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Civic Science for Public Use: Mind in the Making and Vroom
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Galinsky, Ellen; Bezos, Jackie; McClelland, Megan; Carlson, Stephanie M.; Zelazo, Philip D. – Child Development, 2017
Mind in the Making and Vroom are partner initiatives that exemplify a unique "civic science" approach to "bringing developmental science into the world." Mind in the Making offers families and professionals working with children 0-8 access to developmental research, by engaging them in an active process of professional…
Descriptors: Child Development, Scientific Research, Faculty Development, Outreach Programs
Ethnic and Racial Identity during Adolescence and into Young Adulthood: An Integrated Conceptualization
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Umaña-Taylor, Adriana J.; Quintana, Stephen M.; Lee, Richard M.; Cross, William E., Jr.; Rivas-Drake, Deborah; Schwartz, Seth J.; Syed, Moin; Yip, Tiffany; Seaton, Eleanor – Child Development, 2014
Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this…
Descriptors: Ethnicity, Racial Identification, Minority Group Children, Adolescent Development
In Defense of Core Competencies, Quantitative Change, and Continuity
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Quinn, Paul C. – Child Development, 2008
J. Kagan (2008) urges contemporary developmentalists to (a) be cautious when attributing conceptual knowledge to infants based on looking-time performance, (b) constrain their interpretation of infant performance with multiple methodologies, and (c) reconsider the possibility that qualitative development may be the path by which perceptual infants…
Descriptors: Infants, Child Development, Infant Behavior, Concept Formation
Trust in Testimony: How Children Learn about Science and Religion
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Harris, Paul L.; Koenig, Melissa A. – Child Development, 2006
Many adult beliefs are based on the testimony provided by other people rather than on firsthand observation. Children also learn from other people's testimony. For example, they learn that mental processes depend on the brain, that the earth is spherical, and that hidden bodily organs constrain life and death. Such learning might indicate that…
Descriptors: Children, Concept Formation, Trust (Psychology), Adults
An Experimental Manipulation of Retrospectively Defined Earned and Continuous Attachment Security
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Roisman, Glenn I.; Fortuna, Keren; Holland, Ashley – Child Development, 2006
Recent longitudinal data suggest that retrospectively defined earned-secures are not more likely than continuous-secures to have been anxiously attached to their mothers in infancy and indeed experience high-quality maternal parenting in childhood. Such findings leave unanswered the question of why earned-secures report negative childhood…
Descriptors: Attachment Behavior, Mothers, Parent Child Relationship, Security (Psychology)
The Stability of Attachment Security from Infancy to Adolescence and Early Adulthood: General Introduction.
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Waters, Everett; Hamilton, Claire E.; Weinfield, Nancy S. – Child Development, 2000
Highlights three longitudinal studies examining the hypothesis that attachment security during infancy influences individual differences and adult representations of attachment. Notes that attachment security was significantly stable in two studies, with discontinuity in all three studies related to negative life events and circumstances.…
Descriptors: Adolescents, Attachment Behavior, Emotional Development, Individual Differences