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Advances in Child Development and Behavior, Volume 65, the latest release in this classic resource on the field of developmental psychology, includes a variety of timely updates, with this new volume presenting interesting chapters written by an international board of authors

Intro -- Advances in Child Development and Behavior -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: Why do we have three rational number notations? The importance of percentages -- 1. The integrated theory of numerical development -- 2. The importance of rational numbers -- 3. Children´s knowledge of percentages -- 4. When and why are percentages used? -- 4.1. Quantification process theory -- 4.2. Tests of quantification process theory -- 5. Textbook coverage of percentages -- 5.1. Translation problems -- 5.2. Arithmetic problems -- 5.3. Differences between textbook coverage of arithmetic with percentages and with other types of rational numbers -- 5.4. Textbook problem distributions and children´s performance -- 6. Estimating answers to percentage multiplication problems -- 7. Instructional implications -- 8. Conclusions -- References -- Chapter Two: Calibration and recalibration of stress response systems across development: Implications for mental and phy ... -- 1. Introduction -- 2. Theories and related constructs -- 2.1. Adaptive calibration model -- 2.2. Sensitive periods -- 2.3. Fetal programming, DOHaD and predictive adaptive response -- 2.4. Summary -- 3. Fetal period -- 3.1. Prenatal development of the stress response system -- 3.2. Potential mechanisms of stress-system calibration -- 3.3. Evidence of long-term effects of fetal stress exposure -- 3.4. Summary -- 4. Infancy -- 4.1. Postnatal development -- 4.2. Differential activity during infancy -- 4.3. Postnatal calibration -- 4.4. Summary -- 5. Adolescence and puberty -- 5.1. Adolescence versus puberty -- 5.2. Animal models -- 5.3. Pubertal change in stress responding in humans -- 5.4. Recalibration -- 5.5. Recalibration and behavior -- 5.6. Summary -- 6. Pregnancy and lactation -- 6.1. Changes in stress responding during pregnancy and lactation.

Intro -- New Methods and Approaches for Studying Child Development -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: Using big data from long-form recordings to study development and optimize societal impact -- 1. Introduction -- 1.1. Brief overview of long-form recordings -- 1.2. Three key areas for future development -- 2. Clinical relevance -- 2.1. Measurement -- 2.2. Diagnosis -- 2.2.1. Correct diagnosis -- 2.2.2. Misdiagnosis and overdiagnosis -- 3. Large-scale interventions -- 3.1. Early childhood interventions -- 3.2. Scaling and adapting child language and caregiver behavior measures -- 3.3. Large-scale interventions in a different region -- 4. Language documentation and revitalization -- 4.1. What is language documentation? -- 4.2. Children´s long-form recordings and language documentation -- 4.2.1. Comprehensive documentation -- 4.2.2. Accessible language documentation -- 4.2.3. Community member involvement in documentation -- 4.3. Additional contributions of long-form recordings -- 5. Discussion -- 5.1. Thinking beyond box-ticking -- 5.1.1. On privacy -- 5.1.2. The problem with prioritizing privacy above all else -- 5.2. A proposal for a World Behavior Bank -- 5.3. Increasing diversity -- 6. Conclusion -- Acknowledgments -- References -- Chapter Two: Show your work: Tools for open developmental science -- 1. Introduction -- 2. Difficult problems demand transparent solutions -- 2.1. Barriers to openness -- 2.1.1. Measurement -- 2.1.2. Cultural -- 2.1.3. Technical -- 2.1.4. Ethical -- 2.2. Legal -- 2.2.1. Consequences -- 3. Solutions -- 3.1. Data repositories help researchers show their work -- 3.2. What can be shared? -- 3.3. Who has access? -- 3.4. What access is permitted? -- 3.5. How are participants protected? -- 3.6. How do researchers, the field, and the public benefit? -- 3.7. Where to share (and where not to).

