Diplomprüfung in Kognitiver Entwicklungspsychologie (Prüferinnen: Dr. Anne Henning, Prof. Dr. Gisa Aschersleben)

Transkript

1 Diplomprüfung in Kognitiver Entwicklungspsychologie (Prüferinnen: Dr. Anne Henning, Prof. Dr. Gisa Aschersleben) Alle Prüflinge können sich für eines dieser Themen entscheiden. Viele Artikel werden in unseren Seminaren besprochen. Zu jedem Thema kann für die mündliche Prüfung nach Absprache ein Einstiegsthema gewählt werden. Die meisten der angeführten Artikel, die nicht über die EZB verfügbar sind, stehen im Sekretariat der Arbeitseinheit als Kopiervorlagen zur Ausleihe bereit.

2 Thema: Entwicklung einer Theory of Mind Aschersleben, G., Hofer, T., & Jovanovic, B. (2008). The link between infant attention to goal-directed action and later theory of mind abilities. Developmental Science, 11(6), Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, Call, J., & Tomasello, M. (2005). What chimpanzees know about seeing, revisited: an explanation of the third kind. In N. Eilan, C. Hoerl (Ed), T. McCormack, & J. Roessler (Eds.). Joint attention (pp ). New York, NY: Oxford University Press. Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72(4), Flavell J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill- Palmer Quarterly-Journal of Developmental Psychology, 50, Henning, A., Daum, M. & Aschersleben, G. (2009). Frühkindliche Handlungswahrnehmung und Theory of Mind: Vom Verständnis zielgerichteter Handlungen zum Verständnis mentalistisch gesteuerter Handlungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41(4), Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74(6), Lockl, K.; Schwarz, S.; Schneider, W. (2004). Sprache und Theory of Mind: Eine Längsschnittstudie bei Drei- bis Vierjährigen. Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 36(4), S Perner, J. (1999). Theory of mind. In M. Bennett (Ed.), Developmental psychology (pp ). New York, NY: Psychology Press. Premack, D. & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral and Brain Sciences, 4, Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33(1), Sabbagh, M. A., Moses, L. J., & Shiverick, S. (2006). Executive functioning and preschoolers understanding of false beliefs, false photographs, and false signs. Child Development, 77(4), Sodian, B. (2008). Die Entwicklungspsychologie des Denkens - das Beispiel der Theory of Mind. In B. Herpertz-Dahlmann, F. Resch, M. Schulte-Markwort, & A. Warnke (Hrsg.). Entwicklungspsychiatrie. Biopsychologische Grundlagen und die Entwicklung psychischer Störungen (S ). Stuttgart: Schattauer Verlag. Sodian, B., & Frith, U. (1992). Deception and sabotage in autistic, retarded and normal children. Journal of Child Psychology & Psychiatry & Allied Disciplines, 33(3), Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13,

3 Thema: Frühe Kognitive Entwicklung Aschersleben, G. (2006). Early development of action control. Psychology Science, 48(4), Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child Development, 72(3), Barr, R., Dowden, A. & Hayne, H. (1996). Developmental changes in deferred imitation by 6- to 24-month-old infants. Infant Behavior and Development, 19, Carey, S. & Bartlett, E. (1978). Acquiring a single new word. Pro-ceedings of the Stanford Child Language Conference, 15, Carpenter, M., Akhtar, N., & Tomasello, M. (1998). Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior & Development, 21(2), Hauf, P., Elsner, B., & Aschersleben, G. (2004). The role of action effects in infants' action control. Psychological Research, 68(2-3), Jovanovic, B., Király, I., Elsner, B., Gergely, G., Prinz, W., & Aschersleben, G. (2007). The role of effects for infant s perception of action goals. Psychologia, 50, Meltzoff, A. N. (1985). Immediate and deferred imitation in fourteen- and twenty-fourmonth-old infants. Child Development, 56, Papousek, H. (1967). Experimental studies of appetitional behavior in human newborns and infants. In H. W. Stevenson, E. H. Hess, & H. L. Rheingold (Eds.), Early behavior: Comparative and developmental approaches (pp ). New York, NY: Wiley. Pauen, S. (2002). Evidence for knowledge-based category discrimination in infancy. Child Development, 73(4), Poulin-Dubois, D. et al. (1996). Infants concept of animacy. Cognitive Development, 11, Quinn, P. C., Eimas, P. D., & Rosenkrantz, S. L. (1993). Evidence for representations of perceptually similar natural categories by 3-month-old and 4-month-old infants. Perception, 22(4), Sangrigoli, S. & de Schonen, S. (2004). Recognition of own-race and other-race faces by three-month-old infants. Journal of Child Psychology and Psychiatry, 45(7), Willatts, P. (1999). Development of means-end behavior in young infants: Pulling a support to retrieve a distant object. Developmental Psychology, 35(3),

