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New and Recent Books 2009

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Introductory Psychology


Introductory & General Developmental Psychology


Theories of Development

New Titles 2009


Developmental Neuroscience


Cognitive Development


Language & Reading Development


Social & Emotional Development


Gender Development


Cross-Cultural Development




Gerontology & Aging


Parenting & Families


Developmental Psychopathology


Child Abuse


Developmental Neuropsychology




Research Methods


Introductory Developmental Psychology

Developmental Psychology

Dear Developmental Psychologist,

Book Orders (UK/Europe/Rest of World)

This catalog focuses on new books in Developmental Psychology. Throughout the year, we will also mail specialized brochures that contain more details about new, recent, and backlist titles in specific areas of interest, such as Adolescence, Family Studies, and Cognitive Development. You can download all of our brochures and catalogs as PDFs: visit and select ‘Brochures’.

Taylor & Francis Customer Services, Bookpoint, 130 Milton Park, Abingdon, Oxon OX14 4SB, UK Tel: +44 (0) 1235 400 524 Fax: +44 (0) 1235 400 525 Email:

As well as mailing brochures and catalogs, we also send out regular email updates. These are subject-specific announcements of new books, calls for papers for relevant academic journals, and details of free journal articles. You can select exactly what you want to receive; our email lists are finely coded, with more than 150 discrete subject areas to choose from. Visit to sign up online, or email with your area/s of interest and we will add you to our subscribers’ list. We send no more than 2 or 3 emails per month in any one subject area. We respect the privacy of our customers: we will always include a link to leave the list in any communication and will never pass on your email address to a third party.

Invitation to Authors Are you planning to develop a textbook, handbook, supplement or monograph in Developmental Psychology? Do you feel there is a need for a new journal in this area? If so, we would like to hear from you. We welcome proposals covering any aspect of Developmental Psychology, in its theory and practice, including areas in which we already publish textbooks. With offices in the UK, USA, and around the world, Psychology Press, with its sister imprint Routledge, is one of the largest psychology publishers. Our dedicated and experienced editorial and production teams produce top-quality textbooks, handbooks, monographs and journals. Our e-marketing department maintains innovative web-based ‘arenas’ – online shop windows displaying our publications in all major areas of psychology (see www.developmentalpsychologyarena. com). Psychology Press implements an integrated global marketing plan for each of our books, with worldwide mailings of full-color brochures and catalogs. If you have a project in mind, there is no one better qualified to make a success of your proposal. Please send proposals to: US/Canada: Debra Riegert, Senior Editor: UK/Europe/ROW: Lucy Kennedy, Senior Editor:


Book Orders (US/Canada/Latin America) Taylor & Francis Group, 7625 Empire Drive, Florence, Kentucky 41042, USA Call Toll Free: 1-800-634-7064, Mon–Fri, 8am–5:30pm, EST Fax Toll Free: 1-800-248-4724 anytime Email: Call international: (561) 361-6000, ext 6418 Fax international: (561) 361-6075 Inspection Copy Requests (UK/Europe/Rest of World) Julie Norton, Customer Services, Psychology Press, 27 Church Road, Hove, East Sussex, BN3 2FA, UK Tel: +44 (0) 2070 177747 Fax: +44 (0) 2070 176717 Email: Complimentary and 60-day Examination Copy Requests (US/Canada/Latin America) Please fax to 1- 800-248-4724 or call 1-800-634-7064, Mon–Fri, 8am–5pm, EST, or mail: Taylor & Francis/Psychology Press Customer Service Group, Attn: Textbook Coordinator, 7625 Empire Drive, Florence. Kentucky, 41042, USA Email: Journal Subscriptions (International) Journal Customer Services, T&F Informa UK Ltd., Sheepen Place, Colchester, Essex, C03 3LP, UK Tel: +44 (0) 2070 175 544 Fax: +44 (0) 2070 175 198 Email: eBooks eBooks are a flexible and dynamic resource for teaching, learning and research. Taylor & Francis eBooks provide quick and efficient access to the right material at the right time, where and when you want it. To find out more about the full range of eBooks available, visit For further information on library subscriptions and purchases, go to

Introductory Psychology Eysenck, Fundamentals of Psychology Richards, Putting Psychology in its Place, 3rd Ed. Richards, Psychology

6 6 7 7

Introductory & General Developmental Psychology 8 8

Theories of Development Main, Childhood Re-imagined


Tewari & Alvarez, Asian American Psychology Bornstein, Handbook of Cultural Development Science

Adolescence Arnett et al., Divergent Perspectives on Emerging Adulthood Mallet et al., Moving Out, Moving On Whitbeck, Mental Health and Emerging Adulthood among Homeless Young People

33 33 34

Gerontology & Aging Mehrotra & Wagner, Aging and Diversity, 2nd Ed.

Developmental Neuroscience

31 32


Zelazo et al., Developmental Social Cognitive Neuroscience 14

Parenting & Families

Cognitive Development

Day, Introduction to Family Processes, 5th Ed. Strahan et al., Parenting with Reason Cohen, What Every Man Should Know About Being a Dad

36 37 37

Developmental Psychopathology Child Abuse


McCoy & Keen, Child Abuse and Neglect


Goswami, Cognitive Development Doherty, Theory of Mind McCartney & Weinberg, Experience and Development Tatsuoka, Cognitive Assessment Sorsana, Developmental Co-construction of Cognition Markowitsch & Welzer, The Development of Autobiographical Memory Courage & Cowan, The Development of Memory in Infancy and Childhood, 2nd Ed.

15 16 16 17 17 18

IUPsyS Wedding & Stevens, Psychology: IUPsyS Global Resource CD-ROM, 2009 Edition



Research Methods




20 21 21 22 23 24 24 25 25

Social & Emotional Development Meadows, The Child as Social Person Reissland, The Development of Emotional Intelligence Koops et al., The Development and Structure of Conscience Tremblay et al., Development and Prevention of Behaviour Problems Smidt, Introducing Vygotsky Holzman, Vygotsky at Work and Play Bukowski et al., Social and Emotional Development Kensinger, Emotional Memory Across the Adult Lifespan

Anderson et al., Executive Functions and the Frontal Lobes 40


Language & Reading Development Harley, Talking the Talk Norbury et al., Understanding Developmental Language Disorders Brunswick et al., Reading and Dyslexia in Different Orthographies Wood & Connelly, Contemporary Perspectives on Reading and Spelling Nippold & Scott, Expository Discourse in Children, Adolescents, and Adults Gathercole, Routes to Language Guo et al., Crosslinguistic Approaches to the Psychology of Language Colombo et al., Infant Pathways to Language Schwartz, Handbook of Chid Language Disorders Israel & Duffy, Handbook of Research on Reading Comprehension Pugh & McCardle, How Children Learn to Read

Developmental Neuropsychology

27 27 28 28 28 29 29 30

Aging & Mental Health Aging, Neuropsychology, and Cognition Applied Developmental Science Attachment & Human Development Child Neuropsychology Cognitive Neuroscience of Language Developmental Neuropsychology Early Child Development and Care Early Years Educational Psychology European Journal of Developmental Psychology Identity Infancy Infant Observation International Journal of Disability, Development and Education International Journal of Psychology Journal of Child Psychotherapy Journal of Cognition and Development Journal of Reproductive and Infant Psychology Language Acquisition Language Learning and Development Parenting Research in Human Development Social Neuroscience Vulnerable Children and Youth Studies

36 36 10 30 40 26 41 11 11 11 9 12 12 12 39 42 12 19 13 26 26 38 10 15 13

Gender Development Blakemore et al., Gender Development



Table of Contents

Mitchell & Ziegler, Fundamentals of Development Schnelder & Bullock, Human Development from Early Childhood to Early Adulthood

Cross-Cultural Development




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Parent and Child Series Series Editor: David Cohen, Film maker and Psychologist, UK


This series aims to bridge the gap in parents’ understanding of the issues that may affect their children from infancy to early adolescence. These scientifically grounded books will communicate the findings of psychologists and other developmental experts to parents in a user-friendly way. The books will be brief but comprehensive, accessible and intelligent. Topics will cover both normal development and problem areas, such as eating disorders, learning disabilities, aggressive children and conduct disorders, drugs and alcohol use, ADHD, childhood stress, sexuality and the Risk Debate. The books will be invaluable for all parents and parents-to-be.

New Titles in the Series: What Every Man Should Know About Being a Dad (2009) David Cohen (p.37 ) Parenting with Reason (2009) Esther Yoder Strahan, Wallace E. Dixon & Jerry Burton Banks (p.37)

relatively short, readable books on interesting topics to do with youth and society, the series makes people more aware of the relevance of the subject of adolescence to a wide range of social concerns. The books do not put forward any one theoretical viewpoint. The authors outline the most prominent theories in the field and include a balanced and critical assessment of each of these. Whilst some of the books may have a clinical or applied slant, the majority concentrate on normal development. The readership rests primarily in two major areas: the undergraduate market, particularly in the fields of psychology, sociology and education; and the professional training market, with particular emphasis on social work, clinical and educational psychology, counselling, youth work, nursing and teacher training.

In Development: Illegal Leisure Revisited: Changing Patterns of Alcohol and Drug Use in Adolescents and Young Adults (2010) Howard Parker, Judith Aldridge, Fiona Measham & Lisa Williams Wired Youth: ICT and the Social World of Adolescence (2010) Gustavo Mesch & Ilan Talmud

Studies in Adolescent Development Series

New and Recent Titles in the Series:

Moving Out, Moving On: Young People’s Pathways In and Through Homelessness (2009) Shelly Mallet, Doreen A. Rosenthal, Deb Keys & Roger Averill (p.33)

Series Editors: Leo B. Hendry, University of Glamorgan, Wales, and Emeritus Professor, University of Aberdeen, UK; Marion Kloep, University of Glamorgan, UK & Inge Seiffge-Krenke, University of Mainz, Germany This series is published in conjunction with the European Association for Research on Adolescence and is committed to publishing and promoting the highest quality of writing in the field of adolescent development. It aims to respond to the recent shifts in the social and ecological environment of adolescents and in the new theoretical perspectives within the social science by providing a range of books, each of which deals indepth with an aspect of current interest within the field of adolescent development. Each book focuses on a specific aspect of adolescence and provides either a clear picture of the research endeavours which are currently serving to extend the boundaries of our knowledge and understanding of the field, or an insightful theoretical perspective of adolescent development. The editors encourage publications which represent original contributions to the field.

Forthcoming Titles in the Series: Siblings in Adolescence (2010) Angel Ittel, Tina Kretschmer, Alison Pike Deception: A Young Person’s Life Skill (2010) Rachel Taylor & Lynsey F. Gozna

Titles in the Series: Divergent Perspectives on Emerging Adulthood: Stage or Process? (2009) Jeffrey Arnett, Marion Kloep, Leo B. Hendry & Jennifer Tanner (p.33) The Transition to Adulthood and Family Relations (2006) Eugenia Scabini, Elena Marta & Margherita Lanz

Adolescent Coping: Advances in Theory, Research and Practice (2008) Erica Frydenberg Social Networks in Youth and Adolescence, 2nd Edition (2007) John Cotterell

Essays in Developmental Psychology Series Series Editors: North America: Henry Wellman, University of Michigan at Ann Arbor and Janet Werker, University of British Columbia; UK: Claire Hughes, Centre for Family Research, University of Cambridge and Usha Goswami, University of Cambridge Designed to meet the need for rapid publication of brief volumes in developmental psychology, the series defines developmental psychology in its broadest terms. Each volume in the series makes a conceptual contribution to the topic by reviewing and synthesizing the existing research literature, by advancing theory in the area, or by some combination of these missions. Authors in this series provide an overview of their own highly successful research program, but they also include an assessment of current knowledge and identification of possible future trends in research. Each book is a self-contained unit supplying the advanced reader with a coherent review of important research as well as its context, theoretical grounding and implications.

Forthcoming Titles in the Series:

Adolescence, Affect and Health (1999) Donna Spruijt-Metz

Developmental Psychopathology (2010) Jacob A. Burack

Adolescence and Society Series

Children's Cosmologies (2010) Stella Vosniadou Series Edit o r : John C. Coleman, The Trust for the Study of Adolescence, UK The general aim of the series is to make accessible to a wide readership the growing evidence relating to adolescent development. The books in this series summarize, review and place in context current work in the field so as to interest both an undergraduate and a professional audience. The intention of the authors is to raise the profile of adolescent studies among professionals and in institutions of higher education. By publishing


Recent Titles in the Series: Children's Knowledge, Beliefs and Feelings about Nations and National Groups (2006) Martyn Barrett Reading Acquisition and Developmental Dyslexia (2006) Liliane Sprenger-Charolles, Pascale Colé & Willy Serniclaes The Resilience of Language (2005) Susan Goldin-Meadow




Page 5

Studies in Developmental Psychology Series Series Editor: Charles Hulme, University of York, UK Studies in Developmental Psychology is a series of edited texts covering a wide range of topics in developmental psychology. These books are aimed at advanced undergraduate or graduate students, and each provides an up-to-date overview of a given area, with chapters written by leading experts in each field.

Titles in the Series:

Infant EEG and Event Related Potentials (2007) Michelle de Haan (Ed.) Children’s Understanding of Society (2005) Martyn Barrett & Eithne Buchanan-Barrow (Eds.) Connectionist Models of Development (2003) Philip T. Quinlan (Ed.)

The Developing Mind Series

Series Editor: Philip David Zelazo, University of Minnesota, USA Co-Editors: Dare Baldwin, University of Oregon, USA; David F. Bjorklund, Florida Atlantic University, USA; Judy Deloache, University of Virginia, USA; Lynn S. Liben, Pennsylvania State University, USA & Yuko Munakata, University of Denver, USA


The Development of Memory in Infancy and Childhood, 2nd Edition (2008) Mary Courage & Nelson Cowan (Eds.) (p.18)

Culture, Thought, and Development (2000) Larry Nucci, Geoffrey B. Saxe & Elliot Turiel (Eds.)

This series presents high-quality scholarship in a format that makes each book useful in a wide variety of situations. For example, books in the series may serve as: • Solid introductions to particular topics for professionals in other subdisciplines

The Cognitive Neuroscience of Development (2003) Michelle de Haan & Mark H. Johnson (Eds.)

• Texts for adoption for upper-level courses (e.g., senior seminars or graduate courses) or supplemental use in mid-level courses (e.g., cognitive development courses)

The Development of Intelligence (2000) Mike Anderson (Ed.)

• Engaging overviews of cognitive developmental theory and research for a more general audience of educated nonspecialists.

The Development of Mathematical Skills (2000) Chris Donlan (Ed.)

In addition to making an indispensable scholarly contribution to the literature, each book is broadly accessible and widely marketed. Given these goals, there are no specific constraints on the type of book to be published in the series, although in most cases authored books will be more likely to serve these purposes than edited volumes. Proposals submitted for consideration will be carefully reviewed, and those accepted for inclusion in the series will receive editorial development as befits a first-class outlet for publication of scholarly texts.

The Development of Language (1999) Martyn Barrett (Ed.) Perceptual Development (1999) Alan Slater (Ed.) The Social Child (1999) Anne Campbell & Steve Muncer (Eds.) The Development of Social Cognition (1998) Suzanne Hala (Ed.)

The Jean Piaget Symposia Series Series Editor: Ellin Scholnick, University of Maryland, USA Each year, following their annual meeting, the Jean Piaget Society publishes an edited volume. This approximately 300-page volume covers the main themes of the symposium and is published by Psychology Press/Taylor & Francis.

New and Recent Titles in the Series: Developmental Social Cognitive Neuroscience (2009) Philip David Zelazo, Michael Chandler & Eveline Crone (Eds.) (p.14) Social Life and Social Knowledge (2008) Ulrich Mueller, Jeremy I.M. Carpendale, Nancy Budwig & Bryan Sokol (Eds.) Developmental Perspectives on Embodiment and Consciousness (2008) Willis Overton, Ulrich Mueller & Judith Newman (Eds.) Social Development, Social Inequalities, and Social Justice (2008) Cecilia Wainryb, Judith G. Smetana & Elliot Turiel (Eds.) Play and Development (2007) Artin Goncu & Suzanne Gaskins (Eds.)

Inquiries about the series may be directed to: Philip D. Zelazo, Ph.D. University of Minnesota Institute of Child Development 51 East River Road Minneapolis, MN 55455-0345, USA Phone: 612-624-5957 Fax: 612-624-6373 Email:

Forthcoming Title in the Series: Making Sense of Adolescent Risk Taking (2010) Eric Amsel & Cynthia Lightfoot

New and Recent Titles in the Series: Remembering the Times of Our Lives (2006) Patricia J. Bauer The Development of Commonsense Psychology (2006) Chris Moore Recess: Its Role in Education and Development (2005) Anthony D. Pellegrini The Cradle of Culture and What Children Know About Writing and Numbers Before Being Taught (2003) Liliana Tolchinsky

Biology and Knowledge Revisited (2005) Sue Taylor Parker, Jonas Lange & Constance Milbrath (Eds.) Changing Conceptions of Psychological Life (2004) Cynthia Lightfoot, Chris Lalonde & Michael Chandler (Eds.) Reductionism and the Development of Knowledge (2002) Terrance Brown & Leslie Smith (Eds.) Language, Literacy, and Cognitive Development (2002) Eric Amsel & James P. Byrnes (Eds.)


Complimentary copy available!

seamlessly brings together all the various related topics. It also includes substantial coverage of current research. Combining an authoritative tone, a huge range of psychological material, and an informal, analogy-rich style, the text expertly blends admirably up-to-date empirical research and real-life examples and applications. Both readable and factually dense, the book introduces all the main approaches to psychology, including social, developmental, cognitive, biological, individual differences, and abnormal psychology, as well as psychological research methods. However, it also includes directions for more detailed and advanced study for the interested student.

New Titles

Introductory Psycholopgy Psychology Introductory

Introductory Psychology Textbooks

Fundamentals of Psychology incorporates many helpful textbook features which will aid students and reinforce learning, such as: 

Key-term definitions

Extremely clear end-of-chapter summaries

Annotated further reading sections

Evaluations of significant research findings

Numerous illustrations presented in attractive full color.

This textbook is also accompanied by a comprehensive program of resources for both students and instructors, which is available free to qualifying adopters. The resources include a web-based Student Learning Program, as well as chapter-by-chapter lecture slides and an interactive chapter-by-chapter multiple-choice question test bank.

Fundamentals of Psychology Michael Eysenck Royal Holloway, University of London, UK “This must be surely one of the most comprehensive psychology textbooks in existence. It covers the diverse and multi-leveled discipline that psychology is and it does so in a highly sophisticated yet also readable and interesting way. I appreciated the historical perspective, and the focus on long-standing issues that perplexed and fascinated psychological scientists over the years, and found new framings with the introduction of new methods and techniques of inquiry.” – Arie W. Kruglanski, Distinguished University Professor, University of Maryland “Eysenck has written a thorough yet engaging introduction to the science of psychology. The book speaks with a unified voice, pulling in historical examples where they are important, yet still covering cutting-edge research of recent years. He does not shy away from controversial issues in the field, but covers them evenhandedly. The last three chapters on research methods are excellent; I strongly recommend this book.” – Henry Roediger III, Washington University in St. Louis “In my opinion Eysenck is the finest textbook author in the world at this level. The sheer breadth of material with which he is comfortable is most impressive, and he has a unique ability to communicate complex and contemporary material so as to make it accessible and interesting.” – Matt Jarvis,Visiting Tutor in Education, Southampton and Keele Universities Aimed at those new to the subject, Fundamentals of Psychology is a clear and reader-friendly full-color textbook that will help students explore and understand the essentials of psychology. This text offers a balanced and accurate representation of the discipline through a highly accessible synoptic approach, which


Combining exceptional content, abundant pedagogical features, and a lively full-color design, Fundamentals of Psychology is an essential resource for anyone new to the subject and more particularly those beginning undergraduate courses. The book will also be ideal for students studying psychology within education, nursing and other healthcare professions. CONTENTS 1. Introduction. 2. Historical and Conceptual Issues. Part 1. Introduction to Biological Psychology. 3. Human Motivation. 4. Emotion, Stress, and Coping. 5. States of Awareness. Part 2. Introduction to Cognitive Psychology. 6. Visual Perception and Attention. 7. Conditioning and Learning. 8. Human Memory. 9. Thinking: Problem Solving and Decision Making. 10. Language. Part 3. Introduction to Individual Differences. 11. Intelligence. 12. What Does Personality Look Like? Part 4. Introduction to Developmental Psychology. 13. Cognitive Development: Specific Abilities. 14. Theories of Cognitive Development. 15. Social Development in Everyday Life. 16. Attachments and Friendships. Part 5. Introduction to Social Psychology. 17. Social Cognition. 18. Social Behavior and Relationships. 19. Group Processes. 20. Intergroup Processes. Part 6. Introduction to Abnormal Psychology. 21. Approaches to Abnormality. 22. Therapeutic Approaches. Part 7. Introduction to Research Methods. 23. Psychological Inquiry. 24. Design of Investigations. 25. Data Analysis.