Intro -- Developmental Cascades -- Copyright -- Contents -- Contributors -- Preface -- New conceptualizations -- New analytic tools -- Implications for interventions -- The current volume -- References -- Chapter One: The development of visual attention in infancy: A cascade approach -- 1. Introduction -- 2. Visual attention and looking behavior -- 2.1. Alerting/arousal -- 2.2. Visuospatial and object orienting -- 2.3. Executive/endogenous attention -- 3. A systems approach to understanding visual attention -- 3.1. Attention as a system -- 3.2. Attention in the context of the whole child -- 4. Visual attention and looking: A developmental cascade -- 4.1. Development builds -- 4.2. Development involves changes in multiple domains -- 4.3. The input changes with development -- 5. Conclusion -- References -- Chapter Two: Infants exploring objects: A cascades perspective -- 1. Introduction -- 1.1. The need for a cascades framework -- 1.2. Defining developmental cascades -- 1.3. Outline -- 2. Developmental trajectories of object exploration -- 2.1. Typically developing infants -- 2.2. Infants developing atypically -- 3. Exploration and opportunities for learning -- 3.1. Opportunities for learning -- 3.1.1. Physical properties -- 3.1.2. Language -- 3.1.3. Social skills -- 4. The environmental context of exploration -- 4.1. Socioeconomic status -- 4.2. Attachment security -- 4.3. Object-related experience -- 4.4. Posture support -- 4.5. Object characteristics -- 4.6. Infant-caregiver interactions -- 5. Discussion: Cascading effects -- Acknowledgments -- References -- Chapter Three: Cascades in language acquisition: Re-thinking the linear model of development -- 1. Introduction -- 2. Defining cascades -- 3. Looking within: Cascades within the language ``module´´ -- 4. Beyond the language module: Interdependencies between developmental systems.

Résumé Le débat autour des origines développementales de la capacité humaine à utiliser des outils de manière souple reste ouvert. Alors que l'approche dominante se focalise sur un changement qualitatif cognitif vers la fin de la première année, la théorie perception-action fournit des indices importants sur la manière dont les comportements exploratoires plus précoces des nourrissons jettent les bases pour l'émergence de cette capacité. En particulier, nous nous intéressons à la manière dont les tentatives des nourrissons de mettre en rapport les objets et les surfaces leur permettent d'apprendre comment les objets peuvent servir d'extension de la main et fournissent l'occasion d'exercer des actions qui seront recrutées plus tard pour l'utilisation d'outils. Dans ce contexte, nous discutons des études comportementales et cinématiques portant sur la manipulation d'objets, qui montrent que les nourrissons font interagir les objets et les surfaces avec discernement et que leur contrôle de la frappe ( banging ) augmente au cours de leur première année. En conclusion, une perspective perception-action suggère que l'utilisation d'outils émerge de manière plus continue au cours du développement que ce qui a été traditionnellement envisagé.

Early detour ability may not generalize immediately across similar problems in different perception–action systems, but instead may reveal a pattern of developmental onset that is more domain‐specific. To investigate this possibility, we examined how 10‐month‐old (n = 24) and 12‐month‐old (n = 24) infants performed detours via different action modes and around barriers that differed in transparency. Infants made reaching and locomotor detours to retrieve an object located behind either an upright transparent barrier or an upright transparent barrier overlaid with a grid pattern. The results indicated that infants were more likely to make reaching than locomotor detours and explored the transparent and grid barriers differently. Additionally, younger infants more often attempted to contact the object through the entirely transparent barrier than did older infants, especially when making a reaching detour. The results suggest that during detour development, infants learn to coordinate relevant perceptual information with emerging actions.

This multidisciplinary volume features many of the world's leading experts of infant development, who synthesize their research on infant learning and behaviour, while integrating perspectives across neuroscience, socio-cultural context, and policy. It offers an unparalleled overview of infant development across foundational areas such as prenatal development, brain development, epigenetics, physical growth, nutrition, cognition, language, attachment, and risk. The chapters present theoretical and empirical depth and rigor across specific domains of development, while highlighting reciprocal connections among brain, behavior, and social-cultural context. The handbook simultaneously educates, enriches, and encourages. It educates through detailed reviews of innovative methods and empirical foundations and enriches by considering the contexts of brain, culture, and policy. This cutting-edge volume establishes an agenda for future research and policy, and highlights research findings and application for advanced students, researchers, practitioners, and policy-makers with interests in understanding and promoting infant development.

An easy-to-use objective method for evaluating a blind person's knowledge about the spatial layout of a locale is presented in this article. Ten adventitiously blind adults made judgments about the relative distance between landmarks. These data were analyzed with multidimensional scaling procedures. Preliminary evidence indicates that the representations of spatial knowledge generated from the scaling procedures are related to the persons mobility performance in that space. Strengths and weaknesses and needed additional studies on the validity of the method are discussed.