4 Thema: Entwicklung intentional gesteuerter Handlungen Aschersleben, G., Hofer, T., & Jovanovic, B. (2008). The link between infant attention to goal-directed action and later theory of mind abilities. Developmental Science, 11(6), Bahrick, L. E. et al. (2002). Attention and memory for faces and actions in infancy. Child Development, 73(6), Baldwin, D., Baird, J., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child Development, 72(3), Barr, R., Dowden, A. & Hayne, H. (1996). Developmental changes in deferred imitation by 6- to 24-month-old infants. Infant Behavior and Development, 19, Behne, T., Carpenter, M., Call, J., & Tomasello, M. (2005). Unwilling versus unable: Infants' understanding of intentional action. Developmental Psychology, 41, Call, J., Hare, B., Carpenter, M., & Tomasello, M. (2004). Unwilling versus unable? Chimpanzees' understanding of intentional action. Developmental Science 7(4), Carpenter, M., Akhtar, N., & Tomasello, M. (1998). Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior & Development, 21(2), Daum, M. M., Zmyj, N., & Aschersleben, G. (2008). Early ontogeny of action perception and control. In F. Morganti, A. Carassa, & G. Riva (Eds.), Enacting intersubjectivity: a cognitive and social perspective to the study of interactions (pp ). Amsterdam: IOS Press. Daum, M. M., Prinz, W., & Aschersleben, G. (2008). Encoding the goal of an objectdirected but uncompleted reaching action in 6- and 9-month-old infants. Developmental Science, 11(4), Hauf, P., Elsner, B., & Aschersleben, G. (2004). The role of action effects in infants' action control. Psychological Research, 68(2-3), Hofer, T., Hauf, P., & Aschersleben, G. (2005). Infant's perception of goal-directed actions performed by a mechanical device. Infant Behavior and Development, 28, Hofer, T., Hohenberger, T., Hauf, P. & Aschersleben, G. (2008). The link between maternal interaction style and infant action understanding. Infant Behavior and Development, 31, Jovanovic, B., Király, I., Elsner, B., Gergely, G., Prinz, W., & Aschersleben, G. (2007). The role of effects for infant s perception of action goals. Psychologia, 50, Kamewari, K., Kato, M., Kanda, T., Ishiguro, H., & Hiraki, K. (2005). Six-and-a-halfmonth-old children positively attribute goals to human action and to humanoidrobot motion. Cognitive Development, 20, Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31(5), Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, Meltzoff, A. N., & Moore, M. K. (1999). Resolving the debate about early imitation. In A. Slater & D. Muir (Eds.), The Blackwell reader in developmental psychology (pp ). Oxford: Blackwell.

5 Willatts, P. (1999). Development of means-end behavior in young infants: Pulling a support to retrieve a distant object. Developmental Psychology, 35, Woodward, A. L. (2003). Infants' developing understanding of the link between looker and object. Developmental Science, 6, Woodward, A. L., & Guajardo, J. J. (2002). Infants' understanding of the point gesture as an object-directed action. Cognitive Development, 17,

