1 Implications of Ethology for the Study of Pragmatic Development -- Ethology -- Etiological Methods and Pragmatics -- The Ontogeny and Phylogeny of Pragmatic Behaviors -- The Functional Significance of Pragmatic Behaviors -- Conclusions -- References -- 2 Answering Appropriately: A Developmental Perspective on Conversational Knowledge -- The Nature of Early Contingent Responding -- Toward an Understanding of Responses to Speech Acts by Both Children and Adults -- Further Considerations -- Summary -- References -- 3 Structure and Process in Children’s Conversational Development -- The Structure of Conversation -- Structure in the Conversation of Young Children -- Applied Discourse Analysis -- Appendix A -- Appendix B -- References -- 4 Skill in Peer Learning Discourse: What Develops? -- What Is a Peer? -- What Is Peer Learning? -- Issues for the Study of Peer Learning Discourse -- Constraints on Children’s Effectiveness -- Research Evidence: Three Studies of Children’s Discourse During Peer Learning -- Summary and Conclusions -- References -- 5 The Development of Narrative Skills: Explanations and Entertainments -- The Content of Children’s Stories -- The Plots of Children’s Stories -- Causes and Consequences in Children’s Stories -- Conclusions -- References -- 6 Of Hawks and Moozes: The Fantasy Narratives Produced by a Young Child -- Method -- Results and Discussion -- Summary and Conclusions -- References -- 7 Children’s Deictic Reference: The Role of Space and Animacy -- Simple Comprehension and Production Studies -- Results—Comprehension Study -- Production Study -- Discussion -- A More Complex Descriptive Task: The Doll’s House -- The Language Used While Conducting the Tour -- General Discussion -- Conclusion -- References -- 8 Discourse Development in Atypical Language Learners -- Descriptionof the Language-Impaired Population -- Current Level of Knowledge Concerning Discourse Development in Atypical Language Learners -- Analyzing Discourse Skills in Atypical Populations: Segmentation of the Verbal/Nonverbal Stream -- Future Research Directions -- References -- Author Index.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.

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