Visit to: ��������������������������������� �������������������������������������� January 2009: 8½x11: 712pp Hb: 978-1-84169-371-2: £49.95 $90.00 Pb: 978-1-84169-372-9: £27.50 $49.95



Third Edition Graham Richards Former Professor at Staffordshire University, UK The third edition of Putting Psychology in its Place builds on the previous two editions, introducing the history of psychology and placing the discipline within a historical context. It aims to answer questions about the role of psychology in modern society, by critically examining issues such as how psychology developed, why psychoanalysis had such an impact and how the discipline has changed to deal with contemporary social issues such as religion, race and gender. This new third edition contains two completely new chapters: Emotion: The Problem or the Whole Point? and Psychology, Money and Institutions. An expanded Epilogue has also been added which incorporates a discussion of the conceptual issues raised in the book and which corresponds with the new BPS requirements for undergraduate courses. Other chapters, including those on psychology and the brain, social psychology and the psychology of madness, as well those on gender, religion and race have also been substantially revised. Putting Psychology in its Place is imaginatively written and accessible to all. It is an invaluable introductory text for undergraduate students of the history of psychology and will also appeal to postgraduates, academics and anyone interested in psychology or the history of science. Contents Part 1. Origins and Theories. 1. Introduction: Psychology and History. 2. Before Psychology: 1600–1850. 3. Founding Psychology: Evolution and Experimentation. 4. William James and the Founding of American Psychology. 5. Behaviourism. 6. Gestalt Psychology. 7. Cognitive Psychology. Part 2. Some Topics. 8. Looking at Perception. 9. Psychology and the Brain. 10. Memory: Some Points to Remember. 11. Emotion: The Problem or the Whole Point? 12. Personality: Psychology and Who You Are. 13. Social Psychology. 14. Applied Psychology. Part 3. Psychology’s Subject. 15. Psychology and the Meanings of Madness. 16. Psychological Uses of Animals. 17. Psychology and the Child. 18. Psychology and Gender. Part 4. Two General Issues. 19. Some Problems With Measurement. 20. Psychology and Language. Part 5. Four Cultural Entanglements. 21. Psychology, Money and Institutions. 22. Psychology Meets Religion and Vice Versa. 23. Psychology and ‘Race’. 24. Psychology and War. 25. Conceptual Issues: A Resumé. 26. Epilogue.

Introductory Psychology

Putting Psychology in its Place

Psychology The Key Concepts

Graham Richards Former Professor at Staffordshire University, UK

Routledge Key Guides Series This book provides a comprehensive overview of 200 concepts central to a solid understanding of Psychology and includes the latest recommendations from the British Psychology Society (BPS). The focus is on practical uses of Psychology in settings such as nursing, education and human resources, with topics ranging from Gender to Psychometrics and Perception. Contents 1. Achievement. 2. Motivation. 3. Authoritarianism. 4. Dissociation. 5. Attachment Theory. 6. Schools of Psychology. 7. Memory. 8. Psychoanalysis.

August 2008: 5½x8½: 266pp Hb: 978-0-415-43200-9: £60.00 Pb: 978-0-415-43201-6: £14.99 60-day examination copy available

January 2010: 7x10: 264pp Hb: 978-0-415-45579-4: £45.00 Pb: 978-0-415-45580-0: £19.95 60-day examination copy available


Introductory & General Developmental Psychology

Introductory & General Developmental Psychology

Human Development from Early Childhood to Early Adulthood Findings from a 20 Year Longitudinal Study Wolfgang Schneider, University of Würzburg, Germany Merry Bullock, American Psychological Association (APA), USA (Eds.) “This book will be of great interest to many scholars, educators and research scientists. ... The editors provide a very general and accessible ‘map’ for the reader. ... [It’s] ... an important resource about longitudinal studies. ... The contributors are ... top-notch.” - Melanie Killen, University of Maryland


Fundamentals of Development The Psychology of Childhood Second Edition Peter Mitchell & Fenja Ziegler University of Nottingham, UK “One of the great strengths of the book is that it describes the empirical evidence on the issues clearly and intelligently. The book sets a wonderful example to people just beginning to learn about Developmental Psychology in how to think about the evidence, and also establishes the absolute importance of empirical data for the subject.” - Peter Bryant FRS, Department of Psychology, Oxford Brookes University Fundamentals of Development: The Psychology of Childhood follows a thematic approach, offering a broad overview of contemporary interest in the subject. Each chapter addresses a topic, such as perception, verbal communication, and theory of mind. Therefore, chapters are self-contained and comprehensive in their coverage of each aspect of development. Straightforward language and ample illustrations introduce the reader to the key areas in child development. The material is carefully organized to be as student-friendly as possible. This textbook is accompanied by a CD-ROM of instructor resources which is free of charge to university departments that adopt this book as their text. It includes chapter-by-chapter lecture slides, an interactive chapter-by-chapter multiple-choice question test bank, and multiplechoice questions in paper and pen format. Contents 1. Themes and Perspectives in Developmental Psychology. 2. The Development of Thinking. 3. Do Piaget’s Theory and Findings Stand Up to Examination? 4. What Children Understand about the Mind. 5. Autism. 6. Developing an Ability to See the World. 7. Developing an Ability to Draw. 8. The Role of Heredity and Environment in Intelligence. 9. Language Development. 10. Developing an Ability to Communicate. 11. Parenting and the Development of Love and Attachment. 12. Freud’s Theory of Personality Development. 13. Moral Development. 14. Development of Antisocial Behavior. April 2007: 7½x10: 248pp Hb: 978-0-86377-793-6: £39.95 Pb: 978-1-84169-644-7: £16.50 60-day examination copy available


Data generated from longitudinal studies allow researchers to better understand how context and experience interact with stable characteristics of the developing person over time. This book summarizes a landmark longitudinal study of 200 children, from the ages of 3 to 23. The Munich Longitudinal Study on the Ontogenesis of Individual Competencies (LOGIC) examined the development of individual differences over time and whether it is possible to predict later competencies from earlier ones. Offering a snapshot of theory and data on personality, social, motor, moral, and cognitive development, the contributors help us understand which individual differences can and cannot be altered through schooling and other experiences and how differences seen in the earliest stages are later reflected in adulthood. The results provide valuable insight into the strengths and limitations of early prediction of individual differences. This is the second volume to review the wealth of data generated by the study. The first volume (Weinert and Schneider, 1999) traced development from ages 3 to 12. This volume continues the story, integrating these early findings with the results from adolescence and young adulthood. Each of the chapters provides an overview of current research and addresses how the data help us understand the presence and developmental effects of individual differences. Among the findings are results on: • • • •

The relative stability of cognitive competencies The long term effects of shyness and aggression The relation between moral understanding and action, and The role of education in the development or maintenance of performance differences. Intended for researchers and advanced students in developmental, educational, personality, social, and cognitive psychology, this book will also appeal to educators, especially the chapters that focus on literacy development, educational context, scientific reasoning and mathematical reasoning. Contents

M. Bullock, W. Schneider, Introduction and Overview: Goals and Structure of LOGIC. W. Schneider, J. Stefanek, F. Niklas, Development of Intelligence and Thinking. J. Ahnert, W. Schneider, K. Bos, Developmental Changes and Individual Stability of Motor Abilities from Preschool to Young Adulthood. W. Schneider, M. Knopf, B. Sodian, Verbal Memory Development from Early Childhood to Early Adulthood. G. NunnerWinkler, Moral Motivation from Childhood to Early Adulthood. J.B. Asendorpf, J.J.A. Denissen, M.A.G. van Aken, Personality Trajectories from Early Childhood through Emerging Adulthood. F.W. Schrader, A.

November 2008: 6x9: 296pp Hb: 978-0-8058-6107-5: £56.50 Pb: 978-0-8058-6108-2: £28.00 60-day examination copy available

Also Available


European Journal of Developmental Psychology Published on behalf of the European Society for Developmental Psychology Now selected for inclusion in the Social Sciences Citation Index (© Thomson Reuters, Journal Citation Reports 2008®)

EDITOR Willem Koops Utrecht University, The Netherlands The European Journal of Developmental Psychology is an official publication of the

Brown (Ed.)

Key Indicators of Child and Youth Well-Being Completing the Picture August 2007: 6x9: 485pp Hb: 978-0-8058-4809-0: £78.00 Pb: 978-0-8058-6313-0: £33.00 • 60-day examination copy available


Deconstructing Developmental Psychology Second Edition September 2007: 6x9: 368pp Hb: 978-0-415-39561-8: £49.95 Pb: 978-0-415-39562-5: £21.50 • 60-day examination copy available


Developments Child, Image, Nation January 2008: 6x9: 336pp Hb: 978-0-415-37791-1: £49.95 Pb: 978-0-415-37792-8: £21.50

Complimentary copy available! Newman & Newman

Theories of Human Development March 2007: 7x10: 352pp Pb: 978-0-8058-4702-4: £32.50

Sheridan et al.

From Birth to Five Years Children’s Developmental Progress, Third Edition November 2007: 7x10: 104pp Pb: 978-0-415-42365-6: £9.99 • 60-day examination copy available

Introductory & General Developmental Psychology

Helmke, Development of Self-confidence from Adolescence to Early Adulthood. M. Bullock, B. Sodian, S. Koerber, Doing Experiments and Understanding Science: Development of Scientific Reasoning from Childhood to Adulthood. W. Schneider, The Development of Reading and Spelling: Relevant Precursors, Developmental Changes and Individual Differences. E. Stern, The Development of Mathematical Competencies: Sources of Individual Differences and their Developmental Trajectories. W. Schneider, M. Bullock, Epilogue: Problems and Potentials of the Munich Longitudinal Study. Bibliography of Publication Stemming from the LOGIC Project.

European Society for Developmental Psychology. It publishes innovative

original theoretical, empirical, methodological and review papers dealing with psychological development and developmental psychopathology during infancy, childhood and adolescence. It also publishes papers on social policy based on developmental science and which are relevant to education, health or wellbeing in infancy, childhood and adolescence. It is keen to receive papers relevant to European developmental psychology in that they take account of topics such as European history, European policy or cultural diversity and their relevance to developmental matters.

The journal aims to cover the areas of cognitive and social development and the development of the person (self, identity and personality) and to do so from a disciplinary and/or an interdisciplinary perspective. On occasions, issues are devoted to a special theme, under the editorship of an invited expert.

MANUSCRIPT SUBMISSION Please email your paper, saved in a standard document format type such as Word or PDF, to You may also contact the Editorial Assistant by phone on (0)2070 177730. The journal’s preferred maximum word limit is 5000 words in length. Abstracts should not exceed the number of 150 words. Prior to submission, read the full Instructions for Authors at the website below. RECENT ARTICLES

Parental Influences on Self-regulation and Achievement in Children with Adolescent Mothers:

Christine Willard Noria, John G. Borkowski, Thomas L. Whitman

Preschoolers Begin to Differentiate the Times of Events from Throughout the Lifespan: Janie Busby Grant, Thomas


Development of Behavioural Problems in Children Adopted from Romania to the Netherlands, after a Period of Deprivation: Catharina H. A. M. Rijk, René A.C. Hoksbergen, Jan ter Laak


Introductory & General Developmental Psychology

Socialization Values of Mothers of Estonian Preadolescents:

Ceballo, Ruth Chao, Nancy E. Hill, Velma McBride Murry, Ellen E. Pinderhughes

Age-related Differences in Outcome and Process Goal Focus: Alexandra M. Freund, Marie Hennecke, Michaela Riediger

Quality of Social and Physical Environments in Preschools and Children’s Development of Academic, Language, and Literacy Skills: Andrew J. Mashburn

Tiia Tulviste, Luule Mizera

Effect of Motivational Incentives on Prospective Memory Performance in Preschoolers: Matthias Kliegel, Miriam

Brandenberger, Ingo Aberle

Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press

Published by Psychology Press

20% MORE PAGES IN 2009!


Applied Developmental Science Now accepted into the Social Sciences Citation Index (© Thomson Reuters, Journal Citation Reports 2008®)

EDITORS Richard M. Lerner, Tufts University, USA Celia B. Fisher, Fordham University, USA Lawrence Gianinno, Tufts University, USA Applied Developmental Science brings theory and research together to promote and enhance positive human development across the life span, for individuals, families and communities.

MANUSCRIPT SUBMISSION Submit two manuscript copies (including two sets of illustrations, one of which is the original) and one disk copy (in Microsoft Word) to Dr. Richard M. Lerner, Editor, Applied Developmental Science, Applied Developmental Science Institute, Lincoln-Filene Center, Tufts University, Medford, MA 02155, USA (E-mail: Prior to submission, read the full Instructions for Authors at the website below. RECENT SAMPLE ARTICLES

A Variable- and Person-Oriented Investigation of Preschool Competencies and Head Start Children’s Transition to Kindergarten and First Grade: Christine M. McWayne, Linnie E.

Green, John W. Fantuzzo

Moms at Work and Dads at Home: Children’s Evaluations of Parental Roles: Stefanie M. Sinno, Melanie Killen Developing Argument Skills in Severely Disadvantaged Adolescent Males in a Residential Correctional Setting: MaryAnne De Fuccio, Deanna Kuhn, Wadiya Udell, Kerry Callender

The Links Between Parent Behaviors and Boys’ and Girls’ Science Achievement Beliefs: Ruchi T. Bhanot, Jasna Jovanovic Excavating Culture: Disentangling Ethnic Differences From Contextual Influences in Parenting: Huynh-Nhu Le, Rosario



Research in Human Development The official journal of the Society for the Study of Human Development

EDITOR Erin Phelps, Tufts University, USA William M. Kurtines, Florida International University, USA Research in Human Development (RHD) seeks to promote a shift away from research focused on development at particular stages (early childhood, adolescence, middle age, older adulthood) and from separate fields of inquiry to a more inclusive, integrative, and interdisciplinary approach to the study of human development across the entire life span. The integration of the person and his or her context across life is the focus of the scholarship promoted by this journal; as such, multilevel, multivariate, and integrative longitudinal study of personcontext relations is emphasized in these publications. Specifically, an interdisciplinary focus that integratively incorporates biological, psychological, sociological, anthropological, economic, and historical perspectives is stressed in the pages of RHD. To encompass such breadth, the publications incorporate a variety of research methods - from quantitative to qualitative. Moreover, the journal seeks to promote scholarship on the social, cultural, national, and global contexts of human development across diverse ethnic and racial groups employing multiple methods. Finally, RHD seeks to promote scholarship that informs and changes public policies and social programs that promote positive and healthy human development for all people. In short, by providing a forum for research that is life-span oriented, interdisciplinary, contextual, and methodologically diverse, the journal will significantly advance the field of human development.

MANUSCRIPT SUBMISSION Please submit two hard copies and a disk (in Microsoft Word) of proposals for thematic issues to the Editor-in-Chief: Erin Phelps, c/o The Society for the Study of Human Development, Tufts University, Lincoln-Filene Center, Medford, MA 02155,


Glen H. Elder, Jr., and the Importance of Lived Experience:


Early Years

Michael J. Shanahan

An International Journal of Research and Development

Agency and Structure in Human Development: Jacquelynne

Published on behalf of Training, Advancement and Cooperation in Teaching Young Children (TACTYC)

S. Eccles

Resilience in Infancy: A Relational Approach: M. Ann Easterbrooks, Joan Riley Driscoll, Jessica Dym Bartlett

Positive and Negative Developmental Trajectories in U.S. Adolescents: Where the Positive Youth Development Perspective Meets the Deficit Model: Stacy M. Zimmerman,

EDITORS Rod Parker-Rees, University of Plymouth, UK Pamela Oberhuemer, Staatsinstitut f체r Fr체hp채dagogik, Germany Liz Brooker, Institute of Education, UK

Erin Phelps, Richard M. Lerner

Early Years: An International Journal of Research and Development aims to broaden the international debate about the best provision for young children by representing a wide range of perspectives from different countries, different disciplines and different research methodologies.

The Study of Youth Resilience Across Cultures: Lessons from a Pilot Study of Measurement Development: Michael Ungar,

Linda Liebenberg, Roger Boothroyd, Wai Man Kwong, Tak Yan Lee, John Leblanc, Luis Duque, Alexander Makhnach Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


Introductory Theories & General ofDevelopmental Development Psychology Introductory Developmental Psychology

USA. E-mail: Prior to submission, read the full Instructions for Authors at the website below.

Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Early Child Development and Care EDITOR Roy Evans Brunel University, UK Early Child Development and Care is a multidisciplinary publication that serves psychologists, educators, psychiatrists, paediatricians, social workers and other professionals who deal with research, planning, education and care of infants and young children. In addition to scientific papers, the periodical contains book reviews, reports on conferences and other items of interest. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Routledge

Published by Routledge


Educational Psychology An International Journal of Experimental Educational Psychology

EDITOR Kevin Wheldall Macquarie University, Australia This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Routledge


Introductory & General Developmental Psychology




Infant Observation

The official journal of the International Society on Infant Studies

International Journal of Infant Observation and Its Applications

2007 Imact Factor 1.694 (© Thomson Reuters, Journal Citation Reports 2008®)

EDITOR Martha Ann Bell Virginia Tech, USA Infancy emphasizes the highest quality original research on normal and aberrant infant development during the first two years. The emphasis of Infancy is on original research articles and brief reports, but target articles with peer commentary will also be included, as well as thematic collections with peer commentary. A unique aspect of Infancy is that authors have the opportunity to submit additional archival material such as color photographs, sound files, QuickTime movies, and large data sets to the companion web page, Infancy Archives (www. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


Identity The Journal of the Society for Research on Identity Formation

EDITOR Alan S. Waterman The College of New Jersey, USA Identity is international and multidisciplinary in scope, and this cutting-edge journal provides a forum for identity theorists and researchers around the globe to share their ideas and findings regarding the problems and prospects of human self definition. The unifying thread of these articles is “identity” in its various manifestations throughout the life course. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


EDITOR Lisa Miller Tavistock Clinic, UK Infant Observation publishes the best of the varied and original writing emerging from the field of psychoanalytic infant observation. It comprises case studies on infant and young child observation, research papers, and articles focusing on wider applications of the psychoanalytic observational method, including its relevance to reflective professional practice in fields such as social work, teaching and nursing. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Routledge


Journal of Child Psychotherapy The Official Journal of the Association of Child Psychotherapists

EDITORS Viviane Green, Anna Freud Centre, UK Anne Hurley, Tavistock and Portman NHS Foundation Trust and North East London NHS Foundation Trust, UK The Journal of Child Psychotherapy is the official journal of the Association of Child Psychotherapists, first published in 1963. It is an essential publication for all those with an interest in the theory and practice of psychoanalytic psychotherapy and work with infants, children, adolescents and their parents where there are emotional and psychological problems. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Routledge


Journal of Reproductive and Infant Psychology The Official Journal of the Society for Reproductive and Infant Psychology

CO-EDITORS Colin Martin, University of the West of Scotland, UK Maggie Redshaw, University of Oxford, UK The Journal of Reproductive and Infant Psychology reports and reviews outstanding research on psychological, behavioural, medical and social aspects of human reproduction, pregnancy and infancy. Medical topics focus on obstetrics and gynaecology, paediatrics and psychiatry; the growing work in relevant aspects of medical communication and medical sociology are also covered. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Routledge


Vulnerable Children and Youth Studies An International Interdisciplinary Journal for Research, Policy and Care

EDITORS Lorraine Sherr, Royal Free & University College Medical School, UK Geoff Foster, Consultant in Paediatrics and Child Health, Mutare Hospital and Family AIDS Caring Trust, Zimbabwe Vulnerable Children and Youth Studies is an essential peer-reviewed journal analyzing psychological, sociological, health, gender, cultural, economic, and educational aspects of children and adolescents in developed and developing countries. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Routledge

Theories of Development Childhood Re-imagined Images and Narratives of Development in Analytical Psychology Shiho Main University of Essex, UK “Shiho Main has given us the most important Jungian work on childhood in recent years. Unlike other writers she manages to bridge the ‘developmental’ and the symbolic archetypal and bring the concept of the child up-to-date socially and politically. Seldom is Jungian writing so comprehensive and informing This is essential reading for psychotherapists, psychologists, trainees and everyone concerned with what ‘childhood’ means in our time.” - Christopher Hauke, IAAP Jungian analyst and senior lecturer at Goldsmiths College, University of London, Author of Jung and the Postmodern and Human Being Human. What can Jungian psychology contribute to understanding children and childhood? Childhood Re-imagined considers Carl Jung’s psychological approach to childhood and argues that his symbolic view deserves a place between the more traditional scientific and social-constructionist views of development. This book discusses how Jung’s view of development in terms of individuation is relevant to child development, particularly the notion of regression and Jung’s distinction between the child archetype and the actual child. It shows how Jung’s understanding of the historically controversial notion of recapitulation differs from that of other psychologists of his time and aligns him with contemporary, post-modern critiques of development. The book goes on to investigate Fordham’s notion of individuation in childhood, and the significance of this, together with Jung’s approach, to Jungian developmental psychology and to wider interdisciplinary issues such as children’s rights. Main also examines the plausibility and usefulness of both Jung’s and Fordham’s approaches as forms of qualitative psychology. Through its detailed scholarly examination of Jungian texts and concepts Childhood Re-Imagined clarifies the notion of development used within analytical psychology and stimulates discussion of further connections between analytical psychology and other contemporary discourses. It will be of particular interest to those involved in analytical psychology, Jungian studies and childhood studies. Contents Part 1. Jung on Development. Psychological Development. Regression. Symbolic Child Psychology. Part 2. Theoretical and Methodological Discussions on Development. ‘Recapitulation’ and ‘Development’ in Analytical Psychology. Methodological Issues in Developmental Psychology and Analytical Psychology. Part 3. The Developmental School of Analytical Psychology. Jung, Fordham, and the


Introductory & General Developmental Psychology/Theories of Development


Theories of Development/Developmental Neuroscience

‘Developmental School’. The Children’s Rights Movement and Fordham’s Work with Children. Part 4. Towards a Jungian Developmental Psychology. Jung as a Qualitative Psychologist. Conclusion. July 2008: 6x9: 216pp Hb: 978-0-415-38495-7: £55.00 Pb: 978-0-415-38496-4: £21.99

Also Available Sixth Edition Coming in 2010! Bornstein & Lamb (Eds.) Developmental Science An Advanced Textbook, Fifth Edition April 2005: 7x10: 672pp Hb: 978-0-8058-5163-2: £39.95 • 60-day examination copy available

Decety & Batson (Eds.)

