Language development.

McCarthy, Dorothea

doi:10.1037/11552-008

Cited by 13 publications

(10 citation statements)

References 26 publications

(54 reference statements)

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“…Additional female advantages may include: ability on computational tests (Chapman, 1988), visual memory for objects (Galea & Kimura, 1993;Harshman, Hampson, & Berenbaum, 1983), depth and perceptual speed (Kimura, 1999;Majeres, 1983), spelling (Kimura, 1999), wayfinding with landmarks (Williams, Barnett, & Meck, 1990), and incidental memory (McGuinness, Olson, & Chapman, 1990). McCarthy (1954) and Maccoby (1966) suggest that female superiority in verbal tasks is established around the age of 10-11, and is maintained throughout the college years (Maccoby & Jacklin, 1974).…”

mentioning

confidence: 95%

Gender Differences and Cognition Among Older Adults

Parsons

Rizzo

Zaag

et al. 2005

Aging, Neuropsychology, and Cognition

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mentioning

confidence: 95%

Gender Differences and Cognition Among Older Adults

Parsons

Rizzo

Zaag

et al. 2005

Aging, Neuropsychology, and Cognition

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“…78 During early to late infancy, a child develops a complex system of language made up of an array of physical expressions, complex sentence structures, and thousands of words. 78 Although the ability to learn language is innate, children’s social environments are key to language acquisition. 79 For example, research shows that children from lower socioeconomic statuses (SESs) build their vocabularies at slower rates than children from higher SES due to reduced quantity, lexical richness, and sentence complexity of maternal speech.…”

Section: A Framework For Prioritizing and Unifying Practice Policy mentioning

confidence: 99%

“…Language is essential to the cognitive and social development of children. 78 During early to late infancy, a child develops a complex system of language made up of an array of physical expressions, complex sentence structures, and thousands of words. 78 Although the ability to learn language is innate, children's social environments are key to language acquisition.…”

Section: And the Oismentioning

confidence: 99%

Promoting Protective Factors in Environments of Risk for Young Children: An Organizing Framework for Practice, Policy, and Research

Fallon

Filippelli

Joh-Carnella

et al. 2018

Gender and the Genome

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Early childhood is an important developmental period, which lays the foundation for future learning, behaviour, physical and mental health and gene expression. The most vulnerable children in society are often referred to and receive services from the child welfare system because of a concern of abuse and neglect and/or a poor developmental trajectory. This paper presents an organizing framework for how the child welfare system, in concert with allied partners, can support interventions for young children and families by acknowledging its crucial role in improving their development and well-being. The framework is informed by research amassed from numerous disciplines, including child welfare, development, neuroscience, neurobiology and epigenetics. Although the notions of protection and well-being are central considerations in child welfare legislation in Ontario, Canada, the operationalization of wellbeing has proven challenging in child welfare practice, policy and research. The framework proposes ten key indicators and priorities for identifying and promoting optimal child development. Findings from the 2013 cycle of the Ontario Incidence Study of Reported Child Abuse and Neglect (OIS-2013), the only provincial source of aggregated child welfare investigation data, are presented to articulate the divide between the environmental context of a population of at-risk children and the conditions that both protect children and increase the likelihood that they will thrive in adulthood. This paper argues there are different points of entry and intervention across sectors and provides a foundation for further discussion on how to promote well-being for society's most vulnerable children.

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“…This apparent decrease in the purely de scriptive category across chapters may be misleading, however. Although the older descriptive tradition, e.g., the early chap ters on language development [McCarthy, 1931[McCarthy, , 1946, physical development [Well man, 1931;Thompson, 1946;Tanner, 1970], and development during the infancy years [Kessen et al, 1970] has certainly di minished, there appears to be a renewed emphasis on carefully arranged observa tional studies across a wide range of behav ioral and interpersonal domains. While this renewed interest in observational data may be framed in ethnological terms or employ rather sophisticated contingency or sequen tial analyses, it remains essentially descrip tive in nature.…”

Section: General Considerationsmentioning

confidence: 99%

The History of Child Psychology as Seen through Handbook Analysis

Hooper¹

1988

Human Development

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An analysis of handbooks of child psychology published from 1931 to 1983 was undertaken to assess various trends. There has been a striking increase in the number of words, chapters, authors cited, and mean references per chapter for each succeeding handbook. The shift away from descriptive content has continued, with growing emphasis on theoretical and analytical treatments. The latest volume also features metatheoretical analyses. The emphasis on cognition seen in the 1970s has diminished, resulting in a more diverse content. This diversity is organized by two unifying themes, developmentahsm, reflecting the shift from age-specific to general developmental analysis, and contextualism, reflecting both ecological approaches and the social and scientific contexts of developmental investigators. There is less emphasis on nomothetic theories, a move toward eclectic neofunctionalism, and a renewed emphasis on ethological or system approaches. The growing maturity of child psychology as a separate focus of study is highlighted by the inclusion of chapters on the history of the discipline in the most recent handbook.

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Language development.

Cited by 13 publications

References 26 publications

Gender Differences and Cognition Among Older Adults

Gender Differences and Cognition Among Older Adults

Promoting Protective Factors in Environments of Risk for Young Children: An Organizing Framework for Practice, Policy, and Research

The History of Child Psychology as Seen through Handbook Analysis

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