three themes relating to the key issues in contemporary research. The first part focuses on the biological and cognitive bases of theory of mind in middle childhood and adolescence. The second part goes on to explore the social predictors and consequences, considering how theory of mind is shaped by social experiences and, in turn, impacts children’s social lives in middle childhood and adolescence. Finally, the third part focuses on theory of mind in the context of neurodiversity, disability, and youth mental health in middle childhood and adolescence. Offering in-depth understanding for all students and scholars of developmental and cognitive psychology, neuroscience, clinical psychology and psychiatry, and education, this valuable text also identifies an agenda for future scholarship on this exciting topic.