Preface |
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xiii | |
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1 Developmental psychology |
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1 | (18) |
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The historical roots of developmental psychology |
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2 | (1) |
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2 | (2) |
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Typical and atypical development |
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4 | (1) |
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Some recurrent issues in developmental psychology |
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4 | (2) |
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Genes, environment and culture |
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4 | (1) |
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5 | (1) |
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Continuity and discontinuity |
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5 | (1) |
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5 | (1) |
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Critical and sensitive periods |
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5 | (1) |
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Equifinality and multifinality |
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6 | (1) |
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6 | (1) |
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Multiple levels of analysis |
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6 | (1) |
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6 | (4) |
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6 | (1) |
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7 | (1) |
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8 | (2) |
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10 | (2) |
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12 | (1) |
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Vulnerability, risk, resilience and protection |
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12 | (2) |
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The developmental way of thinking |
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14 | (1) |
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Developmental psychopathology |
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14 | (5) |
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2 Theoretical perspectives |
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19 | (20) |
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The function of developmental theories |
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19 | (1) |
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20 | (3) |
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23 | (2) |
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25 | (1) |
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26 | (2) |
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28 | (1) |
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29 | (1) |
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29 | (3) |
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32 | (1) |
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Critical developmental psychology |
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33 | (1) |
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Distinguishing between theories |
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34 | (5) |
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3 Methods of gaining knowledge about children |
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39 | (18) |
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39 | (2) |
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40 | (1) |
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Some common problems in observing children |
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41 | (1) |
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Questionnaires and interviews |
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41 | (1) |
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42 | (1) |
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43 | (3) |
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Quantitative and qualitative methods |
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43 | (1) |
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43 | (1) |
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Cross-sectional and longitudinal studies |
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44 | (1) |
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Prospective and retrospective studies |
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45 | (1) |
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46 | (1) |
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Special methods for studying infants |
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46 | (2) |
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Habituation and dishabituation |
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46 | (1) |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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Neurophysiological measures |
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47 | (1) |
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The methods are important but difficult to interpret |
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47 | (1) |
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Criteria for research methodology |
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48 | (2) |
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48 | (1) |
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49 | (1) |
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50 | (3) |
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Conversations and interviews |
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50 | (1) |
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50 | (1) |
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50 | (1) |
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51 | (1) |
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Analysis and interpretation |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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53 | (4) |
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4 Child and adolescent disorders |
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57 | (16) |
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Categorization of disorders |
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57 | (1) |
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57 | (2) |
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58 | (1) |
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58 | (1) |
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58 | (1) |
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59 | (1) |
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59 | (1) |
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59 | (1) |
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59 | (1) |
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Developmental coordination disorder |
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59 | (1) |
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Neurodevelopmental disorders |
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60 | (3) |
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60 | (1) |
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61 | (1) |
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62 | (1) |
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Autism spectrum disorders |
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62 | (1) |
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Attention deficit disorders |
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63 | (1) |
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Behavioral and emotional disorders |
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63 | (4) |
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64 | (1) |
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64 | (1) |
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Anxiety or fear-related disorders |
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65 | (2) |
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Obsessive-compulsive disorder |
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67 | (1) |
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67 | (1) |
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Trauma and stressor-related disorders |
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67 | (1) |
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Reactive attachment disorder |
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67 | (1) |
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Disinhibited social engagement disorder |
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68 | (1) |
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Post-traumatic stress disorder |
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68 | (1) |
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68 | (1) |
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Alcohol and substance abuse |
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68 | (1) |
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Internet gaming addiction |
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69 | (1) |
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69 | (1) |
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69 | (1) |
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69 | (1) |
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69 | (4) |
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5 Genes, evolution, heredity and environment |
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73 | (18) |
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73 | (1) |
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74 | (3) |
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Dominant and recessive traits |
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75 | (1) |
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Autosomal and sex-linked inheritance |
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75 | (1) |
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75 | (2) |
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77 | (1) |
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77 | (1) |
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Gene regulation, epigenesis and development |
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78 | (2) |
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Heredity and environment in individual differences |
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80 | (7) |
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80 | (3) |
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83 | (1) |
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Gene studies of typical and atypical development |
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84 | (3) |
