The Developmental Psychology of Planning: Why, How, and When Do We Plan?

By Sarah L. Friedman; Ellin Kofsky Scholnick | Go to book overview

about the component skills and experiential factors that influence how children acquire skill in planning, particularly at those transition points suggested by Weist's framework.


ACKNOWLEDGMENTS

This work was supported by the MacArthur Foundation Research Network on Transitions in Early Development. I express my gratitude to Robert Emde for his support of this research and his guidance of the MacArthur Research Network, to Marshall M. Haith for many helpful discussions, debates, and his comments on a previous draft of this manuscript, and to Joan Bihun, Lisa Hager, Stacy Grossman, and Elizabeth Hanebuth for their assistance with data collection and analyses.


REFERENCES

Ames L. B. ( 1946). The development of the sense of time in the young child. Journal of Genetic Psychology, 68, 97-125.

Bates E., Elman J., & Li E ( 1994). Language in, on and about time. In M. M. Haith, J. B. Benson, R. R. Roberts, & B. F. Pennington (Eds.), The development of future-oriented processes (pp. 293-321). Chicago: University of Chicago Press.

Bauer P. J., & Hertsgaard L. A. ( 1993). Increasing steps in recall of events: Factors facilitating immediate and long-term memory in 13.5- and 16.5-month-old children. Child Development, 64, 1204-1223.

Bauer P. J., & Mandler J. M. ( 1989). One thing follows another: Effects of temporal structure on 1- to 2-year-olds' recall of events. Developmental Psychology, 25, 197-206.

Bauer P. J., & Mandler J. M. ( 1990). Remembering what happened next: Very young children's recall or event sequences. In R. Fivush & J. Hudson (Eds.), What young children remember and why--Emory Symposium in Cognition (pp. 9-29). New York. Cambridge University Press.

Bauer P. J., & Mandler J. M. ( 1992). Putting the horse before the cart: The use of temporal order in recall of events by 1-year-old children. Developmental Psychology, 28, 441-452.

Benson J. B. ( 1994). The origins of future-orientation in the everyday lives of 9- to 36-mo-old infants. In M. M. Haith, J. B. Benson, R. R. Roberts, & B. F. Pennington (Eds.), The development of future-oriented processes (pp. 375-407). Chicago: University of Chicago Press.

Benson J. B., Grossman S. E., & Hanebuth E. ( March, 1993). Young children's temporal representations: Past, present, and future daily activities. Poster presented at the meetings of the Society for Research in Child Development, New Orleans, LA.

Benson J. B., & Haith M. M. ( 1995). Future-oriented processes: A foundation for planning behavior in infants and toddlers. Infancia y Aprendizaje, 69-70, 127-140.

Bloom L., Lahey M., Hood L., Lifter K., & Fiess K. ( 1980). Complex sentences: Acquisition of syntactic connectives and the semantic relation they encode. Journal of Child Language, 7, 235-262.

Bruner J. S. ( 1970). The growth and structure of skill. In K. Connolly (Ed.), Mechanisims of motor skill development (pp. 63-94). London: Academic Press.

Carni E., & French L. A. ( 1984). The acquisition of before and after reconsidered: What develops? Journal of Experimental Child Psychology, 37, 394-403.

Clark E. V. ( 1985). Acquisition of romance, with special reference to French. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 687-782). Hillsdale, NJ: Lawrence Erlbaum Associates.

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