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The essential reference for human development theory, updated and reconceptualized The Handbook of Child Psychology and Developmental Science, a four-volume reference, is the field-defining work to which all others are compared.
What exactly does it mean to be intelligent? Does intelligence manifest itself in one way or in different ways in children? Do children fit any preconceived notions of intelligence? Some theories assert a general (g) factor for intelligence that is universal and enters all mental abilities; other theories state that there are many separate domains or faculties (Fs) of intelligence; and still others argue that the g and Fs of intelligence coexist in a hierarchical relation. The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intelligence argues for the third option in young children. Through state-of-the-art methodologies in an intensive research program conducted with 4-year-old children, Bornstein and Putnick show that the structure of intelligence in the preschool child is best construed as a hierarchically organized combination of a General Intelligence factor (g) and multiple domain-specific faculties (Fs). The Architecture of the Child Mind offers a review of the history of intelligence theories and testing, and a comprehensive and original research effort on the nature and structure of intelligence in young children before they enter school. Its focus on intelligence will appeal to cognitive, developmental, and social psychologists as well as researchers and scholars in education, particularly those specializing in early childhood education.
This topically-organized text provides a comprehensive overview of infant development with a strong theoretical and research base. Readers gain a clear understanding of infant development and issues that will be the focus of significant advances in infancy studies in the future. The new fifth edition reflects the enormous changes in the field that have occurred over the past decade. The thoroughly revised chapters emphasize work from the 21st century, although classic references are retained, and explore contextual, methodological, neurological, physical, perceptual, cognitive, communicative, emotional, and social facets of infant development. The fifth edition features a more accessible style and enhanced pedagogical and teaching resource program.This extensively revised edition features a number of changes: The fifth edition adds a new co-author, Martha Arterberry, who brings additional teaching and research skills to the existing author team. An enhanced pedagogical program features orienting questions at the beginning of each chapter and boldfaced key terms listed at the end of the chapter and defined in the glossary to help facilitate understanding and learning. Two new boxes in each chapter - Science in Translation illustrate applied issues and Set for Life highlight the significance of infancy for later development. Increased emphasis on practical applications and social policy. More graphs, tables, and photos that explain important concepts and findings. Literature reviews are thoroughly updated and reflect contemporary research. All new teaching web resources -- Instructors will find Power Points, electronic versions of the text figures, and a test bank, and students will find hyperlinked references and electronic versions of the key concepts and the definitions.Intended for beginning graduate or advanced undergraduate courses on infant (and toddler) development or infancy or early child development taught in departments of psychology, human development & family studies, education, nursing, social work, and anthropology, this book also appeals to social service providers, policy makers, and clergy who work with community institutions. Prerequisites include introductory courses on child development and general psychology.