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"The relationships between severity, chronicity, and timing of maternal depressive symptoms and child outcomes were examined in a cohort of 4,953 children. Mothers provided self-reports of depressive symptoms during pregnancy, immediately postpartum, and when the child was 6 months old and 5 years old. At the age 5 follow-up, mothers reported on children's behavior and children completed a receptive vocabulary test. Results suggest that both the severity and the chronicity of maternal depressive symptoms are related to more behavior problems and lower vocabulary scores in children. The interaction of severity and chronicity of maternal depressive symptoms was significantly related to higher levels of child behavior problems. Timing of maternal symptoms was not significantly related to child vocabulary scores, but more recent reports of maternal depressive symptoms were associated with higher rates of child behavior problems. "

"Although many socialization agents influence children"s behavior (D. L. Vandell; see record 2000-00919-001), the evidence (e.g., from intervention studies) indicates that each exerts its influence only within its own domain. Context effects and genetic effects are among the confounding factors that make it impossible, given current data, to reject the null hypothesis of zero long-term effects of parenting on child outcomes. Problems with the prevailing view of development cannot be solved by invoking within-home environmental differences or gene-environment interactions. Group socialization theory can account for findings that do not fit the prevailing view. The theory attributes outside-the-home socialization to identification with a peer group and assimilation of group norms, but attributes nongenetic variation in personality to differentiation within the group. The latter proposition is still largely untested but other aspects of the theory are well supported by evidence"

"Visual search for compound patterns was examined in observers aged 6, 8, 10, and 22 years. The main question was whether age-related improvement in search rate (response time slope over number of items) was different for patterns defined by short- versus long-range spatial relations. Perceptual access to each type of relation was varied by using elements of same contrast (easy to access) or mixed contrast (hard to access). The results showed large improvements with age in search rate for long-range targets; search rate for short-range targets was fairly constant across age. This pattern held regardless of whether perceptual access to a target was easy or hard, supporting the hypothesis that different processes are involved in perceptual grouping at these two levels. The results also point to important links between ontogenic and microgenic change in perception (H. Werner, 1948, 1957)."

"Pemakaian internet berlebih dapat menyebabkan kecanduan internet. Kecanduan internet menyebabkan berbagai dampak negatif, salah satunya perkembangan sosial. Perkembangan sosial anak usia sekolah merupakan masa peralihan yang memiliki rasa ketertarikan untuk mengeksplorasi lingkungan sekitar. Penelitian ini bertujuan untuk mengetahui hubungan kecanduan internet dengan perkembangan sosial anak usia sekolah di Kelurahan Makasar. Desain penelitian yang digunakan adalah cross-sectional dengan jumlah responden 287 yang dipilih melalui teknik cluster stratified random sampling. Pengukuran kecanduan internet menggunakan instrumen Internet Addiction Test dan perkembangan sosial anak diukur menggunakan instrumen Social Skill Inventory. Hasil penelitian dianalisis menggunakan uji korelasi gamma dan didapatkan hasil bahwa terdapat korelasi yang bermakna dengan arah korelasi positif dengan kekuataan korelasi kuat antara kecanduan internet dengan perkembanan sosial anak (p value= 0,0001, r= 0,615). Hasil penelitian diharapkan dapat dijadikan sebagai informasi dan invoasi untuk edukasi pemakaian internet yang bijak dan menstimulus perkembangan sosial anak dalam proses pembelajaran di rumah atau sekolah.

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Excessive use of the internet can cause internet addiction. Internet addiction causes various negative effects, one of which is social development. The social development of school-age children is a transitional period that has an interest in exploring the surrounding environment. This study aims to adhere to the relationship of internet addiction to the social development of school-age children in the Makassar Village. The research design used was cross-sectional with the number of respondents 287 selected through the cluster stratified random sampling technique. Measurements of internet addiction using the Internet Addiction Test instrument and the development of child sosia were measured using the Social Skill Inventory instrument. The results of the study were annotated using the gamma correlation test and the results showed that there was a significant correlation with the direction of the positive correlation with the strong correlation between internet addiction and children's social development (p = 0,0001, r = 0.615). The results of the research are expected to be used as information and investment for educating wise internet usage and stimulating children's social development in the learning process at home or school."

""Now in a revised and expanded second edition, this text helps practitioners apply the latest developmental knowledge to their work with children and families. Ideally structured for classroom use, the second edition has been updated throughout to reflect current research, practice advances, and policy issues. Included are an important new chapter on the developing brain and expanded coverage of applications for child care and school settings.""

"here is a palpable sense of excitement from the editors of each volume that this is a critical period in the development of the field. The four volumes are edited by leading scholars in the field, who have carefully selected the volumes' contributing authors for their ability to summarise their topics succinctly, and tease out the issues that are likely to be the focus of research in the coming period. As with previous editions, this new edition of the Handbook will be a lodestar for practitioners and researchers in the field.""-Diane FitzMaurice, Library Information Supervisor, Department."

"""There is a palpable sense of excitement from the editors of each volume that this is a critical period in the development of the field. The four volumes are edited by leading scholars in the field, who have carefully selected the volumes' contributing authors for their ability to summarise their topics succinctly, and tease out the issues that are likely to be the focus of research in the coming period. As with previous editions, this new edition of the Handbook will be a lodestar for practitioners and researchers in the field.""-Diane FitzMaurice, Library Information Supervisor, Department."

""Thorough. Accurate. Reliable. Engaging. These are just a few of the words used by adopters and reviewers of John Santrock's Child Development. A new Connections theme shows how it all fits together in the the most accurate and up-to-date topically-organized text in the field. Used by hundreds of thousands of students over twelve editions, Santrock's proven learning system provides a clear roadmap to content mastery. The fully revised thirteenth edition continues with Santrock's highly contemporary tone and focus, featuring over 1,000 new citations"--"