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Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 2

Copyright Date: 1969
Edition: NED - New edition
Pages: 184
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 2 was first published in 1969. This is the second volume in the series which is based on papers from the annual Minnesota Symposia on Child Psychology, sponsored by the Institute of Child Development at the University of Minnesota. Volume 2 presents material from five papers given at the 1967 symposium. For each symposium a number of outstanding child psychologists are invited to give papers dealing with their own programs of research. Each participant is provided with the opportunity of summarizing and integrating the findings of several studies and discussing the conceptual framework or rationale for the series of studies. This volume includes five papers ten contributors: “Stable Patterns of Behavior: The Significance of Enduring Orientations for Personality Development” by Wanda C. Bronson; “The Child’s Grammar from I to III” by Roger Brown, Courtney Cazden, and Ursula Bellugi-Klima; “A New APPROACH to Behavioral Ecology” by Bettye M. Caldwell; “Effects of Cognition on Perception: A Problem and a Paradigm for Developmental Study” by Maurice Hershenson; and “Cross-Cultural Longitudinal Research on Child Development: Studies of American and Mexican Schoolchildren” by Wayne H. Holtzman, Rogelio Diaz-Guerrero, Jon D. Swartz, and Luis Lara Tapia.

    eISBN: 978-0-8166-6289-0
    Subjects: Psychology

Table of Contents

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  1. Front Matter
    (pp. i-viii)
  2. Table of Contents
    (pp. ix-2)
  3. Stable Patterns of Behavior: The Significance of Enduring Orientations for Personality Development
    (pp. 3-27)

    Described in operational terms, my research activities of the past few years have consisted in, first, identifying behavior patterns that remain both stable and central from childhood through adolescence and, second, determining what characteristics of the individual and of his environment come to be associated with such patterns at different stages of development. The findings established in the course of this research have led me to propose that two dimensions of behavior, Expressiveness-Reserve and Placidity-Explosiveness, are manifestations of what may be called orientations; that is, characteristic and relatively unmodifiable predispositions to certain modes of interaction which play an important role...

  4. The Child’s Grammar from I to III
    (pp. 28-73)

    A group of us at Harvard are engaged in a longitudinal study of the development of grammar in three preschool children. One of the children, Eve, is the daughter of a graduate student, Adam is the son of a minister who lives in Boston, and Sarah is the daughter of a man who works as a clerk in Somerville. Eve’s and Adam’s parents have college educations; Sarah’s parents have high school degrees. The principal data of the study are transcriptions of the spontaneous speech of the child and his mother (occasionally also the father) in conversation at home. For each...

  5. A New “Approach” to Behavioral Ecology
    (pp. 74-109)

    Child psychology generally is designated as having had an official existence from the time of the publication of a few diaries or baby biographies. These diaries represented early attempts at the compilation of human ecological data. That is, the authors relied upon their own powers of observation to assimilate naturally occurring behavioral events, and they made an attempt to relate behavior to the existing environmental conditions. It was the custom for many years to condemn such biographies as biased and unscientific; yet anyone who has read even excerpts from the reports of Darwin (1877) or Preyer (1888) might question that...

  6. Effects of Cognition on Perception: A Problem and a Paradigm for Developmental Study
    (pp. 110-124)

    The broad aim of this paper is to bring to attention an underdeveloped area of the study of development, namely, the changes in perception which should—perhaps must—accompany cognitive development. Certainly, the study of cognitive development has flowered, and, just as certainly, its fruition carries implications for perceptual development.

    Indeed, perceptual-cognitive development has received some attention, but this has focused primarily on infancy. Perhaps because perceptual structure “ought” to precede cognitive structure or perhaps because visually guided responses, which are clearly involving the perceptual system, dominate early life—for whatever reason, early “cognitive” development has generally been seen to...

  7. Cross-Cultural Longitudinal Research on Child Development: Studies of American and Mexican Schoolchildren
    (pp. 125-160)

    One of the most significant developments in contemporary psychology is the rapid growth of cross-cultural research on a scale unheard of a decade ago. The widening search for cultural variation, the growing realization of parochial limitations of psychology in the United States, the increased communication among behavioral scientists from many disciplines and nations, the development of technology and resources making large-scale research feasible—all contribute greatly to this new kind of comparative psychology, a comparative psychology of human behavior in markedly different natural settings rather than of different animal species.

    Cross-cultural, comparative approaches are particularly appealing for the study of...

    (pp. 161-164)
  9. INDEX
    (pp. 165-172)