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E-raamat: Principles of Developmental Psychology: An Introduction

  • Formaat: 288 pages
  • Ilmumisaeg: 02-Jan-2014
  • Kirjastus: Psychology Press Ltd
  • Keel: eng
  • ISBN-13: 9781317758785
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  • Formaat: 288 pages
  • Ilmumisaeg: 02-Jan-2014
  • Kirjastus: Psychology Press Ltd
  • Keel: eng
  • ISBN-13: 9781317758785

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Developmental psychology is concerned with the scientific understanding of age-related changes in experience and behaviour, not only in children but throughout the lifespan. The task is to discover, describe, and explain how development occurs, from its earliest origins, into childhood, adulthood, and old age. To understand human development requires one not only to make contact with human nature but also to consider the diverse effects of culture on the developing child. Development is as much a process of acquiring culture as it is of biological growth. This book reviews the history of developmental psychology with respect to both its nature and the effects of transmission of culture. The major theorists of the late 19th and early 20th century, Piaget, Vygotsky and Bowlby are introduced to provide a background to contemporary research and the modern synthesis of nature and nurture. This brief textbook is suitable as an introduction to developmental psychology, both at A level and for beginning undergraduate students. It aims to be of interest to psychologists, educationalists, social workers and others with an interest in a contemporary understanding of factors involved in human development.
Part 1 History and Methods of Developmental Psychology
1(34)
1 The origins of developmental psychology
3(12)
Defining the subject
3(1)
The historical and social background
4(1)
Cultural and biological determinants of development
5(1)
Scientific foundations of developmental psychology
6(8)
Conclusion and summary
14(1)
2 The modern synthesis
15(20)
The main twentieth-century developmentalists
15(12)
Stage theories and transitions in development
27(3)
Methods of study in developmental psychology
30(1)
Conclusion and summary
31(4)
Part 2 Infancy
35(78)
3 Pre-natal development
37(21)
Pre-natal development
37(6)
Behaviour as a factor in pre-natal development
43(5)
Continuity from pre- to post-natal life
48(2)
The sensory capacities of the neonate
50(5)
Cultural aspects of childbirth
55(1)
Conclusion and summary
56(2)
4 Perceptual development in infancy
58(19)
Presuppositions
58(1)
Piaget's theory of perception
59(1)
Gibson's alternative
60(2)
Perception of complex object properties in early infancy
62(12)
Speech perception
74(1)
Conclusion and summary
75(2)
5 The development of motor skills in infancy
77(11)
General features of motor development
78(5)
Reaching and grasping
83(4)
Conclusion and summary
87(1)
6 Origins of knowledge
88(25)
Piaget's theory
90(5)
Alternatives to Piaget's theory
95(5)
Reconciliation of Piaget's observations with contemporary data
100(2)
Origins of knowledge about persons
102(5)
The formation of attachment bonds
107(3)
Conclusion and summary
110(3)
Part 3 Early Childhood
113(68)
7 The emergence of symbols
115(24)
The development of language
119(5)
The social context of early language development
124(5)
Early vocabulary development
129(3)
Early syntactic development
132(2)
Language development and sensory impairment
134(3)
Conclusion and summary
137(2)
8 Symbolic representation in play and drawing
139(24)
Play
139(8)
Symbolism in children's drawing
147(13)
Conclusion and summary
160(3)
9 Cognitive development in early childhood
163(18)
Piaget's theory of pre-operational reasoning
163(2)
Childhood egocentrism
165(2)
Animism
167(2)
Problems with language or with Piaget's tests?
169(1)
Margaret Donaldson's critique of Piaget
169(3)
Language and thought: Vygotsky's theory
172(3)
Appearance and reality
175(4)
Conclusion and summary
179(2)
Part 4 Middle Childhood
181(42)
10 Cognitive development in middle childhood
183(16)
Piaget's theory of concrete operational reasoning
184(8)
Cross-cultural comparisons of concrete operations
192(1)
Moral reasoning
192(6)
Conclusion and summary
198(1)
11 The impact of school
199(24)
Literacy
199(9)
Numeracy
208(6)
Intelligence testing
214(7)
Conclusion and summary
221(2)
Part 5 Adolescence and Adulthood
223(29)
12 Adolescence
225(16)
Piaget's account of adolescent thinking
227(4)
Culture and context specificity
231(3)
Is there a transition to adolescent thought?
234(2)
The Freudian view of adolescence
236(2)
Gender identity in adolescence
238(1)
Conclusion and summary
239(2)
13 Development in adulthood
241(11)
Theories of adult development
243(3)
Marriage and parenting
246(4)
Entering employment and the effects of unemployment
250(2)
Conclusion and summary
252(1)
Epilogue 252(3)
References 255(14)
Author Index 269(3)
Subject Index 272
George Butterworth