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Klappentext A long-term, comprehensive longitudinal study analyzing developmental changes in the cognitive, social, and personality domain. Zusammenfassung This book describes the findings of a long-term study conducted at the Max Planck Institute for Psychological Research in Munich from 1984 to 1993. Using a sample of about 200 children! the study sought to analyze developmental changes in cognition! social skills! and personality! and explore possible interrelationships in developmental changes across domains. Inhaltsverzeichnis 1. Logic: introduction and overview Franz E. Weinert, Wolfgang Schneider, Jan Stefanek and Angelika Weber; 2. The development of intelligence and thinking Wolfgang Schneider, Josef Perner, Merry Bullock, Jan Stefanek and Albert Ziegler; 2a. What individual differences can teach us about developmental function, and vice versa David F. Bjorklund; 3. Scientific reasoning: developmental and individual differences Merry Bullock and Albert Ziegler; 3a. Comments on 'scientific' reasoning: developmental and individual differences David Klahr; 4. Memory strategy development: gradual increase, sudden insight, or roller coaster Beate Sodian and Wolfgang Schneider; 4a. Toward an understanding of the development of memory: comments on the chapters by Sodian and Schneider and by Weber and Strube; 5. Memory for events experienced and events observed Angelika Weber and Gerhard Strube; 6. The development of memory for texts Monika Knopf; 6a. Developmental trends in story recall Walter Kintsch; 7. The impact of early phonological processing skills on reading and spelling in school: evidence from the Munich Longitudinal Study Wolfgang Schneider and Jan Carol Näslund; 7a. Sound logic Peter Bryant; 8. Development of mathematical competencies Elsbeth Stern; 8a. Commentary on development of mathematical competencies Susan R. Goldman and James W. Pellegrino; 9. Schooling and the development of achievement differences Andreas Helmke and Franz C. Weinert; 9a. Schooling and the development of achievement differences Richard E. Snow; 10. From optimism to realism?: development of children's academic self-concept from Kindergarten to Grade 6 Andreas Helmke; 10a. The logic and meaning of declining perceptions of academic competence Deborah Stipek; 11. Social-personality development Jens B. Asendorpf; 11a. Contributions to knowledge about social-personality development: the Munich Logic Study Kenneth R. Rubin; 12. The development of moral understanding and moral motivation Gertrud Nunner-Winkler; 12a. Caring about morality: the development of moral motivation in Nunner-Winkler's work Augusto Blasi; 13. A person-centered approach to development: the temporal consistency of personality and self-concept Marcel A. G. Van Aken and Jens B. Asendorpf; 13a. Regarding 'a person-centered approach to development Jack Block; 14. Universal, differential and individual aspects of child development from 3 to 12: what can we learn from a comprehensive longitudinal study? Franz E. Weinert, Merry Bullock and Wolfgang Schneider; References; Index....
