Bibliography for PSYC2209: Developmental Psychology BETA

‘American Psychologist’. n.d. 25 (2): 117–208.

Baker, Sara T., Nathalia L. Gjersoe, Kasia Sibielska-Woch, Alan M. Leslie, and Bruce M. Hood. 2011. ‘Inhibitory Control Interacts with Core Knowledge in Toddlers’ Manual Search for an Occluded Object’. Developmental Science 14 (2): 270–79. https://doi.org/10.1111/j.1467-7687.2010.00972.x.

Belsky, Jay, Deborah Lowe Vandell, Margaret Burchinal, K. Alison Clarke-Stewart, Kathleen McCartney, and Margaret Tresch Owen. n.d. ‘Are There Long-Term Effects of Early Child Care?’ Child Development 78 (2): 681–701. https://doi.org/10.1111/j.1467-8624.2007.01021.x.

———. n.d. ‘Are There Long-Term Effects of Early Child Care?’ Child Development 78 (2): 681–701. https://doi.org/10.1111/j.1467-8624.2007.01021.x.

Berk, Laura E. 2013. ‘Language Development’. In Child Development, 9th ed., International ed, 358–99. Boston [Mass.]: Pearson.

Bremner, J. Gavin. 1994. Infancy. 2nd ed. Oxford, UK: Blackwell.

Bremner, J. Gavin and Fogel, Alan. 2007. Blackwell Handbook of Infant Development. Vol. Blackwell handbooks of developmental psychology. Hoboken, NJ: Wiley InterScience. http://dx.doi.org/10.1002/9780470996348.

Bremner, J. Gavin and Wachs, Theodore D. 2010. The Wiley-Blackwell Handbook of Infant Development. 2nd ed. Vol. Wiley-Blackwell handbooks of developmental psychology. Chichester: Wiley-Blackwell.

‘British Journal of Psychology’. n.d. 73 (2). https://onlinelibrary.wiley.com/toc/20448295/1982/73/2.

Clark, Eve V. 2004. ‘How Language Acquisition Builds on Cognitive Development’. Trends in Cognitive Sciences 8 (10): 472–78. https://doi.org/10.1016/j.tics.2004.08.012.

Clarke-Stewart, Alison, and Ross D Parke. n.d. ‘Family: Early and Enduring Influences’. In Social Development / Alison Clarke-Stewart, Ross D. Parke., 188–226. https://contentstore.cla.co.uk/secure/link?id=14923608-7936-e711-80c9-005056af4099.

Eames, David, Diane Shorrocks, and Peter Tomlinson. 1990. ‘Naughty Animals or Naughty Experimenters? Conservation Accidents Revisited with Video-Stimulated Commentary’. British Journal of Developmental Psychology 8 (1): 25–37. https://doi.org/10.1111/j.2044-835X.1990.tb00819.x.

Farrar, Michael Jeffrey, Gary E. Raney, and Michelle E. Boyer. 1992. ‘Knowledge, Concepts, and Inferences in Childhood’. Child Development 63 (3): 673–91. https://doi.org/10.2307/1131354.

Feigenson, Lisa, Stanislas Dehaene, and Elizabeth Spelke. 2004. ‘Core Systems of Number’. Trends in Cognitive Sciences 8 (7): 307–14. https://doi.org/10.1016/j.tics.2004.05.002.

Fuson, Karen C. 1988. Children’s Counting and Concepts of Number. Vol. Springer series in cognitive development. New York: Springer-Verlag.

Gelman, S. 2004. ‘Psychological Essentialism in Children’. Trends in Cognitive Sciences 8 (9): 404–9. https://doi.org/10.1016/j.tics.2004.07.001.

Gelman, Susan A. 2009. ‘Learning from Others: Children’s Construction of Concepts’. Annual Review of Psychology 60 (1): 115–40. https://doi.org/10.1146/annurev.psych.59.103006.093659.

Gelman, Susan A., and Ellen M. Markman. 1986. ‘Categories and Induction in Young Children’. Cognition 23 (3): 183–209. https://doi.org/10.1016/0010-0277(86)90034-X.

George, W. Holden, Brigitte, Vittru & Lisa. H. Rosen. 2011a. ‘Families Parenting and Discipline’. In Social Development: Relationships in Infancy, Childhood, and Adolescence, 127–52. New York: Guilford Press.

———. 2011b. ‘Families Parenting and Discipline’. In Social Development: Relationships in Infancy, Childhood, and Adolescence, 127–52. New York: Guilford Press.

