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OCR for page 422
Ability
in collaboration approach, 92-93, 131
and grouping in schools, 286, 321
cross-racial interactions in, 308
self-understanding of, 149, 156, 157, 159
Abstract concepts, in cognitive development,
75, 107, 108, 130, 401
emotional implications of, 107, 108
Academic achievement, 17, 290, 291-293, 402
and ability grouping in school, 286, 308, 321
and behavior problems, 389-390
in bilingualism, 313-316
and control beliefs, 293-294, 295, 302, 303
cultural variations in, 284, 296, 413
and effects of desegregation, 311-312
ecological studies of, 287-288
expectations for, 229, 294
gender differences in, 297
parental, 284, 298, 414
of teachers, 288-289
in grade 12, compared to middle childhood,
407
instructional approaches affecting, 292, 316
321
and intelligence measurements, 292
parental influence on, 187, 284, 289, 297
307, 414
in maternal employment, 220
preschool experiences affecting, 291-292
in reading, 292, 296
and self~concept, 149, 157, 159, 400, 403
self-esteem in, 149, 171, 291, 293-295
socioeconomic variables in, 289, 294, 296,
298, 402, 413, 414,
teacher characteristics affecting, 287, 288-289,
304, 320
Achievement motivation, 118, 157, 402
in classroom, 294
cultural studies on, 303, 304-306, 319
and maternal employment, 220
Acquaintances, interactions with, in friendship
formation, 248-250
Adoption of children, 346, 360
of black children by white families, 303
Adrenal hormones, behavioral influences of, 28-
29, 30
Adrenogenital syndrome, 29
Adult status, childhood predictors of, 400
Aerobic exercises, 42-43, 44
Affective relationships
parent-child, 188-190, 201-202, 205, 208
ecocultural patterns in, 357-358
and peer relations of child, 263
in school curriculum, 267-268
between siblings, 225-226
INDEX
422
Affiliation motivation, 157
African tribal cultures, comparison of, 341
Age
and racial attitudes, 309
of social contacts, 247, 257-258
Aggressive behavior, 21, 200, 203-204, 384
hormonal influences on, 28-29
in peer interactions, 242, 243, 245, 246, 247,
261-262, 268
Alcohol consumption, 47, 48
Alienation from peers, 261, 268-269, 400
Altruism, in peer interactions, 243-244
Amplification, in literate practices, 121, 122
123, 132
Androgen secretion
behavioral influences of, 28, 29
prepubertal, 28
Anemia, iron deficiency, 46
Anger, between parents and children, 189-190
Antisocial behavior, 203-204, 211, 212
parental influence on, 265
in maternal employment, 221
and peer interactions, 253, 261-262, 265
and sibling relationships, 226
Anxiety. See Stress and anxiety
Assertiveness, social
parent-child interactions affecting, 206
in peer interactions, 242, 262
Assessment of cognitive development, 77-79,
91, 92-93, 96-103
environmental influences on, 91, 92, 105,
106, 125-127
Atherosclerosis, 42, 43
Athletic activities, 43-44. See also Sports active
. .
Itles
Attachment, parent-child, 189, 190
and peer relations of child, 263
and stress in separation or bereavement, 197
Attention deficit disorders, 372-376, 378. See
also Hyperactivity
Attraction, social, 245-247
Authority patterns. See Regulation of behavior
Autism
infantile, 376, 393
serotonin levels in, 31
Automatization, in continuous change model of
cognitive development, 82
Behavior
aggressive. See Aggressive behavior
antisocial. See Antisocial behavior
categorization of
integration of, 93-94
problems in, 94-95
OCR for page 423
index
cognitive development affecting, 72, 75, 78.
81, 94
delinquent. See Delinquent behavior
hormonal influences on, 28-30
impulsive, 152, 161, 194-195, 203
in later life, compared to childhood. 40Q
neurotransmitters affecting, 30-33
peer relationships affecting, 21-22
physical changes affecting, 20
regulation of, 149-151. See also Regulation of
behavior
Behavior modification, 378-379
in self-regulation, 164-165
in smoking prevention program, 48
Behavior problems, 3, 370-397, 399, 400, 407-
408, 418
adult outcomes of, 407
childhood predictors of, 400
behavior assessment in study and treatment
of, 378-379, 393
and caretaking system, 360, 374
in chronic illness, 49
compared to adaptive coping behaviors, 390
cultural studies on, 358-361, 408
developmental perspective of, 385-387, 392
DSM categories of, 380, 382
future areas for research on, 384-393, 409
gender differences in, 384-385, 388
high-risk children for, 377-378, 379, 390-
391, 393
in hyperactivity and attention deficit, 31-32,
372-376, 383, 389, 393
life-span approach to, 386
normative-epidemiological research on, 387-
389, 390, 407, 408
parent-child interactions affecting, 203-204
and peer relationships, 260-261
prevention and intervention in, 371, 391-
392, 393
cultural studies on, 358-359
in school, 389-390
self-correcting, without intervention, 371, 393
socioeconomic variations in, 388, 391-392
taxonomy of, 379-385, 393
multivariate-descriptive approach to, 381-
382, 383-384, 393, 407, 408
nosological approach to, 380, 381, 382-
383, 384, 393
training for research on, 392-393
Bereavement, 197
Bilingualism, 312-316
Biobehavioral research, on vulnerability to ill-
ness, 54-55
Biomedical model of health and illness, 35-36
Biopsychosocial approach to health and illness,
36-37
Birth order in family, 172, 173
423
and affectional relationship with parents, 189
Black families, 6, 8-13, 213, 214
academic achievement in, after desegrega-
tion, 311-312
achievement motivation in, 303, 306
adoption of children of, by white families, 303
classroom experiences of children in, 296, 304
education of, 16-17
employment and income of, 13-15, 16
geographic distribution of, 7, 8
home environment of, 7, 8
reamed helplessness of, 304
out-of-school activities of, 19
parent-child interactions in, 214-215
population of, 6
self-concept of children in, 154, 172
after school desegregation, 309-311
