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$gI. BIOLOGICAL FACTORS IN DEVELOPMENT: THE EARLY YEARS: $tHeredity, environment, and the question "how?" /$rAnne Anastasi -- $tDevelopmental studies of parent-child resemblance in intelligence /$rMarjorie P. Honzik -- $tCritical periods in the development of social behavior in puppies /$rJ.P. Scott -- $tAnxiety, pregnancy, and childbirth abnormalities /$rAnthony Davids, $rSpencer DeVault, $rMax Talmadge -- $tBehavioral differences between normal and traumatized newborns /$rFrances G. Graham, $rRuth G. Matarazzo, $rBettye M. Caldwell -- $gThe $torigin of form perception /$rRobert L. Fantz -- $gII. EARLY INFANT-ENVIRONMENT INTERACTION: $tCan conditioned responses be established in the newborn infant? /$rDorothy Postle Marquis --$tSocial conditioning of vocalizations in the infant /$rHarriet L. Rheingold, $rJacob L. Gewirtz, $rHelen W. Ross -- $tAffectional responses in the infant monkey /$rHarry F. Harlow, $rRobert R. Zimmerman -- $tSeparation anxiety /$rJohn Bowlby -- $tExperience and the development of motivation: some reinterpretations /$rJ. McV. Hunt -- $tOn the nature of fear /$rD.O. Hebb -- $gIII. SOCIALIZATION: THE PRESCHOOL YEARS: $tToilet training, $gfrom Patterns of Child Rearing /$rRobert R. Sears, $rEleanor E. Maccoby, $rHarry Levin -- $gThe $tconcept of identification /$rJerome Kagan -- $tParent-child relations and parental personality in relation to young children's sex-role preferences /$rPaul Mussen, $rEldred Rutherford -- $tIdentification as a process of incidental learning /$rAlbert Bandura, $rAletha C. Huston -- IV. EARLY COGNITIVE DEVELOPMENT: $tHow shall a thing be called? /$rRoger Brown -- $tMental growth and personality development: a longitudinal study /$rLester W. Sontag, $rCharles T. Baker, $rVirginia L. Nelson -- $tPersonality and IQ change /$rJerome Kagan, $rLester W. Sontag, $rCharles T. Baker, $rVirginia L. Nelson -- $gThe $tconcept of substance,$gfrom The Growth of Mathematical and Scientific Concepts in Children /$rK. Lovell -- $gThe $tconcept of weight, $gfrom The Growth of Mathematical and Scientific Concepts in Children /$rK. Lovell -- $tHow children form mathematical concepts /$rJean Piaget -- $tInformation processing in the child /$rJerome Kagan -- $gV. BEHAVIORAL DIFFERENTIATION: FAMILY AND SOCIAL INFLUENCES: The $tstability of passive and dependent behavior from childhood through adulthood /$rJerome Kagan, $rHoward A. Moss -- $tSocial class and parental values /$rMelvin L. Kohn -- $tRelationships between dependence on adults and social acceptance by peers /$rHelen R. Marshall, $rBoyd R. McCandless -- $tThe $tpsychosocial origins of achievement motivation /$rBernard C. Rosen, $rRoy D'Andrade -- $tParents' attitudes and behaviors and grade school children's academic achievements /$rVaughn J. Crandall, $rRachel Dewey, $rWalter Katkovsky, $rAnn Preston -- $gVI. ADOLESCENCE: $tSelf-conceptions, motivations, and interpersonal attitudes of late- and early-maturing boys /$rPaul Henry Mussen, $rMary Cover Jones -- $tIdentity versus identity diffusion /$rErik H. Erikson -- $tAntecedents of delinquency: personality, social class, and intelligence /$rJohn J. Conger, $rWilbur C. Miller, $rCharles R. Walsmith. |