Interpersonal Sensitivity Entering Others’ Worlds September 2007: 8½x11: 216pp Hb: 978-1-84169-838-0: £39.95 A special issue of the journal Social Neuroscience


Concepts and Theories of Human Development Third Edition August 2001: 7x10: 648pp Hb: 978-0-8058-2798-9: £56.50

Developmental Neuroscience Developmental Social Cognitive Neuroscience Philip David Zelazo, University of Minnesota, USA; Michael Chandler, University of British Columbia, Canada; Eveline Crone, University of Leiden, The Netherlands (Eds.) Jean Piaget Symposia Series This volume in the JPS Series is intended to help crystallize the emergence of a new field, “Developmental Social Cognitive Neuroscience”, aimed at elucidating the neural correlates of the development of socioemotional experience and behavior. No one any longer doubts that infants are born with a biologically based head start in accomplishing their important life tasks – genetic resources, if you will, that are exploited differently in different contexts. Nevertheless, it is also true that socially relevant neural functions develop slowly during childhood, and that this development is owed to complex interactions among genes, social and cultural environments, and children’s own behavior. A key challenge lies in finding appropriate ways of describing these complex interactions and the way in which they unfold in real developmental time. This is the challenge that motivates research in


developmental social cognitive neuroscience. The chapters in this book highlight the latest and best research in this emerging field, and they cover a range of topics, including the typical and atypical development of imitation, impulsivity, novelty seeking, risk taking, self and social awareness, emotion regulation, moral reasoning, and executive function. Also addressed are the potential limitations of a neuroscientific approach to the development of social cognition. Intended for researchers and advanced students in neuroscience and developmental, cognitive, and social psychology, this book is appropriate for graduate seminars and upper-level undergraduate courses on social cognitive neuroscience, developmental neuroscience, social development, and cognitive development. Contents Part 1. Introduction. P.D. Zelazo, M. Chandler, E.A. Crone, The Birth and Early Development of a New Discipline: Developmental Social Cognitive Neuroscience. Part 2. The Typical and Atypical Development of Social Cognition in Childhood. V. Gallese, M. Rochat, Motor Cognition: The Role of the Motor System in the Phylogeny and Ontogeny of Social Cognition and its Relevance for the Understanding of Autism. C. Moore, J. Barresi, The Construction of Commonsense Psychology in Infancy. J.E. Benson, M. Sabbagh, Theory of Mind and Executive Functioning: A Developmental Neuropsychological Approach. W. Cunningham, P.D. Zelazo, The Development of Iterative Reprocessing: Implications for Affect and Its Regulation. S.B. Perlman, B.C. Vander Wyk, K.A. Pelphrey, Brain Mechanisms in the Typical and Atypical Development of Social Cognition. S. Baron-Cohen, Autism and the Emphasizing-Systemizing (E-S) Theory. Part 3. Social Cognition in Adolescence. J.H. Pfeifer, M. Dapretto, M.D. Lieberman, The Neural Foundations of Evaluative Self-Knowledge in Middle Childhood, Early Adolescence and Adulthood. M. Ernst, M. Hardin, Neurodevelopment Underlying Adolescent Behavior: A Neurobiological Model. A.A. Baird, The Terrible Twelves. L. van Leijenhorst, E. Crone, Paradoxes in Adolescent Risk-taking. R.L. Selman, L.F. Feigenberg, Between Neurons and Neighborhoods: Innovative Methods to Assess the Development and Depth of Adolescent Social Awareness. Part 4. The Developmental Social Cognitive Neuroscience of Moral Reasoning. P.J. Eslinger, M. Robinson-Long, Crucial Developmental Role of Prefrontal Cortex in Social Cognition and Moral Maturation: Evidence from Early Prefrontal Lesions and fMRI. R.J. Blair, Contributions of Neuroscience to the Understanding of Moral Reasoning and its Development. J. Carpendale, B.W. Sokol, U. Müller, Is a Neuroscience of Morality Possible?. E. Turiel, The Relevance of Moral Epistemology and Psychology for Neuroscience. September 2009: 6x9: 312pp Hb: 978-1-84169-767-3: £45.00 60-day examination copy available

Discover a wealth of cognitive neuroscience resources at:


Social Neuroscience

Cognitive Development Textbook

2007 Impact Factor 2.688 (© Thomson Reuters, Journal Citation Reports 2008®)

Cognitive Development

EDITOR Jean Decety University of Chicago, USA

The Learning Brain

Social Neuroscience features original empirical articles that examine how the brain mediates social cognition, interpersonal exchanges, affective/cognitive group interactions, and related topics that deal with social/personality psychology. The goal of the journal is to provide a place to publish empirical articles that intend to further our understanding of the role of the central nervous system in the development and maintenance of social behaviors.

“This volume is a tour de force. Goswami effortlessly interweaves contemporary research and theory on cognitive development with cutting edge work in both developmental neuroscience and cognitive psychology. The result is a lucid, accessible and always stimulating treatment of the field of cognitive development, which will be of great use to students and researchers alike. A superb piece of scholarship, this volume is also an excellent choice for advanced undergraduate and graduate level courses in developmental psychology.” - Jeffrey J. Lockman, Professor of Psychology, Tulane University


Whose Loss Is It? Human Electrophysiological Correlates of Non-self Reward Processing: Hirokata Fukushima, Kazuo Hiraki Modulation of Cortical Midline Structures by Implicit and Explicit Self-relevance Evaluation: Joseph M. Moran, Todd F. Heatherton, William M. Kelley

ERP Time Course and Brain Areas of Spontaneous and Intentional Goal Inferences: Laurens Van der Cruyssen,

Marijke Van Duynslaeger, Aisha Cortoos, Frank Van Overwalle

In-group as Part of the Self: In-group Favoritism is Mediated by Medial Prefrontal Cortex Activation: Kirsten G. Volz, Thomas Kessler, D.Yves von Cramon

Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Psychology Press

Usha Goswami University of Cambridge, UK

“The study of cognitive development has recently been transformed by new interchange with cognitive science, neuroscience, computer modeling, and studies of nonhuman animals. Conveying this situation to students is challenging. Usha Goswami has provided a valuable and thorough account of cognitive development as informed by both emerging and classic perspectives.” - Nora S. Newcombe, Professor of Psychology, Temple University “The book is both scholarly and exciting in the way it inter-weaves the most cutting edge research in cognitive neuroscience and connectionism with the traditional theories of Piaget and Vygotsky. It presents a clear and contemporary introduction to the field that will interest and inform both student and expert alike.” - Mark H. Johnson, Director of the Centre for Brain and Cognitive Development, University of London Cognitive Development: The Learning Brain is a thoroughly revised and updated edition of the bestselling Cognition in Children. This fullcolor textbook has been re-written from the perspective of brain science and shows how new discoveries in cognitive neuroscience force us to reconsider traditional theories of cognitive development. Goswami considers the established base of cognitive developmental psychology and demonstrates how new data from brain science require a new theoretical framework based on learning. This book presents a new paradigm for teaching cognitive development, going beyond Piaget to learning and the brain. Conceptualizing cognitive development around three core domains of human knowledge – naïve physics, naïve biology and naïve psychology – the book considers the learning mechanisms available to the infant brain. Each chapter explores how these mechanisms affect different aspects of cognitive development. Starting with the development of these foundational domains in infancy, Goswami goes on to consider social cognition, language acquisition, causal learning and explanationbased reasoning, and theory of mind. Later chapters explore memory, reasoning, metacognition, executive functions, reading and numbers. The final chapter analyzes the contribution of more traditional theoretical


Developmental Neuroscience/Cognitive Development


Cognitive Development

perspectives (Piaget and Vygotsky), linking these to connectionism and neuroconstructivism. The intimate links between language acquisition and symbolic systems, cognitive development and social/cultural learning form the core of the book. This valuable textbook is essential reading for teachers and students of developmental and cognitive psychology, as well as education, language and the learning sciences. It will also be of interest to anyone training to work with infants and children. Cognitive Development: The Learning Brain is supported by an extensive online Cognitive Development Student Learning Program (CogDevSLP) and CD-ROM of Instructor Resources, both of which are free of charge to qualifying adopters and their students. Contents 1. Infancy: The Physical World 1. 2. Infancy: The Physical World 2. 3. Infancy: The Psychological World. 4. Conceptual Development and the Biological World. 5. Language Acquisition. 6. The Central Role of Causal Reasoning. 7. Social Cognition, Mental Representation and Theory of Mind. 8. The Development of Memory. 9. Metacognition, Reasoning and Executive Functions. 10. Reading and Mathematical Development. 11. Theories of Cognitive Development: Piaget, Vygotsky, Connectionism and the Future. January 2008: 7½x10: 480pp Hb: 978-1-84169-530-3: £49.95 Pb: 978-1-84169-531-0: £27.50 60-day examination copy available


Theory of Mind

how researchers have demonstrated this understanding in four-yearolds. The book considers what leads to this understanding, including the role of pretend play, understanding of attention and eye direction, and other precursors to representational understanding of mind. The general relevance of theory of mind is demonstrated through coverage of the development of other mental state concepts, and the relationship between understanding mental representation and other representational media. The author also carefully summarizes current research on the relationship between theory of mind and concurrent developments in executive functioning, and the understanding of language. The book closes by considering autism. A major achievement of theory of mind research is the light it has helped throw on this puzzling developmental disorder. Providing a comprehensive overview of twenty-five years of research into theory of mind, the book will be of great interest to both students and researchers in psychology, philosophy and the cognitive sciences. Contents 1. Introduction to Theory of Mind. 2. Understanding Belief. 3. Theories of Theory of Mind. 4. Associated Developments 1: Beyond Belief. 5. Associated Developments 2: Understanding Nonmental Representation. 6. Precursors 1: Pretence. 7. Precursors 2: Understanding Visual Attention. 8. Developmental Interactions 1: Executive Functioning and Theory of Mind. 9. Developmental Interactions 2: Language and Theory of Mind. 10. Autism. 11. Coda. August 2008: 7x10: 264pp Hb: 978-1-84169-570-9: £39.95 Pb: 978-1-84169-571-6: £17.50 60-day examination copy available

Experience and Development

How Children Understand Others’ Thoughts and Feelings

A Festschrift in Honor of Sandra Wood Scarr

Martin J. Doherty University of Stirling, UK

Kathleen McCartney, University of New Hampshire, USA Richard A. Weinberg, University of Minnesota, USA (Eds.)

“Great read! This is an excellent introduction for students at all levels and for researchers wanting to brush up on recent developments. It is up to date, with an eye on theory and social relevance, and is amenable without shying away from difficult theoretical points.” - Josef Perner, Department of Psychology and Centre for Neurocognitive Research, University of Salzburg “For more than twenty years, “theory of mind” has been a fast-growing area of research in developmental psychology. Martin Doherty provides an up-to-the-minute summary of this now vast literature, including clear analysis of the various theoretical debates. This splendid book will prove invaluable to established researchers as well as newcomer students.” - Janet Wilde Astington, Institute of Child Study, University of Toronto Most of us are continually aware that others have thoughts and feelings – but are children? When? This book is a concise and readable review of the extensive research into children’s understanding of what other people think and feel, a central topic in developmental psychology known as “Theory of Mind”. The understanding of belief is central to this text, which explains in simple terms what representational theory of mind is all about, and shows


Modern Pioneers in Psychological Science: An APSPsychology Press Series A Festschrift is an opportunity for colleagues, students, and friends to acknowledge and celebrate the professional accomplishments of an esteemed colleague. This volume is a tribute to Sandra Wood Scarr. The scope of these chapters reflects the strong influence that Scarr’s scholarship – her empirical research and theoretical contributions – has had on what we know about experience and development via the lens of the psychological sciences, especially the fields of developmental psychology, behavior genetics, early education and child care. Contents K. McCartney, R. Weinberg, Preface. R. Weinberg, Sandra Wood Scarr: Her Intellectual History, Professional Journey, and Legacy. J. Arnett, J.L. Tanner, Toward a Cultural-Developmental Stage Theory of the Life Course. T.J. Bouchard Jr., Strong Inference: A Strategy for Advancing Psychological Science. R. Polomin, The Nature of Nurture. E. Turkheimer, K.P. Harden, B. D’Onofrio, I.I. Gottesman, The Scarr-Rowe Interaction Between Measured Socioeconomic Status and the Heritability of Cognitive Ability. K. McCartney, D. Berry, Whether the Environment Matters More for Children in Poverty. I.D. Waldman, Contributions

June 2009: 6x9: 288pp Hb: 978-1-84872-847-9: £50.00

Cognitive Assessment An Introduction to the Rule Space Method Kikumi Tatsuoka Columbia University, USA Multivariate Applications Series “Rich content and brilliant work [that] provides a possible template for assessing the reliability of the underlying cognitive processes of an assessment. Examples span a rich and wide domain reflecting the author’s work in applying rule space to a wide array of assessments. ... The book will absolutely make a significant contribution to the field.” Gwyneth M. Boodoo, Ph.D., President, GMB Enterprises “This book reflects [Dr. K. Tatsuoka’s] accomplishments and contributions to educational assessment. It is remarkable in its extensiveness.” - Leona Aiken, Arizona State University “Dr. K. Tatsuoka’s Rule Space Methodology is innovative and illuminating in its ability to assess and delineate the underlying pattern of cognitive skills and knowledge for individuals from a set of test scores.” - Lisa Harlow, University of Rhode Island This book introduces a new methodology for the analysis of test results. Free from ambiguous interpretations, the results truly demonstrate an individual’s progress. The methodology is ideal for highlighting patterns derived from test scores used in evaluating progress. Dr. Tatsuoka introduces readers to the Rule Space Method (RSM), a technique that transforms unobservable knowledge and skill variables into observable and measurable attributes. RSM converts item response patterns into attribute mastery probabilities. RSM is the only up-to-date methodology that can handle large scale assessment for tests such as the SAT and PSAT. PSAT used the results from this methodology to create cognitively diagnostic scoring reports. In this capacity, RSM helps teachers understand what scores mean by helping them ascertain an individual’s cognitive strengths and weaknesses. For example, two students may have the exact same score, but for different reasons. One student might excel at processing grammatically complex texts but miss the main idea of the prose, while another excels at understanding the global message. Such knowledge helps teachers customize a student’s education to his or her cognitive abilities. RSM is also used for medical diagnoses, genetics research, and to help classify music into various states of emotions for treating mental problems. The book opens with an overview of cognitive assessment research

and nonparametric and parametric person–fit statistics. The Q-matrix theory is then introduced, followed by the Rule Space Method. Various properties of attribute mastery probabilities are then introduced along with the reliability theory of attributes and its connection to classical and item response theory. The book concludes with a discussion of how the construct validity of a test can be clarified with the Rule Space Method. Intended for researchers and graduate students in quantitative, educational, and cognitive psychology, this book also appeals to those in computer science, neuroscience, medicine, and mathematics. The book is appropriate for advanced courses on cognometrics, latent class structures, and advanced psychometrics as well as statistical pattern recognition and classification courses taught in statistics and/or math departments. Contents 1. Dimensionality of Test Data and Aberrant Response Patterns. 2. Parametric Person-fit Statistics, Zeta z and Generalized Zetas z1,…zm. 3. Cognitive Modeling by Developing an Incidence Matrix Q. 4. Knowledge Space Generated from a Q-matrix. 5. A Classification Space: Rule Space as a Cartesian Product of the Person Parameter q in Item Response Theory, z and Generalized Zetas. 6. Classification Rules. 7. Rule Space Decision Rules and Attribute Mastery Probabilities. 8. Posterior Probabilities with Different Prior Probabilities and Their Effect on the Attribute Mastery Probabilities. 9. Reliability of Items, Persons, and Their Relationship to the Classical Test Theory. 10. Validation of Attributes, a Q-Matrix Coded by the Involvement of Attributes to Items and a Test. May 2009: 6x9: 330pp Hb: 978-0-8058-2828-3: £60.00 Pb: 978-1-84872-813-4: £28.99 60-day examination copy available

Developmental Co-construction of Cognition Christine Sorsana (Ed.) Université Toulouse, France The contributions of this special issue are in keeping with concerns regarding adequate methods to describe and analyze at least three levels of comprehension of socio-cognitive phenomena: the individual’s cognitive functioning; the socio-cognitive functioning of the dyad; and the way the first two elements are mediated by discursive activities. Contents C. Sorsana, Introduction. C. Sorsana, Peers’ Verbal Interactions Specificity on Cognitive Development. V. Tartas, A.N. Perret-Clermont, Socio-cognitive Dynamics in Dyadic Interaction: How Do You Work Together to Solve Kohs Cubes? I. Olry-Louis, I. Soidet, Collaborative Writing Devices, Types of Cooperation, and Individual Acquisitions. J.P. Roux, An Interlocutory Analysis as a Methodological Approach in Studying Cognitivo-linguistic Mediations: Interest, Difficulties, Limits... A. Trognon, C. Sorsana, M. Batt, D. Longin, Peer Interaction and Problem Solving: One Example of a Logical-discursive Analysis of a Process of Joint Decision Making. October 2008: 6x9: 112pp Pb: 978-1-84169-858-8: £19.95 A special issue of the European Journal of Developmental Psychology


Cognitive Development

of African-American Samples to Contemporary Molecular Genetic Research. K. Deater-Deckard, Parenting the Genotype. J. Dunn, Social Relationships and the Development of Understanding Others. M. McGue, W.G. Iacono, Siblings and the Socialization of Adolescent Deviance: An Adoption Study Approach. H.D. Grotevant, R.G. McRoy, Growing Up Adopted: Birth Parent Contact and Developmental Outcomes. C.P. Benbow, D. Lubinski, Extending Sandra Scarr’s Ideas About Development to the Longitudinal Study of Intellectually Precocious Youth. S.W. Scarr, Epilogue.

Cognitive Development

The Development of Autobiographical Memory Hans J. Markowitsch, Bielefeld University, Germany Harald Welzer, Center for Interdisciplinary Memory Research, Essen, Germany Autobiographical memory constitutes an essential part of our personality. This book reveals how the development of a conscious self, of an integrated personality, and of an autobiographical memory are all intertwined.

The Development of Memory in Infancy and Childhood Second Edition Mary Courage, Memorial University of Newfoundland, Canada Nelson Cowan, University of Missouri, USA (Eds.) Studies in Developmental Psychology Series “This edited volume presents a balanced, upto-date account of memory development from infancy through childhood. Each chapter focuses on a currently-active area of research, ranging from the crib to the courtroom, from cognitive neuroscience to sociocultural influences. Both researchers and students will find the book clear and readable.” - Patricia H. Miller, University of Georgia

Contents Part 1. An Interdisciplinary View of Memory. 1. A New Approach to Viewing Memory. 2. Zones of Convergence Between Different Sciences. 3. Why Other Animals Lack Autobiographical Memory. Part 2. Development of Autobiographical Memory and the Brain. 4. Interdependent Development of Memory and Other Cognitive and Emotional Functions. 5. Functions of the Frontal Lobes. 6. Attention and Concentration. 7. Executive Functions. 8. Motivation and Emotion: The Limbic System. 9. World Knowledge and Consciousness. 10. What is Memory? 11. Sensory Systems: The Special Sense of Smell. 12. What Kinds of Memory are There? 13. Which Areas of the Brain are Involved in Information Processing? 14. The Development of the Brain. 15. The Course of Development in the Nervous System: Phylogenesis and Ontogenesis. 16. Development and Localization of Speech. 17. Development of the Speech Areas in the Brain. 18. Processes of Maturation in the Brain: Prerequisites for the Origin and Consolidation of Memory. 19. Priming Versus Consciousness: How Modifiable are We? Part 3. Autobiographical Memory: A Lifelong Developmental Task. 20. Development of Learning and Memory: The Prenatal Period and the First Months of Life. 21. Prenatal and Transnatal Development of Memory: Earliest Forms of Learning. 22. Memory During the First Months of Life. 23. Procedural Memory. 24. Priming as a Form of Memory. 25. Perceptual Memory. 26. Working Memory. 27. The Development of a System of Knowledge and the Early Precursors of Episodic Memory. 28. The First Quantum Leap in Memory Development: The Nine Months’ Revolution. 29. The Socialization of Emotions. 30. Social Interaction and Neuronal Development. 31. The Second Quantum Leap in Memory Development: Language. 32. Proto-acquisition of Language. 33. Proto-conversation. 34. Acquisition of Language. 35. Memory Talk. 36. Theory of Mind: Psychological Understanding. 37. Exploring Autobiographical Memory in Young Children. 38. Selfrecognition. 39. Memory for Events. 40. Locality as a Context for Events. 41. Arranging Events Chronologically. 42. Autobiographical Memory: A Continuity in Transformation. 43. The Age at Which Memory Occurs: Results of an Interdisciplinary Research Project on Remembering and Memory. 44. A Formative Theory of Memory Development. 45. Memory at Advanced Ages. 46. Working Memory, Executive Functions and Longterm Memory. 47. Deficits in Other Cognitive and Emotional Functions. 48. Benign Forgetfulness, Mild Cognitive Impairment, Dementia. 49. Autobiographical Memory: A Biocultural Relay Between the Individual and the Environment. September 2009: 6x9: 254pp Hb: 978-1-84872-020-6: £44.95

Human memory is not only the repository of our past but the essence of who we are. As such, it is of enduring fascination. We marvel at its resilience in some situations and its fragility in others. The origin of this extraordinary cognitive capacity in infancy and childhood is the focus of vigorous research and debate as we seek to understand the record of our earliest beginnings. The first edition of this volume, The Development of Memory in Childhood, documented the state-of-the-science of memory development a decade ago. This new edition provides a thorough update and expansion of the previous text and offers reviews of new research on significant themes and ideas that have emerged since then. Topics include basic memory processes in infants and toddlers, the cognitive neuroscience of memory development, the cognitive and social factors that underlie our memory for implicit and explicit events, autobiographical memory and infantile amnesia, working memory, the role of strategies and knowledge in driving memory development, and the impact of stress and emotion on these basic processes. The book also includes applications of basic memory processes to a variety of real world settings from the courtroom to the classroom. Including contributions from many of the best researchers in the field, this classic yet contemporary volume will appeal to senior undergraduate and graduate students of developmental and cognitive psychology as well as to developmental psychologists who want a compendium of current reviews on key topics in memory development. Contents 1. Introduction: What’s New on the Development of Memory in Infants and Children? 2. The Development of Infant Memory. 3. Memory Development in Toddlers. 4. The Development of Children’s Memory for Recurring Events. 5. Implicit Memory in Childhood: Reassessing Developmental Invariance. 6. The Cognitive Neuroscience of the Development of Memory. 7. The Development of Memory Strategies. 8. The Genesis and Development of Autobiographical Memory. 9. Memory Development: Stress, Emotion, and Memory. 10. Memory Development and the Forensic Context. 11. Sociocultural Perspectives on Autobiographical Memory. 12. The Development of Working Memory in Childhood. 13. Working Memory in Infants and Toddlers. 14. Developments in the Study of the Development of Memory. September 2008: 6x9: 424pp Hb: 978-1-84169-642-3: £39.95


Also Available Dalton & Bergenn

Early Experience, the Brain, and Consciousness An Historical and Interdisciplinary Synthesis May 2007: 6x9: 272pp Hb: 978-0-8058-4084-1: £43.95 Pb: 978-0-8058-4085-8: £21.50 • 60-day examination copy available

De Haan (Ed.)

