搜索结果：Developmental psychology

Contents: Part I:The Field of Developmental Psychology.Why Developmental Psychology? An Illustration of the Developmental Approach: The Case of Auditory Sensitivity. Part II:General Issues in Research Methodology.The Nature of Theories and Models. The Nature of Scientific Methods. The Internal Validity of Research Designs. The External Validity of Research Designs. Measurement. Data Analysis and Interpretation. Part III:Objectives and Issues of Developmental Research in Psychology.The Scope of Developmental Psychology. Targets of Developmental Analysis. Developmental Research Paradigms. Time and Change: The Basic Data Matrix. Part IV:Descriptive Developmental Designs.Simple Cross- Sectional and Longitudinal Methods. Sequential Cross-Sectional and Longitudinal Strategies. Developmental Design and Change in Subject Populations With Age. Change in Populations and Sampling: Assessment and Control. Selected Issues in Developmental Assessment. Modeling Change Over Time: From Description to Explanation. Part V:Explanatory-Analytic Developmental Research.Toward Explanation: The Simulation of Developmental Processes. Cross- Cultural and Comparative Developmental Psychology. Heredity- Environment Research and Development. Developmental Research on Learning: Group Designs. Developmental Research on Learning: Single-Subject Designs. Structural Models: The Continuing Search for Causes.

Developmental Psychology provides a perspective that illuminates substantive phenomena in psychology, applies across the life span, and has its own value as well as manifest relevance to everyday life. It is for these reasons that the editors undertook the study of developmental psychology and organized this introduction for advanced students. The chapters represent original, comprehensive, and topical treatments of major areas of developmental psychology that have been tailored into a uniquely broad and useful text for graduate and advanced undergraduate developmental psychology students. The success of the first two editions encouraged the editors to prepare and update this third edition. All chapters have been extensively revised, the section on methods has been streamlined, the section on social and personality development has been recast to highlight the development of the child in interaction with parents, peers, and institutions, and a chapter on cross-cultural developmental psychology has been added to the last section. Readers will obtain a new perspective on psychology, a greater appreciation of the varied phenomena that constitute psychology, and a fundamental grounding in developmental psychology itself.

Lifespan developmental psychology is an overarching framework, which considers the study of individual development (ontogenesis) from conception into old age. Efforts are made to highlight the uniqueness in developmental theory that emanates from a lifespan developmental framework. Models and definitions of successful (effective) development, which highlight individual and cultural variations, are a main focus of researchers in this field. The concept of lifespan developmental psychology was previously advanced to incorporate two approaches (i.e., wholistic person-centered and function-centered) to lifespan ontogenesis. Historical and societal contexts of theoretical arguments are discussed to embed the current issues surrounding lifespan psychology and its location in the larger field of developmental psychology. Five sequential but interrelated steps are presented to examine psychological theories of lifespan development. Two areas of human development are emphasized, intellectual functioning and personality, to illustrate lifespan research and theory. Work from these fields is presented to provide a theoretical umbrella under which lifespan research can be examined. The integrative role of lifespan theory in organizing and stimulating the study of personality development is offered.

Part 1 Introduction 1. Developmental Psychology: A New Synthesis Philip David Zelazo Part 2 Personality and Emotional Development 2. Personality and Emotional Development: Overview Nathan A. Fox, Bethany C. Reeb-Sutherland, and Kathryn A. Degnan 3. The Development of Stress Reactivity: A Neurobiological Perspective Megan R. Gunnar and Adriana M. Herrera 4. The Development of Emotion Regulation: Integrating Normative and Individual Differences through Developmental Neuroscience Marc D. Lewis 5. The Developing Moralities: A Cognitive Neuroscience Approach R. J. R. Blair 6. The Structure of Temperament and Personality Traits: A Developmental Perspective Rebecca L. Shiner and Colin G. DeYoung 7. Temperamental Contributions to Inhibited and Uninhibited Profiles Jerome Kagan Part 3 Social Development 8. Social Development Carol S. Dweck 9. Attachment Theory and Research: Precis and Prospect Ross A. Thompson 10. A Neural Networks, Information Processing Model of Joint Attention and Social-Cognitive Development Peter Mundy 11. Peer Relationships in Childhood Kenneth H. Rubin, Julie C. Bowker, Kristina L. McDonald, and Melissa Menzer 12. Play Anthony D. Pellegrini 13. Prosocial Development Nancy Eisenberg, Tracy L. Spinrad, and Amanda S. Morris 14. Gender Development During Childhood Campbell Leaper 15. Self-conceptualizing in development Philippe Rochat 16. Theory of Mind: Self-Reflection and Social Understanding Janet Wilde Astington and Claire Hughes 17. Sociocultural Contexts of Development Mary Gauvain Part 4 Developmental Psychopathology 18. An Overview of Developmental Psychopathology Dante Cicchetti 19. Modularity and Developmental Disorders Michael S. C. Thomas, Harry R. M. Purser, and Fiona M. Richardson 20. Aggression and Anti-Social Behavior: A Developmental Perspective Jean R. Seguin 21. The social environment and the development of psychopathology Kirby Deater-Deckard 22. Attention Deficit/Hyperactivity Disorder: Towards a Developmental Synthesis Edmund J S Sonuga-Barke 23. Risk and Resilience in Development Ann S. Masten

