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Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 9

Copyright Date: 1975
Edition: NED - New edition
Pages: 216
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 9 was first published in 1975. This ninth volume in the series of Minnesota Symposia on Child Psychology is based on material from the papers given at the 1974 symposium sponsored by the Institute of Child Development at the University of Minnesota. Anne D. Pick, the editor, is Professor Emerita at the Institute. She writes an introduction to the volume. There are six chapters by nine contributors from various universities and other institutions. The first chapter, which deals with aspects of competence in language development, is by three member of the program in developmental psychology at Teachers College, Columbia University: Lois Bloom, Peggy Miller, and Lois Hood. Leo Ganz of the Stanford University department of psychology contributes the second chapter, “Conjunctive Neural Gating as a Mechanism Mediating the Development of Object Recognition.” Chapter 3, “The Effects of Television Content on Young Children,” is by Aletha Huston Stein, associate professor of human development at Pennsylvania State University, and Lynette Kohn Friedrich, director of the Social Development Curriculum Project at State College, Pennsylvania. Alfred Steinschneider, associate professor of pediatrics at the Upstate Medical Center, Syracuse, New York, contributes a chapter on the implications of the sudden infant death syndrome for the study of sleep in infancy. Tom Trabasso, professor of psychology at Princeton University, is the author of Chapter 5, “Representation, Memory, and Reasoning: How Do We Make Transitive Inferences?” The final chapter, “Another Perspective on Social Cognition,” is by James Youniss, professor of psychology at the Boys Town Center for the Study of Youth Development, Catholic University of America, Washington, D.C.

    eISBN: 978-0-8166-6405-4
    Subjects: Psychology

Table of Contents

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  1. Front Matter
    (pp. i-iv)
  2. Preface
    (pp. v-viii)
    Anne D. Pick
  3. Table of Contents
    (pp. ix-2)
  4. Variation and Reduction as Aspects of Competence in Language Development
    (pp. 3-55)

    An explanation of what children know about language when they begin to use multiword utterances is a central concern in the study of child language. Two specific aspects of early sentences were investigated in this study: apparent constraint on length and the developmental interaction among grammatical complexity, lexical and discourse factors. In early child speech, first sentences are two words long, and sentences get longer as the child’s acquisition of grammar increases. However, although utterance length is correlated with increased grammatical maturity up to a ceiling of about 4.0 morphemes, utterance length, per se, is not an index of the...

  5. Conjunctive Neural Gating as a Mechanism Mediating the Development of Object Recognition
    (pp. 56-77)

    Adult human form perception involves object recognition — an ability to recognize an object, a face, etc., even when presented in varying sizes, intensities, backgrounds, and, to some extent, varying orientation. It is probably true that to accomplish such object recognition we must respond to a configuration of feature values andnotto the individual features.

    Responding to a configuration of feature values is obviously not our only perceptual ability. Trevarthen (1968) described two subclasses of visual mechanisms. One of these he called “ambient vision.” It mediates tasks involving orientations of the head, postural adjustments, and locomotion in space, the...

  6. The Effects of Television Content on Young Children
    (pp. 78-105)

    Television is variously described by social scientists and laymen as a dominating, powerful drug on the minds of children, as a rather innocuous and convenient form of entertainment, as a conveyer of cultural values, attitudes, and beliefs that is homogenizing our society, and as a socialization agent on a par with the school, the family, and the peer group. During the past 25 years, the television set has become an integral part of most homes and of most Americans’ lives. For almost that length of time, there has been widespread public concern about the violence that pervades most available programs....

  7. Implications of the Sudden Infant Death Syndrome for the Study of Sleep in Infancy
    (pp. 106-134)

    A developing awareness of the magnitude of the sudden infant death syndrome (SIDS) has resulted in a considerable increase in investigative efforts directed toward solving this major tragedy. The Second International Conference on the Causes of Sudden Death in Infants (Bergman, Beckwith, & Ray, 1970) revealed that a great deal of progress had been made in the 6-year period following a previous conference. Nonetheless, there were still substantially few clues, albeit numerous hypotheses, about the cause of these deaths.

    In summarizing the state of our knowledge in 1963, it was clear that little was known at that time, even of the...

  8. Representation, Memory, and Reasoning: How Do We Make Transitive Inferences?
    (pp. 135-172)

    During the past five years, my colleagues and I have been conducting a case study. We thought that we could discover much about cognitive development if we could find out how people solve a particular task. In this report, I shall share with you our understanding of what we have found by examining one task environment.

    The task we have studied is well known. When the task is performed by children, it is called transitivity or transitive inference; when it is done by adults, it is known as an ordered syllogism or a three-term series problem. A familiar example is...

  9. Another Perspective on Social Cognition
    (pp. 173-194)

    The purpose of this paper is to bring a new perspective to bear on the developmental study of social cognition and to attempt to coordinate it with other current perspectives. Several key questions keep recurring in this field, indicating the value of looking at social cognition from a different starting point. Are social objects and physical objects known in the same or different ways? If different, how does the child come to understand other persons? Does knowledge stem from social objects, does it begin with the child’s knowledge of himself, or does it transfer from an understanding of physical objects?...

  10. List of Contributors
    (pp. 197-198)
  11. Index
    (pp. 201-204)