Infant EEG and Event-Related Potentials April 2007: 6x9: 344pp Hb: 978-1-84169-583-9: £59.95 Studies in Developmental Psychology Series

Goncu & Gaskins (Eds.)

Play and Development Evolutionary, Sociocultural, and Functional Perspectives January 2007: 6x9: 328pp Hb: 978-0-8058-5261-5: £50.00 Pb: 978-0-8058-6314-7: £23.50 Jean Piaget Symposia Series • 60-day examination copy available

Textbook! Meadows

The Child as Thinker The Development and Acquisition of Cognition in Childhood, Second Edition April 2006: 6x9: 632pp Hb: 978-1-84169-511-2: £49.95 Pb: 978-1-84169-512-9: £24.95 • 60-day examination copy available

Morra et al.

Cognitive Development Neo-Piagetian Perspectives September 2007: 6x9: 430pp Hb: 978-0-8058-4358-3: £63.95 Pb: 978-0-8058-6350-5: £26.50 • 60-day examination copy available

Overton et al. (Eds.)

Developmental Perspectives on Embodiment and Consciousness September 2007: 6x9: 384pp Hb: 978-0-8058-5069-7: £50.00 Jean Piaget Symposia Series

Perret-Clermont & Barrelet (Eds.)

Jean Piaget and Neuchâtel The Learner and the Scholar January 2008: 6x9: 256pp Hb: 978-1-84169-657-7: £49.95

Reid et al. (Eds.)

Social Cognition During Infancy March 2007: 6x9: 128pp Hb: 978-1-84169-832-8: £34.95 A special issue of the European Journal of Developmental Psychology

Saxe & Baron-Cohen (Eds.)

Theory of Mind February 2007: 8½x11: 312pp Hb: 978-1-84169-816-8: £49.95 A special issue of the journal Social Neuroscience


Journal of Cognition and Development EDITOR Patricia J. Bauer Emory University, USA The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press

Language & Reading Development Textbook - Coming Soon!

Talking the Talk Language, Psychology and Science Trevor A. Harley University of Dundee, UK Language makes us human, but how do we learn and use it? This book is an introduction to the psychology of language. Written for the reader with no background in the area or knowledge of psychology, it explains how we actually “do” language: how we speak, listen, and read. Talking the Talk provides an accessible and comprehensive introduction to psycholinguistics, the study of the psychological processes involved in language. It shows how it’s possible to study language experimentally, and how psychologists use these studies to build models of language processing. The book covers the major current controversies in the area as well as all the main topics, including how children acquire language, how language is related to the brain, and what can go wrong – and what can be done when something does go wrong.


Cognitive Development/Language & Reading Development

See Also: Kensinger: Emotional Memory Across the Adult Lifespan (see the Social & Emotional Development section, p.30)

Language & Reading Development

Structured around questions that people often ask about language, the emphasis of this book is how scientific knowledge can be applied to practical problems. It also stresses how language is related to other aspects of psychology, particularly in terms of whether animals can learn language, and the relation between language and thought. Lively and amusing, Talking the Talk will be essential reading for undergraduate students and those new to the topic, as well as the interested lay reader. Contents Preface. 1. Language. 2. Animals. 3. Children. 4. Thought. 5. Meaning. 6. Words. 7. Understanding. 8. Speaking. 9. End. January 2010: 7x10: 272pp Hb: 978-1-84169-339-2: £39.95 Pb: 978-1-84169-340-8: £17.50 60-day examination copy available


Understanding Developmental Language Disorders From Theory to Practice Courtenay Frazier Norbury, speech-language pathologist, UK; J. Bruce Tomblin, University of Iowa, USA; Dorothy V.M. Bishop, University of Oxford, UK (Eds.) “This is a book that should be obligatory reading for everyone working in the field of developmental language disorders. There are contributions by many of the top experts in the field of DLD – from those involved in diagnostic and intervention research to those working in the field of genetics and imaging Together the individual contributors and the three editors have produced a clearly written, tightly structured and comprehensive volume that should become a true classic.” Patricia Howlin, Professor of Clinical Child Psychology, Institute of Psychiatry, King’s College London “This volume provides researchers and clinicians concerned with language and literacy disorders in children with a unique resource. This rare assembly of rigorous scientific studies applied to both the underlying processes and the approaches to remediation of these problems renders the volume an invaluable addition to the libraries of investigators and clinicians alike.” - Rhea Paul, Yale Child Study Center Developmental language disorders (DLD) occur when a child fails to develop his or her native language often for no apparent reason. Delayed development of speech and/or language is one of the most common reasons for parents of preschool children to seek the advice of their family doctor. Although some children rapidly improve, others have more persistent language difficulties. These long-term deficits can adversely affect academic progress, social relationships and mental well-being. Although DLDs are common, we are still a long way from understanding what causes them and how best to intervene. Understanding Developmental Language Disorders summarizes the recent research developments in genetics and neuroimaging studies, assessment techniques and treatment studies to provide an overview of all aspects of DLD. The book investigates the possible genetic and biological causes


of the disorder, how best to assess children’s language skills to identify when and where communication breakdown occurs, what the long-term outcomes are for children who grow up with DLD, overlaps between DLD and other childhood disorders such as dyslexia and autism and how best to treat children with the disorder. Each chapter is written by a leading authority in the field in a format accessible to researchers, clinicians and families alike. This book, with its focus on both theory and practice, will be invaluable to students and researchers of speech-language pathology, psychology, psychiatry, linguistics and education. It will also be of interest to practicing speech-language pathologists, clinical psychologists, psychiatrists, educational psychologists, and teachers and parents of children with developmental language disorders. Contents G. Baird, Assessment and Investigation of Children with Developmental Language Disorder. M. Vance, Short-term Memory in Children with Developmental Language Disorder. K. Nation, Using Eye-movements to Investigate Developmental Language Disorders. F. Dick, F. Richardson, M.C. Saccuman, Using Magnetic Resonance Imaging (MRI) to Investigate Developmental Language Disorders. D.V.M. Bishop, Specific Language Impairment (SLI), Dyslexia and Autism: Using Genetics to Unravel Their Relationship. D. Newbury, A. Monaco, The Application of Molecular Genetics to the Study of Developmental Language Disorder. J.B. Tomblin, Validating Diagnostic Standards for SLI Using Adolescent Outcomes. G. Conti-Ramsden, Heterogeneity of Specific Language Impairment in Adolescent Outcomes. J. Dockrell, G. Lindsay, Inclusion Versus Specialist Provision for Children With Developmental Language Disorders. S. Ebbels, Improving Grammatical Skill in Children with Specific Language Impairment. M.J. Snowling, C. Hulme, Reading Intervention for Children with Language Learning Difficulties. C. Adams, Intervention for Children with Pragmatic Language Impairments. M. Rutter, Diagnostic Concepts and Risk Processes. July 2008: 7½x10: 248pp Hb: 978-1-84169-666-9: £39.95 Pb: 978-1-84169-667-6: £22.50 60-day examination copy available

Reading and Dyslexia in Different Orthographies Nicola Brunswick, Middlesex University, UK; Siné McDougall, University of Swansea, UK; Paul de Mornay Davies, Middlesex University, UK (Eds.) Reading and Dyslexia in Different Orthographies provides a unique and accessible insight into current research in different orthographies. While most research into reading and spelling has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and nonalphabetic languages. The book brings together contributions from a unique grouping of leading literacy researchers from around the world. It begins by examining the development of language skills in monolingual speakers of alphabetic and non-alphabetic languages, including sign

This book will be of great use to advanced undergraduates and postgraduates who have an interest in language acquisition, reading and spelling as well as speech and language therapists, teachers and special educational needs professionals. Contents Part 1. The Development of Language Skills in Different Orthographies. U. Goswami, A Psycholinguistic Grain Size View of Reading Acquisition Across Languages. L.G. Duncan, Phonological Development from a Cross-linguistic Perspective. M. Ktori, N. Pitchford, Letter Position in Reading Ability Between Children Attending Welsh and English-speaking Primary Schools in Wales. T. Nunes, D. Burman, D. Evans, D. Bell, Writing a Language You Can’t Hear: Profoundly Deaf Children’s Representation of Morphology in Writing. Part 2. Developmental Dyslexia in Different Orthographies. N. Brunswick, Unimpaired Reading Development and Dyslexia Across Different Languages. J. Everatt, D. Ocampo, K. Veii, S. Nenopoulou, I. Smythe, H. Al Mannai, G. Elbeheri, Dyslexia in Biscriptal Readers. R. Davies, F. Cuetos, Reading Acquisition and Dyslexia in Spanish. D. Paizi, P. Zoccolotti, C. Burani, Lexical Reading in Italian Developmental Dyslexic Readers. I. Su, K. Klingebiel, B. Weekes, Dyslexia in Chinese: Implications for Connectionist Models of Reading. Part 3. Neuroimaging Studies of Reading-impaired and Unimpaired Monolinguals and Bilinguals. E. Paulesu, F. Paganelle, N. Brunswick, Cross-cultural Differences in Normal and Dyslexic Reading: Behavioural and Functional Anatomical Observations in Adult Readers of Regular and Irregular Alphabetic Orthographies. B. Weekes, Lexical Retrieval in Alphabetic and Non-alphabetic Scripts: Evidence From Brain Imaging. November 2009: 6x9: 224pp Hb: 978-1-84169-712-3: £39.95

Contemporary Perspectives on Reading and Spelling Clare Wood, University of Coventry, UK Vincent Connelly, Oxford Brookes University, UK (Eds.) EARLI New Perspectives Series With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the

development of a universal theory of written language development is attainable. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. May 2009: 6x9: 292pp Hb: 978-0-415-49716-9: £80.00 Pb: 978-0-415-49717-6: £24.99

Expository Discourse in Children, Adolescents, and Adults Development and Disorders Marilyn A. Nippold, University of Oregon, USA Cheryl M. Scott, Rush University Medical Center, USA (Eds.) New Directions in Communication Disorders Research Series School success in the 21st Century requires proficiency with expository discourse – the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teacher’s lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This crossdisciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders. Contents M.A. Nippold, C.M. Scott, Overview of Expository Discourse: Development and Disorders. L. Snyder, D. Caccamise, Comprehension Processes for Expository Text: Building Meaning and Making Sense. M.A. Nippold, Explaining Complex Matters: How Knowledge of a Domain Drives Language. J.M. Colletta, C. Pellenq, The Development of Multimodal Explanations in French Children. R.A. Berman, B. Nir-Sagiv, The Language of Expository Texts Across Adolescence. D. Ravid, E. Dromi, P. Kotler, Linguistic Complexity in School-age Text Production: Expository vs. Mathematical Discourse. J. Ward-Lonergan, Expository Discourse in School-age Children and Adolescents with Language Disorders: Nature of the Problem. C.M. Scott, Assessing Expository Discourse Production in Children and Adolescents. B.J. Ehren, Reading Comprehension and Expository Text Structure: Direction for Intervention with Adolescents. J. Ward-Lonergan, Expository Discourse Intervention: Helping School-age Children and Adolescents with Language Disorders Master the Language of the Curriculum. C.A. Moran, G.T. Gillon, Expository Discourse in School-age Children and Adolescents with


Language & Reading Development

language. The second section explores literacy acquisition in bilingual children learning to read in languages with different spelling-sound rules, including English, French, Greek, Welsh and Japanese. The third section is devoted to developmental dyslexia in monolingual and bilingual speakers of different languages. The final section explores the contribution of brain imaging to the study of impaired and unimpaired reading, giving an up-to-the-minute picture of how the brain deals with different languages and writing systems.

Language & Reading Development

Traumatic Brain Injury. September 2009: 6x9: 400pp Hb: 978-1-84169-892-2: £45.00 60-day examination copy available

Routes to Language Studies in Honor of Melissa Bowerman Virginia C. Mueller Gathercole (Ed.) University of Wales at Bangor, UK Festschrifts Series This volume contains contributions from leaders in the field of child language in honor of one of the lights, Melissa Bowerman, who has had a profound, widespread, and enduring influence on research conducted for nearly forty years. In Part 1, on Learning Words, Dedre Gentner and Lera Boroditsky lay out their latest theorizing – and new data from Navajo – on the status of their complementary hypotheses, the Natural Partitions hypothesis and the Relational Relativity hypothesis. Esther Dromi provides a rich review of theories of word meaning and re-examines her own data from her daughter Keren’s acquisition of Hebrew to uncover the best components of theories that have evolved from early categorical views of children’s word meanings to more current dynamic systems and emergentist perspectives. In Part 2, on Crosslinguistic Patterning and Acquisition of Lexical Semantics, Lourdes de León explores children’s early sensitivity to language-specific verb meaning, through an examination of children’s acquisition of verbs for ‘fall’ and ‘eat’ in the Mayan language Tzotzil, and argues for early influence of both the input and cognition. Bhuvana Narasimhan and Penelope Brown further examine a “Semantic Specificity Hypothesis” by comparing children’s acquisition of Hindi and the Mayan language Tzeltal and find that the data are not consistent with the hypothesis. In Part 3, Crosslinguistic Patterning and Events, Paths, and Causes, William Croft addresses the nature of the causal-aspectual structure of events and proposes that a proper treatment requires two major components – aspectual structure and force-dynamic structure – as well as incorporation of multiple subevents. Soonja Choi explores speakers’ expression of PATH and CAUSE in Verb-framed and Satellite-framed languages and argues from English, Spanish, Korean, and Japanese data that PATH must be broken into two sub-types, “endpoint” paths and “trajectory” paths, as languages differ in their treatment of these two subtypes. Dan Slobin further examines whether PATH expression in motion verbs relates to paths of vision and argues, from English, Russian, Spanish, and Turkish data, that just as the structure of the language directs “thinking for speaking” about physical paths, it by extension also influences conceptualizations regarding paths of vision. In Part 4, Influences on Development, Eve Clark argues that adults “shape the way children speak” by offering terms and elaborations in the input and by providing feedback when children make errors. Ping Li examines the acquisition of meaning from a connectionist-emergentist perspective and argues that the child’s discovery of meaning emerges as a natural outgrowth of the processing of statistical probabilities – the frequency of co-occurrence of form-to-form, form-to-meaning, and


meaning-to-meaning mappings. Mabel Rice focuses on children with Specific Language Impairment and provides a rich analysis of the research while trying to solve a conundrum: How is that children with SLI can demonstrate deficits in learning some aspects of language, and yet show robust abilities in other areas of linguistic development? Virginia Mueller Gathercole traces the protracted development of a wide range of “scalar predicates” in English and argues that cognitive abilities and linguistic input work together to “invite” the child to move from rudimentary lexical-specific usage to complex usage. Contents V.C. Mueller Gathercole, Preface. Part 1. Learning Words. D. Gentner, Personal Tribute. D. Gentner, L. Boroditsky, Early Acquisition of Nouns and Verbs: Evidence from Navajo. E. Dromi, Personal Tribute. E. Dromi, Old Data – New Eyes: Theories on Word Meaning Acquisition. Part 2. Cross-language Patterning and Acquisition of Lexical Semantics. R. Berman, Personal Tribute. A. Wittek, Personal Tribute. L. de LeÛn, Personal Tribute. L. de LeÛn, Mayan Semantics in Early Lexical Development: The Case of the Tzotzil Verbs for “Eating” and “Falling Down”. P. Brown, B. Narasimhan, Personal Tribute. P. Brown, B. Narasimhan, Getting the INSIDE Story: Learning to Express Containment in Tzeltal and Hindi. Part 3. Cross-language Patterning and Events, Paths, and Causes. L. Talmy, Personal Tribute. J. Chen, Personal Tribute. W. Croft, Personal Tribute. W. Croft, Aspectual and Causal Structure in Event Representations. S. Choi, Personal Tribute. S. Choi, Typological Differences in Syntactic Expressions of Path and Causation. D.I. Slobin, Personal Tribute. D.I. Slobin, Relation between Paths of Motion and Paths of Vision: A Crosslinguistic and Developmental Exploration. Part 4. Influences on Development. R.P. Schaefer, Personal Tribute. M. Crago, Personal Tribute. E.V. Clark, Personal Tribute. E.V. Clark, What Shapes Children’s Language? Child-directed Speech and the Process of Acquisition. P. Li, Personal Tribute. P. Li, What’s in a Lexical System? Discovering Meaning through an Interactive Eye. M. Rice, Personal Tribute. M. Rice, Language Acquisition Lessons from Children with Specific Language Impairment: Revisiting the Discovery of Latent Structures. V.C. Mueller-Gathercole, Personal Tribute. V.C. Mueller Gathercole, “It Was So Much Fun. It Was 20 Fun!”: Cognitive and Linguistic Invitations to the Development of Scalar Predicates. January 2009: 6x9: 480pp Hb: 978-1-84169-716-1: £50.00

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• forthcoming events and conferences • special offers, news, calls for papers • the latest books and journal issues At Psycholinguistics Arena, you can find details of books and journals in Bilingualism, Language Development, the Psychology of Language, the Psychology of Writing, and Non-verbal Communication. Visit our Language Disorders Arena at for

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Crosslinguistic Approaches to the Psychology of Language Jiansheng Guo, California State University, East Bay, USA; Elena Lieven, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany; Nancy Budwig, Clark University, USA; Susan Ervin-Tripp, University of California at Berkeley, USA; Kei Nakamura, Yale University, USA; Seyda Özçaliskan, University of Chicago, USA (Eds.) Festschrifts Series This volume covers state-of-the-art research in the field of crosslinguistic approaches to the psychology of language. The forty chapters cover a wide range of topics that represent the many research interests of a pioneer, Dan Isaac Slobin, who has been a major intellectual and creative force in the field of child language development, linguistics, and psycholinguistics for the past four decades. Slobin has insisted on a rigorous, crosslinguistic approach in his attempt to identify universal developmental patterns in language learning, to explore the effects of particular types of languages on psycholinguistic processes, to determine the extent to which universals of language and language behavior are determined by modality (vocal/auditory vs. manual/visual) and, finally, to investigate the relation between linguistic and cognitive processes. In this volume, researchers take up the challenge of the differences between languages to forward research in four major areas with which Slobin has been concerned throughout his career: language learning in crosslinguistic perspective (spoken and sign languages); the integration of language specific factors in narrative skill; theoretical issues in typology, language development and language change; and the relationship between language and cognition. All chapters are written by leading researchers currently working in these fields, who are Slobin’s colleagues, collaborators or former students in linguistics, psychology, anthropology, and cognitive science. Each section starts with an introductory chapter that connects the themes of the chapters and reviews Slobin’s contribution in the context of past research trends and future directions. The whole volume focuses squarely on the central argument: universals of human language and of its development are embodied and revealed in its diverse manifestations and utilization. Crosslinguistic Approaches to the Study of Language is a key resource for those interested in the range of differences between languages and how this impacts on learning, cognition and language change, and a tribute to Dan Slobin’s momentous contribution to the field. Contents J. Guo, E. Lieven, Introduction. Part 1. Language Learning in Crosslinguistic Perspective. N. Budwig, S. Ervin-Tripp, Introduction. J.B. Gleason, B. Phillips, R. Ely, E. Zaretsky, Alligators All Around: The Acquisition of Animal Terms in English and Russian. S. GoldinMeadow, A. Özyürek, B. Sancar, C. Mylander, Making Language Around the Globe: A Cross-linguistic Study of Homesign in the United States, China, and Turkey. A. Kyratzis, “He take one my tools!” vs. “I’m building”: Transitivity and the Grammar of Accusing, Commanding, and Perspective-sharing in Toddler’s Peer Disputes. H. Behrens, Direction

