Generally speaking, books on cognitive development either focus on internal mechanisms without giving much attention or credence to the external world, or emphasize a contextual approach without considering genetic and other biological factors. This unique volume considers influences from within and from outside the child and seeks to address how these influences interact -- both with the child and with each other -- to direct the development of children's thinking. The chapters include research on biological factors, on family and cultural influences, and on specific intervention programs that affect this development. Top researchers present a diversity of views in their up-to-date syntheses of recent anthropological, educational, medical, psychological, and sociological findings.
Table of Contents
Contents: L. Okagaki, Introduction: Influences on the Development of Children's Thinking. Part I:Biological Factors Influencing Cognitive Development. S. Scarr, A. Ricciuti, What Effects Do Parents Have on Their Children? L. Beckwith, C. Rodning, Intellectual Functioning in Children Born Preterm: Recent Research. H.N. Ricciuti, Malnutrition and Cognitive Development: Research-Policy Linkages and Current Research Directions. Part II:Social Factors Influencing Cognitive Development. E.W. Gordon, E. Armour-Thomas, Culture and Cognitive Development. L. Okagaki, R.J. Sternberg, Cultural and Parental Influences on Cognitive Development. I. Sigel, E.T. Stinson, J. Flaugher, Socialization of Representational Competence in the Family: The Distancing Paradigm. Part III:School and Intervention Programs. J.D. Bransford, S.R. Goldman, N.J. Vye, Making a Difference in Peoples' Abilities to Think: Reflections on a Decade of Work and Some Hopes for the Future. K. McCartney, E. Howley, Parents as Instruments of Intervention in Home-Based Preschool Programs. R.B. Darlington, The Long-Term Effects of Model Preschool Programs. J. Shimron, School and Family: The Collaborative Way. H.W. Stevenson, C. Chen, S-Y. Lee, A.J. Fuligni, Schooling, Culture, and Cognitive Development. R.J. Sternberg, Directors of Development: A Play in an Unknown Number of Acts.
"The chapters are consistently excellent, and present a wealth of information and ideas concerning the important influences of parents, schools, educational programs, and cultural context on children's development....this volume provides excellent reviews of theory and research concerning a wide variety of genetic, physiological, cultural, familial, and educational influences on development, with a primary focus on intelligence, thinking, and cognitive development....this very useful book."
"...presents a wide variety of views, research methodologies, and concepts. It will add to the already controversial discussion about nature versus nurture and the discussion of when and how to evaluate young children's intellectual capabilities."