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Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 8

Copyright Date: 1974
Edition: NED - New edition
Pages: 208
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 8 was first published in 1974. This eighth volume in the continuing series of publications based on papers given at the annual Minnesota Symposia on Child Psychology makes available the material from the sessions of the 1973 symposium. The symposia are sponsored by the Institute of Child Development at the University of Minnesota. Anne D. Pick, the volume editor, who is Professor Emerita at the Institute, writes an introduction. This volume contains six chapters by nine contributors from various universities and institutions, on subjects ranging from infant care in the East African highlands to recent advances in punishment, discipline, and self-control; from comparisons of the utterances of children with those of a chimpanzee to the implications of trends in perceptual development for the reading process. The contributors and their affiliations are Professor Beatrice T. Gardner, Department of Psychology, University of Nevada; Professor Allen Gardner, Department of Psychology, University of Nevada; Professor Eleanor J. Gibson, Department of Psychology, Cornell University; Professor I. I. Gottesman, Department of Psychology, University of Minnesota; Professor P. Herbert Leiderman, Stanford University School of Medicine; Professor Gloria F. Leiderman, Peninsula Children’s Center and Stanford University School of Medicine; Dr. Ross D. Parke, Social Development Section, Fels Research Institute, Yellow Springs, Ohio; Professor David Zeaman, Department of Psychology, University of Connecticut; Professor Betty J. House, Department of Psychology, University of Connecticut.

    eISBN: 978-0-8166-6404-7
    Subjects: Psychology

Table of Contents

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  1. Front Matter
    (pp. i-viii)
  2. Table of Contents
    (pp. ix-2)
  3. Comparing the Early Utterances of Child and Chimpanzee
    (pp. 3-23)

    Project washoe (Gardner & Gardner, 1969, 1971a, 1973) is best understood as a pilot study in a program aimed at establishing a truly comparative psychology of two-way communication. When we started, a large body of data was already available (French, 1965; Miles, 1965; Riopelle, 1967), which indicated to us that chimpanzees must have the requisite intellectual capacities. Apparently this was not a popular or even a common opinion at that time (cf. Premack, 1971), so it is important for us to emphasize our basic assumption. We saw no need for further demonstrations of the fact that chimpanzees can solve problems...

  4. Trends in Perceptual Development: Implications for the Reading Process
    (pp. 24-54)

    Just about 13 years ago I was spending a year at the Institute for Advanced Study in Princeton, New Jersey, working with great determination, but not as great confidence, on a book on perceptual learning and development. I had planned this book, struggled with problems of theory construction and pursued relevant research (not only my own but other people’s) ever since my arrival at Cornell in 1949. I had thought of it much earlier when I was a graduate student. Still, it wasn’t going as smoothly as I had hoped. One day two of my Cornell colleagues telephoned and said...

  5. Developmental Genetics and Ontogenetic Psychology: Overdue Détente and Propositions from a Matchmaker
    (pp. 55-80)

    I have had the experience, while contemplating some of the recent advances in developmental and molecular biology (e.g., Hotta & Benzer, 1972; Ohno, 1972; Brown, 1973), of being so much in awe as to be struck dumb. Such a state obviously is not conducive to writing a paper that has as one of its main objectives the communication of my conviction that we must start now to build a bridge between developmental genetics and ontogenetic psychology. The thesis of the currently popular bookChariots of the Godsis that the remarkably precociously advanced levels of culture observed among the ancient...

  6. Affective and Cognitive Consequences of Polymatric Infant Care in the East African Highlands
    (pp. 81-110)

    To stimulate a lively discussion in the field of early child development, mention the topic of mothering. The interchange is certain to range from primate behaviors to day care centers and more recently to cross-cultural comparative studies. Our contribution to this discourse will be to report on the effects of monomatric (single caretaker) and polymatric (multiple caretaker) caretaking systems on the affective and cognitive development of the infant in an East African community where both systems are part of the cultural norm.

    In the majority of studies on infant affective development (Gewirtz, 1972) and cognitive development (Freeberg & Payne, 1967)...

  7. Rules, Roles, and Resistance to Deviation: Recent Advances in Punishment, Discipline, and Self-Control
    (pp. 111-143)

    A continuing theme of our research program has been the investigation of the effects of punishment on children’s behavior. Findings from earlier research (Parke, 1970, 1973) have indicated that the effects of punishment are complex and depend on a variety of parameters such as the timing, intensity, and consistency of the punishment. However, there is a growing body of evidence that suggests that punitive inhibitory tactics can have deleterious side effects (Parke, 1972b). Although I still believe that punishment plays a role in childhood socialization, our focus has shifted to an examination of the effectiveness of alternative inhibitory techniques which...

  8. Interpretations of Developmental Trends in Discriminative Transfer Effects
    (pp. 144-186)

    Age trends have been reported in discriminative transfer effects, but the interpretation of these developmental trends is currently controversial. Older children differ from younger children in the relative difficulty they experience with various kinds of intradimensional and extradimensional shifts, and at least three types of explanation have been offered to account for the developmental differences. One hypothesis is that older children tend to mediate their discriminations to a greater extent than younger children. Another explanation relates shift effects to developmental differences in learning-rate parameters. A third account posits ontogenetic changes in the perception of compound and component aspects of complex...

  9. List of Contributors
    (pp. 189-192)
  10. Index
    (pp. 195-197)