single-parent, 216
television viewing by, 19
vulnerability of illness in, 55
Bones
age of, and skeletal maturity, 25
sports injuries of, 44
Brain
and behavior relations, 20, 27-33, 95, 112
hormonal influences in, 28-30
neurotransmitters in, 30-33
development of
and cognitive functioning, 95, 110-112,
131
electroencephalography in assessment of,
111, 112
head circumference measurements of, 95,
111, 112
lateralization in, 111,
minimal damage of, behavior disorders in, 372-
376, 383
Caloric intake, 45
in obesity, 46, 47
Cardiovascular benefits of exercise, 42, 43
Caretaking system, 185, 186-223, 231-232, 337
adoption of children in, 303, 346, 360
in behavior problems, 360
and hyperactivity, 374
cultural studies on, 209, 213-216, 337, 339,
340, 343-351, 357-358, 360
expectations of compliance in, 360
father in, 224-225, 349-350, 416
fostering in, 346, 360
in maternal employment, 220-223, 348-349
parent-child interactions in. See Parent-child
interactions
and peer relationships, 263-266
polymatric, 346
relatives in, 346
OCR for page 424
424
and self-regulation by child, 161-162
cultural studies on, 357-358
shared responsibilities in, 345
siblings in, 337, 343-344, 345_349
socioeconomic differences in, 207-213, 231
undercontrol of child in, 203-204
Catecholamine secretion, in stress, 30
Child rearing practices. See Caretaking system
Cholesterol, in diet, 44-45
Chores, household, child responsibility for, 344
Chronic illness, 23, 48-52
child's view of, 53-54, 110
cultural studies on, 51-52
family impact of, 50-51
health beliefs in, 40, 41
models of normative development in, 51-52
prevalence of, 49
Cigarette smoking, 47-48. See also Smoking
Classrooms. See Schools
Cognitive development, 1, 20, 70-146, 398,
399, 401-403
abstract concepts in, 75, 107, 108, 130, 401
assessment of, 96-103
classification issues in, 77-79
in collaboration approach, 91, 92-93
on developmental sequences, 97-101
environmental influences on, 91, 92, 105,
106, 125-127
and literate practices, 125- 127
rule-assessment method in, lOl-103
scaling methods in, 97-101, 103, 411
on speed of development, 100-101
automatization in, 82
in bilingualism, 312-313
and brain changes, 95, 110-112, 131
caretaking system affecting, 347
collaboration approach to, 86-93, 95, 96, 113,
119, 131
concrete operations stage in, 74, 78, 80, 85,
107, 130
continuous change model of, 81-82, 129-130
in embedded teaching, 117, 118
emotional, 93, 94-95, 104-110, 131, 418
environmental influences on, 20-21, 76, 83
96,,31
executive processes in, 196-197, 401
formal operations stage in, 74-75, 80, 85,
107-108, 130
Freudian processes in, 107, 108-109, 131
future areas for research on, 103-129, 409
guided reinvention theory of, 113-116, 117,
118, 119, 132
and health beliefs of children, 38-39
hormonal influences on, 29
individual differences in, 73, 76-79
information processing model of, 80-81
integration of theories on, 83, 93-94
Index
involving relations of representations, 73-74,
107, 130
and language development, 115- 116
levels of, 72-76
and literate pract ices, 119- 129, 132
logic model of, 80, 82-83, 130
memory in, 80-81, 82-83, 130
methodological problems in research on, 96
and moral behavior, 91, 94, 95
nativist model of, 84, 85, 86
and parent-child interactions, 114-115, 116,
193-194, 196-197, 206
maternal influence on, 300
mutual cognitions affecting, 198-201
and peer interactions, 244-245
perspective-taking in, 73, 74, 81
Piaget on, 4, 70, 73-75, 76, 85-86
preformed elements in, 84-85
and problem-solving skills, 401, 402
processes in, 79-83, 130
production systems theory of, 82, 102, 130
reorganizations in, 72-76, 130, 131
emotional, 106-108, 131
role-related, 73, 74, 89-91, 107, 193, 402
and school attendance, 84, 117- 118, 283
cultural studies on, 361-362
end serf-concept, 158-160, 162-165, 174, 175
sequences of, 97-101, 130
social, 112-129. See also Social cognition
stages of, 71-73, 76, 80, 129-130
steps in, 73
structural and functional approaches to, 70
71, 83
systems theory on, 86
universal aspects of, 73, 76-79
Collaboration approach to cognitive develop-
ment,86-93,95,96, 113, 119, 131
ability and competence concepts in, 91, 92-
93, 131
problem-solving in, 87
Communication
and language development, 115-116. See also
Language development
literate practices in, 119- 129. See also Literate
practices
nonverbal, in peer interactions, 244, 245
parent-child, 202
Comparisons, social
by black children, 303
emotional implications of, 107
and self-concept, 157, 175, 403
Competence, 118, 291
in cognitive abilities, 206
in collaboration approach, 91, 92-93, 131
and coping behavior, 390-391
cultural studies on, 305-307
environmental factors affecting measurement
OCR for page 425
Index
of, 91, 92
parent-child interactions affecting develop-
ment of, 206-207
in second-language reaming and bilingualism,
313, 314
serf-understanding of, 149, 156, 157, 169-170
and academic achievement, 294, 295, 404
social, 206
and parent-child interactions, 193-194
Competition, in peer interactions, 244, 273
classroom conditions affecting, 268
in crowding, 255
between friends, 251
in sports, 44
Concrete operations stage of cognitive devel'
opment, 74, 78, 80, 85, 107, 130
emotional changes in, 107
Conservation tasks in cognitive development,
72, 73, 78, 80, 82, 94
analysis of, 9~99
Continuous change model of cognitive devel-
opment, 81-82, 129-130
Control of behavior. See Regulation of behavior
Cooperation, 21, 403
in parent-child interactions, 191-192, 196-
197, 231, 403, 405
in peer interactions, 244, 246, 266, 268, 273
gender differences in, 258
in schools, 266, 268, 308, 318-320
Coping behavior, 390-391, 418
Coregulation of behavior, parent-child, 191-192,
196-197, 231, 403, 405
cultural studies on, 343, 345, 351, 352, 354
Corticosteroid secretion, in stress, 30
