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Table of Contents “...5: Perceptual development -- Thinking about perceptual development -- Ways of studying perceptual skills -- Explanations of perceptual development -- Sensory skills -- Seeing -- Hearing and other senses -- Perceptual skills -- Looking -- Thinking about research: Langlois's studies of babies' preferences for attractive faces -- Listening -- Combining information from several senses -- Ignoring perceptual information -- Object concept -- Object perception -- Object permanence -- Perception of social signals -- Early discrimination of emotional expressions -- Developmental science in the real world: Infant responses to maternal depression -- Cross-cultural commonalities and variations -- Think critically -- Conduct your own research -- Summary -- Key terms -- Part 4: Thinking Child -- 6: Cognitive development I: structure and process -- Piaget's basic ideas -- Schemes -- Adaptation -- Causes of cognitive development -- Infancy -- Piaget's view of the sensorimotor period -- Challenges to Piaget's view of infancy -- Preschool years -- Piaget's view of the preoperational stage -- Challenges to Piaget's view of early childhood -- Theories of mind -- False belief and theory of mind across cultures -- Alternative theories of early childhood thinking -- School-aged child -- Piaget's view of concrete operations -- Different approaches to concrete operational thought -- Adolescence -- Piaget's view of formal operations -- Post-Piagetian work on adolescent thought -- Thinking about research: Elkind's adolescent egocentrism -- Development of information-processing skills -- Development science in the real world: Leading questions and children's memory -- Changes in processing capacity and efficiency -- Memory strategies -- Metamemory and metacognition -- Expertise -- Think critically -- Conduct your own research -- Summary -- Key terms -- 7: Cognitive development II: individual differences in cognitive abilities -- Measuring intellectual power -- First IQ tests -- Modern IQ tests -- Thinking about research: Flynn effect -- Stability of test scores -- What IQ scores predict -- Explaining individual differences in IQ scores -- Twin and adoption studies -- Family characteristics and IQ scores -- Early interventions and IQ scores -- Interactions of heredity and environment -- Explaining group differences in IQ or achievement test scores -- Ethnic differences -- Development science in the real world: Stereotype threat -- Cross-cultural differences -- Sex differences -- Alternative views of intelligence -- Information-processing theory -- Sternberg's triarchic theory of intelligence -- Gardner's multiple intelligences -- Creativity -- Think critically -- Conduct your own research -- Summary -- Key terms -- 8: Development of language -- Before the first word: the prelinguistic phase -- Early sounds and gestures -- Thinking about research: Sign language and gestures in children who are deaf -- Receptive language -- Learning words and word meanings -- First words -- Later word learning -- Constraints on word learning -- Learning the rules: development of grammar and pragmatics -- Holophrases and first sentences -- Grammar explosion -- Later grammar learning -- Pragmatics -- Explaining language development -- Environmental theories -- Nativist theories -- Constructivist theories -- Individual and group differences in language development -- Differences in rate -- Cross-cultural differences in language development -- Learning to read and write -- Early foundation: phonological awareness -- Becoming literate in school -- Learning a second language -- Development science in the real world: One language or two? ...”