HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE Seventh Edition Volume 2 Cognitive Processes Volume Editors LYNN S. LIBEN ULRICH MÜLLER Editor-in-Chief RICHARD M. LERNER Cover design: Wiley This book is printed on acid-free paper. Copyright © 2015 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, pho- tocopying, 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. 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Lerner, Richard M., editor of compilation. II. Title. BF721 155.4—dc23 2014033068 Printed in the United States of America 10987654321 Contents Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition v Preface xiii Volume 2 Preface xxi Contributors xxiii 1 REFLECTIONS ON COGNITIVE DEVELOPMENT 1 Lynn S. Liben and Ulrich Müller 2 BRAIN AND COGNITIVE DEVELOPMENT 9 Joan Stiles, Timothy T. Brown, Frank Haist, and Terry L. Jernigan 3 PERCEPTUAL DEVELOPMENT 63 Scott P. Johnson and Erin E. Hannon 4 MOTOR DEVELOPMENT 113 Karen E. Adolph and Scott R. Robinson 5 ATTENTIONAL DEVELOPMENT 158 Jelena Ristic and James T. Enns 6 MEMORY DEVELOPMENT 203 Mark L. Howe 7 THE DEVELOPMENT OF SYMBOLIC REPRESENTATION 250 Tara Callaghan and John Corbit 8 LANGUAGE DEVELOPMENT 296 Brian MacWhinney iii iv Contents 9 GESTURE AND COGNITIVE DEVELOPMENT 339 Susan Goldin-Meadow 10 THE DEVELOPMENT OF SOCIAL UNDERSTANDING 381 Jeremy I. M. Carpendale and Charlie Lewis 11 THE DEVELOPMENT OF PLAY 425 Angeline S. Lillard 12 CONCEPTUAL DEVELOPMENT 469 Vladimir Sloutsky 13 THE DEVELOPMENT OF REASONING 519 Robert B. Ricco 14 THE DEVELOPMENT OF EXECUTIVE FUNCTION 571 Ulrich Müller and Kimberly Kerns 15 THE DEVELOPMENT OF TEMPORAL COGNITION 624 Teresa McCormack 16 THE DEVELOPMENT OF SCIENTIFIC THINKING 671 Richard Lehrer and Leona Schauble 17 THE DEVELOPMENT OF MATHEMATICAL REASONING 715 Terezinha Nunes and Peter Bryant 18 LITERACY DEVELOPMENT 763 Christopher J. Lonigan 19 GENDER AND SOCIAL-COGNITIVE DEVELOPMENT 806 Campbell Leaper 20 COGNITIVE DEVELOPMENT AND CULTURE 854 Mary Gauvain and Susan Perez 21 ARTISTIC DEVELOPMENT 897 Constance Milbrath, Gary E. McPherson, and Margaret S. Osborne 22 MEDIA AND COGNITIVE DEVELOPMENT 949 Daniel R. Anderson and Heather L. Kirkorian 23 ATYPICAL COGNITIVE DEVELOPMENT 995 Bruce F. Pennington Author Index 1043 Subject Index 1083 Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition WILLIAM DAMON THE HANDBOOK’S DEVELOPING TRADITION indicator and as a generator, a pool of received findings, and a source for generating new insight. Development is one of life’s optimistic ideas. It implies It is impossible to imagine what the field would look like not just change but improvement, progress, forward if Carl Murchison had not assembled a ground-breaking movement, and some sense of positive direction. What collection of essays on the then-almost-unknown topic of constitutes improvement in any human capacity is an child study in his first Handbook of Child Psychology. That open, important, and fascinating question requiring astute was 1931, at the dawn of a scholarly history that, like every theoretical analysis and sound empirical study. So, too, developmental narrative, has proceeded with a combination are questions of what accounts for improvement; what of continuity and change. What does this history tell us enhances it; and what prevents it when it fails to occur. One about where the field of developmental science has been, of the landmark achievements of this edition of the Hand- what it has learned, and where it is going? What does it tell book of Child Psychology and Developmental Science is us about what’s changed and what has remained the same in that a full selection of top scholars in the field of human the questions that have been asked, in the methods used, and development have offered us state-of-the-science answers in the theoretical ideas that have been advanced to under- to these essential questions. stand human development? Compounding the interest of this edition, the concept of development applies to scholarly fields as well as to indi- The First Two Editions viduals, and the Handbook’s distinguished history, from its Carl Murchison was a star scholar/impresario who edited inception more than 80 years ago to the present edition, the Psychological Register, founded important psycho- richly reveals the development of a field. Within the field logical journals, and wrote books on social psychology, of human development, the Handbook has had a long and politics, and the criminal mind. He compiled an assortment notable tradition as the field’s leading beacon, organizer, of handbooks, psychology texts, and autobiographies of and encyclopedia of what’s known. This latest Handbook renowned psychologists, and even ventured a book on edition, overflowing with insights and information that go psychic phenomena (Sir Arthur Conan Doyle and Harry well beyond the scientific knowledge available in previous Houdini were among the contributors). Murchison’s initial editions, is proof of the substantial progress made by the Handbook of Child Psychology was published by a small field of human development during its still-short (by schol- university press (Clark University) in 1931, when the field arly standards) history. itself was still in its infancy. Murchison wrote: Indeed, the history of developmental science has been inextricably intertwined with the history of the Handbook. Experimental psychology has had a much older scientific and Like many influential encyclopedias, the Handbook influ- academic status [than child psychology], but at the present ences the field it reports on. Scholars—especially younger time it is probable that much less money is being spent for pure ones—look to it to guide their own work. It serves as an research in the field of experimental psychology than is being v vi Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition spent in the field of child psychology. In spite of this obvious Other Europeans include Anna Freud, who wrote on fact, many experimental psychologists continue to look upon “The Psychoanalysis of the Child,” and Kurt Lewin, who the field of child psychology as a proper field of research for wrote on “Environmental Forces in Child Behavior and women and for men whose experimental masculinity is not Development”—both would gain worldwide renown in of the maximum. This attitude of patronage is based almost coming years. entirely upon a blissful ignorance of what is going on in the The Americans that Murchison chose were equally tremendously virile field of child behavior. (Murchison, 1931, notable. Arnold Gesell wrote a nativistic account of his p.