Bøger i Special Issues of the European Journal of Developmental Psychology serien

Ethnomethodological studies have brought out the fact that social interaction influences cognitive development. This work analyzes three levels of comprehension of socio-cognitive phenomena: the individual's cognitive functioning; the socio-cognitive functioning of the dyad; and, the way the first two are mediated by discursive activities.

The objective of this special issue is to illustrate some of the theoretical, methodological and practical aspects involved in the evidence-based evaluation of family educational programs aimed at supporting positive parenting. The main novelty that this special issue brings is the compilation of studies involving experiences of parent education programs from several countries. The objectives of the papers are to develop theoretically based prevention programs, to evaluate their effectiveness according to standards of evidence, and to examine factors that influence implementation process. The papers also provide recommendations for researchers to establish stable cooperation with politicians, officials, service providers, and practitioners.

Theory of Mind, the cognitive capacity to attribute emotions, intentions and knowledge to oneself and others, has been claimed a hallmark of human cognition. Nonetheless, Theory of Mind is considered limited in young children and people with autism. Moreover, its presence in animals is much investigated, and hotly debated. Essential for cross-disciplinary discussions and real insight in this unique capacity is knowing what constitutes Theory of Mind. We aim to tackle this by combining insights from three different scientific fields that study Theory of Mind: animal behaviour, typical child development and developmental disorders such as autism and AD/HD.

The special issue aims to develop a greater understanding of the relationship between social cognitive development in adolescence and social behaviour, and to examine new approaches to the study of social development in adolescence.

From the beginning of 2000, with the increase and diffusion of modern technologies, a new form of bullying using electronic means has emerged. Literature has reached some consistent findings on the description of the problem. However, there is still a lack of knowledge about developmental processes of cyberbullying and about possible predictors and correlates. Some of the main emerging areas investigated in connection with cyberbullying are: personality factors, callous unemotional traits and self-control, memory cognitive distortions, emotional and moral mechanisms, ICT use and media exposure, family and social contexts. Another important issue is the relation between cyberbullying and face to face bullying. From face to face literature we know some of the mechanisms in the peer group such as the relation between bullying, dominance and popularity and the role of bystanders in the social dynamic of the attacks. However, nothing is known about the cyber community. Contributors to this volume attempt to investigate these group mechanisms in the cyber community. Finally, for the victims, long-term consequences are also relevant, both in terms of perceived stress level and of the association between cyber-victimization and mental health. This special issue offers important new findings on the development and consequences of cyberbullying and cyber-victimization, and opens new and future directions of research.

The objective of this special issue is to illustrate some of the theoretical, methodological and practical aspects involved in the evidence-based evaluation of family educational programs aimed at supporting positive parenting. The main novelty that this special issue brings is the compilation of studies involving experiences of parent education programs from several countries. The objectives of the papers are to develop theoretically based prevention programs, to evaluate their effectiveness according to standards of evidence, and to examine factors that influence implementation process. The papers also provide recommendations for researchers to establish stable cooperation with politicians, officials, service providers, and practitioners.

This special issue addresses whether differences in national identifications and national attitudes in children from different national groups result not only from processes of knowledge acquisition but also from cohort and context effects. Collectively, the studies examined 7- and 11-year-old children living in 12 different national settings that have or have not experienced violence or war in the recent past. Findings show that theories predicting universal developmental courses for national identifications and attitudes cannot be maintained across different socio-historical and political settings, and that much greater attention needs to be paid to the specificities of the particular contexts in which children develop.

This special issue offers important new findings on the development and consequences of cyberbullying and cyber-victimization, and opens new and future directions of research.

Covers areas of social-cognitive development. This issue outlines and discusses changes in early development in terms of infant behaviour that may suggest how an infant with limited experience may nonetheless identify and attribute to other humans a privileged social-cognitive status.

Theory of Mind, the cognitive capacity to attribute emotions, intentions and knowledge to oneself and others, has been claimed a hallmark of human cognition. Nonetheless, Theory of Mind is considered limited in young children and people with autism. This title offers insights into this capacity.

Ethnomethodological studies have brought out the fact that social interaction influences cognitive development. This work analyzes three levels of comprehension of socio-cognitive phenomena: the individual's cognitive functioning; the socio-cognitive functioning of the dyad; and, the way the first two are mediated by discursive activities.

The special issue aims to develop a greater understanding of the relationship between social cognitive development in adolescence and social behaviour, and to examine new approaches to the study of social development in adolescence.