Cross-cultural studies. See Cultural studies
Crowding, peer interactions in, 255
Cruel behavior syndrome, 384-385
Cultural studies, 1, 2, 5-6, 22, 335-369, 412
on achievement values, 303, 304-306, 319
on adult expectations of children, 360, 413
on African tribes, 341
on behavior problems, 358-361, 408
on black families. See Black families
on caretaking system, 209, 213-216, 229, 337,
339, 340, 343-351, 357-358, 360
on child's view of environment, 414-415
complexity of features in, 337-338
on eating patterns, 45
ecocultural niche concept in, 335-336, 412
on employment and family income, 13-15
future areas of, 398
on geographic distribution of population groups,
7, 8
on handicapped children, 51-52
on health behaviors, 34-35, 53
on Hispanic families. See Hispanic families
on home environment, 8-13, 338-339
compared to school environment, 305-307
425
on literate practices, 120-121, 122, 126, 127,
361-362
methodological issues in, 229, 362-363
on out-of-school activities, 19
on peer interactions, 243, 347-348
on regulation of behavior, 150- 151, 343-345,
351, 352, 354, 357-358, 405
on schools, 6-7, 16-17, 22, 283-284, 304
316, 361-362
and academic achievement, 284, 296, 311
312, 413
and cooperative reaming program, 319-320
after desegregation, 307-312
and second-language reaming, 312-316
and teacher-student interactions, 296, 304,
320
on self-concept, 154, 171-172, 351-358, 403,
405
on single-parent families, 216, 220
on television viewing, 19
on vulnerability of certain populations, 364
on Westem and non-Westem societies, 342
Dating, 222
Defense mechanisms, 109
Delinquent behavior, 203-204, 211, 212
impact of schools on, 390
and maternal employment, 221, 222
peer interactions, 261
prevention and intervention in, 391
and single-parent families, 218
Demographic analysis of middle childhood, 5-
19, 336, 357, 412
Depression
in childhood, 383
cultural studies on, 355
Desegregation of schools, 307-312
peer relationships in, 308-309
racial attitudes in, 308-309
self-concept in, 309-311
Diagnostic and Statistical Manual of Mental Dis-
orders (DSM), 380, 382
Diet
cultural studies on, 338
and eating pattems, 44-47
and hyperactivity, 32, 374, 375
in obesity, 46-47
television affecting, 45-46
Discipline techniques, 189-192. See also Regu-
lation of behavior
Disease, definition of, 34. See also Health and
illness
Disembedded teaching, 117, 118, 128
Divorce of parents, 11, 12, 96, 109-110
emotional consequences for children, 109-110,
131, 217
and peer relations of children, 264
OCR for page 426
426
and single parent families, 216-220
Dominance interactions in groups, 254
Drug abuse, 47, 48
and friendship selection, 248, 253
peer influence on, 270
Drug therapy
age-related changes in responsiveness to, 31
in hyperactivity, 31-32, 374, 375
Eating patterns, 44-47. See also Diet
Ecocultural niche, 335-369. See also Cultural
studies
Ecology
of peer interactions, 225
of schools, 287-288, 322
Economic status. See Socioeconomic status
Education. See also Schools
of parents, and child-rearing practices, 209,
210, 211, 212
Ego control theories, 160- 162
Electroencephalography
in assessment of brain growth and cognitive
development, 111, 112
in attention deficit disorders and reaming dis-
abilities, 32
Embedded teaching, 116-117, 119
end disembedded leaching, 117, 118, 128
Emotional functioning, 418-419
and cognitive development, 93, 94-95, 104-
110, 131, 418
divorce affecting, 109- 110, 131, 217
family relations affecting, 109-110
Freudian processes in, 107, 108-109, 131
self-understanding of, 104-106, 131, 156, 175
Empathy Training Project, 267, 268
Employment
and child-rearing practices, 209, 348-349
division of labor in, by age and sex, 336
and family income, 13-15, 16
of mothers, 220-223, 348-349
and stress of unemployment, 227, 264
and subsistence work cycle, 336, 337, 341
Environmental influences, 7- 15, 22, 411-415
on assessment of cognitive development, 91,
92, 105, 106, 125-127
child's view of, 414-415
on cognitive development, 20-21, 76, 83-
96, 131
cultural studies of. See Cultural studies
family in, 8-15. See also Family environment
on health beliefs of children, 39
on physical maturation, 25, 26
on self-concept, 403
on social role knowledge, 89-91
supporting developmental change, 415
on vulnerability tO illness, 55-56, 364
Index
Epidemiological research on behavior problems,
387-389, 390, 407, 408
Epinephrine secretion
behavioral influences of, 31
in stress, 30, 31
Ethnic studies. See Cultural studies
Executive processes, cognitive, 196-197, 401
Exercise
benefits of, 42-44
in obesity, 46-47
risks of, 44
Expectations
for academic achievement, 229, 294. See also
Academic achievement, expectations for
and development of self-concept, 150, 151,
152
in parent-child interactions, 199, 200
cultural patterns in, 360, 413-414
Family environment, 1, 8-15, 21, 184-239, 406,
415-416, 417
and academic achievement, 297-304
and achievement motivation, 303
authority patterns in, compared to school, 302
birth order in, 172, 173, 189
child care in. See Caretaking system
chronic illness affecting, 50-51
cultural studies on, 213-216, 229
divorce affecting, 109- 110
and eating patterns, 45-46
emotional climate of, 109- 110
fathers in, 224-225, 349-350, 416
maternal employment affecting, 22~223, 348
methodological issues in research on, 227-
231
nuclear, 8
Oedipus conflict in, 107, 109
parent-child interactions in. See Parent-child
Interactions
and peer interactions, 263-266, 273
and self-concept of child, 161-162, 172-173,
175, 416
siblings in, 8-10. See also Siblings
single-parent, 11, 12, 13, 214, 216-220
in socialization, 184, 185, 186- 192, 231, 398
socioeconomic status affecting, 13-15, 16. See
also Socioeconomic status
stress in, 56. See also Stress, in families
Fathers, roles of, 224-225, 349-350, 416
