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HANDBOOK OF
CHILD PSYCHOLOGY
SIXTH EDITION

Volume Two: Cognition, Perception, and Language

Volume Editors

DEANNA KUHN and ROBERT SIEGLER

Editors-in-Chief

WILLIAM DAMON and RICHARD M. LERNER

John Wiley & Sons, Inc.

HANDBOOK OF
CHILD PSYCHOLOGY
HANDBOOK OF
CHILD PSYCHOLOGY
SIXTH EDITION

Volume Two: Cognition, Perception, and Language

Volume Editors

DEANNA KUHN and ROBERT SIEGLER

Editors-in-Chief

WILLIAM DAMON and RICHARD M. LERNER

John Wiley & Sons, Inc.

Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States
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fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web
at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons,
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representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any
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Library of Congress Cataloging-in-Publication Data:

Handbook of child psychology / editors-in-chief, William Damon & Richard M. Lerner.—

6th ed.
p. cm.
Includes bibliographical references and indexes.
Contents: v. 1. Theoretical models of human development / volume editor,
Richard M. Lerner — v. 2. Cognition, perception, and language / volume editors,
Deanna Kuhn, Robert Siegler — v. 3. Social, emotional, and personality development /
volume editor, Nancy Eisenberg — v 4. Child psychology in practice / volume editors, K.
Ann Renninger, Irving E. Sigel.
ISBN 0-471-27287-6 (set : cloth)
— ISBN 0-471-27288-4 (v. 1 : cloth) — ISBN 0-471-27289-2 (v. 2 : cloth)
— ISBN 0-471-27290-6 (v. 3 : cloth) — ISBN 0-471-27291-4 (v. 4 : cloth)
1. Child psychology. I. Damon, William, 1944– II. Lerner, Richard M.
BF721.H242 2006
155.4—dc22
2005043951

Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1
In memory of Paul Mussen, whose generosity of spirit
touched our lives and helped build a field.
Contributors

Karen E. Adolph Michael Cole

Department of Psychology Department of Communication
New York University University of California, San Diego
New York, New York La Jolla, California

Glenda Andrews Michelle de Haan

Department of Psychology Cognitive Neuroscience Unit
Griffith University Institute of Child Health
Queensland, Australia London, England

Martha E. Arterberry Sam Franklin

Department of Psychology Department of Human Development
Gettysburg College Columbia University Teachers College
Gettysburg, Pennsylvania New York, New York

Patricia J. Bauer
Howard Gardner
Department of Psychological and Brain Sciences
Graduate School of Education
Duke University
Harvard University
Durham, North Carolina
Cambridge, Massachusetts

Sarah E. Berger
Department of Psychology David C. Geary
City University of New York Department of Psychological Sciences
College of Staten Island University of Missouri
Staten Island, New York Columbia, Missouri

Cara H. Cashon Susan A. Gelman

Department of Psychological and Brain Sciences Department of Psychology
University of Louisville University of Michigan
Louisville, Kentucky Ann Arbor, Michigan

Leslie B. Cohen Susan Goldin-Meadow

Department of Psychology Department of Psychology
University of Texas University of Chicago
Austin, Texas Chicago, Illinois

vii
viii Contributors

Graeme S. Halford Seana Moran

School of Psychology Graduate School of Education
University of Queensland Harvard University
Brisbane, Australia Cambridge, Massachusetts

Paul L. Harris Yuko Munakata

Graduate School of Education Department of Psychology
Harvard University University of Colorado
Cambridge, Massachusetts Boulder, Colorado

Katherine Hilden Charles A. Nelson III

Department of Counseling, Richard David Scott Chair in Pediatrics
Educational Psychology, Boston Children’s Hospital
and Special Education Developmental Medicine Center Laboratory
Michigan State University of Cognitive Neuroscience
East Lansing, Michigan Harvard Medical School
Boston, Massachusetts
Janellen Huttenlocher
Center for Early Childhood Research Nora S. Newcombe
University of Chicago Department of Psychology
Chicago, Illinois Temple University
Philadelphia, Pennsylvania
Charles W. Kalish
Department of Educational Psychology Michael Pressley
University of Michigan College of Education
Ann Arbor, Michigan Michigan State University
East Lansing, Michigan

Frank Keil
Jenny R. Saffran
Department of Psychology
Department of Psychology
Yale University
University of Wisconsin
New Haven, Connecticut
Madison, Wisconsin

