E-Book Overview
This volume, one in a series, deals with the structure of developmental theory, recursive systems, children's iconic realism, the role of cognition in understanding gender effects, the development of processing speed in childhood and adolescence and more.
E-Book Content
ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR Volume 19 Contributors to This Volume Martin S. Banks Mary J. Naus Cynthia A. Berg Stuart I. Offenbach Francine C. Blumberg Peter A. Ornstein Arthur P. Ginsburg Daniel S. P. Schubert Marc Marschark Herman J. P. Schubert Lynn Nall Robert J. Sternberg Mazie Earle Wagner ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR edited by Hayne W. Reese Department of Psychology West Virginia University Morgantown, West Virginia Volume 19 @ 1985 ACADEMIC PRESS, INC. Harcourt Brace Jovanovich, Publishers Orlando San Diego New York Austin London Montreal Sydney Tokyo Toronto COPYRIGHT @ 1985 BY ACADEMIC PRESS,INC. ALL RIGHTS RESERVED. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECYRONIC OR MECHANICAL, INCLUDING PHOTOCOPY. RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. ACADEMIC PRESS, INC. Orlando, Florida 32887 United Kingdom Edition ublished by ACADEMIC PRESS I&. (LONDON) LTD. 24-28 Oval Road, London NW I 7DX LIBRARY OF CONGRESS CATALOG CARDNUMBER: 63-23231 ISBN 0-12-009719-2 PRINTED IN THE UNITED STAlES OF AMERICA 85 86 87 88 9 8 7 6 5 4 3 2 I Contents Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Response to Novelty: Continuity versus Discontinuity in the Developmental Course of intelligence CYNTHIA A. BERG AND ROBERT J . STERNBERG ............ .. 1. lntroduction . . . . . . . . . . . . . . . . . . . . . . . 11. Distinguishing Two Types of Continuily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111. Relations between Infant Response to Novel Stimuli and Later Cognitive Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 v . Relations between Response to Novelty and Concurrent Cognitive Functioning in Childhood . . . . . . . . , . . . . . . . . . . . . . . . . . . . . V. Relations between Response to Novelty and Concurrent C Functioning in Adulthood . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . VI. A Conceptual Framework for Viewing the Response to Novelty as an Integral Component of Intelligence throughout Development . . . . VII. Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................ References . . . . . . . . . . . . . . . 2 4 10 25 31 35 40 42 Metaphoric Competence in Cognitive and Language Development 1. 11. 111. IV. V. VI. VII. v111. IX. MARC MARSCHARK AND LYNN NALL ........... Introduction . . . . . . . . Distinguishing Figurat Theoretical Views of Children’s Figurative Language . . . . . . . . . . . . . . . . . . . . Why Children Use Metaphor.. . . . . . . . . . . . . . . . . . . . . . . . Children’s Verbal and Nonverbal Metaphoric Comprehension . . . . . . . . . . . . Children’s Verbal and Nonverbal Metaphoric Production . . . . . . . . . . . . . . . . Age and Figurative Competence . . . . . . . . . . . . . . . . . . . . .