Financial status. See Socioeconomic status
Food. See Diet
Formal operations stage of cognitive develop-
ment, 74-75, 80, 85, 107-108, 130, 410
emotional changes in, 107-108
Foster care of children, cultural studies on, 346,
360
OCR for page 427
Index
Freud, Sigmund, 4
on self-management, 160
on socialization, 149
Freudian processes, 107, 108- 109, 131
Friends, 250-252, 273
and acquaintances, 248-250
average number of, 250
and cliques, 246, 250, 266
competition between, 251
future areas for research on, 251-252
reciprocity expectations among, 250-251
role relations between, 107
selection of, 247-248, 406
classroom conditions affecting, 266-267
cultural studies on, 347-348
and self-concept, 151, 152
Gender differences, 20
in academic achievement expectations, 297
in behavior problems, 384-385, 388
in peer interactions, 258
in physical maturation, 25, 26
in racial attitudes, 309
in role learning, 21, 206, 337
in self-concept, 154-155
in social contacts, 247-248, 258-259, 262
in spatial reasoning tests, 29
in teacher-student interactions, 296-297
Genetic factors, in physical maturation, 25
Gc~al-directed activities
in classrooms, 118
guided reinvention in, 115- 116, 117, 118
Groups, 252-254
entry into, 256
formation of, 252
gender of membership in, 258
leaders of, 254
norms governing, 252-253
observational studies of, 254
structure of, 253-254
Guided reinvention theory, 113-116, 117, 118,
119, 132
Guilt feelings, 107
Gusii society, self-regulation of behavior in, 357
Handicapped children, 49
families of, 50-51
mainstreaming of, 260, 285
Hawaii, early education program in, 306-307
Head circumference measurements, and cogni-
tive development, 95, 111, 112
Health and illness, 22-23, 24-25, 35-57, 398
biomedical model of, 35-36
biopsychosocial approach to, 36-37
children's concepts of, 37-41, 53-54, 110
and chronic illness, 4~52
in community, 336, 337
427
cultural studies on concept of, 34-35, 53
definitions of, 33-34
and eating patterns, 44-47
education programs on, 56-576
future areas of research on, 52-57
and life-style pattems, 41-52
peer influence on, 253, 270
and physical exercise, 42-44
and self-concept, 41-52
self-regulation of, 404
smoking, alcohol, and drugs affecting, 47-48
stress response to illness, 364
individual variations in, 54-56
self-induced, 47-48
Helpfulness, learned, 360
Helplessness, learned, by black children, 304
High-risk children, for behavior problems, 377-
378, 379, 390-391, 393
Hispanic families, 6, 7, 10, 11, 12, 213, 214
in desecrated schools, 309, 310
employment and income of, 13, 14, 15, 16
parent-child interactions in, 214, 215
self-concept in, 154, 309, 310
Home environment, 7, 8
and academic achievement, 296, 298-300,
305-307
and achievement values, 304, 305
child care in, 343-351. See also Caretaking
system
in ecocultural niche, 338-339
family interactions in. See Family environ
ment
compared to school environment, 286, 296,
305-307, 417
and types of dwellings,.7, 9
Homework and studying, time spent in, 19
Hormonal influences, 20, 28-30
on aggressive behavior, 28-29
on cognitive development, 29
on stress response, 30, 31
Hospitalized children, health-related behavior
of, 40
Hyperactivity, 195, 372-276, 383, 389, 393
diagnostic criteria in, 373-374
diet in, 32, 374, 375
drug therapy in, 31-32, 374, 375
etiology of, 374-375
neurochemical basis of, 31-32
parent-child interactions in, 199
research studies on, 386-387
Hypogonadism, 29
Identity. See Self-concept
Illness. See Health and illness
Imitation, in cognitive development, 114-115
Impulsive behavior, 161
parental regulation of, 194-195, 203
OCR for page 428
428
self regulation of, 152
Income of family, 13-15, 16. See also Socioeco-
nomic status
Individuation and individualism, 403
cultural studies on, 352-354, 356
Information processing
and cognitive development, 80-81
and self concept, 158-160
Input-output analysis of schools, 285-286
Instructional methods in schools, 316-321, 322
Integration of schools, 307-312
Intelligence measurements, and achievement,
292
Intervention in child psychopathology, 391-392
cultural variations in, 358-359
Iron deficiency anemia, 46
Isolation, social, 261, 400
social skills training in, 268-269
Kamehameha Early Education Program, 306-307
!Kung families
father-child interactions in, 350
public character of life in, 355
Labeling, in parent-child interactions, 198-200
Labor force participation, 13-15, 16. See also
Employment
Language development, 115-116
guided reinvention approach to, 115-116
literate practices in. See Literate practices
maternal influence on, 300
and peer interactions, 244, 273
and second-language learning, 312-316
and self-descriptions, 155
Latchkey children, 222
Lead, and attention-deficit disorders, 32
Learning, 402
and academic achievement, 291-293 See also
Academic achievement
brain growth measurements related to, 111
indisembedded leaching, 117, 118, 128
in embedded teaching, 116-117, 118
of helpfulness, 360
of helplessness, 304
of roles. See Role learning
problems in, 383, 389, 407-408
DSM categories of, 383
neurophysiological mechanisms in, 31-33
testing situations in, 91
and self-concept, 149, 157
social, 112-114. See also Social cognition
Life-style, 22, 24, 41-52
in chronic impairment, 48-52
eating patterns in, 44-47
exercise in, 42-44
Index
privacy in, 354-357, 358
and self-induced vulnerability to disease, 47
Literate practices, 19, 119-129, 132, 292, 296
aliterate conditions, compared to, 123- 125
amplification in, 121, 122-123, 132
cognitive effects of, 120-122
assessment of, 125-127
cultural studies on, 120-121, 122, 126, 127,
361-362
definitions of, 120-122
and home environment, 299, 300, 301, 306
nonlocal integration in, 121, 123-124, 126
parental influence on, 300, 301
range of, 120, 121, 122-125
readiness for, 292