Life-span developmental psychology involves the study of constancy and change in behavior throughout the life course. One aspect of life-span research has been the advancement of a more general, metatheoretical view on the nature of development. The family of theoretical perspectives associated with this metatheoretical view of life-span developmental psychology includes the recog-nition of multidirectionality in ontogenetic change, consideration of both age-connected and discon-nected developmental factors, a focus on the dynamic and continuous interplay between growth (gain) and decline (loss), emphasis on historical embeddedness and other structural contextual fac-tors, and the study of the range of plasticity in development. Application of the family of perspectives associated with life-span developmental psychology is illustrated for the domain of intellectual devel-opment. Two recently emerging perspectives of the family of beliefs are given particular attention. The first proposition is methodological and suggests that plasticity can best be studied with a research strategy called testing-the-limits. The second proposition is theoretical and proffers that any develop-mental change includes the joint occurrence of gain (growth) and loss (decline) in adaptive capacity. To assess the pattern of positive (gains) and negative (losses) consequences resulting from develop-ment, it is necessary to know the criterion demands posed by the individual and the environment

In this completely revised and updated edition, Deconstructing Developmental Psychology interrogates the assumptions and practices surrounding the psychology of child development, providing a critical evaluation of the role and contribution of developmental psychology within social practice. Since the second edition was published, there have been many major changes. This book addresses how shifts in advanced capitalism have produced new understandings of children, and a new (and more punitive) range of institutional responses to children. It engages with the paradoxes of childhood in an era when young adults are increasingly economically dependent on their families, and in a political context of heightened insecurity. The new edition includes an updated review of developments in psychological theory (in attachment, evolutionary psychology, theory of mind, cultural-historical approaches), as well as updating and reflecting upon the changed focus on fathers and fathering. It offers new perspectives on the connections between Piaget and Vygotsky and now connects much more closely with discussions from the sociology of childhood and critical educational research. Coverage has been expanded to include more material on child rights debates, and a new chapter addresses practice dilemmas around child protection, which engages even more with the "raced" and gendered effects of current policies involving children. This engaging and accessible text provides key resources to inform better professional practice in social work, education and health contexts. It offers critical insights into the politics and procedures that have shaped developmental psychological knowledge. It will be essential reading for anyone working with children, or concerned with policies around children and families. It was also be of interest to students at undergraduate and postgraduate levels across a range of professional and practitioner groups, as well as parents and policy makers.

Developmental Cognitive Neuroscience is concerned with the relation between books in the series are of interest not only to developmental psychologists, but also to Handbook of Developmental Cognitive Neuroscience, Second Edition. An authoritative new work exploring the themes of communication and implementation of research within developmental psychology – a scientific field. The Oxford Handbook of Human Development and Culture. An Interdisciplinary Perspective. Edited by Lene Arnett Jensen, Ph.D. Oxford Library of Psychology.

This review presents the potential contribution of developmental psychology to a more complete understanding of the nature of frontal lobe functioning in children. The cognitive construct of “executive function” has been adopted as a possible behavioral marker of prefrontal functioning from infancy through childhood. Instead of focusing exclusively on mature, adult‐level functioning of the frontal lobes, our article reviews evidence for the view that frontally mediated executive functions emerge in the first year of life and continue to develop at least until puberty, if not beyond. A key theme in this review is that measures used to detect executive functions must be developmentally appropriate, and suggestions regarding viable executive function measures are offered. The contribution of the animal models tested by Diamond and Goldman‐Rakic to our understanding of rudimentary executive functions in infancy is discussed. Another behavioral domain, self‐control, is proposed as a possible source of frontal assessment tools for very young children. In addition, several cognitive tasks from developmental psychology are highlighted as potential frontal measures for school‐age children. Critical issues and current problems associated with research in developmental neuropsy‐chology are discussed.

MCCALL, ROBERT B. Challenges to a Science of Developmental Psychology. CHILD DEVELOPMENT, 1977, 48, 333-344. This paper explores some conceptual and methodological issues in contemporary developmental psychology. It is suggested that, at present, we essentially lack a science of natural developmental processes because few studies are concerned with development as it transpires in naturalistic environments and because we rarely actually collect or analyze truly developmental data. This problem is believed to derive from the veneration of manipulative experimental methods, which have come to dictate rather than serve research questions. The wholesale denigration of nearly all longitudinal methods as either hopelessly confounded or beyond the financial and time commitments of our discipline and a lack of experience with methods of analysis that might reveal the diverse forms of ontogenetic change that probably characterize most development also contribute to this situation. Such attitudes are extreme and unjustified, and alternative strategies are offered.

