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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 . . . . . . . . . . . . . . . . . . . . .