Ginsburg, Herbert, Opper, Sylvia. 1988. ‘Biography and Basic Ideas’. In Piaget’s Theory of Intellectual Development, 1–25. London: Prentice Hall International.

Gleitman, Henry, et al. 2007. ‘Language’. In Psychology, 7th ed, 378–423. New York: W. W. Norton & Co.

Goswami, Usha C. 2008. Cognitive Development: The Learning Brain. Hove: Psychology Press.

Halberda, Justin, Michèle M. M. Mazzocco, and Lisa Feigenson. 2008. ‘Individual Differences in Non-Verbal Number Acuity Correlate with Maths Achievement’. Nature 455 (7213): 665–68. https://doi.org/10.1038/nature07246.

Harlow, Harry F., and Stephen J. Suomi. 1970a. ‘Nature of Love: Simplified.’ American Psychologist 25 (2): 161–68. http://ovidsp.tx.ovid.com/sp-3.33.0b/ovidweb.cgi?QS2=434f4e1a73d37e8c3c09c5e652bc6aa0a22d7b023d33a19afdf14a26c89e056cda011a00de4155c9d8f1e6cadb85838d8120ca712f9632ce1816b0f7107df5f3a1b995d01bdbcbb6914504c88cc3eb26a9ee8c62b2fe7c4947eafc81755ef20ac18d985dcd3876331195c828646097949a22aa1d4f492d923fca48b3108075479fe04b122401a9ff779f5a355f29b01f3889ce0753d65ba08a5fc500966e86488fc4fef92ad5bde483d2eac305b8f0cb7dc01ae44177148b53c520ef6845b43722e46fd168eb986bf5c4f65cc092af9fc257f376f2b172f737f41f7b2e673a63.

———. 1970b. ‘Nature of Love: Simplified.’ American Psychologist 25 (2): 161–68. http://ovidsp.tx.ovid.com/sp-3.33.0b/ovidweb.cgi?QS2=434f4e1a73d37e8c3c09c5e652bc6aa0a22d7b023d33a19afdf14a26c89e056cda011a00de4155c9d8f1e6cadb85838d8120ca712f9632ce1816b0f7107df5f3a1b995d01bdbcbb6914504c88cc3eb26a9ee8c62b2fe7c4947eafc81755ef20ac18d985dcd3876331195c828646097949a22aa1d4f492d923fca48b3108075479fe04b122401a9ff779f5a355f29b01f3889ce0753d65ba08a5fc500966e86488fc4fef92ad5bde483d2eac305b8f0cb7dc01ae44177148b53c520ef6845b43722e46fd168eb986bf5c4f65cc092af9fc257f376f2b172f737f41f7b2e673a63.

Harlow, HF, and S Suomi. n.d. ‘The Nature of Love - Simplified’ 25 (2): 117–208. http://ovidsp.tx.ovid.com/sp-3.33.0b/ovidweb.cgi?&S=DHMFFPCCEGDDCFKFNCDKLHDCAAHMAA00&Abstract=S.sh.31%7c1%7c1&Counter5=CRS_abstract%7c00000487-197002000-00006%7cyrovft%7covftdb%7cyrovfta.

Hood, Bruce. n.d. ‘Looking and Search Measures of Object Knowledge in Preschool Children’. Developmental Psychology 39 (1): 61–70. http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00063061-200301000-00005&LSLINK=80&D=ovft.

Houdé, Olivier, Arlette Pineau, Gaëlle Leroux, Nicolas Poirel, Guy Perchey, Céline Lanoë, Amélie Lubin, et al. 2011. ‘Functional Magnetic Resonance Imaging Study of Piaget’s Conservation-of-Number Task in Preschool and School-Age Children: A Neo-Piagetian Approach’. Journal of Experimental Child Psychology 110 (3): 332–46. https://doi.org/10.1016/j.jecp.2011.04.008.

Hughes, Martin. 1986a. Children and Number Difficulties in Learning Mathematics. Oxford: Basil Blackwell.

———. 1986b. Children and Number Difficulties in Learning Mathematics. Oxford: Basil Blackwell.

Huttenlocher, Janellen, and Patricia Smiley. 1987. ‘Early Word Meanings: The Case of Object Names’. Cognitive Psychology 19 (1): 63–89. https://doi.org/10.1016/0010-0285(87)90004-1.

Jaswal, V. K., and L. A. Neely. 2006. ‘Adults Don’t Always Know Best: Preschoolers Use Past Reliability Over Age When Learning New Words’. Psychological Science 17 (9): 757–58. https://doi.org/10.1111/j.1467-9280.2006.01778.x.