Journal Article Developmental Psychology: A Life-Span Approach Get access Developmental Psychology: A Life-Span Approach, by J. E. Birren, D. K. Kinney, K. Schaie, & D. S. Woodruff. Houghton Mifflin, Boston, MA, 1981, 696 pp., $22.95 (hardcover).Developmental Psychology: A Life-Span Approach, by E. B. Hurlock. McGraw Hill, New York, 1980, 477 pp., $21.50 (hardcover).Human Development: An Emergent Science, by J. Pikunas. McGraw Hill, New York, 1976, 435 pp., $21.00 (hardcover). Journal of Gerontology, Volume 38, Issue 1, January 1983, Pages 119–120, https://doi.org/10.1093/geronj/38.1.119 Published: 01 January 1983

An attempt to define the field of evolutionary developmental psychology - the application of the principle of natural selection to explain contemporary human development. The authors point out that an evolutionary-developmental perspective allows one to view gene-environment interactions, the significance of individual differences, and the role of behaviour and development in evolution in much greater depth. The authors also focus on how an evolutionary perspective can foster a better understanding of human development and how developmental processes may have influenced the course of human evolution. There are chapters that explore factors influencing parenting and other aspects of family life; the role of play; and the interacting roles of an extended juvenile period, a big brain, and a complex social structure in human cognitive evolution. The authors present a hybrid approach to evolution and development, pointing out that though underlying assumptions held by evolutionary and developmental psychologists have been at odds, each field has much to offer the other.

Developmental science rests on describing, explaining, and optimizing intraindividual changes and, hence, empirically requires longitudinal research. Problems of missing data arise in most longitudinal studies, thus creating challenges for interpreting the substance and structure of intraindividual change. Using a sample of reports of longitudinal studies obtained from three flagship developmental journals-Child Development, Developmental Psychology, and Journal of Research on Adolescence-we examined the number of longitudinal studies reporting missing data and the missing data techniques used. Of the 100 longitudinal studies sampled, 57 either reported having missing data or had discrepancies in sample sizes reported for different analyses. The majority of these studies (82%) used missing data techniques that are statistically problematic (either listwise deletion or pairwise deletion) and not among the methods recommended by statisticians (i.e., the direct maximum likelihood method and the multiple imputation method). Implications of these results for developmental theory and application, and the need for understanding the consequences of using statistically inappropriate missing data techniques with actual longitudinal data sets, are discussed.

This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance.

Journal Article Life-span Developmental Psychology: Research and Theory Get access Life-Span Developmental Psychology: Research and Theory, edited by L. R. Goulet and P. B. Baltes, New York: Academic Press, 1970, pp. 591, $14.50. John J. Spinetta John J. Spinetta Hawthorne, Calif Search for other works by this author on: Oxford Academic PubMed Google Scholar The Gerontologist, Volume 11, Issue 3_Part_1, Autumn 1971, Pages 270–271, https://doi.org/10.1093/geront/11.3_Part_1.270 Published: 01 October 1971

Causal inference is of central importance to developmental psychology. Many key questions in the field revolve around improving the lives of children and their families. These include identifying risk factors that if manipulated in some way would foster child development. Such a task inherently involves causal inference: One wants to know whether the risk factor actually causes outcomes. Random assignment is not possible in many instances, and for that reason, psychologists must rely on observational studies. Such studies identify associations, and causal interpretation of such associations requires additional assumptions. Research in developmental psychology generally has relied on various forms of linear regression, but this methodology has limitations for causal inference. Fortunately, methodological developments in various fields are providing new tools for causal inference-tools that rely on more plausible assumptions. This article describes the limitations of regression for causal inference and describes how new tools might offer better causal inference. This discussion highlights the importance of properly identifying covariates to include (and exclude) from the analysis. This discussion considers the directed acyclic graph for use in accomplishing this task. With the proper covariates having been chosen, many of the available methods rely on the assumption of "ignorability." The article discusses the meaning of ignorability and considers alternatives to this assumption, such as instrumental variables estimation. Finally, the article considers the use of the tools discussed in the context of a specific research question, the effect of family structure on child development.

Journal Article Life-Span Developmental Psychology: Methodological Issues Get access Life-Span Developmental Psychology: Methodological Issues, edited by John R. Nesselroade and Hayne W. Reese. New York: Academic Press, 1973, $16.50, 364 pages + xiii. S. J. Gabriel S. J. Gabriel William J. Hoyer Marguerite Kermis Kevin Roberts Syracuse Univ. Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Gerontology, Volume 29, Issue 1, January 1974, Pages 103–104, https://doi.org/10.1093/geronj/29.1.103a Published: 01 January 1974

Evidence from developmental psychology suggests that understanding other minds constitutes a special domain of cognition with at least two components: an early-developing system for reasoning about goals, perceptions, and emotions, and a later-developing system for representing the contents of beliefs. Neuroimaging reinforces and elaborates upon this view by providing evidence that (a) domain-specific brain regions exist for representing belief contents, (b) these regions are apparently distinct from other regions engaged in reasoning about goals and actions (suggesting that the two developmental stages reflect the emergence of two distinct systems, rather than the elaboration of a single system), and (c) these regions are distinct from brain regions engaged in inhibitory control and in syntactic processing. The clear neural distinction between these processes is evidence that belief attribution is not dependent on either inhibitory control or syntax, but is subserved by a specialized neural system for theory of mind.