January 2009: 7x10: 584pp Hb: 978-0-8058-5998-0: £105.00 Pb: 978-0-8058-5999-7: £49.99


Language & Reading Development

Research in the Tradition of Dan Isaac Slobin

and Perspective in German Child Language. R.M. Weist, One-to-one Mapping of Temporal and Spatial Relations. A.C. Küntay, D. Koçbas, Effects of Lexical Items and Construction Types in English and Turkish Character Introductions in Elicited Narrative. K. Demuth, D. Ellis, Revisiting the Acquisition of Sesotho Noun Class Prefixes. P.M. Clancy, Dialogic Priming and the Acquisition of Argument Marking in Korean. Part 2. Narratives and Their Development: Linguistic, Cognitive, and Pragmatic Perspectives. R.A. Berman, Introduction. M. Bamberg, Sequencing Events in Time or Sequencing Events in Storytelling? From Cognition to Discourse – With Frogs Paving the Way. E.L. Bavin, Plot and Evaluation: Warlpiri Children’s Frog Stories. R.A. Berman, B. Nir-Sagiv, Clause Packaging in Narratives: A Crosslinguistic Developmental Study. R. Berthele, The Many Ways to Search for a Frog Story: On Fieldworker’s Troubles Collecting Spatial Language Data. L. de León, Between Frogs and Black Winged-Monkeys: Orality, Evidentials, and Authorship in Tzotzil (Mayan) Children’s Narratives. J. Guo, L. Chen, Learning to Express Motion in Narratives by Mandarin-speaking Children. M. Hickmann, H. Hendriks, C. Champaud, Typological Constraints on Motion in French and English Child Language. K. Nakamura, Language and Affect: Japanese Children’s Use of Evaluative Expressions in Narratives. A. Nicolopoulou, Rethinking Character Representation and Its Development in Children’s Narratives. K. Oh, Motion Events in English and Korean Fictional Writings and Translations. S. Özçaliskan, Learning to Talk about Spatial Motion in Language-Specific Ways. E. Veneziano, L. Albert, S. Martin, Learning to Tell a Story of False Belief: A Study of French-speaking Children. Part 3. Theoretical Perspectives on Language Development, Language Change and Typology. E. Lieven, Introduction. T. Givón, S. Savage Rumbaugh, Can Apes Learn Grammar? A Short Detour into Language Evolution. R.D. Van Valin, Jr., Some Remarks on Universal Grammar. T.G. Bever, The Canonical Form Constraint: Language Acquisition via a General Theory of Learning. W. Klein, Finiteness, Universal Grammar and the Language Faculty. J. Bybee, Grammaticization: Implications for a Theory of Language. E. Sweetser, What Does It Mean to Compare Language and Gesture? Modalities and Contrasts. M. Rispoli, On Paradigms, Principles and Predictions. L. Menn, Child Language, Aphasia, and General Psycholinguistics. L. Talmy, Main Verb Properties and Equipollent Framing. I.I. Antuñano, Path Salience in Motion Events. A. Kopecka, Continuity and Change in the Representation of Motion Events in French. W. Sampaio, C. Sinha, V. da Silva Sinha, Mixing and Mapping: Motion, Path and Manner in Amondawa. Part 4. Language and Cognition: Universals and Typological Comparisons. M. Bowerman, Introduction. P. Brown, S.C. Levinson, Language as Mind Tools: Learning How to Think Through Speaking. D. Gentner, M. Bowerman, Why Some Spatial Semantic Categories Are Harder to Learn than Others: The Typological Prevalence Hypothesis. L. Verhoeven, A. Vermeer, Cognitive Predictors of Children’s First and Second Language Proficiency. S. Pourcel, Relativistic Application of Thinking for Speaking. S. Strömqvist, K. Holmqvist, R. Andersson, Thinking for Speaking and Channeling of Attention – A Case for Eye-tracking Research. D. McNeill, Imagery for Speaking. A. Aksu-Koç, Evidentials: An Interface between Linguistic and Conceptual Development. S. Stoll, B. Bickel, How Deep are Differences in Referential Density? Appendix A. D.I. Slobin, Dan Slobin’s Mentors, Models, Influences and Connections: A Self-portrait (PowerPoint Slides Presented by Dan Slobin at the Special Symposium in His Honor at the 10th International Congress for the Study of Child Language, Berlin, July 2005). Appendix B. Bibliography of Publications by Dan Isaac Slobin.

Infant Pathways to Language Language & Reading Development

Methods, Models, and Research Directions John Colombo, University of Kansas, USA; Peggy McCardle, Lisa Freund, National Institute of Child Health & Human Development, Maryland, USA (Eds.) The enormous recent progress in cognitive neuroscience, and the importance of genetic factors and gene-environment interactions in shaping behavioral functions in early childhood, have both underscored the primacy of early experience and development on brain development and function. The contributors to this volume discuss different paradigms and approaches in infant language and cognition, pushing the frontiers of research by innovatively combining methods, introducing new measures, and demonstrating the use of technologies and measurement approaches that can inform the study of word learning and categorization, gaze, attention, gesture, and physiological functions. The volume offers a blend of theories and empirical evidence to support, refute, or modify them. Most chapters examine the link between theory and methodology, and their appearance together in a single volume serves to inform and engage multiple disciplines, to engage everyone to think across disciplines and paradigms, to embrace the integration of creativity and science as the field continues to study in greater depth and with innovative measures and approaches, the infant pathways to language This volume is derived from presentations and discussions from a workshop, sponsored jointly by the Merrill Advanced Studies Center, University of Kansas, and the National Institute of Child Health and Human Development, Bethesda, Maryland. Contents Introduction. P. McCardle, J. Colombo, L. Freund, Measuring Infant Language. Part 1. Recognizing Patterns. R.N. Aslin, E.I. Newport, What Statistical Learning Can and Can’t Tell Us About Language Acquisition. J.R. Saffran, Acquiring Grammatical Patterns: Constraints on Learning. L. Gerken, Are Infants Constrained in Their Linguistic Generalizations? Some Theoretical and Methodological Observations. M. Rice, How Different is Disordered Language? Part 2. From Patterns to Meaning. J.F. Werker, C.T. Fennell, Infant Speech Perception and Later Language Acquisition: Methodological Underpinnings. S. Waxman, How Infants Discover Distinct Word Types and Map Them to Distinct Meanings. J.S. Deloache, P.A. Ganea, V.K. Jaswal, Early Learning Through Language. Part 3. Predictors of Language Emergence. J. Colombo, D.J. Shaddy, O.M. Blaga, C.J. Anderson, K.N. Kannass, W.A. Richman, Early Attentional Predictors of Vocabulary in Childhood. A.N. Meltzoff, R. Brooks, Social Cognition and Language: The Role of Gaze Following in Early Word Learning. S. GoldinMeadow, Using the Hands to Study How Children Learn Language. Part 4. Models and Methods to Study Infant Language. P.K. Kuhl, Linking Infant Speech Perception to Language Acquisition: Phonetic Learning Predicts Language Growth. L.B. Cohen, J. Brunt, Early Word Learning and Categorization: Methodological Issues and Recent Empirical Evidence. G. Marcus, H. Rabagliatti, Language Acquisition, Domain Specificity, and Descent with Modification. L. Freund, Neuroimaging Tools for Language Study. Finale. P. McCardle, L. Freund, G. Marcus, Pathways to Infant Language Research: Commentary and Future Directions. October 2008: 6x9: 336pp Hb: 978-0-8058-6063-4: £49.95


Handbook of Child Language Disorders Richard G. Schwartz (Ed.) City University of New York, USA “The Handbook of Child Language Disorders provides an exceptionally broad and comprehensive review of the state of research in children’s communication problems. It provides an accessible review of the major research approaches currently used to understand language development and its disorders in a wide range of syndromes and conditions. Authors from backgrounds including linguistics, cognitive and neuropsychology, genetics, and neuroscience contribute unique perspectives. This volume provides students, scholars, and practitioners with a readable compendium of information that will serve as an indispensable resource in understanding and managing children’s language disorders.” - Rhea Paul, Yale Child Study Center “This creatively conceived volume not only provides a cutting-edge exploration of our current understanding of language disorders in children, it also points to likely future developments through its description of emerging methods and theories. The impressive group of contributors cogently represent the wide range of disciplines with interests in this population. Their writing is provocative, yet accessible to readers at many levels of expertise and from many disciplines. In short, this is a book that I will buy for my own library, then thrust upon colleagues, students, and anyone else who studies or treats children with language disorders. It seems destined to become a classic.” - Rebecca McCauley, The University of Vermont The Handbook of Child Language Disorders provides an in-depth, comprehensive, and state-of-the-art review of current research concerning the nature, assessment, and remediation of language disorders in children. The book includes chapters focusing on specific groups of childhood disorders (SLI, autism, genetic syndromes, dyslexia, hearing impairment); the linguistic, perceptual, genetic, neurobiological, and cognitive bases of these disorders; and the context of language disorders (bilingual, across dialects, and across languages). To examine the nature of deficits, their assessment and remediation across populations, chapters address the main components of language (morphology, syntax, semantics, and pragmatics) and related areas (processing, memory, attention, executive function such as reading and writing). Finally, even though there is extensive information regarding research and clinical methods in each chapter, there are individual chapters that focus directly on research methods. This Handbook is a comprehensive reference source for clinicians and researchers and can be used as a textbook for undergraduate, masters, and doctoral students in speech-language pathology, developmental psychology, special education, disabilities studies, neuropsychology and in other fields interested in children’s language disorders. Contents Part 1. Typology of Child Language Disorders. R.G. Schwartz, Specific Language Impairment. A. McDuffie, L. Abbeduto, Language Disorders in Children with Mental Retardation of Genetic Origin: Down Syndrome, Fragile X Syndrome, and Williams Syndrome. J. Gerenser, Language Disorders in Children with Autism. M. Cleary, Language Disorders in Children with Hearing Impairment. S.E. Shaywitz, J.R. Gruen, M. Mody, B.A. Shaywitz, Dyslexia. Part 2. Bases of Child Language Disorders. I. Botwinik-Rotem, N. Friedmann, Linguistic Bases of Child Language Disorders. B. Tropper, R.G. Schwartz,

September 2008: 7x10: 608pp Hb: 978-1-84169-433-7: £55.00

Handbook of Research on Reading Comprehension Susan E. Israel, University of Dayton, USA Gerald G. Duffy, North Carolina University, USA (Eds.) The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: • Historical perspectives on reading comprehension • Theoretical perspectives • Changing views of text • Elements of reading comprehension • Assessing and teaching reading comprehension • Cultural impact on reading comprehension • Where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy. January 2009: 7x10: 688pp Hb: 978-0-8058-6200-3: £125.00 Pb: 978-0-8058-6201-0: £50.00

How Children Learn to Read Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice Ken Pugh & Peggy McCardle (Eds.) Extraordinary Brain Series This book commemorates the tenth anniversary of the Extraordinary Brain Conferences hosted by The Dyslexia Foundation, and brings together in one volume information about the neurobiological, genetic and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome which are discussed by leading researchers, and intervention approaches based on such research are presented. The book also calls for research in specific directions, to encourage the field to continue moving into the bold frontier of how the brain reads. May 2009: 6x9: 328pp Hb: 978-1-84872-843-1: £40.00

Also Available Call & Tomasello (Eds.)

The Gestural Communication of Apes and Monkeys January 2007: 6x9: 264pp. Hb: 978-0-8058-6278-2: £50.00 Pb: 978-0-8058-5365-0: £23.50

Davis & Zajdo (Eds.)

The Syllable in Speech Production Perspectives on the Frame Context Theory February 2008: 6x9: 480pp Hb: 978-0-8058-5479-4: £122.00 Pb: 978-0-8058-5480-0: £49.95

Gass & Selinker

Second Language Acquisition An Introductory Course, Third Edition January 2008: 6x9: 598pp Hb: 978-0-8058-5497-8: £50.00 Pb: 978-0-8058-5498-5: £24.99

Grainger (Ed.)

Cracking the Orthographic Code January 2008: 7x10: 208pp Pb: 978-1-84169-846-5: £49.95 A special issue of the journal Language & Cognitive Processes

McNamara (Ed.)

Reading Comprehension Strategies Theories, Interventions, and Technologies May 2007: 6x9: 376pp Hb: 978-0-8058-5966-9: £69.00 Pb: 978-0-8058-5967-6: £34.50

Robinson & Ellis (Eds.)

Handbook of Cognitive Linguistics and Second Language Acquisition February 2008: 6x9: 576pp Hb: 978-0-8058-5351-3: £85.00 Pb: 978-0-8058-5352-0: £35.99


Language & Reading Development

Neurobiology of Child Language Disorders. R.B. Gillam, J.W. Montgomery, S.L. Gillam, Attention and Memory in Child Language Disorders. J. Edwards, B. Munson, Speech Perception and Production in Child Language Disorders. J.B. Tomblin, Genetics of Child Language Disorders. M.F. Joanisse, Model-based Approaches to Child Language Disorders. Part 3. Language Contexts of Child Language Disorders. E.D. Peña, L.M. Bedore, Bilingualism in Child Language Disorders. L.B. Leonard, Cross-linguistic Studies of Child Language Disorders. J.A. Washington, Language Variation in Child Language Disorders. Part 4. Deficits, Assessment, and Intervention in Child Language Disorders. J.B. Oetting, P.A. Hadley, Morphosyntax in Child Language Disorders. K.K. McGregor, Semantics in Child Language Disorders. P. Fletcher, Syntax in Child Language Disorders. M. Fujiki, B. Brinton, Pragmatics and Social Communication in Child Language Disorders. P.E. Hook, C.W. Haynes, Reading and Writing in Child Language Disorders. J. Windsor, K. Kohnert, Processing Speed, Attention, and Perception in Child Language Disorders. Part 5. Research Methods in Child Language Disorders. L. Seiger-Gardner, Language Production Approaches to Child Language Disorders. P. Deevy, Language Comprehension Approaches to Child Language Disorders. M.E. Fey, L.H. Finestack, Research and Development in Child Language Intervention: A Five-Phase Model. V.L. Shafer, N.D. Maxfield, Neuroscience Approaches to Child Language Disorders.

Schiller et al. (Eds.)

Language & Reading Development

Language Production Second International Workshop on Language Production January 2008: 7x10: 148pp Pb: 978-1-84169-840-3: ÂŁ29.95 A special issue of the journal Language & Cognitive Processes



Language Acquisition A Journal of Developmental Linguistics

EDITOR Diane Lillo-Martin University of Connecticut, USA


The research published in Language Acquisition: A Journal of Developmental Linguistics makes a clear contribution to linguistic theory by increasing our understanding of how language is acquired. The journal focuses on the acquisition of syntax, semantics, phonology, and morphology, and considers theoretical, experimental, and computational perspectives.

Cognitive Neuroscience of Language CO-ORDINATING EDITOR Lorraine K. Tyler Cambridge University, UK Editor Cognitive Neuroscience of Language Special Section: David Poeppel New York University, USA Language and Cognitive Processes (LCP) provides an international forum for the publication of theoretical and experimental research into the mental processes and representations involved in language use. The development of cognitive neuroscience methodologies has significantly broadened the empirical scope of experimental language studies, and in light of the strong interest in and growing influence of these new tools, in 2009 LCP broadens its remit by publishing two additional issues a year devoted to the Cognitive Neuroscience of Language. All types of articles will be considered, including reviews, whose submission is encouraged. Manuscripts should

be submitted through the journal’s manuscript central site:, clearly marked for Cognitive Neuroscience of Language. For more information on this exciting new development, visit

Published by Psychology Press

Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


Language Learning and Development EDITOR Susan Goldin-Meadow University of Chicago, USA Language Learning and Development (LL&D) serves as a vehicle for interaction among the broad community of scholars and practitioners who investigate language learning, including language learning in infancy, childhood, and across the lifespan; language in both typical and atypical populations and in both native- and second-language learning. LL&D welcomes scholars who pursue diverse approaches to understanding all aspects of language acquisition. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


Textbook - Coming Soon!

The Child as Social Person

Coming Soon!

The Development of Emotional Intelligence A Case Study Nadja Reissland, University of Aberdeen, UK Concepts in Developmental Psychology Series How do children learn about the expression and meaning of emotions – both happy and sad? This book will answer questions on the foundation of emotional intelligence and examine how children become emotionally literate as they are socialised into their family environment from birth to two years of age These early stages are vitally important in teaching children to understand themselves and others, as well as how to relate to people, and how to adapt to and cope with their immediate surroundings.

Sara Meadows University of Bristol, UK Questions about how children grow up in their social worlds are of enormous significance for parents, teachers, and society at large, as well as for children themselves. Clearly children are shaped by the social world that surrounds them but they also shape the social worlds that they, and those significant to them, encounter. But exactly how does this happen, and what can we do to ensure that it produces happy outcomes? This book provides a critical review of the psychological literature on the development of personality, social cognition, social skills, social relations and social outcomes from birth to early adulthood. It evaluates evidence on both normal and abnormal social development, prosocial and antisocial behaviour, and across cultures. As well as outlining the theory, the book addresses applied issues such as delinquency, school failure, and social exclusion.

In order to examine the development of emotional intelligence the authors present a case study of the first use and development of “emotion words” from both the baby’s and the parent’s point of view. The data, based on daily tape-recorded “conversations” between a baby daughter and her father, demonstrates how over a two-year period a child learns to express and understand emotions in social interaction. This capacity to reason with emotion will be examined through four areas: perceiving emotion, integrating emotion, understanding emotion and managing emotion.

Using a coherent theoretical structure, The Child as Social Person examines material from across the biological and social sciences to present an integrated account of what we do and do not know about the development of the child as a social actor.

The Development of Emotional Intelligence adds a new perspective to the theoretical debate on emotions and how they develop. It will be of great interest to psychologists and any professionals dealing with families. It will also be helpful reading for parents.

The Child as Social Person provides an integrated overview of the exciting field of developmental social psychology, and as such will be essential reading for advanced undergraduate students in psychology, education and social work, as well as postgraduates and researchers in these disciplines.


Contents 1. Introduction. 2. Beginning with The Child. 3. Child and Parents. 4. Child and Other Children. 5. Bigger Systems with Child Participants. 6. Risk and Resilience. 7. Mesosystems and The Child. 8. Exosystems. January 2010: 6x9: 424pp Hb: 978-0-415-45199-4: £49.95 Pb: 978-0-415-45200-7: £23.50 60-day examination copy available

1. Introduction: Toto with Mr. Mummy Monkey and Mr. Daddy Monkey. 2. The Language of Emotions from the First Month of Life. 3. Acoustic Aspects of Emotion Talk. 4. Teasing and Emotional Development. 5. On the Changing Table: The Use of Rhetoric with an Infant. 6. Emotional Expressions During Daily Routines: The Example of Reading Picture Books. 7. From “Social Smile” to Laughter in Interactions. 8. Toto’s Experience of Death. 9. Conclusion. January 2010: 8½x11: 216pp Hb: 978-0-415-35951-1: £44.95 Pb: 978-0-415-35952-8: £17.95


Social & Emotional Development

Social & Emotional Development

Social & Emotional Development

Coming Soon!

The Development and Structure of Conscience Willem Koops, Daniel Brugman, Utrecht University, The Netherlands; Tamara J. Ferguson, Utah State University, USA; Andries F. Sanders, Free University, Amsterdam, The Netherlands and RWTH, Aachen, Germany (Eds.) This book focuses on the structure and development of conscience, a subject that has been dominant in developmental psychology since the 18th Century. International experts in the field contribute to this broad overview of the relevant research on the development of moral emotions and on the Kohlbergian-originated cognitive aspects of moral development. The first section of the book focuses on the cultural conditions that create the context for the development of conscience, such as moral philosophy, religion, and media violence. Building on the theory and research on emotion, other chapters cover issues including the development of shame, self-regulation and moral conduct, social cognition and models of guilt. The book also covers moral reasoning, moral identity, moral atmosphere and moral behaviour, and discusses subjects such as lying, how to measure moral development, and issues surrounding gender and aggression. The Development and Structure of Conscience will be ideal reading for researchers and students of developmental and educational psychology. January 2010: 6x9: 352pp Hb: 978-1-84169-742-0: £44.95

Development and Prevention of Behaviour Problems From Genes to Social Policy Richard E. Tremblay, University of Quebec at Montreal, Canada; Marcel A.G. van Aken, Willem Koops, University of Utrecht, The Netherlands (Eds.) “This book is a must-read for the new generation of interdisciplinary researchers. World-class scientists join in debating the causes of a broad class of problem behaviours, from the role of environments in gene expression to new preventions and policy implications. This research has profoundly changed our views on the nature of aggression.” - Rainer K. Silbereisen, Chair of Developmental Psychology and Director of the Center for Applied Developmental Science, University of Jena Development and Prevention of Behaviour Problems: From Genes to Social Policy brings together world leading researchers from diverse fields to explore the potential causes of the development of behaviour problems. The book presents theories that hope to influence public health, education and social policy in the prevention of the costly social troubles that behaviour problems can cause.


