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Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 5

Copyright Date: 1971
Edition: NED - New edition
Pages: 232
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 5 was first published in 1971. This volume, like the previous volumes in this series, is based on the papers given at an annual Minnesota Symposium on Child Psychology sponsored by the Institute of Child Development at the University of Minnesota. The content of this book is based on the papers of the 1970 symposium. For each symposium a number of outstanding child psychologists are invited to present papers dealing with their respective programs of research. Six papers by ten contributors are published here: “The Role of Modalities in Perceptual Cognitive Development” by Jacqueline J. Goodnow, George Washington University; “Hypnosis and Childlikeness” by Ernest R. Hilgard, Stanford University; “Explorations into Patterns of Mental Development and Prediction from the Bayley Scales of Infant Development” by Jane V. Hunt and Nancy Bayley, both of the University of California, Berkeley; “A Dyadic Analysis of ‘Aggressive’ Behaviors” by Gerald R. Patterson and J. A. Cobb, both of the Oregon Research Institute; “Development of Hierarchical, Configurational Conceptual Models for Parent Behavior and Child Behavior” by Earl S. Schaefer, National Institute of Mental Health; and “Some Aspects of the Development of Space Perception” by Seymour Wapner, Leonard Cirillo, and A. Harvey Baker, all of Clark University.

    eISBN: 978-0-8166-6292-0
    Subjects: Psychology

Table of Contents

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  1. Front Matter
    (pp. i-xii)
  2. Table of Contents
    (pp. xiii-2)
  3. The Role of Modalities in Perceptual and Cognitive Development
    (pp. 3-28)

    It Seems only fair that authors, rather than readers, should have the task of showing how a series of studies fit together. In the set I shall review, the central problem is apparently simple. I shall describe it in terms of objects, but the problem would apply to any stimulus event or situation. Faced with an object, an individual may explore it in a variety of ways. He may look at it, feel it, taste it, shake it, name it, ask someone about it, or wonder what it reminds him of. In the same vein, he may be presented with...

  4. Hypnosis and Childlikeness
    (pp. 29-51)

    It is important to distinguish betweenchildlikenessandchildishness. The root meanings of the two words are the same, but their connotations are different.Childlikenesshas come to be interpreted as the qualities of childhood which, when they continue into adult life, are highly regarded;childishness, by contrast, suggests the less pleasing and less admirable characteristics of childhood that, in the adult, are signs of immaturity. The ideal course of development is to leave childish qualities behind as one matures, but somehow to preserve the childlike qualities.

    The thesis to be offered in this paper is that certain childlike qualities...

  5. Explorations into Patterns of Mental Development and Prediction from the Bayley Scales of Infant Development
    (pp. 52-71)

    The topic of infant mental development, or, more precisely, parameters of infant development relevant to later mental ability, is interesting for both theoretical and practical, social reasons. A common denominator in many of the contemporary studies of infancy is the attempt to fathom the components of early human development which bear upon later status. This unifying goal is often apparent despite the great variety of research methods used, questions posed, and theoretical models put forward. In this paper we shall discuss past and present research using the Bayley Scales of Infant Development as predictors of subsequent intellectual status and review...

  6. A Dyadic Analysis of “Aggressive” Behaviors
    (pp. 72-129)

    This paper outlines the hypothetical process by which individuals acquire and maintain mutually supporting roles as “victim” and “aggressor.” In these interchanges, the victim’s behavior provides the cues which produce the attack and, paradoxically, also the reinforcer which increases the probability that in the future he will be assaulted again. The training contingencies for both victim and attacker are contained within the elements of dyadic interaction. For each member, the controlling stimuli, the responses, and the reinforcing contingencies are ubiquitous components found in the behavior of the other person.

    This report outlines the two processes by which some aggressive behaviors...

  7. Development of Hierarchical, Configurational Models for Parent Behavior and Child Behavior
    (pp. 130-161)

    Progress in the conceptualization of human behavior requires a recurring process of analysis and differentiation followed by synthesis and integration. At different periods and in different studies, investigators emphasize analysis or synthesis, differentiation or integration, and more complex or more simple conceptual systems. The analysis of a domain into a set of discrete concepts is necessary to permit the organization of those differentiated concepts into a simple integrated model. Although preference for more abstract concepts may be contrasted with preference for more concrete concepts, it is possible to integrate both specific and general concepts through a hierarchical, configurational approach to...

  8. Some Aspects of the Development of Space Perception
    (pp. 162-204)

    This paper presents some empirical findings and theoretical concepts pertaining to a problem that we and others at Clark University have been working on for a number of years. This is the problem of the development of an essential feature of perception — space perception. In keeping with the approach we have been using for sometime, we shall treat the development of space perception from a particular perspective — the organismicdevelopmental point of view (Werner, 1957, 1961). We should like to note at the outset that we have severely restricted our treatment of the development of the organism-environment system serving to organize...

  9. List of Contributors
    (pp. 205-210)
  10. INDEX
    (pp. 211-216)