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From page 422... ... 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. Read the entire page →
From page 423... ... 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, 407408, 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, 390391, 393 in hyperactivity and attention deficit, 31-32, 372-376, 383, 389, 393 life-span approach to, 386 normative-epidemiological research on, 387389, 390, 407, 408 parent-child interactions affecting, 203-204 and peer relationships, 260-261 prevention and intervention in, 371, 391392, 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, 381382, 383-384, 393, 407, 408 nosological approach to, 380, 381, 382383, 384, 393 training for research on, 392-393 Bereavement, 197 Bilingualism, 312-316 Biobehavioral research, on vulnerability to illness, 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 desegregation, 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, 372376, 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 Read the entire page →
From page 424... ... 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. Read the entire page →
From page 425... ... 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, 519, 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 Disorders (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. Read the entire page →
From page 426... ... 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, 227231 nuclear, 8 Oedipus conflict in, 107, 109 parent-child interactions in. Read the entire page →
From page 427... ... 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. Read the entire page →
From page 428... ... 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, 8283, 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) Read the entire page →
From page 429... ... 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, 261262, 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 Read the entire page →
From page 430... ... 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 social 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. Read the entire page →
From page 431... ... 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. Read the entire page →
From page 432... ... 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. Read the entire page →
From page 433... ... 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. Read the entire page →
From page 434... ... . 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, 124125, 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. Read the entire page →

From page 422...

... 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.

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From page 423...

... 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, 407408, 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, 390391, 393 in hyperactivity and attention deficit, 31-32, 372-376, 383, 389, 393 life-span approach to, 386 normative-epidemiological research on, 387389, 390, 407, 408 parent-child interactions affecting, 203-204 and peer relationships, 260-261 prevention and intervention in, 371, 391392, 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, 381382, 383-384, 393, 407, 408 nosological approach to, 380, 381, 382383, 384, 393 training for research on, 392-393 Bereavement, 197 Bilingualism, 312-316 Biobehavioral research, on vulnerability to illness, 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 desegregation, 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, 372376, 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

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From page 424...

... 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.

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From page 425...

... 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, 519, 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 Disorders (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.

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From page 426...

... 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, 227231 nuclear, 8 Oedipus conflict in, 107, 109 parent-child interactions in.

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From page 427...

... 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.

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From page 428...

... 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, 8283, 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)

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From page 429...

... 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, 261262, 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

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From page 430...

... 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 social 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.

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From page 431...

... 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.

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From page 432...

... 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.

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From page 433...

... 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.

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From page 434...

... . 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, 124125, 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.

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Index Pages 422-434

Index
Pages 422-434