Featuring contributions from researchers in professional backgrounds that range from the social and behavioural sciences to economics, the varied chapters contain research that assesses the potential role of geneenvironment interactions, biological factors and gender differences in the development of behaviour problems. It includes a review of studies that attempt to understand why antisocial behaviour is concentrated in families, and concludes with three chapters which link developmental research directly with policy issues. The book provides a framework for students, scientists, educators and care givers to understand where frontier research on behaviour problems is going and how it can be applied in the social, educational and health services. This collection will interest all students of behavioural psychology and the behavioural sciences as well as those with an interest in public policy, sociology, abnormal psychology, psychopathology and personality disorders. Contents R.E. Tremblay, M.A.G. van Aken, W. Koops, Research on the Development and Prevention of Behaviour Problems: A Fundamental Change Still Hard to Grasp for Most Investigators. P. Suomi, How Gene-Environment Interactions Shape Biobehavioural Development: Lessons From Studies with Rhesus Monkeys. M. Syzf, I. Weaver, N. Provencal, P. McGowan, R.E. Tremblay, M. Meaney, Epigenetics and Behaviour. T. Paus, Z. Pausova, M. Abrahamowicz, J. Almerigi, N. Arbour, M. Bernard, D. Gaudet, P. Hanzalek, P. Hamet, A.C. Evans, M. Kramer, L. Laberge, S. Leal, G. Leonard, J. Lerner, R.M. Lerner, J. Mathieu, M. Perron, B. Pike, A. Pitiot, L. Richer, J.R. Séguin, C. Syme, R.E. Tremblay, S. Veillette, K. Watkins, Maternal Smoking, Genes and Adolescent Brain and Body: The Saguenay Youth Study. R.E. Tremblay, The Development of Chronic Physical Aggression: Genes and Environments Matter From the Beginning. M.A.G. van Aken, Personality in Children and Adolescents: Development and Consequences. S.M. Côté, A Developmental Perspective on Sex Differences in Aggressive Behaviours. S. Jaffee, Intergenerational Transmission of Risk for Antisocial Behaviour. M. Junger, S.Côté, R.E. Tremblay, Policy Implications of Present Knowledge on the Development and Prevention of Physical Aggression and Violence. J. van der Gaag, From Child Development to Human Development. A.C. Petersen, Inconvenient Truths: Behavioural Research and Social Policy. March 2009: 6x9: 280pp Hb: 978-1-84872-007-7: £39.95

Introducing Vygotsky A Guide for Practitioners and Students in Early Years Education Sandra Smidt Writer and consultant in Early Years education, UK Sandra Smidt takes the reader on a journey through the key concepts of Lev Vygotsky, one of the 20th Century’s most influential theorists in the field of early education. His ground-breaking principles of early learning and teaching are unpicked here using everyday language, and critical links between his fascinating ideas are revealed. Introducing Vygotsky is an invaluable companion for anyone involved with children in the early years. The introduction of Vygotsky’s key concepts is followed by discussion of the implications of these for teaching and learning. Each chapter also includes a useful

glossary of terms.

January 2009: 6x9: 176pp Hb: 978-0-415-48055-0: £75.00 Pb: 978-0-415-48057-4: £17.99 60-day examination copy available

Vygotsky at Work and Play Lois Holzman East Side Institute for Group and Short Term Psychotherapy, USA “Educationalists and Psychologists and all those interested in learning and development in a humane and caring society need to know about this kind of approach. This is a readable and accessible account of many years of interesting work in this tradition.” - Brahm Norwich, University of Exeter Vygotsky at Work and Play relates the discoveries and insights of Russian psychologist Lev Vygotsky to ordinary people and their communities. The author – working with her intellectual partner Fred Newman – has advanced a unique performance-based methodology of development and learning that draws upon a fresh and in some ways unconventional reading of Vygotsky. In this book, Holzman shows this methodology at work in key learning environments: psychotherapy, classrooms, out-of-school youth programs, and the workplace. The book vividly describes Vygotskian-inspired programs involving thousands of people from a wide range of cultural backgrounds, ages and occupations. Interwoven in each chapter are discussions of Vygotsky’s understandings of play, speaking, thinking, the zone of proximal development, the individual and the group. Holzman brings practice and theory together to provide a way forward for those who wish to liberate human development and learning from the confines of the social scientific paradigm, the institutional location of educational and psychological research, and the practices that derive from them. Vygotsky at Work and Play presents a challenge to the underlying distinctions and boundaries of psychology, most significantly to the presumption of a cognitive-emotive divide, the notion of fixed identity, the privileging of the individual over the group, and the instrumental nature of play and performance. The book is essential reading for researchers and professionals in educational and developmental psychology, psychotherapy, cultural historical activity, social science, performance studies and education. Contents 1. Method(s) and Marx(s). 2. Vygotsky in Therapy: Creating Zones of Emotional Development. 3. In the Classroom: Learning to Perform and Performing to Learn. 4. Outside of School: Creatively Imitating and Incorporating the Other. 5. At the Workplace: Looking at Ourselves. 6. Changing Relationships. January 2009: 5½x8½: 168pp Hb: 978-0-415-42294-9: £29.95

Social and Emotional Development William M. Bukowski, Concordia University, Canada; Brett Laursen, Florida Atlantic University, USA; Kenneth H. Rubin, University of Maryland, USA (Eds.) Critical Concepts in Psychology Series Social and Emotional Development, a new four-volume collection, brings together the most influential and fundamental research in the area, providing readers with a vital overview of the basic theory and the empirical database regarding social and emotional development. The collection editors present a general developmental picture of the state-of the-art in each area of social and emotional development. They have also written integrative commentaries (appearing as an introduction at the start of each volume) to situate the collected research topics in their historical and intellectual context, and to provide a snapshot of current issues in the field. This new Major Work constitutes a ‘mini library’ on the history of, and current debates in, social and emotional development. The collection is an ideal introduction to the area for advanced undergraduates and graduate students, and serves as an important reference for instructors. Indeed, teachers who are planning courses intended for advanced undergraduates and graduate students find these volumes to be an ideal way of providing a comprehensive and in-depth coverage of research on social and emotional development. The chronological organization of three of the four volumes allows instructors to use all three or to choose the book that best fits the needs of their course. The models-and-methods volume can be used in a similarly flexible or focused manner. Three of the volumes represent particular periods of the infancy-toadolescence lifespan. The first is devoted to research on infancy and early childhood, the second includes articles on development during the schoolage years, and the third focuses on adolescence. For each of these age periods the volume editors have selected the research that represents critical changes in the study of social and emotional development and that has most clearly revealed critical findings or advances in knowledge. Within each volume there is a diverse set of journal articles covering development within the family with parents and siblings, outside the family with peers, in social contexts such as nurseries and schools, and the formation of one’s view of the social world. The fourth volume collects material about ‘methods and models’. This includes the major theoretical papers that have shaped or redirected the study of social and emotional development. Fundamental papers on statistical techniques and research designs associated with the study of development or change are also included. The material selected on methods and procedures does not consist of technical papers crammed with formulae and mathematical reasoning; instead, it provides readers with a rich introduction to the purposes and basic methods of studying development. Each volume includes papers related to interpersonal relationships, contextual influences on development, the development of the self, social cognitive development, and atypical adjustment. August 2008: 6x9: 2560pp Hb: 978-0-415-41202-5: £795.00


Social & Emotional Development

Essential reading for all those interested in or working with children, Introducing Vygotsky emphasizes the social nature of learning and examines the importance of issues such as culture, history, language and symbols in learning.

Social & Emotional Development

Emotional Memory Across the Adult Lifespan Elizabeth A. Kensinger Boston College, USA Essays in Cognitive Psychology Series Though many factors can influence the likelihood that we remember a past experience, one critical determinant is whether the experience caused us to have an emotional response. Emotional experiences are more likely to be remembered than nonemotional ones, and over the past couple of decades there has been an increased interest in understanding how emotion conveys this memory benefit. This book begins with a broad overview of emotion, memory, and the neural underpinnings of each, providing the reader with an appreciation of the complex interplay between emotion and memory. It then examines how emotion influences young adults’ abilities to store information temporarily, or over the long term. It explains emotion’s influence on the memory processes that young adults use consciously and on the processes that guide young adults’ preferences and actions without their awareness. This book then moves on to describe how each of these influences of emotion are affected by the aging process, and by age-related disease, providing the reader with a lifespan perspective of emotional memory. Within each of the domains covered, the book integrates research from cognitive psychology, cognitive neuroscience, and neuropsychological perspectives, examining both the behavioral and thought processes that lead to emotion’s effects on memory and also the underlying brain processes that guide those influences of emotion. This book will be of interest to researchers and graduate students in memory, emotion, and aging, working in the fields of cognitive psychology, cognitive or affective neuroscience, and developmental or lifespan psychology. Contents Part 1. Introduction and Background. 1. Emotion, Memory, and Their Interactions. 2. The Neurobiology of Emotion and Memory. 3. Methods for Investigating Emotion-Memory Interactions. Part 2. Emotional Memory in Young Adults. 4. Emotion’s Modulation of Implicit Memory. 5. Emotion’s Influence on Working Memory. 6. Emotion and Long-Term Memory Enhancements. 7. Aspects of Memory Enhanced by Emotion. 8. Emotion-Induced Memory Trade-offs. 9. Influences of Valence and Arousal on Emotional Memory. 10. Individual Differences in Young Adults’ Emotional Memories. Part 3. Emotional Memory in Older Adults. 11. Cognitive and Neural Changes with Advancing Age. 12. Emotional Processing in Old Age. 13. Aging and Emotional Working Memory. 14. When Aging Influences Effects of Emotion on Long-Term Memory. 15. Age-Related Positivity Biases. 16. Emotional Memory in Alzheimer’s Disease. 17. Summary and Conclusions. January 2009: 6x9: 192pp Hb: 978-1-84169-483-2: £27.99


Also Available Cohen

The Development of Play Third Edition February 2006: 5½x8½: 216pp Hb: 978-0-415-34701-3: £45.00 Pb: 978-0-415-34702-0: £17.95 Concepts in Developmental Psychology Series

Bestseller! Gerhardt

Why Love Matters How Affection Shapes a Baby’s Brain June 2004: 5x8: 256pp Hb: 978-1-58391-816-6: £40.00 Pb: 978-1-58391-817-3: £9.99

Hawley et al. (Eds)

Aggression and Adaptation The Bright Side to Bad Behavior February 2007: 6x9: 312pp Hb: 978-0-8058-5245-5: £56.00 Pb: 978-0-8058-6234-8: £23.50 www.9780805862348 • 60-day examination copy available

Müller et al. (Eds.)

Social Life and Social Knowledge Toward a Process Account of Development January 2008: 6x9: 300pp Hb: 978-0-8058-6068-9: £49.95 Jean Piaget Symposia Series

Wainryb et al. (Eds.)

Social Development, Social Inequalities, and Social Justice October 2007: 6x9: 272pp Hb: 978-0-8058-5868-6: £49.95 Jean Piaget Symposia Series


Attachment & Human Development 2007 Impact Factor 1.711 (© Thomson Reuters, Journal Citation Reports 2008®)

EDITOR Howard Steele New School for Social Research, USA Attachment & Human Development provides the leading forum for the presentation and discussion of scientific theories about emotional and cognitive development, internal representations and social processes. The journal addresses the growing demand from the domains of psychology, psychiatry, psychotherapy and related disciplines including nursing and social work, for a clear presentation of ideas, methods and research based on attachment theory. Published by Routledge

Gender Development Textbook

Gender Development

Contents 1. Introduction. 2. History of the Study of Gender Development. 3. Biological Foundations of Sex and Gender. 4. Motor Development and Cognition. 5. Personality and Social Behaviors. 6. Biological Approaches to Gender Development. 7. Social Approaches to Gender Development. 8. Cognitive Approaches to Gender Development. 9. The Cognitive Self as an Agent of Gender Development. 10. The Family as an Agent of Gender Development. 11. The Peer Group as an Agent of Gender Development. 12. The Media as an Agent of Gender Development. 13. The School as an Agent of Gender Development. Epilogue. October 2008: 7x10: 536pp Hb: 978-0-8058-4170-1: £40.00 60-day examination copy available

Judith E. Owen Blakemore, Indiana University - Purdue University, USA; Sheri A. Berenbaum, Lynn S. Liben, Pennsylvania State University, USA “This is a terrific text! The book fills a gap in the literature and does so beautifully. ... It was a real pleasure to read. I will require this text for my courses on gender role attitudes and behavior.” - Rebecca S. Bigler, University of Texas at Austin “I believe that the... book will significantly contribute to the field of child development and gender role development. This is a field that has grown much in the past decades and an updated text on this topic will be very useful. ... I would certainly adopt it for my course on gender role development.” - Yvonne Caldera, Texas Tech University This new text offers a unique developmental focus on gender. Gender development is examined from infancy through adolescence, integrating biological, socialization, and cognitive perspectives. The book’s current empirical focus is complemented by a lively and readable style that includes anecdotes about children’s everyday experiences. The book’s accessibility is further enhanced with the use of bold face to highlight key terms when first introduced along with a complete glossary of these terms. All three of the authors are respected researchers in divergent areas of children’s gender role development and each of them teaches a course on the topic. The book’s primary focus is on gender role behaviors – how they develop and the roles biological and experiential factors play in their development. The first section of the text introduces the field and outlines its history. Part 2 focuses on the differences between the sexes, including the biology of sex and the latest research on behavioral sex differences, including motor and cognitive behaviors and personality and social behaviors. Contemporary theoretical perspectives on gender development – biological, social and environmental, and cognitive approaches – are explored in Part 3 along with the research supporting these models. The social agents of gender development, including children themselves, family, peers, the media, and schools are addressed in the final part. Cutting-edge and comprehensive, this the perfect text for those who have been searching for an advanced undergraduate and/or graduate book for courses in gender development, the psychology of sex roles and/or gender and/or women or men, taught in departments of psychology, human development, and educational psychology.

Discover a wealth of gender & sexuality resources at:

Cross-Cultural Development Textbook

Asian American Psychology Current Perspectives Nita Tewari, University of California, Irvine, USA Alvin N. Alvarez, San Francisco State University, California, USA (Eds.) “What is needed is a textbook that has depth and breadth concerning Asian American issues and that can appeal to students. The field now has such a book. The depth in analysis of issues has not been sacrificed for breadth of topics. The chapters are written by some of the most distinguished Asian American scholars, young and old, in the nation. ... Asian American Psychology: Current Perspectives is a major and unparalleled contribution to the field and to the education of students.” Stanley Sue, University of California, Davis, from the Foreword “I have taught courses in Asian American Psychology for over fifteen years and would have welcomed a textbook such as this. ... I feel that this book fills a niche that needed to be filled. ... It has both the breadth and depth necessary to be an excellent resource. Drs. Tewari and Alvarez have done a superb job of bringing together an outstanding group of scholars in the field of Asian American Psychology.” - Mary Ann Takemoto, California State University, Long Beach


Gender Development/Cross-Cultural Development

Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Cross-Cultural Development

This is the first textbook written to welcome those who are new to Asian American psychology. Concepts and theories come to life by relating the material to everyday experiences and by including activities, discussion questions, exercises, clinical case studies, and internet resources. Contributions from the leading experts and emerging scholars and practitioners in the field – the majority of whom have also taught Asian American psychology – feature current perspectives and key findings from the psychological literature.

Handbook of Cultural Developmental Science Marc H. Bornstein (Ed.) National Institute of Child Health and Human Development, USA Researchers and theoreticians alike commonly acknowledge the profound impact of culture on all aspects of development. However, many researchers and theoreticians within different spheres of developmental science are often unaware of the latest cultural literatures or how development proceeds in places other than their home locations. The goal of this handbook is to rectify those two shortcomings.

This ground-breaking volume is intended as an undergraduate/beginning graduate level introductory textbook on Asian American psychology taught in departments of psychology, Asian American and/or ethnic studies, counseling, sociology, and other social sciences. In addition, the clinical cases will also appeal to clinicians and other mental health workers committed to learning about Asian Americans. Contents Part 1. Foundation and Roots of Asian American Psychology. C.H. Liu, J. Murakami, S. Eap, G.C. Nagayama Hall, Who are Asian Americans? F.T.L. Leong, A. Gupta, History and Evolution of Asian American Psychology. A. Saw, S. Okazaki, Research Methods. S.J. Lee, A.N. Wong, A. Alvarez, The Model Minority and the Perpetual Foreigner. L. Uba, What Does that Behavior Mean? Postmodern Perspectives. Part 2. Balancing Multiple Worlds. B.S.K. Kim, Acculturation and Enculturation of Asian Americans. T. Chang, K.L.K. Kwan, Asian American Racial and Ethnic Identity. G.G. Ano, E.S. Mathew, M.A. Fukuyama, Religion and Spirituality. K. Nadal, Colonialism. G. Chen, Managing Multiple Social Identities. Part 3. Gender and Intimate Relationships. C.I. Hall, Asian American Women. D.K. Iwamoto, W.M. Liu, Asian American Men and Asianized Attribution. Y.B. Chung, A. Singh, Lesbian, Gay, Bisexual, and Transgender Asian Americans. G. Chen, S.C. Kim, Sexuality. M.K. Ahluwalia, L.A. Suzuki, M. Mir, Dating, Partnerships, and Arranged Marriages. B. Yee, J. Su, S.Y. Kim, L. Yancura, Asian American and Pacific Islander Families. Part 4. Next Generation. D. Hayashino, S.B. Chopra, Parenting and Raising Families. R.M. Lee, M. Miller, History and Psychology of Adoptees in Asian America. Y. Tsong, Y. Liu, Parachute Kids and Astronaut Families. K.L. Suyemoto, J. Tawa, Multiracial Asian Americans. Part 5. Social and Life Issues. A. Alvarez, Racism: “It Isn’t Fair”. G. Aoki, J.S. Mio, Stereotypes and Media Images. E.C. Wong, J.D. Kinzie, M. Kinzie, Stress, Refugees and Trauma. S.M. Lowe, A Frank Discussion on Asian Americans and Their Academic and Career Development. K. Chen, C.L. Philip, Asian American Activism, Advocacy and Public Policy. Part 6. Health and Well-Being. S. Ladhani, S.H. Lee, Physical Health and Wellness. O. Meyer, M. Dhindsa, C. Gabriel, S. Sue, Psychopathology and Clinical Issues with Asian American Populations. K. Kawamura, T. Rice, Body Image Among Asian Americans. C. Yeh, A.Kwong, Indigenous Healing and Coping. N. Tewari, Seeking, Receiving, and Providing Culturally Competent Mental Health Services. October 2008: 7x10: 704pp Hb: 978-1-84169-769-7: £75.00 Pb: 978-0-8058-6008-5: £44.00 60-day examination copy available

The Handbook of Cultural Developmental Science offers a comprehensive contemporary scholarly approach to issues of culture in development. The book covers theoretical, methodological, substantive, and ethnic issues as well as geographic approaches. Each chapter includes an introduction, historical and demographic considerations, theory, an overview of the most important classical and modern research studies, recommended future directions in theory and research, and a conclusion. The chapters focus on children and youth (prenatal through adolescence). Interdisciplinary in nature, the handbook will appeal to human development researchers and advanced students in psychology, education, and pediatrics. Contents Part 1. Domains of Development across Cultures. J.J. Goodnow, Culture. F.J.R. van de Vijver, J. Hofer, A. Chasiotis, Methodology. C. Worthman, Survival and Health. J.F. Werker, D.M. Maurer, K.A. Yoshida, Perception. K.E. Adolph, L.B. Karasik, C.S. Tamis-LeMonda, Motor Function. M. Cole, X. Cagigas, Cognition. E. Lieven, S. Stoll, Language. D.A. Wagner, Literacy. J. Kagan, Emotions and Temperament. R.A. Thompson, E.A. Virmani, Self and Personality. D.L. Best, Gender. K.H. Rubin, C. Cheah, M. Menzer, Peers. M. Gauvain, R.D. Parke, Socialization. M.H. Bornstein, J.E. Lansford, Parenting. G.W. Holden, B. Vittrup, Religion. Part 2. Development in Different Places on Earth. C.S. Tamis-LeMonda, K.E. McFadden, The United States of America. R. de Castro Ribas Jr., Central and South America. M. Pinquart, R.K. Silbereisen, European Union. R.A. Ahmed, North Africa and the Middle East. A.B. Nsamenang, J.L. Lo-oh, Afrique Noire. D.A. Nelson, C.H. Hart, E.K. Keister, K. Piassetskaia, Russia. X. Chen, L. Wang, China. D.W. Shwalb, B.J. Shwalb, J. Nakazawa, J. Hyun, L. Van Hao, M.P. Satiadarma, East and Southeast Asia: Japan, South Korea, Vietnam, and Indonesia. T.S. Saraswathi, R. Dutta, India. A. Sanson, J. Paterson, Australia and New Zealand. R.H. Bradley, The Home Environment. M.H. Bornstein, L. Cote, Immigration and Acculturation. August 2009: 7x10: 584pp Hb: 978-0-8058-6330-7: £47.50




Family, Self, and Human Development Across Cultures Theory and Applications, Second Edition March 2007: 6x9: 496pp Hb: 978-0-8058-5775-7: £59.95 Pb: 978-0-8058-5776-4: £29.95 • 60-day examination copy available


Cultures of Infancy February 2007: 6x9: 387pp Hb: 978-0-8058-4895-3: £62.50 Pb: 978-0-8058-6315-4: £28.00 • 60-day examination copy available

Adolescence Coming Soon!