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Genes and development: Constraints and plasticity |
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87 | (4) |
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6 Stimulation and activity during fetal development |
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91 | (12) |
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91 | (3) |
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The biochemical environment |
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92 | (2) |
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94 | (2) |
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95 | (1) |
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96 | (1) |
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Fetal experiences and later development |
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96 | (7) |
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Maternal emotional states |
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98 | (5) |
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103 | (20) |
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Methods of studying the brain |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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106 | (7) |
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106 | (2) |
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Brain development in childhood |
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108 | (2) |
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Brain development in adolescence |
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110 | (1) |
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110 | (2) |
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The brain functions as a whole |
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112 | (1) |
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Early and later plasticity |
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113 | (2) |
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Critical and sensitive periods |
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114 | (1) |
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115 | (1) |
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Brain organization and atypical development |
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116 | (1) |
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117 | (6) |
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123 | (26) |
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Two theoretical explanations |
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123 | (2) |
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123 | (1) |
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Gibson's ecological theory |
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123 | (1) |
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Comparison between the two theories |
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124 | (1) |
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125 | (11) |
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Early development of vision |
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125 | (6) |
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Later development of the visual sense |
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131 | (2) |
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133 | (2) |
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135 | (1) |
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136 | (6) |
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Early perception of sound |
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137 | (1) |
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137 | (1) |
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The development of hearing throughout childhood and adolescence |
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138 | (1) |
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138 | (1) |
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139 | (1) |
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Development of musical skills |
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140 | (2) |
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142 | (1) |
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142 | (1) |
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143 | (1) |
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143 | (6) |
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149 | (16) |
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From action systems to complex actions |
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150 | (1) |
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151 | (1) |
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151 | (1) |
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Further gross motor development |
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152 | (1) |
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Development of fine motor skills |
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152 | (2) |
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152 | (2) |
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Further development of fine motor skills |
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154 | (1) |
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Fine and gross motor skills are related |
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154 | (2) |
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Individual and cultural differences |
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156 | (1) |
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Theories of motor development |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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Primary movement patterns, variation and selection |
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157 | (1) |
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157 | (2) |
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Atypical motor development |
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159 | (6) |
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10 Theories of cognitive development |
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165 | (28) |
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Domains, modules and activities |
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165 | (2) |
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165 | (1) |
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166 | (1) |
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166 | (1) |
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167 | (8) |
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167 | (1) |
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167 | (1) |
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168 | (4) |
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Status of the standard theory |
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172 | (2) |
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174 | (1) |
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175 | (4) |
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The developmental process |
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176 | (2) |
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178 | (1) |
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Status of the information-processing tradition |
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179 | (1) |
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179 | (2) |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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181 | (7) |
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182 | (3) |
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Development of leading activities |
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185 | (2) |
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Individual and social exploration |
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187 | (1) |
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Status of social constructivism |
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188 | (1) |
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Disparity and integration |
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188 | (5) |
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11 Attention, memory and executive function |
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193 | (24) |
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193 | (3) |
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Attention in the first year of life |
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193 | (1) |
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Attention development during childhood and adolescence |
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194 | (1) |
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Attention in atypical development |
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195 | (1) |
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196 | (14) |
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196 | (1) |
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The development of memory during childhood and adolescence |
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197 | (3) |
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200 | (2) |
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202 | (1) |
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202 | (3) |
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Memories of negative and traumatic events |
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205 | (1) |
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205 | (1) |
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206 | (2) |
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Memory and atypical development |
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208 | (1) |
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208 | (2) |
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210 | (7) |
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Executive functions and atypical development |
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212 | (5) |
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12 Conceptual development and reasoning |
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217 | (24) |
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Early conceptions of space, time and causality |
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217 | (7) |
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217 | (4) |
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221 | (1) |
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222 | (2) |
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224 | (1) |
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Theories of object categorization |
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224 | (9) |
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Early categorization of objects |
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227 | (3) |
