Individual Development from 3 to 12: Findings

This book describes the findings of a longitudinal study conducted with about 200 children from 1984 to 1993. Children were recruited for the study when they had just entered kindergarten at the age of about 4 years. The study aimed to investigate changes in cognitive, social, and personality development over the preschool and elementary school years. One of the unique features of this longitudinal study is that relationships and interactions among cognitive, social, and personality development could be assessed based on the data of a representative sample of children. Researchers in developmental psychology and child development will find much pertinent information in this volume.

Logic: introduction and overview
The development of intelligence and thinking
What individual differences can teach us about developmental function, and vice versa
Scientific reasoning: developmental and individual differences
Comments on 'scientific' reasoning: developmental and individual differences
Memory strategy development: gradual increase, sudden insight, or roller coaster
Toward an understanding of the development of memory: comments on the chapters
Memory for events experienced and events observed
The development of memory for texts
Developmental trends in story recall
The impact of early phonological processing skills on reading and spelling in school: evidence from the Munich Longitudinal Study
Sound logic
Development of mathematical competencies
Commentary on development of mathematical competencies
Schooling and the development of achievement differences
Schooling and the development of achievement differences
From optimism to realism?: development of children's academic self-concept from Kindergarten to Grade 6
The logic and meaning of declining perceptions of academic competence
Social-personality development
Contributions to knowledge about social-personality development: the Munich Logic Study
The development of moral understanding and moral motivation
Caring about morality: the development of moral motivation in Nunner-Winkler's work
A person-centered approach to development: the temporal consistency of personality and self-concept
Regarding 'a person-centered approach to development
Universal, differential and individual aspects of child development from 3 to 12: what can we learn from a comprehensive longitudinal study?
References
Index
Table of Contents provided by Publisher. All Rights Reserved.

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Individual Development from 3 to 12: Findings From the Munich Longitudinal Study

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Table of Contents

Supplemental Materials