representational system in, 121-122, 12~125,
126, 132
and school attendance, 122, 283, 284, 286
and second-language learning, 312-316
systemic analysis in, 121, 124-125, 126, 132
Logic model of cognitive development, 80, 82-
83, 130
Malnutrition, 46
Marijuana use, 48
Marital status of parents, 10-13
divorced. See Divorce of parents
and single-parent families, 11, 12, 13, 214,
216-220
Mastery learning techniques, 292, 293
MBD (minimal brain damage), 372-376, 383
Memory
capacity of, 73, 74, 196
in cognitive development, 8~81, 82-83, 130
short-term, 80, 81, 83
Menarche, 26
physical activity affecting, 44
Mental health problems, 370-397
Methodological problems in research, 410-411
on cognitive development, 96
on ecocultural niche, 362-363
on families, 227-231
on peer interactions, 271-272
on self-concept, 173-174
Minority group studies. See Cultural studies
Modeling
in peer interactions, 261
by school personnel, 297
and self-regulation by child, 163
in social learning, 114, 268
Moral development
assessment of, 100
and cognitive development, 91, 94, 95
and parent-child interactions, 205
and peer interactions, 262-263, 267
in school curriculum, 267
OCR for page 429
Index
and self regulation, 152, 161
Motivation
for achievement. See Achievement motiva-
tion
for affiliation, 157
kIultivariate-descriptive approach to behavior
disorders, 381-382, 383-384, 393, 407
Nativist theory of cognitive development, 84,
85, 86
Neurobiology, developmental, 27-33
Neuromaturation, 27-33
Neuromodulation, 27-28, 32, 35
Neuropsychology, 32, 33
Neurotransmission, 20, 27-28, 30-33, 35
Nonlocal integration in literate practices, 121,
123-124, 126
Nonverbal communication, in peer interac-
tions, 244, 245
Norm(s), 21
in peer interactions
conformity to, 265
among friends, 250-251
in groups, 252-253
in school, 270-271
in social tasks, 256
of school, compared to home environment,
296
and self-concept development, 150, 151, 152
Normative-epidemiological research on behav-
ior problems, 387-389, 390, 407, 408
Nosological approach to behavior disorders, 380,
381, 382-383, 384, 393
Nutrition. See Diet
Obesity, 46-47
cultural studies on, 34-35
definition of, 46
disorders associated with, 46
and relationship between childhood and adult
weight, 47
Objective self, 155
Occupation. See Employment
Oedipus conflict, 107, 109
Ojibwa Indians, self-concept of, 353
Open education, 266-267, 316-318
Parent-child interactions, 21, 184-239
and academic achievement, 187, 284, 289,
297-307, 414
and achievement motivation, 220, 303
affection in, 188- 190, 205
variations in, 201-202, 208
amount of time spent in, 186
anger in, 189-190
429
and antisocial behavior in child, 203-204,
211, 212
attachment in, 189, 190, 197, 263
in autism, 376
for behavior control, 185, 186-201, 231, 405,
406
and cognitive development, 114-115, 116,
193-194, 196-201, 206, 300
collaboration in, 87, 88
and competencies in child, 206-207
education of parents affecting, 209-212
embedded teaching in, 117
expectations affecting, 199, 200, 413-414
fathers in, 224-225, 337, 347-350
health-related, 39-40, 53
and language development, 116, 300
life-cycle changes affecting, 300
maternal employment affecting, 220-223, 348
349
methodological issues in research on, 227
231
and moral development in child, 205
mutual cognitions in, 198-201
observational studies on, 230
openness of communication in, 202
and out-of-school activities, 417
parent centered, 203
and peer relationships of child, 263-266, 273
and prosocial behavior in child, 205-206
role transmission in, 193, 209
scaffolding in, 87, 88
and self-concept of child, 172, 194, 204-205
and sibling relationships, 226, 227
in single-parent families, 216-220
socioeconomic differences in, 13-15, 16, 207
213, 231
stereotyping and labeling in, 198-199, 200
stress affecting, 210, 217, 219, 227
Peer interactions, 3, 21-22, 240-282, 398, 40
407, 416, 417
acquaintances in, 248-250
activities in, 242-243, 255
age of contacts in, 247, 257-258
aggression in, 242, 243, 245, 246, 247, 261-
262, 268
competition in, 244, 251, 255, 268, 273
cooperation in, 244, 246, 258, 266, 268, 273
and coping behavior, 390
cultural studies on, 243, 347-348
and family environment, 263-266, 273
friends in, 247-248, 250-252, 273, 406
gender differences in, 258
in groups, 252-254, 256
maternal employment affecting, 222
methodological issues in research on, 271-272
and moral development, 262-263, 267
mutual cognitions affecting, 200
OCR for page 430
430
norms governing. See Norm(s), in peer in
teractions
observational studies of, 271-272
poor, 400
and maladjustment in later life, 260-261,
406-407
social skills training in, 268-269
prosocial behavior in, 242, 243-244, 261, 265,
268
race of contacts in, 248, 259-260, 268
in desegregated schools, 308-309
racial attitudes and behaviors in, 308-309
romantic involvement in, 259, 262
in school, 242, 247, 254, 259, 260, 26~271
in tutoring peers, 268, 269-270
and self-concept, 151, 152, 156, 159, 166,
261
self-regulation of behavior in, 404, 406
settings of, 254-255
sex of contacts in, 247-248, 258-259, 262
situationalcomponents of, 240-241, 254-260
smoking in, 48, 253, 270
social attraction in, 245-247
social context of, 240, 241-254
social skills acquired in, 194
in social tasks and problems, 255-257
socialization in, 240, 271
stress in, 56, 406
teasing in, 256
time spent in, 242
Perspective-taking, in cognitive development,
73, 74, 81
Physical development, 2, 20, 25-27, 416
attractive appearance in, associated with so-
cial attractiveness, 245, 246
brain changes in, and cognitive development,
110-112, 131
in chronic illness, 48-52
eating patterns affecting, 44-47
exercise affecting, 42-44
future areas of research on, 52-57
and health issues, 33-57
necrologic, 27-33
reproductive maturation in, 25-26
and self-image, 41-52, 53, 154, 155, 156