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Conceptual development in childhood and adolescence |
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230 | (3) |
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233 | (4) |
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233 | (1) |
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Logical and pragmatic reasoning |
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234 | (3) |
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237 | (1) |
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237 | (4) |
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241 | (22) |
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241 | (2) |
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Two levels of visual perspective-taking |
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241 | (1) |
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242 | (1) |
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243 | (2) |
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Early understanding of desires and beliefs |
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245 | (8) |
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245 | (1) |
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245 | (3) |
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Very early understanding of others' beliefs |
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248 | (1) |
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249 | (2) |
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251 | (2) |
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Further development of mind understanding |
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253 | (2) |
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Individual and cultural differences |
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255 | (1) |
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255 | (1) |
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255 | (1) |
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Atypical development of mind understanding |
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256 | (7) |
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Autism spectrum disorders |
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256 | (2) |
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258 | (1) |
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Consequences of problems with mind understanding |
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258 | (5) |
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263 | (22) |
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263 | (2) |
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264 | (1) |
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264 | (1) |
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265 | (3) |
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267 | (1) |
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Other observations of intelligent action |
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268 | (1) |
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Stability and variation in IQ scores |
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268 | (2) |
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268 | (2) |
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Stability and variation in later childhood |
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270 | (1) |
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Nature, nurture and intelligence |
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270 | (5) |
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270 | (3) |
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273 | (2) |
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275 | (1) |
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Ethnicity and intelligence |
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276 | (1) |
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Changing norms: The Flynn effect |
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276 | (1) |
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School performance and intelligence |
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277 | (1) |
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277 | (8) |
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277 | (2) |
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279 | (6) |
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15 Learning and instruction |
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285 | (14) |
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285 | (5) |
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Habituation and conditioning |
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285 | (1) |
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Imitation and observational learning |
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286 | (3) |
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Learning by trial and error, insight and heuristics |
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289 | (1) |
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Two developmental perspectives on education |
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290 | (1) |
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290 | (1) |
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290 | (1) |
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Cooperation among children |
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291 | (1) |
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Atypical development: Learning disorders |
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292 | (3) |
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Reading and writing disorders |
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292 | (2) |
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294 | (1) |
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Learning disorders and mental disorders |
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295 | (4) |
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16 The development of communication and language |
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299 | (40) |
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Early development of communication |
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299 | (2) |
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299 | (2) |
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Theories of communicative development |
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301 | (1) |
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301 | (1) |
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301 | (3) |
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302 | (2) |
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304 | (1) |
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304 | (1) |
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The development of language |
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304 | (18) |
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305 | (3) |
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308 | (2) |
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310 | (3) |
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The content of children's first words |
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313 | (2) |
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Further growth in vocabulary |
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315 | (3) |
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From single words to sentences |
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318 | (4) |
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322 | (5) |
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322 | (3) |
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325 | (2) |
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327 | (1) |
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328 | (1) |
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328 | (3) |
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Language in other modalities |
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331 | (1) |
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331 | (1) |
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Manual signs and graphic symbols for children with severe speech and language impairment |
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331 | (1) |
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332 | (7) |
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Language disorders and emotional and behavioral disorders |
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333 | (6) |
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17 Emotions and emotion regulation |
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339 | (30) |
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339 | (1) |
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340 | (1) |
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340 | (2) |
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Main theories of emotional development |
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342 | (1) |
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Early emotional development |
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343 | (8) |
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343 | (4) |
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Understanding emotional expressions in others |
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347 | (1) |
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Imitation of emotional expressions |
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348 | (1) |
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349 | (2) |
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Emotional development in childhood and adolescence |
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351 | (5) |
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Self-referential emotions |
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351 | (3) |
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Further emotional development |
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354 | (1) |
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355 | (1) |
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Emotionality in adolescence |
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355 | (1) |
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The influence of the environment on children's emotions |
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356 | (1) |
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356 | (1) |
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357 | (1) |
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Reacting to emotions in others |
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357 | (3) |
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357 | (1) |
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Reactions to negative emotions in others |
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358 | (1) |