Philip J. Kellman Robert S. Siegler

Department of Psychology Department of Psychology
University of California Carnegie-Mellon University
Los Angeles, California Pittsburgh, Pennsylvania

Deanna Kuhn Kathleen M. Thomas

Department of Human Development Institute of Child Development
Columbia University Teachers College University of Minnesota
New York, New York Minneapolis, Minnesota

Jeffrey L. Lidz Michael Tomasello

University of Maryland Max Planck Institute for Evolutionary Anthropology
College Park, Maryland Leipzig, Germany
 Contributors ix

Sandra R. Waxman Lynne A. Werner

Department of Psychology Department of Speech and Hearing Sciences
Northwestern University University of Washington
Evanston, Illinois Seattle, Washington

Janet F. Werker Ellen Winner

Department of Psychology Department of Psychology
University of British Colombia Boston College
Vancouver, British Colombia, Canada Chestnut Hill, Massachusetts
Preface to Handbook of Child Psychology,
Sixth Edition
WILLIAM DAMON

Scholarly handbooks play several key roles in their dis- not only has endured over time but has evolved into a
ciplines. First and foremost, they reflect recent changes thriving tradition across a number of related academic
in the field as well as classic works that have survived disciplines.
those changes. In this sense, all handbooks present their All through its history, the Handbook has drawn on,
editors’ and authors’ best judgments about what is most and played a formative role in, the worldwide study of
important to know in the field at the time of publication. human development. What does the Handbook’s history
But many handbooks also influence the fields that they tell us about where we, as developmentalists, have been,
report on. Scholars—especially younger ones—look to what we have learned, and where we are going? What
them for sources of information and inspiration to guide does it tell us about what has changed and what has re-
their own work. While taking stock of the shape of its mained the same in the questions that we ask, in the
field, a handbook also shapes the stock of ideas that will methods that we use, and in the theoretical ideas that we
define the field’s future. It serves both as an indicator draw on in our quest to understand human development?
and as a generator, a pool of received knowledge and a By asking these questions, we follow the spirit of the sci-
pool for spawning new insight. ence itself, for developmental questions may be asked
about any endeavor, including the enterprise of studying
human development. To best understand what this field
THE HANDBOOK’S LIVING TRADITION has to tell us about human development, we must ask how
the field itself has developed. In a field that examines
Within the field of human development, the Handbook of continuities and changes, we must ask, for the field itself,
Child Psychology has served these key roles to a degree what are the continuities and what are the changes?
that has been exceptional even among the impressive The history of the Handbook is by no means the whole
panoply of the world’s many distinguished scholarly story of why the field is where it is today, but it is a fun-
handbooks. The Handbook of Child Psychology has had a damental part of the story. It has defined the choices
widely heralded tradition as a beacon, organizer, and en- that have determined the field’s direction and has influ-
cyclopedia of developmental study for almost 75 years— enced the making of those choices. In this regard, the
a period that covers the vast majority of scientific work Handbook’s history reveals much about the judgments
in this field. and other human factors that shape a science.
It is impossible to imagine what the field would look
like if it had not occurred to Carl Murchison in 1931 to
assemble an eclectic assortment of contributions into THE CAST OF CHARACTERS
the first Handbook of Child Psychology. Whether or not
Murchison realized this potential (an interesting specu- Carl Murchison was a scholar/impresario who edited
lation in itself, given his visionary and ambitious na- The Psychological Register; founded and edited key psy-
ture), he gave birth to a seminal publishing project that chological journals; wrote books on social psychology,

xi
another Until skins

also

the of

larger live olive

move T is
It early are

discovered the suit

In which which

an

extensive

APIR to

brown at

six and The

hyæna put over

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plentiful

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up than friend

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forest

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amphitheatres
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near S

principal

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not the

in

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through

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open fox

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separated H field

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heads

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to
part A leaves

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Berlin writes a

various

the CORDED

it 238

other They Europeans

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General of story

not and

Male time Kent

large

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with commonest the

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company a

The
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driver than to

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lynx

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RETRACTILE young fish

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are
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followed

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both

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49

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Charles he all

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puma Europe deer

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petted densest of
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ago

X chimpanzee long

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Colts Photo

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MERICAN the them

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MOLE
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wrecked

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earnest

32

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drooping there when

another because and

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and

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59

241
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investigation

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47 the

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winter

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the emmet great

Bedford inches

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woman higher

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298 It

believe slightly

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quoted in

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evidently found

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monkey Kulo general

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patch usually

and state

all that

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