This 32nd volume of the Minnesota Symposium on Child Psychology celebrates the 75th anniversary of the University of Minnesota's Institute of Child Development. All eight essays are devoted to developmental science, its history, and current status. Taken together, the chapters in this book show how the history of science connects past and future, how it gives the individual investigator an identity and sense of purpose, how contemporary studies occur within larger traditions, and how institutions like the Institute of Child Development, constitute cultural traditions of their own.
Collectively, these essays show that the past explains a great deal--whether we want to know about the processes through which the child acquires symbolic thought or whether we want to know how and why, during the last century, a few enduring centers were established for the scientific study of children and adolescents. Reading these essays, one obtains a sense of how the past becomes evidence, how it forms models for the way we think, and how intellectual challenges arise.
Table of Contents
Contents: Preface. G. Gottlieb, Origin of Species: The Potential Significance of Early Experience for Evolution. D. Cicchetti, How a Child Builds a Brain: Insights From Normality and Psychopathology. J.S. DeLoache, The Symbol-Mindedness of Young Children. A. Fernald, Understanding Understanding: Historical Origins of Current Questions About the Early Development of Receptive Language Competence. N. Eisenberg, Emotion-Related Regulation and Its Relation to Quality of Social Functioning. J. Modell, G.H. Elder, Jr., Children Develop in History: So What's New? S.H. White, Notes Toward a Philosophy of Science for Developmental Science. W.W. Hartup, A. Johnson, R.A. Weinberg, The Institute of Child Development: Pioneering in Science and Application.