skeletal maturation in, 25
smoking, alcohol and drugs affecting, 47-48
Physical education programs, in schools, 43-44
Physician-child patient relationship, in chronic
illness, 54
Piaget theories on cognitive development, 4, 70,
73-75, 76, 85-86
Play activities
and cognitive development, 72
composition of play group in, 337, 346
parent-child interactions conceming, 187
in peer interactions, 242, 243, 255
physical exercise in, 42-44
Index
self-regulation in, 165-166
sports in. See Sports activities
Polymatric caretaking system, 346
Popular children, characteristics of, 245-247
Population of children
geographic distribution of, 7, 8
number of, 6-7
Power-assertive methods ofdiscipline, 192, 195,
205, 206-207
Preformist approach to cognitive development,
84-85
Prevention of child psychopathology, 391-392
Private self, 354-357
Problem-solving, 399, 401, 402
collaborative cycle in, 87
development of skill in, 196
rule assessment of, 102
Production systems theory of cognitive devel-
opment, 82, 102, 130
Prosocial behavior
and caretaking patterns, 347, 351
and learned helpfulness, 360
and parent-child interactions, 205-206, 265
in peer interactions, 242, 243-244, 261, 265,
268
and sibling relationships, 226
Psychoanalytic approach to emotional devel-
opment, 108-109
Psychological aspects, 4, 23
in biopsychosocial approach to illness, 36-37
in emotional functioning. See Emotional
functioning
in health-related beliefs of children, 36-37,
38, 49, 50
in neuropsychological assessment techniques,
32, 33
in obesity, 46, 47
pathological deviations in, 370~397. See also
Behavior problems
research on, 398
Psychopathology, 370-397. See also Behavior
problems
Psychopharmacotherapy, age-related changes in
responsiveness to, 31
Puberty, 20
onset of, 25-26
physical changes in, 416
Public self, 354-357, 358
Punishment, in discipline, 188, 190, 231
cultural studies on, 215, 357-358
and self-esteem, 205
and self-regulation by child, 162-163
verbal rationale with, 163
Race of social contacts, 248, 259-260, 268
and cross-race friendship selections, 248
after school desegregation, 307-312
OCR for page 431
Index
431
Racial studies. See Cultural studies on tasks of middle childhood, 399-409
Reading. See Literate practices theoretical views in, 3-5
Reciprocity norms, in friendship, 250-251 Responsibility for behavior, assumption of. See
Recreation activities. See Play activities Self-regulation of behavior.
Regulation of behavior, 2, 185, 188, 189-192, Rewards, in self-regulation of behavior, 164
Role reaming, 402
in cognitive development. 73. 74. 89-91. 107.
201, 205, 406
and academic achievement, 205, 293-294,
302, 303-304
and competencies in children, 206-207
cultural patterns of, 150- 151, 215, 340, 343
345, 351, 352, 354, 357-358, 405
for face-to-face control, 192, 231
for impulsive behavior, 161, 194-195, 203
matemal employment affecting, 221-222
for out-of-sight control, 192, 231
parent-child coregulation of, 191-192, 19
197, 231
power-assertive methods in, 192, 195, 205,
206-207
reasoning and explanation in, 163, 192, 202
school in, 302, 303, 405, 417
and self-concepts of child, 194, 204-205
self-system in, 147- 183. See also Self~regula
tion of behavior
in single-parent families, 218
social cognition affecting, 193, 196
socioeconomic differences in, 207-213
strictness of, 202
and undercontrol of behavior, 203-204
Reinforcement of behavior
parents in, 185
in peer interactions, 261
Rejection, social, 261, 268-269, 400
Reorganizations, in cognitive development, 72-
76, 130, 131
emotional, 106-108, 131
Representation(s), relations of, in cognitive de-
velopment, 73-74, 107, 130
Representational system, in literate practices,
121-122, 124, 125, 126, 132
Reproductive maturation, 25-26
Reputation, social, and social attractiveness, 245,
246
Research, 398-421
on cognitive development, 96, 103- 129
on emotions, 109-110
future areas for, 23
health-related, 52-57
methodological problems in, 410-411. See also
Methodological problems in research
neurobiological, 28, 29, 30, 31, 32-33
on peer interactions, 271-272
on psychopathology, 380393
training for, 392-393
on schools, 321
problems in, 290-291
on self-concept, 173-174
-
193, 402
emotional consequences of, 107
environmental influences on, 89-91
gender differences in, 21, 206, 337
and health-related beliefs, 38
in parent-child interactions, 193, 209
peer relationships in, 21
in pretend play, 72
school experiences in, 22, 295-297
and self-concept development, 151, 158
Rule assessment of cognitive development, 101 -
103
Scaffolding surrounding children, 336, 339
in parent-child interactions, 87, 88
Scaling of cognitive development, 97-101, 103,
411
Schemas, of self, 158-159
Schizophrenia, 260, 376
high-risk children for, 377-378, 390
Schools, 1-2, 3, 15-17, 22, 283-334, 402
ability grouping in, 286, 308, 321
academic achievement in, 17, 291-293. See
also Academic achievement
affective education in, 267-268
behavior problems in, 389-390
behavior regulation in, 302, 303, 405, 417
caretaking system affecting experiences in, 347
class size in, 288
and cognitive development, 84, 117-118, 283,
361-362
cooperative environment in, 266, 268, 308,
318-320
cultural studies on. See Cultural studies, on
schools
desegregation of, 307-312
early intervention programs in, 318
ecological studies on, 287-288, 322
environment of, 285-289
functions of, 283
health education in, 56-57
home environment compared to, 286, 296,
305-307, 417
hyperactive children in, 372, 373, 389
input-output analysis of, 285-286
instructional approaches in, 316-321, 322
reaming difficulty in, 407-408
literate practices in, 119-129, 132
mainstreaming of handicapped children in,
260, 285
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432
mastery reaming technique in, 292, 293, 320.
