The Development of Commonsense Psychology

By Chris Moore

© 2006 – Psychology Press

248 pages

Purchasing Options:
Paperback: 9780805858105
pub: 2006-02-02
US Dollars$48.95
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Hardback: 9780805841749
pub: 2006-02-02
US Dollars$115.00
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e–Inspection Copy

About the Book

How do children develop an understanding of people as psychological entities - as feeling, thinking beings? How do they come to understand human behavior as driven by desires and informed by reason? These questions are at the heart of contemporary research on children’s "theories of mind." Although there has been an enormous amount of research on this topic, nobody - until now - has provided a coherent account that traces the development of theory of mind from birth to five years.

This book begins by analyzing the nature of commonsense psychology and exploring the developmental processes relevant to its development. It then describes the manner in which the child moves from being a newborn with perceptual sensitivities to people, to an infant who can share psychological experiences with others, to a young child who can recognize people, including both self and others, as individual psychological beings. Finally, the book shows how, throughout this developmental process, the child’s social interactive experiences are used by the child to generate ever more sophisticated forms of commonsense psychology.

The Development of Commonsense Psychology incorporates material from a wide range of research on early development, including infant social interaction, joint attention, self development, language development, theory of mind, and autobiographical memory.

Suitable as a text for senior undergraduate/honors courses or graduate level courses in early development, the primary audience for this book is developmental psychologists. However, it is also written in a way that will make it accessible and appealing to anyone with an interest in social cognitive development in early childhood, including parents, educators, and policymakers.

Reviews

"This is a volume that can serve as both a base for a seminar on commonsense psychology and a valuable resource in libraries, where it will attract even casual readers interested in the everyday reasoning of children. Essential. Upper-division undergraduates through faculty; general readers."

—CHOICE

"The uniqueness of this book is displayed on virtually every page, with detail to the underlying developmental processes unmatched….a very readable, likeable text that will appeal to undergraduate as well as graduate students."

—PsycCRITIQUES

Table of Contents

Contents: Preface. Introduction. Commonsense Psychology and the Organization of Social Behavior. The Developmental Approach. The Origins of Social Action in Early Infancy. From Social Interaction to Social Relationships. From Interest in Objects to Sharing Intentions. Social Behavior and Commonsense Psychology in the Second Year of Life: Self-Other Equivalence and Psychology Diversity. Language: Gateway to Childhood. Commonsense Psychology in the Preschool Years. The Self in Time. The Construction of Commonsense Psychology.

About the Series

Developing Mind Series

This series presents high-quality scholarship in a format that makes each book useful in a wide variety of situations. For example, books in the series may serve as:

  • solid introductions to particular topics for professionals in other sub-disciplines;
  • texts for adoption for upper-level courses (e.g., senior seminars or graduate courses) or supplemental use in mid-level courses (e.g., cognitive development courses); and/or
  • engaging overviews of cognitive developmental theory and research for a more general audience of educated nonspecialists.

In addition to making an indispensable scholarly contribution to the literature, each book is broadly accessible and widely marketed. Given these goals, there are no specific constraints on the type of book to be published in the series, although in most cases authored books will be more likely to serve these purposes than edited volumes. Proposals submitted for consideration will be carefully reviewed, and those accepted for inclusion in the series will receive editorial development as befits a first-class outlet for publication of scholarly texts.

Inquiries about the series may be directed to:

Philip D. Zelazo, Ph.D.
University of Minnesota
Institute of Child Development
51 East River Road
Minneapolis,
MN 55455-0345
USA
Phone: 612-624-5957
Fax: 612-624-6373
Email: zelazo@umn.edu

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
PSY004000
PSYCHOLOGY / Developmental / Child
PSY008000
PSYCHOLOGY / Cognitive Psychology
PSY039000
PSYCHOLOGY / Developmental / General