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Handbook of Child Psychology Sixth Edition HANDBOOK OF CHILD PSYCHOLOGY SIXTH EDITION Volume Four: Child Psychology in Practice Volume Editors K. ANN RENNINGER and IRVING E. SIGEL Editors-in-Chief WILLIAM DAMON and RICHARD M. LERNER John Wiley & Sons, Inc. HANDBOOK OF CHILD PSYCHOLOGY HANDBOOK OF CHILD PSYCHOLOGY SIXTH EDITION Volume Four: Child Psychology in Practice Volume Editors K. ANN RENNINGER and IRVING E. SIGEL Editors-in-Chief WILLIAM DAMON and RICHARD M. LERNER John Wiley & Sons, Inc. Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering professional services. If legal, accounting, medical, psychological or any other expert assistance is required, the services of a competent professional person should be sought. Designations used by companies to distinguish their products are often claimed as trademarks. In all instances where John Wiley & Sons, Inc. is aware of a claim, the product names appear in initial capital or all capital letters. Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration. For general information on our other products and services please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our web site at www.wiley.com. Library of Congress Cataloging-in-Publication Data: Handbook of child psychology / editors-in-chief, William Damon & Richard M. Lerner.— 6th ed. p. cm. Includes bibliographical references and indexes. Contents: v. 1. Theoretical models of human development / volume editor, Richard M. Lerner — v. 2. Cognition, perception, and language / volume editors, Deanna Kuhn, Robert Siegler — v. 3. Social, emotional, and personality development / volume editor, Nancy Eisenberg — v 4. Child psychology in practice / volume editors, K. Ann Renninger, Irving E. Sigel. ISBN 0-471-27287-6 (set : cloth) — ISBN 0-471-27288-4 (v. 1 : cloth) — ISBN 0-471-27289-2 (v. 2 : cloth) — ISBN 0-471-27290-6 (v. 3 : cloth) — ISBN 0-471-27291-4 (v. 4 : cloth) 1. Child psychology. I. Damon, William, 1944– II. Lerner, Richard M. BF721.H242 2006 155.4—dc22 2005043951 Printed in the United States of America. 10987654321 In memory of Paul Mussen, whose generosity of spirit touched our lives and helped build a field. Contributors Lieselotte Ahnert Linda M. Burton Free University of Berlin The Center for Human Development and Family Berlin, Germany Research in Diverse Contexts College of Health and Human Development Nikki L. Aikens The Pennsylvania State University University of North Carolina at Chapel Hill University Park, Pennsylvania Chapel Hill, North Carolina Stephen J. Ceci Virginia W. Berninger Human Development Area of Educational Psychology Cornell University College of Education Ithaca, New York University of Washington Seattle, Washington Dante Cicchetti Institute of Child Development Phyllis C. Blumenfeld University of Minnesota School of Education Minneapolis, Minnesota University of Michigan George Comstock Ann Arbor, Michigan The Newhouse School Syracuse University Monique Boekaerts Syracuse, New York Center for the Study of Education and Instruction Carol Copple Leiden University National Association for the Education of Leiden, The Netherlands Yo u ng Children Washington, District of Columbia Marc H. Bornstein Child and Family Research Erik De Corte National Institute of Child Health and Department of Educational Sciences Human Development Center for Instructional Psychology and Technology National Institutes of Health University of Leuven Bethesda, Maryland Leuven, Belgium Maggie Bruck Amy J. Dray Department of Psychiatry Human Development and Psychology School of Medicine Graduate School of Education Johns Hopkins University Harvard University Baltimore, Maryland Cambridge, Massachusetts vii viii Contributors Elisabeth M. Dykens Jeffrey S. Kress Psychology and Human Development and William Davidson Graduate School of John F. Kennedy Center for Research on Jewish Education Human Development Jewish Theological Seminary Va nderbilt University New York, New York Nashville, Tennessee Michael E. Lamb Maurice J. Elias Social and Political Sciences Department of Psychology Cambridge University Rutgers University Cambridge, United Kingdom Piscataway, New Jersey Robin G. Lanzi Patricia M. Greenfield The Georgetown Center on Health Department of Psychology and Education University of California, Los Angeles Georgetown University Los Angeles, California Washington, District of Columbia Christopher J. Harris Daniel K. Lapsley College of Education Teachers College University of Arizona Ball State University Tucson, Arizona Muncie, Indiana Robert M. Hodapp Richard Lehrer Special Education and Department of Teaching and Learning John F. Kennedy Center for Research on Peabody College of Vanderbilt University Human Development Nashville, Tennessee Va nderbilt University Nashville, Tennessee Lynn S. Liben Department of Psychology Marilou Hyson The Pennsylvania State University National Association for the Education of University Park, Pennsylvania Yo u ng Children Washington, District of Columbia Ronald W. Marx School of Education Jacqueline Jones University of Arizona Educational Testing Service Tucson, Arizona Princeton, New Jersey Von n i e C. McLoyd Jennifer Yusun Kang Department of Psychology Graduate School of Education University of North Carolina at Harvard University Chapel Hill Cambridge, Massachusetts Chapel Hill, North Carolina Av igdor Klingman Darcia Narvaez Faculty of Education Department of Psychology University of Haifa University of Notre Dame Haifa, Israel Notre Dame, Indiana Contributors ix Alison H. Paris Erica Scharrer Department of Psychology Department of Communication Claremont McKenna College University of Massachusetts Claremont, California Amherst, Massachusetts Scott G. Paris Leona Schauble Department of Psychology Department of Teaching and Learning University of Michigan Peabody College of Vanderbilt University Ann Arbor, Michigan Nashville, Tennessee Douglas R. Powell Robert L. Selman Child Development and Family Studies Human Development and Psychology Purdue University Graduate School of Education West Lafayette, Indiana Harvard University Cambridge, Massachusetts Gabrielle F. Principe Department of Psychology Ursinus College Irving E. Sigel Collegeville, Pennsylvania Educational Testing Service Center for Education Policy and Research Craig T. Ramey Princeton, New Jersey Health Studies Georgetown Center on Health and Education Catherine E. Snow Georgetown University Graduate School of Education Washington, District of Columbia Harvard University Cambridge, Massachusetts Sharon Landesman Ramey Child and Family Studies Lalita K. Suzuki Georgetown Center on Health and Education HopeLab Georgetown University Palo Alto, California Washington, District of Columbia Sheree L. Toth K. Ann Renninger Mount Hope Family Center Department of Educational Studies University of Rochester Swarthmore College Rochester, New York Swarthmore, Pennsylvania Carrie Rothstein-Fisch Lieven Verschaffel Department of Educational Psychology Department of Educational Sciences and Counseling Center for Instructional Psychology and Technology California State University, Northridge University of Leuven Northridge, California Leuven, Belgium Reviewers Jay Belsky Douglas A. Gentile Institute for the Study of Children, Department of Psychology Families and Social Issues Iowa State University Birkbeck University of London Ames, Iowa London, United Kingdom Herbert P. Ginsburg Carolyn Pape Cowan Department of Human
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