moral education in, 267
norms governing behavior in, 270-271
open and traditional classrooms in, 266-267,
316-318
parent-child interactions conceming, 187
parental involvement in, 301-302
peer interactions in, 242, 247, 254, 259, 260,
266-271
physical education and exercise activities in,
43-44
physical maturation affecting performance in,
26-27
private, number enrolled in, 16-17
productivity studies on, 290
public, number enrolled in, 15
racial and ethnic composition of, 259-260,
268, 304-316
problems in research on, 290-291
role reaming in, 22, 295-297
second-language reaming and bilingualism in,
312-316
social interactions in, 117- 118
social skills training in, 268-269
social system variables in, 286-287, 416, 417
socialization in, 284, 296
socioeconomic influences on experiences in,
322
stress.in, 56, 295
teacher-student interactions in. See Teacher
student interactions
tutoring in, 292, 293
by peers, 268, 269-270
Scoliosis, 35
Second-language reaming, 312-316
Seizure disorders, 34
Self-concept, 147-183, 403-405, 418
and academic achievement, 149, 157, 159,
293-295, 400, 403-404
and achievement motivation, 157
active self in, 156
and affiliation motivation, 157
behavior modification theories on, 163-165
biases in, 159- 160
child's description of, 153-156, 358, 403
and cognitive development, 158-160, 162
165, 174, 175, 418
component models of, 165-166
cultural studies on, 154, 171-172, 351-358,
403, 405
ego control theories on, 16~162
emotions in, 175
expectations of others affecting, 151, 152
family environment effecting, 161-162, 172
173, 175, 416
formation of, 21
universal problems in, 353-354
Index
variables influencing, 168-173
individuation and individualism in, 352-354,
356, 403
inferiority feelings in, 149, 158
and information processing, 158- 160
integration of theories on, 166-168
multiple views in, 152
objective self in, 155
parent-child interactions affecting, 172, 194,
204-205
and peer interactions, 151, 152, 156, 159,
166, 261
perceptions of others affecting, 149
physical development and health affecting,
41-52, 53, 154, 155, 156
physical self in, 156
potential ideal self in, 157
private and public selves in, 354-357, 358
psychological self in, 156
research on
future areas for, 409
methodological issues in, 173- 174
school desegregation affecting, 309-311
self-awareness in, 168-169
self-confidence in, 157
and self-criticism, 158, 175
self-esteem in, 149, 156-157, 158. See also
Self-esteem
and self-presentation, 169-170
self-regulation as function of, 147, 160-168.
See also Self-regulation of behavior
self-schemes in, 158-159
self-understanding in, 147, 174, 175. See also
Self-understanding
social class affecting, 170-171, 175
social comparisons affecting, 157, 175
social reaming theories on, 162-163
as social object, 148-149, 169
and social roles, achieved and ascribed, 158
social self in, 156
social system influencing, 174, 175
sports programs affecting, 44
subjective self in, 155
tasks related to, 151-153
Self-confidence, 157
Self-consciousness, 169
Self-contemplation, cultural studies on, 355-356
Self criticism, 158, 175
Self-descriptions, 153-156, 158, 358, 403
Self-esteem, 156-157, 158, 404
and academic achievement, 149, 171, 291,
293-295
assessment of, 95
in chronic illness, 49, 51
cultural studies on, 172, 356, 357, 358
after desegregation, 307, 309-311
internalized standards affecting, 152
OCR for page 433
Index
parent-child interactions affecting, 204-205
and popularity, 246
socioeconomic influences on, 171, 175
teacher behaviors affecting, 295
Self-expression, ecocultural patterns in, 355-356,
357
Self~managed sequencing of activity, 344
Self presentation
enhancing impression, 169
as handicapping behavior, 169-170
Self-regulation of behavior, 21, 22, 147-183,
399, 403, 404-408
and academic achievement, 295, 302, 303-
304
adult-based theories on, 167
cognitive/behavior modification theories on,
163-165
commitment or choice in, 167
component models of, 165-166
cultural studies on, 340, 343-345, 351, 352,
357-358, 405
ego control theories on, 160-162
habit reorganization in, 167
health-related, 41
impulse control strategies in, 152
integration of theories on, 166-168
modeling in, 163
in open education programs, 316, 317
parent-child interactions affecting develop
ment of, 190-192, 195, 196-197, 198,
205, 206
in maternal employment, 221-222
problem recognition in, 167
research on, 160-168
social reaming theories on, 162-163
social system affecting, 149-151
Self-understanding, 147-183, 403
cultural studies on, 352, 353, 356
of emotions, 104-106, 131, 156, 175
and language development, 155
research on, 153-160
and self-deception, 155
of skills and abilities, 149, 156, 157, 159
terms used in description of, 154
Separation from parents, stress of, 197
Serotonin levels, in autism, 31
Sex of social contacts, 247-248, 258-259, 262
Sexual behavior, 259, 262, 271
cultural studies on, 355
Siblings, 21, 225-227
child care by, 337
cultural studies on, 343-344, 345-349