Jaswal, Vikram K., and Ellen M. Markman. 2007. ‘Looks Aren’t Everything: 24-Month-Olds’ Willingness to Accept Unexpected Labels’. Journal of Cognition and Development 8 (1): 93–111. https://doi.org/10.1080/15248370709336995.

Jean M. Mandler. n.d. ‘A New Perspective on Cognitive Development in Infancy’. American Scientist 78 (3): 236–43. http://www.jstor.org/stable/29774030.

Le Corre, Mathieu, and Susan Carey. 2007. ‘One, Two, Three, Four, Nothing More: An Investigation of the Conceptual Sources of the Verbal Counting Principles’. Cognition 105 (2): 395–438. https://doi.org/10.1016/j.cognition.2006.10.005.

Mandler, Jean M. 2012. ‘On the Spatial Foundations of the Conceptual System and Its Enrichment’. Cognitive Science 36 (3): 421–51. https://doi.org/10.1111/j.1551-6709.2012.01241.x.

Medin, Douglas L.1,2. n.d. ‘Concepts and Conceptual Structure’. American Psychologist 44 (12): 1469–81. http://ovidsp.tx.ovid.com/sp-3.12.0b/ovidweb.cgi?QS2=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.

Mervis, Carolyn. B. 1987. ‘Child-Basic Object Categories and Early Lexical Development’. In Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization, Emory symposia in cognition:201–33. Cambridge: Cambridge University Press. https://contentstore.cla.co.uk/secure/link?id=9b632cde-a4ae-ec11-a99b-0050f2f06092.

Mix, Kelly S. n.d. ‘Multiple Cues for Quantification in Infancy: Is Number One of Them?’ Psychological Bulletin 128 (2): 278–94. http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006823-200203000-00005&LSLINK=80&D=ovft.

National Institute of Child Health and Human Development Early Child Care Research Network. n.d. ‘Does Amount of Time Spent in Child Care Predict Socioemotional Adjustment during the Transition to Kindergarten?’ Child Development 74 (4): 976–1005. http://www.jstor.org/stable/3696198.

Newport, Elissa L. n.d. ‘Maturational Constraints on Language Learning’. Cognitive Science. https://doi.org/10.1016/0364-0213(90)90024-Q.

Oatley, Keith, Keltner, Dacher, and Jenkins, Jennifer M. 2006a. Understanding Emotions. 2nd ed. Malden, MA: Blackwell Pub.

———. 2006b. Understanding Emotions. 2nd ed. Malden, MA: Blackwell Pub.

Parke, Ross D., and Alison Clarke-Stewart. 2014. Social Development. Second edition. Hoboken, NJ: Wiley.

Plomin, R. 2008. ‘The Interplay between Genes and Environment’. In Behavioral Genetics, 5th ed, 305–33. New York: Worth.

Quinn, Paul C. 2002. ‘Early Categorization: A New Synthesis’. In Blackwell Handbook of Childhood Cognitive Development, edited by Usha Goswami, 84–101. Malden, MA, USA: Blackwell Publishers Ltd. http://doi.wiley.com/10.1002/9780470996652.ch4.

R, Baillargeon. 2011. ‘The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons’. In The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd ed, Wiley-Blackwell handbooks of developmental psychology:47–83. Oxford: Wiley-Blackwell. https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14387402700004761&institutionId=4761&customerId=4760&VE=true.

Renée Baillargeon. 2007. ‘The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons’. In Blackwell Handbook of Childhood Cognitive Development, 47–83. Hoboken, NJ: Wiley InterScience. https://doi.org/10.1002/9780470996652.ch3.

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Ross. A. Thompson and Miranda Goodman. 2011a. ‘The Architecture of Social Development Science: Theoretical and Historical Persepctives’. In Social Development: Relationships in Infancy, Childhood, and Adolescence, 3–28. New York: Guilford Press.

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———. 2001b. ‘Children Creating Language: How Nicaraguan Sign Language Acquired a Spatial Grammar’. Psychological Science 12 (4): 323–28. https://doi.org/10.1111/1467-9280.00359.

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Siegler, Robert S., DeLoache, Judy S., and Eisenberg, Nancy. 2011. How Children Develop. 3rd ed., International ed. New York: Worth.

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Xu, Fei, Elizabeth S. Spelke, and Sydney Goddard. 2005. ‘Number Sense in Human Infants’. Developmental Science 8 (1): 88–101. https://doi.org/10.1111/j.1467-7687.2005.00395.x.