Divergent Perspectives on Emerging Adulthood Stage or Process? Jeffrey Arnett, Clark University, USA; Marion Kloep, Leo B. Hendry, University of Glamorgan, UK; Jennifer Tanner, Rutgers University, USA Studies in Adolescent Development Series Recent social and economic global changes have extended the period of transition to early adulthood for many young people. Some researchers and writers, and in particular, Jeffrey Arnett, have labelled this period as a new life stage of ‘emerging adulthood’, characterised by the postponement of commitments to stable romantic relationships, career and lifestyle, opportunities for exploration, instability, self-focus and feelings of being ‘in-between’ adolescence and adulthood. This theoretical approach is contested by Hendry and Kloep, who propose the need to discard stages and examine interactive mechanisms and processes of change, if social scientists are to understand development. Divergent Perspectives on Emerging Adulthood: Stage or Process? critically examines young people’s transitions from adolescence to early adulthood, and debates these two different theoretical approaches to understanding this phase of the lifespan. It reflects whether a paradigm shift is required towards a more systemic, inter-disciplinary approach, or if age-defined stages are still relevant for understanding human development. In conclusion, it integrates perspectives to offer an interactive, inter-disciplinary framework from which future research and policy making can develop. The book also demonstrates the values of an ‘adversarial’, though friendly, debate in gaining theoretical insights into a contemporary and controversial topic. As such this book will be of interest not only to those involved in youth research but also psychology, sociology, social work and education.

1. Introduction: Changing Societies, Changing Transitions. 2. Transitions from Adolescence to Adulthood: A Stage Perspective. 3. Transitions from Adolescence to Adulthood: A Systematic View. 4. Lifestyles in Emerging Adulthood: Why We Need a New Stage. 5. Lifestyles in Emerging Adulthood: Who Needs Stages Anyway? 6. Rejoinders to Chapter 2 and 4. 7. Rejoinders to Chapters 3 and 5. 8. Conclusions: Closing the Gap? January 2010: 6x9: 208pp Hb: 978-1-84169-739-0: £39.95

Moving Out, Moving On Young People’s Pathways In and Through Homelessness Shelley Mallet, Doreen A. Rosenthal, Deb Keys, The University of Melbourne, Australia; Roger Averill, Freelance writer, researcher and editor, Australia Adolescence and Society Series Based on one of the largest ever longitudinal studies of homeless young people, this book examines the factors that impact on homeless young people’s long-term outcomes. Whilst telling the personal stories of young people’s experiences, the book refers to the wider research and policy literature, engaging with key debates about the causes and meanings of homelessness in western societies. The book addresses important issues such as employment and education, engagement with services, social support, connection to family and friends, as well as personal factors including physical and mental health, sexual practices and drug use. Homeless young people are typically portrayed as leading chaotic, risky lives, trapped in a downward spiral of drug use, mental and other health problems, and long-term homelessness. This book challenges this stereotype and demonstrates young people’s capacity to move out of homelessness and make satisfactory lives for themselves. While based on a study of Australian young people, research findings are positioned in the context of a broader international literature on youth homelessness. It is this, and the priority that the book gives to young people’s life stories, that makes Moving Out, Moving On important reading for undergraduate and postgraduate students of psychology, sociology, youth and social work as well as researchers, policy makers and service providers in all western cultures. Contents 1. The Social Context of Youth Homelessness. 2. Pathways into Homelessness. 3. On the Street. 4. Safely Serviced. 5. The Ins and Outs of Home. 6. Going Home. 7. Interdependence not Independence. October 2009: 5½x8½: 232pp Hb: 978-0-415-47029-2: £44.95 Pb: 978-0-415-47030-8: £19.95 60-day examination copy available


Cross-Cultural Development/Adolescence

Also Available

Mental Health and Emerging Adulthood among Homeless Young People Les B. Whitbeck University of Nebraska, Lincoln, USA


“A ground-breaking longitudinal study. ... Students would find it fascinating. ... It would be adopted in sociology, social work, and psychology courses at the graduate and undergraduate level. It would also be valuable to researchers, agency workers and policy experts. ... An important part of any scholar’s knowledge on adolescence and emerging adulthood.” - Jeffrey Jensen Arnett, Clark University “The results are compelling, and, at times, very surprising. ... The data ... underscores ... the extent of mental health and substance abuse problems among homeless and runaway adolescents [and] the ... long-term consequences. ... It is ... likely to become a text for courses on the homeless. ... It should be of much interest to researchers ... human service workers, mental health providers, law enforcement, juvenile justice personnel, policy makers and legislators.” - Luis A. Vargas, University of New Mexico School of Medicine “The design of the study ... is simply unique. ... I am deeply impressed with the breadth of coverage. ... This title may be used ... at both the (upper) undergraduate and graduate level ... in courses on sociology, social work, and psychology.” - Luc Goossens, Catholic University of Leuven What happens to homeless and runaway adolescents when they become adults? This is the first study that follows homeless youth into young adulthood and reviews the mental health consequences of runaway episodes and street life. The adolescents were interviewed every three months for three years from their mid teens to their early twenties. The study documents the psychological consequences associated with becoming adults when missing the critical developmental tasks of adolescence. The authors report high levels of psychological problems associated with victimization prior to and after running away. These victimization experiences shape the behaviors of these young people affecting their relationships with others and their chances of conventional adjustment. Across time, the more successful their adaptation to street life and the street economy, the more barriers to conventional adult life emerge. The distress among this population including self-mutilation and suicidal behaviors is examined as well as the impact street life has on future relationships, education, and employment. Nutritional and health problems are also explored along with the social and economic impact of this population on society. As such the book provides insight about why the current prevention and treatment programs are failing in an effort to help policy makers modify approaches to adolescent runaways. Intended as a supplementary text for undergraduate and/or graduate courses on homelessness, high risk youth, social deviance, adolescence and/or emerging adulthood taught in departments of psychology, human development, sociology, social work, and public health, this compelling new book will also appeal to anyone who works with homeless adolescents.


Contents Part 1. Emerging Adulthood Among Runway and Homeless Youth. 1. “No One Knows What Happens to These Kids”: Interrupted Adolescence and Emerging Adulthood. 2. The Midwest Longitudinal Study of Homeless and Runaway Adolescents. Part 2. Mental Health and Emerging Adulthood among Homeless and Runaway Adolescents. 3. From Conduct Disorder to Antisocial Personality Disorder: Disruptive Behaviors from Adolescence to Early Adulthood. 4. Adolescent Major Depressive Episodes and Emerging Adulthood. 5. Traumatic Histories and Adult Transitions. 6. Substance Abuse Patterns among Homeless and Runaway Adolescents across Time. 7. Dissociative Symptoms: Prevalence, Correlates, and Association with Other Mental Disorders and Problem Behaviors. Part 3. Unintentional and Intentional Injuries from Adolescent to Early Adulthood. 8. Victimization and Re-victimization among Homeless and Runaway Adolescents. 9. Self-mutilating Behaviors from Adolescence to Young Adulthood. 10. Suicide Ideation and Attempts. 11. Health and Services Utilization. Part 4. Adult Roles: Social Networks, Intimate Relationships, Economic Adjustment, and Emerging Adulthood. 12. Social Networks: Friends and Families at Home and on the Streets. 13. Sexuality, Romantic Relationships, and Pregnancy. 14. Survival Strategies, Hunger, Education, and Housing. Part 5. Lost Opportunities – New Opportunities. 15. Continuities of Mental Disorders and Problem Behaviors. 16. “No One Knows What Happens to These Kids” From Runaways to Young Adults. April 2009: 6x9: 312pp Hb: 978-1-84169-751-2: £35.00 Pb: 978-1-84169-752-9: £18.99 60-day examination copy available

See Also: Schneider & Bullock: Human Development from Early Childhood to Early Adulthood (see the General Developmental Psychology section, p.8)

Also Available Bachman et al.

The Education-Drug Use Connection How Successes and Failures in School Relate to Adolescent Smoking, Drinking, Drug Use, and Delinquency August 2007: 6x9: 435pp Hb: 978-0-8058-6170-9: £56.50 Pb: 978-0-8058-6171-6: £28.00 • 60-day examination copy available

Borkowski et al. (Eds.)

Risk and Resilience Adolescent Mothers and Their Children Grow Up March 2007: 6x9: 312pp Hb: 978-0-8058-5054-3: £56.00 Pb: 978-0-8058-5055-0: £27.00 • 60-day examination copy available


School Violence Fears Versus Facts May 2006: 6x9: 264pp Hb: 978-0-8058-5423-7: £43.50 Pb: 978-0-8058-5424-4: £25.00

Textbook! Cotterell

Gerontology & Aging Aging and Diversity An Active Learning Experience Second Edition Chandra Mehrotra, College of St. Scholastica, Duluth, USA Lisa S. Wagner, University of San Francisco, USA

Textbook! Frydenberg

Adolescent Coping Advances in Theory, Research and Practice May 2008: 5½x8½: 352pp Hb: 978-0-415-40571-3: £49.95 Pb: 978-0-415-40572-0: £21.50 Adolescence and Society Series • 60-day examination copy available

Harold et al.

Smooth Sailing or Stormy Waters? Family Transitions Through Adolescence and Their Implications for Practice and Policy January 2007: 6x9: 352pp Hb: 978-0-8058-4907-3: £62.50 Pb: 978-0-8058-6305-5: £28.00 • 60-day examination copy available

Jackson & Goossens (Eds.)

Handbook of Adolescent Development September 2006: 7½x10: 440pp Hb: 978-1-84169-200-5: £49.95

Textbook! Moore & Rosenthal

Sexuality in Adolescence Current Trends, Second Edition October 2006: 5½x8½: 304pp Hb: 978-0-415-34462-3: £44.95 Pb: 978-0-415-34496-8: £22.50 Adolescence and Society Series • 60-day examination copy available

Strohmeier & Schmitt-Rodermund (Eds.)

Immigrant Youth in European Countries July 2008: 6x9: 160pp Pb: 978-1-84169-845-8: £24.95 A special issue of the European Journal of Developmental Psychology

This new edition has been completely rewritten and includes chapters that address key topics in diversity and aging: research methods, psychological aging; health beliefs, behaviors, and services; health disparities; informal and formal care for older persons; work and retirement; religious affiliation and spirituality; and death, dying, and bereavement. Taking a broad view of diversity, Mehrotra and Wagner discuss elements of diversity such as gender, race or ethnicity, religious affiliation, social class, rural-urban community location, and sexual orientation. Including these elements allows them to convey some of the rich complexities of our diverse culture – complexities that provide both challenges to meet the needs of diverse population and opportunities to learn how to live in a pluralistic society. Throughout the book, Mehrotra and Wagner present up-to-date knowledge and scholarship in a way that engages readers in active learning. Rather than simply transmitting information, the authors place ongoing emphasis on developing readers’ knowledge and skills, fostering higher order thinking and encouraging exploration of personal values and attitudes. Distinctive features of the book include: • Opening vignettes for each chapter that present a sampling of how the issues to be discussed apply to diverse elders • Active learning experiences that invite readers to interview diverse elders, conduct internet searches, and give an analysis of a case study • Quizzes at the end of the chapters help readers ascertain the extent to which they have learned the material; the key for each quiz includes details about correct and incorrect responses so that additional learning can occur • Aging and Diversity Online boxes interspersed throughout the book provide internet resources that readers may use to find new research and publications. Suggested readings and audiovisual resources given at the end of each chapter serve as a guide to additional information on topics covered in the chapter. This approach of presenting the material will help the readers understand and apply key concepts and principles in ways that will not only improve the lives of older people they serve, but will also enhance their own aging experience.

Discover a wealth of gerontology resources at:

January 2009: 6x9: 432pp Hb: 978-0-415-95213-2: £60.00 Pb: 978-0-415-95214-9: £24.95 60-day examination copy available

See Also: Kensinger: Emotional Memory Across the Adult Lifespan (see the Social & Emotional Development section, p.30)


Adolescence/Gerontology & Aging

Social Networks in Youth and Adolescence Second Edition May 2007: 5½x8½: 328pp Hb: 978-0-415-35949-8: £49.95 Pb: 978-0-415-35950-4: £21.50 Adolescence and Society Series • 60-day examination copy available

Gerontology & Aging/Parenting & Families

Parenting & Families

Also Available Tomer et al. (Eds.)

Existential and Spiritual Issues in Death Attitudes July 2007: 6x9: 480pp Hb: 978-0-8058-5271-4: £78.00 Pb: 978-0-8058-5272-1: £29.95 • 60-day examination copy available

Introduction to Family Processes Fifth Edition Randall D. Day Brigham Young University, USA


Aging & Mental Health 2007 Impact Factor 1.264 (© Thomson Reuters, Journal Citation Reports 2008®)

EDITORS Martin W. Orrell, University College London, UK Dan G. Blazer, Duke University Medical Center, USA Aging & Mental Health provides a leading forum for the rapidly expanding field which investigates the relationship between the aging process and mental health. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Routledge


Aging, Neuropsychology, and Cognition EDITORS Linas A. Bieliauskas, University of Michigan Health System, USA Martin Sliwinski, Syracuse University, USA The purposes of Aging, Neuropsychology, and Cognition are to (a) publish research on both the normal and dysfunctional aspects of cognitive development in adulthood and aging, and (b) promote the integration of theories, methods, and research findings between the fields of cognitive gerontology and neuropsychology. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


Textbook – complimentary copy available!

“I have used this text in teaching an introductory family processes course and plan to continue using it. ... It is interesting and applicable to the lives of undergraduate students. ... The coverage of basic family processes is extremely well done as is the use of stories throughout the text. ... This book would be most appropriate for an introductory (freshman/sophomore) class on family processes ... for sociology, education, human development, psychology, and social work classes.” - Denise Ann Bodman, School of Social and Family Dynamics, Arizona State University “Day’s writing style is clear and easy to read. ... I love ... the two new chapters. ... Including trends in dating, falling in love, living together, breaking up ... is so interesting for ... college students. ... The author does an excellent job of covering most aspects of family life and family interaction through the life course. ... I love the ... journal thoughts and exercises ... [and] the examples. ... I currently use the fourth edition. ... The next edition will be even better!” - Julie James, Department of Applied Health Science, Indiana University “Day’s text is really the only option ... for family process texts ... for undergraduates. ... The family process focus is rare but very exciting in an undergraduate classroom.” - Kathleen Ramos, California State University Fresno

What goes on “behind closed doors” in families is examined in this text. Through an engaging, story telling style, Randy Day introduces readers to the family processes approach – the strategies and behavior patterns families use to achieve goals. The emphasis is on how families work, think, and interact rather than on the psychological, sociological, or economic processes. It examines emotions in families, communication, relationship formation and dissolution, family rituals and secrets, ideological concerns, and power and conflict. The goal is to help readers increase the positive aspects of family live, avoid the undesirable parts, and effectively manage the inevitable challenges. Significantly updated with many new references and examples, the new edition features: • A new chapter, How We Study Families, that introduces the discipline’s methodology • A new chapter (7) with the latest research on partner selection around the world, falling in love, commitment, sexuality, passion, and intimacy • A new design reformatted to tie in the book’s website that contains the Chapter Activity Questions that reinforce writing and critical thinking skills, the Journal Activities that strengthen students' personal connection to the material, and the Web Links that encourage further investigation into the material on-line • An Instructor’s Web Resource with small group and in-class excercises, lecture outlines, topics for debate, suggested films, PowerPoint presentations, and multiple-choice, true/false, matching, and essay questions • More on families from diverse cultural and ethnic backgrounds and the impact of work and technology on the family (Ch. 6), the changing

Written for undergraduate courses on family processes/studies, the family, marriage and family interaction/relations, and family dynamics taught in family studies, human development, psychology, sociology, social work, education, consumer sciences, home economics, health, and nursing departments, this book also appeals to those who want to maximize the positive parts of family life. Contents 1. Adapting to Family Life in Our Times. 2. How We Study Families. 3. Theories about Family Life. 4. Families as Units of Change and Transition. 5. Genetics, Personality, Gender, and Power in Families. 6. Fixed Family Relationships: Generations in Family Life. 7. Chosen Relationships and the Roots of Mature Love. 8. The Core of Family Life: Paradigms, Themes, and Ideologies. 9. Rules and Rule Sequences. 10. Communicating in Families. 11. Regulating Distance. 12. Building and Maintaining Family Rituals. 13. Coping with Turbulence, Gains, and Losses. August 2009: 7x10: 304pp Hb: 978-1-84169-761-1: £32.50 Complimentary copy available

Parenting with Reason Evidence-Based Approaches to Parenting Dilemmas Esther Yoder Strahan, Clinical Neuropsychological Services Inc., Ohio, USA; Wallace E. Dixon, East Tennessee State University, USA; Jerry Burton Banks, Medical Practitioner, USA Parent and Child Series Parenting with Reason cuts through the masses of often confusing and contradictory advice found in parenting self-help books to provide a rich common-sense manual on “evidence-based parenting”. Grounded in the best research available, it provides parents with the evidence to back up the “tough parenting decisions” that they face. The authors, who are parents themselves, bring together their expert knowledge in such areas as child intellectual and language development, childhood psychological problems and child temperament development, to look at such pressing questions as: “What should I do when my child acts out? ”, “How can I get my baby to sleep through the night?” and “What can I do to stimulate my child’s brain development?” The authors de-bunk common myths about parenting, such as the notion that a healthy baby needs to be able to breastfeed at will throughout the night, or the idea that children who are adopted need specialised counselling. They also examine such issues as how media violence affects children’s behaviour, how a parent’s emotional disorder affects a child, what the scientific evidence is for and against circumcision of young boys,

and how divorce and adoption affect a child’s development. Written in an accessible, entertaining tone, the book is ideal reading for new or prospective parents. The research is grounded in objective, scientific evidence which paediatricians and family health providers will also be able to utilize and endorse. At the end of each chapter, the authors include a section called the “bottom line” which offers the reader a helpful quick reference for the topic. Contents 1. The History of Child-rearing Advice and Science. 2. The Big Sleep Controversies. 3. Breastfeeding versus Bottle Feeding. 4. The “Mozart Effect” and Einstein’s Babies. 5. Understanding Child Temperament. 6. Medical Decisions for the Faint at Heart. 7. Toilet Training. 8. Spanking, “Time Out” and Discipline: What to do When Your Child Acts Out. 9. Diet Dilemmas and Childhood Obesity. 10. Media Violence. 11. Parents’ Psychological Health: Nurturing Strengths and Handling Problems. 13. Child Neuropsychology: The Example of Attention Deficit Hyperactivity Disorder. 14. Parenting Adolescents: Handling the Transitions from Childhood to Adulthood. 15. Lifestyle Choices and Parent Values. September 2009: 5x8: 328pp Hb: 978-0-415-41328-2: £34.95 Pb: 978-0-415-41329-9: £11.95

What Every Man Should Know About Being a Dad David Cohen Writer, psychologist and film-maker, UK Parent and Child Series When a man becomes a father, it can be a very daunting time. He is suddenly thrust into a new and emotional world. He can feel unprepared (despite the preceding nine months of buildup), useless (despite all the “uses” the mother of his child could offer him), and apprehensive. However, the new father is about to embark upon the most exciting and rewarding experience of his life. But let’s face it, no one teaches men exactly how to become fathers. So, what does being a dad in the 21st Century mean? Dads today, more than ever, want to play an active role in their children’s lives and development. To do this, fathers need to know how children grow up so that they can learn to cope with, play with, control, and love their kids in an intelligent way. This book provides a guide for men on how to be a good dad and a supportive partner. Dealing directly with the key issues and the many stresses that fathers can face, it looks at the psychological research on child development, parenting, and fathering in particular. It examines such thorny topics as step-fatherhood, the changing relationship between partners, and sex after babies. It also offers valuable advice on problems all dads will face – how to bond, how to provide sensible discipline, learning to play, and managing teenage tantrums and traumas. The author, David Cohen, is a psychologist, and a father and step-father. In a quirky and anecdotal style, and drawing on eclectic material, this book tells men everything they need to know about being a dad.


Parenting & Families

nature of family structures including single parenting and gay unions (Ch 1.), the role of gender and power and genetics and personality in relationships (Ch. 5), and stresses in family life (Ch. 13) Chapters open with a Preview and conclude with a Summary, Study Questions, Key Terms, Essay Questions, and Suggested Readings. Practical Implications are sprinkled throughout and Principle Boxes highlight key chapter concepts to serve as a study reference. A glossary defines the key terms listed at the ends of the chapters.

Parenting & Families/Developmental Psychopathology

Contents 1. Joy. 2. You Are Not a Spare Part Whatever Psychologists Say. 3. Fathers Have a History. 4. The Only True Immortality – For a Man. 5. In at the Birth. 6. Love at First Cry. 7. Tensions for Parents. 8. The Newborn Baby is No Fool. 9. How the Baby’s Mind Develops and the Eternal Puzzle: Nature or Nurture? 10. Sex and Personality. 11. The Toddler’s Brain. 12. Lies, Games and the Imagination, Oh and the Small Matter of Big Dragons: How Children Don’t Lie Brilliantly. 13. Sex and Young Children. 14. The Arts and Smarts of Discipline. 15. School. 16. Modern Stepfamily Life.17. Can We See Inside the Teenage Mind? 18. Stress and Mental Health. 19. The Worst: Depression, Attempted Suicide, Suicide. 20. Savvy Kids Don’t Come Cheap. 21. Who Is the Child? June 2009: 5x8: 240pp Hb: 978-0-415-48616-3: £19.95 Pb: 978-0-415-48617-0: £8.99


Children and Separation Socio-Genealogical Connectedness Perspective June 2007: 6x9: 208pp Hb: 978-0-415-34212-4: £29.95


Parenting Science and Practice EDITOR Marc Bornstein National Institute of Child Health and Human Development, USA Parenting: Science and Practice strives to promote the exchange of empirical findings, theoretical perspectives, and methodological approaches from all disciplines that help to define and advance theory, research, and practice in parenting, caregiving, and childrearing.