6 Thema: Bindung Aschersleben, G. (2008). Der Einfluss der frühen Mutter-Kind-Interaktion auf die sozial-kognitive Entwicklung. In K.-H. Brisch (Hrsg.), Der Säugling Bindung, Neurobiologie und Gene (S ). Stuttgart: Klett-Cotta. Bischof-Köhler, D. (2000). Empathie, prosoziales Verhalten und Bindungsqualität bei Zweijährigen. Psychologie in Erziehung und Unterricht, 47(2), Boom, D. v. d. (2004). First attachments: Theory and research. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development (pp ). Malden, MA: Blackwell. Bretherton, I. (2006). Konstrukt des inneren Arbeitsmodells. In Brisch, K.-H., Grossmann, K.E., Grossmann, K., & Köhler, L. (Hrsg.), Bindung und seelische Entwicklungswege (S ). Stuttgart: Klett-Cotta. (auch die anderen Kapitel aus diesem Buch sind lesenswert) Fonagy, P. (2001). Introduction to attachment theory. In P. Fonagy, Attachment theory and psychoanalysis (pp. 5-18). New York: Other Press. Geserick, B. & Spangler, G. (2007). Der Einfluss früher Bindungserfahrungen und aktueller mütterlicher Unterstützung auf das Verhalten von sechsjährigen Kindern in einer kognitiven Anforderungssituation. Psychologie in Erziehung und Unterricht, 2, Grossmann, K. E. et al. (2003). Die Bindungstheorie: Modell, entwicklungspsychologische Forschung und Ergebnisse. In H. Keller (Hrsg.), Handbuch der Kleinkindforschung (S ). Bern: Huber. Keller, H., Loewer, M., & Runde, B. (1990). Analyse spontaner Sprache von Eltern in Interaktionssituationen mit ihren Säuglingen und Kleinkindern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 22, Lohaus, A., Keller, H., Ball, J., Ball, J., Voelker, S., & Elben, C. (2004). Maternal sensitivity in interactions with three-and 12-month-old infants: Stability, structural compositions, and developmental consequences. Infant and Child Development, 13, Ziegenhain, U. (2001). Anwendungsgebiete der Bindungstheorie. Neue Praxis, 5, Ziegenhain, U., Müller, B. & Rauh, H. (1996). Frühe Bindungserfahrungen und Verhaltensauffälligkeiten bei Kleinkindern in einer sozialen und kognitiven Anforerungssituation. Praxis der Kinderpsychologie und Kinderpsychiatrie, 45 (3-4),

7 Thema: Soziale Interaktion in der frühen Kindheit Aschersleben, G. (2008). Der Einfluss der frühen Mutter-Kind-Interaktion auf die sozial-kognitive Entwicklung. In K.-H. Brisch (Hrsg.), Der Säugling Bindung, Neurobiologie und Gene (S ). Stuttgart: Klett-Cotta. Bornstein, M. H. & Tamis-LeMonda, C. S. (2004). Mother-infant interaction. In G. Bremner & A. Fogel (Hrsg.), Blackwell handbook of infant cognitive development (S ). Malden, MA, US: Blackwell Publishers. (Taschenbuchausgabe. Originalausgabe 2001) Hane, A. A., & Fox, N. A. (2006). Ordinary variations in maternal caregiving influence human infants stress reactivity. Psychological Science, 17(6), Jonsson, C.-O., & Clinton, D. (2006). What do mothers attune to during interactions with their infants? Infant & Child Development, 15, Keller, H., Yovsi, R., Borke, J., Kärtner, J., Jensen, H., & Papaligoura, Z. (2004). Developmental consequences of early parenting experiences: Self-recognition and self-regulation in three cultural communities. Child Development, 75(6), Lohaus, A., Keller, H., Ball, J., Völker, S., & Elben, C. (2004). Maternal sensitivity in interactions with 3- and 12-month-old infants: Stability, structural composition, and developmental consequences. Infant & Child Development, 13, Papoušek, M. (2004), Regulationsstörungen der frühen Kindheit: Klinische Evidenz für ein neues diagnostisches Konzept. In Papoušek, M., Schieche, M., & Wurmser, H. (Hrsg.), Regulationsstörungen in der frühen Kindheit. Frühe Risiken und Hilfen im Entwicklungskontext der Eltern-Kind-Beziehungen (S ). Göttingen: Verlag Hans Huber. Reddy, V. (2008). Experiencing others. A second-person approach to otherawareness. In U. Müller, J. I. M. Carpendale, N. Budwig & B. Sokol (Hrsg.), Social life and social knowledge. Towards a process account of development (S ). New York: Lawrence Erlbaum. Rochat, P., & Striano, T. (1999). Social-cognitive development in the first year. In P. Rochat (Ed.), Early social cognition: Understanding others in the first months of life (pp. 3-34). Mahwah, NJ: Erlbaum. Stern, D. N. (1998). Vitality contours: The temporal contour of feelings as a basic unit for constructing the infant s social experience. In P. Rochat (Ed.), Early social cognition: Understanding others in the first months of life (pp ). Mahwah, NJ: Erlbaum. Tomasello, M. (1995). Understanding the self as social agent. In P. Rochat (Ed.), The self in infancy: Theory and Research (pp ). Amsterdam: Elsevier. Tronick, E. Z, & Weinberg, M. K. (1997). Depressed mothers and infants: Failure to form dyadic states of consciousness. In L. Murray & P. J. Cooper (Hrsg.), Postpartum depression and child development (S ). New York: The Guildford Press.