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Parents with depressive traits |
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359 | (1) |
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360 | (1) |
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360 | (9) |
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360 | (3) |
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363 | (1) |
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364 | (5) |
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18 Temperament and personality |
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369 | (26) |
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369 | (5) |
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370 | (1) |
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371 | (1) |
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371 | (1) |
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Temperament and parental behaviour |
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371 | (1) |
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Early temperament and later disorders |
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372 | (2) |
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374 | (8) |
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374 | (2) |
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Theories of personality development |
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376 | (1) |
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376 | (2) |
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378 | (1) |
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McCrae and Costa's five-factor model |
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379 | (2) |
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381 | (1) |
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Cognitive behavior theory |
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381 | (1) |
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The emergence of personality |
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382 | (2) |
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383 | (1) |
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Personality development in adolescence |
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384 | (1) |
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Factors that affect personality development |
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384 | (5) |
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384 | (1) |
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385 | (1) |
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The significance of early experiences |
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386 | (3) |
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Personality development and later disorders |
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389 | (1) |
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Personality development is a transactional process |
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390 | (5) |
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395 | (20) |
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Theoretical perspectives on attachment |
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395 | (4) |
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396 | (1) |
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397 | (1) |
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398 | (1) |
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The development of attachment |
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399 | (2) |
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401 | (1) |
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Individual differences in attachment |
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401 | (5) |
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402 | (2) |
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Attachment and adult sensitivity |
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404 | (1) |
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405 | (1) |
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Attachment in atypical development |
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406 | (1) |
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406 | (1) |
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407 | (1) |
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Attachment and later functioning |
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408 | (1) |
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Attachment-related disorders |
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409 | (2) |
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Attachment theory and social work in practice |
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411 | (4) |
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20 Sibling and peer relations |
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415 | (20) |
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415 | (3) |
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Siblings with atypical development |
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418 | (1) |
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418 | (1) |
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The development of friendship |
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419 | (5) |
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Developing perceptions of friendship |
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421 | (1) |
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422 | (1) |
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Similarities between friends |
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422 | (2) |
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424 | (1) |
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Popular and rejected children |
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424 | (4) |
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Social strategies and popularity |
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425 | (2) |
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Friends, popularity and adaptation |
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427 | (1) |
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428 | (1) |
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Peer relations and later disorders |
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429 | (6) |
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435 | (22) |
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The beginnings of self-perception |
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435 | (1) |
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Theories of self development |
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436 | (5) |
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Separation-individuation theory |
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436 | (1) |
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437 | (3) |
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Four levels of a representational self |
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440 | (1) |
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Other views on early self-perception |
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440 | (1) |
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Further development of self-perception |
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441 | (5) |
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441 | (2) |
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Autobiographical narrative |
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443 | (1) |
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443 | (1) |
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444 | (1) |
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445 | (1) |
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Self-perception in atypical development |
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446 | (1) |
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Self-perception and emotional and behavioral disorders |
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447 | (2) |
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447 | (1) |
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Self-esteem and narcissism |
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448 | (1) |
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449 | (8) |
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450 | (7) |
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457 | (16) |
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457 | (7) |
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457 | (5) |
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462 | (1) |
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463 | (1) |
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The development of moral understanding |
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|
464 | (2) |
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466 | (1) |
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Understanding the relationship between morality and emotions |
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467 | (1) |
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467 | (1) |
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Callous-unemotional traits and psychopathy |
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468 | (5) |
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23 Prosocial and antisocial development |
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473 | (18) |
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473 | (3) |
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473 | (3) |
|
Development in adolescence |
|
|
476 | (1) |
|
|
476 | (8) |
|
Prevalence of antisocial behavior |
|
|
476 | (1) |
|
|
477 | (2) |
|
Individual differences in antisocial behavior |
|
|
479 | (3) |
|
Pathways to antisocial behavior |
|
|
482 | (1) |
|
|
482 | (2) |
|
|
484 | (2) |
|
|
486 | (5) |
|
|
491 | (16) |
|
The development of gender understanding |
|
|
491 | (3) |
|
Gender identity, stability and constancy |
|
|
491 | (1) |
|
|
492 | (1) |
|
|
492 | (2) |
|
|
494 | (5) |
|
|
495 | (1) |
|
Gender segregated interaction |
|
|
496 | (2) |
|
|
498 | (1) |
|
|
499 | (2) |
|
Theoretical perspectives on gender-typical behavior |
|
|
501 | (6) |
|
|
507 | (10) |
|
|
507 | (1) |
|
Solitary, parallel and group play |
|
|
508 | (1) |
|
|
509 | (2) |
|
|
510 | (1) |
|
|
511 | (1) |
|
Play in different contexts |
|
|
512 | (1) |
|
Play among children with atypical development |
|
|
513 | (4) |
|
26 Media and understanding of society |
|
|
517 | (14) |
|
Children and adolescents in a media society |
|
|
517 | (7) |
|
|
517 | (1) |
|
Parental attitudes and children's media environment |
|
|
518 | (1) |
|
|
519 | (2) |
|
Prosocial and antisocial effects of media |
|
|
521 | (1) |
|
|
522 | (2) |
|
|
524 | (7) |
|
Economics and social structure |
|
|
524 | (1) |
|
|
525 | (1) |
|
|
526 | (5) |
|
|
531 | (2) |
Glossary |
|
533 | (28) |
Bibliography |
|
561 | (110) |
Index |
|
671 | |