Also Available Bogenschneider

Family Policy Matters How Policymaking Affects Families and What Professionals Can Do August 2006: 6x9: 392pp Hb: 978-0-8058-6071-9: £69.00 Pb: 978-0-8058-6072-6: £23.50 • 60-day examination copy available

Booth & Crouter (Eds.)

Disparities in School Readiness How Families Contribute to Transitions into School August 2007: 6x9: 320pp Hb: 978-0-8058-6435-9: £56.00 Pb: 978-0-8058-5981-2: £23.50 • 60-day examination copy available

Borkowski et al. (Eds.)

Risk and Resilience Adolescent Mothers and Their Children Grow Up March 2007: 6x9: 312pp Hb: 978-0-8058-5054-3: £56.00 Pb: 978-0-8058-5055-0: £27.00 • 60-day examination copy available

Connor & White (Eds.)

Black Fathers An Invisible Presence in America January 2006: 6x9: 296pp Hb: 978-0-8058-4509-9: £56.00 Pb: 978-0-8058-4510-5: £22.00 • 60-day examination copy available

Jayakody et al. (Eds.)

International Family Change Ideational Perspectives July 2007: 6x9: 360pp Hb: 978-0-8058-6069-6: £62.50 Pb: 978-0-8058-6070-2: £27.00 • 60-day examination copy available

Juffer et al. (Eds.)

Promoting Positive Parenting An Attachment-Based Intervention July 2007: 6x9: 256pp Hb: 978-0-8058-6351-2: £39.95 Pb: 978-0-8058-6352-9: £22.00 Monographs in Parenting Series • 60-day examination copy available


Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press

Developmental Psychopathology See Also: Nippold & Scott: Expository Discourse in Children, Adolescents, and Adults (see the Language & Reading Development section, p.21) See Also: Norbury et al.: Understanding Developmental Language Disorders (see the Language & Reading Development section, p.20) See Also: Schwartz: Handbook of Child Language Disorders (see the Language & Reading Development section, p.24)

Also Available Alloway & Gathercole (Eds.)

Working Memory and Neurodevelopmental Disorders August 2006: 6x9: 320pp Hb: 978-1-84169-560-0: £39.95

Field et al. (Eds.)

Child Anxiety Theory and Treatment May 2008: 6x9: 176pp Hb: 978-1-84169-851-9: £39.95 A special issue of the journal Cognition & Emotion

Masten (Ed.)

Multilevel Dynamics in Developmental Psychopathology Pathways to the Future: The Minnesota Symposia on Child Psychology, Volume 34 March 2007: 6x9: 368pp Hb: 978-0-8058-6162-4: £50.00

International Journal of Disability, Development and Education The Official Journal of the Australasian Society for the Study of Intellectual Disability (ASSID)

EDITOR Christa van Kraayenoord, The University of Queensland, Australia Formerly the Australia and New Zealand Journal of Developmental Disabilities this is an international, multidisciplinary journal in the field of intellectual and developmental disability. The journal publishes original qualitative and quantitative research papers, literature reviews, conceptual articles, brief reports, case reports, data briefs, and opinions and perspectives. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at Published by Informa Healthcare

Child Abuse Textbook

Child Abuse and Neglect Monica L. McCoy, Converse College, USA Stefanie M. Keen, University of South Carolina Upstate, USA


“In this highly readable and engaging book, McCoy and Keen have provided something quite valuable to students. Spanning chapters from the history of child maltreatment to modern diagnostic pitfalls, Child Abuse and Neglect will enhance any course dealing with this topic, from social work, to child development.” - Stephen J. Ceci, Helen L. Professor of Developmental Psychology, Cornell University

“Finally, a research based text about child maltreatment that is a good read. My students will love it.” - Narina Nuñez, University of Wyoming “The author writes as if she was having a conversation with the reader. ... The legal cases bring to life some of the controversial issues. ... [It] paints a clear picture of the child protection system and what actually transpires when an incident is reported and the roles and functions of the caseworkers.” - Alice Yick Flanagan, Capella University

This book examines the latest research in child abuse and neglect, what it entails, and how to recognize and report it. Federal law mandates the reporting of suspected child maltreatment by many professionals. This book will appeal to those who one day find themselves in the role of a mandated reporter. Engaging learning tools are sprinkled throughout: • Focus on Research boxes provide an in-depth look at research or methodologies • Case Examples encourage debate about the gray areas in the field • Legal Examples and Focus on Law sections explain judicial rulings including guides for locating relevant state statutes • Discussion questions promote dialogue and deepen understanding of the material • Bold faced key terms defined when first introduced also appear in the book’s glossary. The book opens with the background on child maltreatment including its history, an overview of the research, and the risk factors. Details about mandated reporting are also explored. Different forms of maltreatment – physical abuse, neglect, psychological maltreatment, sexual abuse, fetal abuse, and Munchausen by Proxy Syndrome – are then examined. Incidence estimates and consequences for each type of maltreatment are provided. Legal issues including forensic interviewing are then reviewed. The book concludes with an example of what happens to a child after a report is filed along with suggestions for preventing child maltreatment. Intended as a text for courses in Child Abuse and Neglect taught in departments of psychology, human development, education, social work, and medicine, this book will also be an invaluable resource to workers who are mandated reporters of child maltreatment and/or anyone interested in the problem. Contents Part 1. Introduction/Purpose. 1. Introduction. 2. Risk Factors for Maltreatment. 3. Mandated Reporting. Part 2. Types of Abuse. 4. Physical Abuse. 5. Neglect. 6. Psychological Maltreatment. 7. Sexual Abuse. 8. Fetal Abuse. 9. Munchausen by Proxy Syndrome. Part 3 Legal Issues. 10. Forensic Interviewing of Child Victims. 11. The Legal System and Child Maltreatment. 12. The Maltreated Child and CPS Response: What Happens After a Report is Made? 13. Preventing Child Maltreatment. March 2009: 7x10: 312pp Hb: 978-0-8058-6244-7: £32.50 60-day examination copy available

Also Available Pipe et al. (Eds.)

Child Sexual Abuse Disclosure, Delay, and Denial April 2007: 6x9: 328pp Hb: 978-0-8058-5284-4: £49.95 Pb: 978-0-8058-6317-8: £23.50 • 60-day examination copy available

Discover a wealth of child & adolescent mental health resources at:


Developmental Psychopathology/Child Abuse


Developmental Neuropsychology

Developmental Neuropsychology

Impairments. M. Ylivasaker, T. Feeney, Helping Children without Making Them Helpless: Facilitating Development of Executive Self-regulation in Children and Adolescents. C. Catroppa, V. Anderson, Intervention Approaches for Executive Dysfunction following Brain Injury in Childhood. S. McDonald, Social Information Processing Difficulties in Adults and Implications for Treatment.

Executive Functions and the Frontal Lobes

June 2008: 6x9: 544pp Hb: 978-1-84169-490-0: £62.50

A Lifespan Perspective Vicki Anderson, University of Melbourne, Australia; Rani Jacobs, Royal Children’s Hospital, Victoria, Australia; Peter Anderson, University of Melbourne, Australia (Eds.) Studies on Neuropsychology, Neurology and Cognition Series This volume has as its primary aim the examination of issues concerning executive function and frontal lobe development. While many texts have addressed these issues, this is the first to do so within a specifically developmental framework. This area of cognitive function has received increasing attention over the past decade, and it is now established that the frontal lobes, and associated executive functions, are critical for efficient functioning in daily life. It is also clear, and of particular relevance to this text, that these functions develop gradually through childhood, and then deteriorate during old age. These developmental trajectories, and the impact of any interruption to them, are the focus of this volume. Contents Part 1. A Developmental-Theoretical Framework for Executive Function. P.J. Anderson, Towards a Developmental Model of Executive Function. C.R. De Luca, R.L. Leventer, Developmental Trajectories of Executive Function across the Lifespan. L.H. Phillips, J.D. Henry, Adult Aging and Executive Function. B. Kolb, M. Monfils, N. Sherren, Recovery from Frontal Cortical Injury during Development. Part 2. Assessment of Executive Function Across the Lifespan. K. Espy et al., Methodological and Conceptual Issues in Understanding the Development of Executive Control in the Preschool Period. V. Anderson, P.J. Anderson, R. Jacobs, Development and Assessment of Executive Function: From Preschool to Adolescence. T. Wardill, V. Anderson, The Assessment of Executive Functioning in Older Adults. G.A. Gioia, P.K. Isquith, L.E. Kenealy, Assessment of Behavioral Aspects of Executive Function. A. G. Wood, E. Smith, Pediatric Neuroimaging Studies: A Window to Cognitive Development of the Frontal Lobes. Part 3. Impairments of Executive Function Across the Lifespan. K. Howard, P.J. Anderson, H. G. Taylor, Executive Functioning and Attention in Children Born Preterm. K.O. Yeates, V. Anderson, Childhood Traumatic Brain Injury, Executive Functions, and Social Outcomes: Towards an Integrative Model for Research and Clinical Practice. V. Anderson et al., Executive Functions after Frontal Lobe Insult in Childhood. P.J. Eslinger, K.R. Biddle, Prefrontal Cortex and the Maturation of Executive Functions, Cognitive Expertise, and Social Adaptation. V. Anderson, Attention Deficits and the Frontal Lobes. J. Snowden, Frontotemporal Dementia: Correlations between Pathology and Function. M.M. Saling, J. Bradshaw, From A-synucleopathy to Executive Dysfunction: Early-stage Parkinson’s Disease. Part 4. Rehabilitation of Impairments in Executive Function. B.A. Wilson, J. Evans, Models for the Rehabilitation of Executive


Also Available Bishop et al. (Eds.)

Neurocognitive Approaches to Developmental Disorders A Festschrift for Uta Frith January 2008: 7½x10: 188pp Hb: 978-1-84169-839-7: £30.00 A special issue of the Quarterly Journal of Experimental Psychology


Child Neuropsychology EDITOR Michael Westerveld Florida Physicians Medical Group, USA Child Neuropsychology is the primary source for the latest research and current state of the art in normal and abnormal brain functioning in children and adolescents. RECENT ARTICLES Neuropsychology in Cameroon: First Normative Data for Cognitive Tests Among School-Aged Children: N. Ruffieux, A. K. Njamnshi, E. Mayer, R. Sztajzel, S. C. Eta, R. F. Doh, A. -M. Kengne, R. N. Ngamaleu, J. Chanal, V. Verdon, C. -A. Hauert What are the Causes of the Attention Deficits Observed in Children with Dyslexia?: Gian Marco Marzocchi, Sara Ornagh, Sara Barboglio Construct and Criterion Validity of the Comprehensive Trail Making Test in Children and Adolescents with Traumatic Brain Injury: Daniel N. Allen, Michael Haderlie, Dmitriy Kazakov, Joan Mayfield Rapid Automatized Naming and Learning Disabilities: Does RAN Have a Specific Connection to Reading or Not?: Riikka Heikkil, Vesa Nrhi, Mikko Aro, Timo Ahonen Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

Published by Psychology Press


Developmental Neuropsychology 2007 Impact Factor 2.922 (© Thomson Reuters, Journal Citation Reports 2008®)

EDITOR-IN-CHIEF Dennis L. Molfese University of Louisville, USA Developmental Neuropsychology explores the relationships that exist between brain and behavior across the life span. Both basic and clinical studies that mark pertinent research of the developing and aging brain are published. Full details, current subscription rates, notes for authors, submission procedures and full online contents available at: Published by Psychology Press

New Edition!

Psychology IUPsyS Global Resource: Edition 2009 Danny Wedding, University of Missouri-Columbia School of Medicine, USA Michael J. Stevens, Illinois State University, USA (Eds.) Psychology: IUPsyS Global Resource, Edition 2009 is the updated version of the 2008 Edition It is a set of resource tools containing information about all aspects of psychology around the world. Every year, new material is added to the CD-ROM and existing sections updated and/or expanded. It is an integral part of an institutional subscription to the International Journal of Psychology and is dispatched annually. It is also available for separate purchase. The creation of a continuously updated and expanded Psychology: IUPsyS Global Resource CD-ROM helps fulfil a key responsibility of the International Union of Psychological Science, that of advancing psychology as an international discipline and ensuring that information about the profession and psychological knowledge are widely disseminated. Psychology: IUPsyS Global Resource, Edition 2009 is organized as separate information files and databases, which are searchable using integrated software on a PC running Microsoft Windows. New additions for the 2009 edition include:

Discover a wealth of Neuropsychology resources at including: • 10% discount on all online orders! • Free shipping on online orders (UK customers: free shipping on orders of £20 or more. US and Canadian customers: free shipping on orders of $35 (USD) or more.)

• forthcoming events and conferences • special offers, news, calls for papers • the latest books and journal issues The Neuropsychology Arena provides professionals, researchers, instructors and students in Neuropsychology with information on the range of books and journals produced by Psychology Press. Subjects covered by this Arena include Amnesia/ Memory Disorders, Aphasia, Apraxia, Child Neuropsychology, Clinical Neuropsychology, Cognitive Neuropsychology, Epilepsy, Laterality, Neuropsychiatry, Neuropsychological Rehabilitation, and Speech & Communication Disorders.

Addition of Athens 2006 data to ICAPindex; Four papers from ICP Berlin 2008 Symposium to Ethics; International Collaborations in Behavioral and Social Sciences Research (NAS Report, 2008) to Policy Briefings. Substantially updated sections include: Directory of Major Institutions for Psychological Research and Training; Psychology Throughout the World: A Descriptive Tour and National Contacts; International Psychology Information Clearinghouse (APA Division 52); Directory of International Associations in Psychology; History of Psychology Timeline; Reviews of Books Relevant to International Psychology; Full text of the History of the International Union of Psychological Science (IUPsyS) now includes new chapter bringing this up to the present day. Also includes: Full text of Proceedings of International Congresses of Psychology (1992 - 2000); Abstracts of International Congresses of Psychology (1992 - 2004) and a link page to the full text of the ICP Berlin 2008 Abstracts; Annotated Bibliography for Internationalizing the Undergraduate Psychology Curriculum and main Bibliography; Human Capital Initiative. April 2009 CD-ROM: 978-1-84872-025-1: £25.00+VAT


Developmental Neuropsychology/IUPsyS



Also Available Ash & Sturm

Psychology’s Territories Historical and Contemporary Perspectives From Different Disciplines April 2007: 6x9: 408pp Hb: 978-0-8058-6136-5: £59.95 Pb: 978-0-8058-6137-2: £34.50


Jing et al. (Eds.)

Progress in Psychological Science Around the World Proceedings of the 28th International Congress of Psychology Volume 1: Neural, Cognitive and Developmental Issues July 2006: 6x9: 584pp Hb: 978-1-84169-961-5: £70.00

Pawlik & d’Ydewalle (Eds.)

Psychological Concepts An International Historical Perspective June 2006: 6x9: 400pp Hb: 978-1-84169-533-4: £39.95


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• • •

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Special Section – Volume 44 (2009) issue 1 – Expressions of “New” Racism Special Section – Volume 43 (2008) issue 5 – Insights

from Research on Asian Students’ Achievement Motivation Special Section – Volume 43 (2008) issue 2 – Culture and Human Development Special Section - Volume 43 (2008) issue 1 – Research on Acculturation among Diaspora Migrants Special Section – Volume 42 (2007) issue 4 – Psychological Research in Berlin, the Host City of ICP 2008 (This issue is available for free online download.) Special Section – Volume 42 (2007) issue 3 – Implicit Representations and Personality Special Section – Volume 42 (2007) issue 2 – Agency and Human Development in Times of Social Change

MANUSCRIPT SUBMISSION Papers must be submitted online at http:// Prior to submission, read

the full Instructions for Authors at the website below.


Full details, current subscription rates, notes for authors, submission procedures and full online contents available at:

International Journal of Psychology

EDITOR Claudia Dalbert Martin Luther University, Germany The International Journal of Psychology (IJP) is the journal of the International Union of Psychological Science (IUPsyS) and is published under the auspices of the Union. IJP seeks to support the IUPsyS in fostering the development of international psychological science. It aims to strengthen the dialog within psychology around the world and to facilitate communication among different areas of psychology and among psychologists from different cultural backgrounds. IJP is the outlet for empirical basic and applied studies and for reviews that either (a) incorporate perspectives from different areas or domains within psychology or across different disciplines, (b) test the culture-dependent validity of psychological theories, or (c) integrate literature from different regions in the world. IJP does not publish technical articles, validations of questionnaires and tests, or clinical case studies. Special topical issues or sections are published two or three times a year. All articles include a detailed abstract in English, French and Spanish. IJP Special Section issues In an ongoing initiative from 2007, certain issues of IJP are now designated as Special Section issues, where a number of articles concentrate on a single topic. These issues are sent to subscribers as usual, and are also available to buy individually from the IJP website. As of early 2009, seven Special Section issues have been published on a wide variety of topics, representing some of the leading thought in their respective


Published by Psychology Press

Recent Special Issues of the International Journal of Psychology These are sent free to journal subscribers and can be purchased by non-subscribers. Behaviour Analysis Around the World Guest Editor: Rubén Ardila January 2007: 8x11: 156pp Pb: 978-1-84169-820-5: £34.95 Neuropsychological Functions Across the World Guest Editors: Feggy Ostrosky-Solis & Gunilla Öberg October 2006: 8x11: 112pp Pb: 978-1-84169-807-6: £29.95 Indigenous Psychologies Guest Editors: Carl Martin Allwood & John W. Berry June 2006: 8x11: 80pp Pb: 978-1-84169-996-7: £17.95 Counselling in Australia Guest Editor: Nadine Pelling June 2006: 8x11: 72pp Pb: 978-1-84169-801-4: £19.95 International Practices in the Teaching of Psychology Guest Editors: Sherri McCarthy & Victor Karandashev May 2006: 8x11: 72pp Pb: 978-1-84169-995-0: £17.95

Research Methods Arena Discover a wealth of Research Methods & Statistics resources at:

Bryman & Cramer


Structural Equation Modeling With AMOS Basic Concepts, Applications, and Programming Second Edition August 2009: 6x9: 352pp Hb: 978-0-8058-6372-7: £49.95 Pb: 978-0-8058-6373-4: £27.99 Multivariate Applications Series

Card et al. (Eds.)

Modeling Dyadic and Interdependent Data in the Developmental and Behavioral Sciences July 2008: 6x9: 464pp Hb: 978-0-8058-5972-0: £62.50 Pb: 978-0-8058-5973-7: £29.95


Quantitative Psychological Research The Complete Student’s Companion Third Edition August 2009: 7½ x10: 712pp Hb: 978-1-84169-690-4: £57.50 Pb: 978-1-84169-691-1: £29.95

Cohen (Ed.)

Judd et al.

Data Analysis A Model Comparison Approach Second Edition August 2008: 7x10: 344pp Hb: 978-0-8058-3388-1: £37.50

Research Methods

Quantitative Data Analysis with SPSS 14, 15 & 16 A Guide for Social Scientists October 2008: 7x10: 408pp Hb: 978-0-415-44088-2: £49.95 Pb: 978-0-415-44089-9: £22.50

Kinnear & Gray

PASW Statistics 17 Made Simple (Replaces SPSS Statistics 17) July 2009: 7x10: 656pp Pb: 978-1-84872-026-8: £19.95 60-day examination copy available

Murphy et al.

Statistical Power Analysis A Simple and General Model for Traditional and Modern Hypothesis Tests Third Edition November 2008: 6x9: 224pp Hb: 978-0-415-96555-2: £37.50 Pb: 978-1-84169-774-1: £18.50


Applied Multivariate Statistics for the Social Sciences Fifth Edition March 2009: 7x10: 662pp Hb: 978-0-8058-5901-0: £70.00 Pb: 978-0-8058-5903-4: £45.00

Applied Data Analytic Techniques For Turning Points Research March 2008: 6x9: 256pp Hb: 978-0-8058-5451-0: £50.00 Pb: 978-0-8058-5452-7: £23.50

Dugard et al.

Approaching Multivariate Analysis A Practical Introduction July 2009: 7x10: 352pp Hb: 978-0-415-47828-1: £49.95

Gliner et al.

Research Methods in Applied Settings An Integrated Approach to Design and Analysis Second Edition July 2009: 7x10: 488pp Hb: 978-0-8058-6434-2: £50.00

Heck & Thomas

An Introduction to Multilevel Modeling Techniques Second Edition August 2008: 6x9: 280pp Hb: 978-1-84169-755-0: £56.50 Pb: 978-1-84169-756-7: £29.95

60-day examination copies of all books featured are available.



Statistical Misconceptions November 2008: 6x9: 312pp Hb: 978-0-8058-5902-7: £37.50 Pb: 978-0-8058-5904-1: £19.95


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Developmental Psychology - New and Recent Books 2009  
Developmental Psychology - New and Recent Books 2009  

This catalog focuses on new books in Developmental Psychology. Throughout the year, we will also produce specialized brochures that contain...