of chronically ill child, 50-51
number of, 8-10
Single-parent families, 11, 12, 13, 214, 216-
220
Skeletal maturation, 25
433
Skills and abilities, self-understanding of, 149,
156, 157, 159
Smoking, 47-48
peer influence on, 48, 253, 270
prevention programs for, 48
Social cognition, 21, 73, 74, 107, 112-129, 131-
132, 402
and antisocial behavior, 204
collaboration approach to, 113, 119
and coping behavior, 390
development of, 93, 94, 399, 400
environmental influences on, 89-91, 105, 106
guided reinvention theory of, 113-116, 117,
118, 119, 132 ~
hierarchy in, 113-114, 119
imitation in, 113, 114-115
and language development, 115-116
measurement of, 410-411
and parent child interactions, 193- 194, 196
and peer interactions, 243, 244, 261, 268-
269, 406
role-related, 193. See also Role learning
Social interactions, 1, 2, 405-407
age of contacts in, 247, 257-258
in biopsychosocial approach to health and ill
ness, 36-37
in chronic illness, 51-52
and cognitive development, 112-129, 131
132. See also Social cognition
collaborative cycle in, 86-88
comparisons in. See Comparisons, social
convergence rate hierarchy in, 113-114, 119
embedded teaching in, 116-117
emotions in, children's conceptions of, 105
106
and language development, 115-116
norms in, 21. See also Norm(s)
parent-child. See Parent-child interactions
peers in. See Peer interactions
and public self, 354-357, 358
race of contacts in, 248, 259-260, 268
regulation of behavior in, 21, 149-151, 404,
405
and self-concept, 148-149, 174, 403, 404,
405
self-presentation in, 355
sex of contacts in, 247-248, 258-259, 262
support systems in, 56, 337
teacher-student. See Teacher-student inter
actions and voluntary social activities,
344
Social learning theories on self-regulation, 162-
163
Social systems, 415-419
variations in, 168, 170-173
Socialization
coregulation of behavior in, 150
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434
family environment in, 184, 185, 186-192,
231, 398
Freud on, 149
peer context in, 240, 271
schools in, 284, 296
Socioeconomic status, 13-15, 16, 22, 209-211,
413
and academic achievement, 289, 294, 296,
298, 402, 413, 414
and behavior problems, 388-389, 391-392
and child-rearing practices, 207-213, 231
and health beliefs, 40
and physical maturation, 25, 26
and school experiences, 322
and self-concepe, 170-171, 175
of single-parent families, 216, 219, 220
and social attractiveness, 245
and vulnerability to illness, 55-56
Sports activities, 43-44
competitive pressures in, 44
. . . . A ~
Injuries In, '~ ,
peer interactions in, 243
and self-concept, 159
sex segregation and integration in, 248, 259
time spent in, 18, 19
Stereotyping
in parent-child interactions, 199
sex role related, 206
Stress and anxiety, 197-198, 210
in chronic impairment, 49, 50
coping behavior in, 390-391, 418
in families, 56
and child-rearing practices, 210
and peer relations of child, 263-264
single-parent, 217, 219
in unemployment, 227
hormone secretion in, 30, 31
in peer relationships, 56, 406
in school, 295
in separation from parents, 197
and vulnerability tO illness, 54-56
Studying and homework, time spent in, 19
Subjective self, 155
Support systems
of single-parent families, 219-220
and vulnerability to illness, 56
for women, 337
Systemic analysis in literate practices, 121, 124-
125, 126, 132
Systems theories
of cognitive development, 86
of family relationships, 223-224
of health and illness, 36-37
Tahitians, self-concept of, 352-353
Tasks of middle childhood, 399-409, 415
lodex
peer interactions related to, 255-257
on self-concept, 151-153
Taxonomy of behavior disorders, 379-385, 393
multivariate-descriptive approach to, 381-382,
383-384, 393, 407, 408
nosological approach to, 380, 381, 382-383,
384, 393
Teacher-parent interactions, 301
Teacher-student interactions, 287, 288-289, 418
and academic achievement, 287, 28~289,
304, 320
authority style in, 417
compared to parent-child, 271
gender differences in, 296-297
racial differences in, 296, 304, 320
and self-esteem of students, 295
Teasing, 256
Television viewing
and eating pattems, 45-46
and health beliefs, 40, 53
and language development, 115
and social reaming, 402
time spent in, 17, 18-19
Temper trantrums, 189
Testing situations, collaboration of environment
and cognitive development in, 91, 92
Testosterone levels, and aggressive behavior, 28
Tobacco use, 47-48. See also Smoking
Training
for psychopathology research, 392-393
on social skills, 268-269
Troublesomeness in children, 35~361. See also
Behavior problems
Tutoring in schools, 292, 293
and academic achievement, 320
by peers, 268, 269-270
Unemployment, family stress in, 227, 264
Universal aspects of cognitive development, 73,
76-79
Urban population of children, 7, 9
physical maturation of, 25, 26
Vulnerability to illness, 364
individual variations in, 54-56
self-induced, 47-48
Western societies, compared to non-Western,
342-343
Work. See Employment
Writing. See Literate practices
Representative terms from entire chapter:
cultural studies
