Holdings: Understanding human development

Understanding human development: biological, social, and psychological processes from conception to adult life

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Bibliographic Details
Main Author:	Thornton, Stephanie 1952- (Author)
Format:	Book
Language:	English
Published:	Houndmills, Basingstoke, Hampshire Palgrave Macmillan 2008
Edition:	1. publ.
Subjects:	Child development Developmental psychologye Entwicklungspsychologie Lehrbuch
Online Access:	Contributor biographical information Publisher description Table of contents only Inhaltsverzeichnis
Item Description:	Includes bibliographical references and index
Physical Description:	XXIII, 663 S. Ill., graph. Darst.
ISBN:	1403933057 9781403933058 9781403933065 1403933065

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Record in the Search Index

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adam_text	t І List of figures xix List of tables xxi List of boxes xxii Chapter 1: Studying human development 1 Why study human development? 1 A short history of developmental psychology 4 Darwin and the theory of evolution 5 Comparative psychology and ethology 6 Imprinting and attachment 8 Sociobiology and evolutionary psychology 9 Learning theory and behaviourism 10 Social learning theory 14 Vygotsky and social interactions in development 14 Piaget and cognitive development 15 Information processing and cognitive development 18 Sigmund Freud 21 Current research and the legacy of the 20th century 25 Studying development scientifically 25 The problem with facts (and the nature of data) 26 The trouble with truth (and the nature of theory) 28 Data, theories and progress in science 29 Is developmental psychology a science like physics? 30 Methods for studying human development 31 Common methodological issues in science 31 VII Reliability and validity 31 Generality 31 Correlations and cause and effect 32 Special issues for research on human development 33 Studying change 33 Making mental processes visible 34 Studying development ethically 36 About this book 38 Exercises 40 Suggested further reading 40 Revision summary 41 Part I The beginning of life 45 Overview 45 Chapter 2: Bodies and brains 47 Human evolution 47 Early ancestors 47 One species 50 The evolution of the brain 50 Dynamic systems theory 54 Genes 59 The structure of our genetic material 59 Nature, nurture and genes 61 Prenatal development 64 Conception 64 From conception to birth 64 The zygotic stage 64 The embryo stage 65 The fetal stage 67 Birth 68 Methods for studying prenatal development in more detail 68 Fibre-optics, ultrasound and heart rate 69 Habituation designs 70 Behaviour and learning in the womb 70 Movement 70 The senses 72 Touch 72 Taste 72 Smell 72 Sight 73 Hearing 73 Genes, uterine environments and problems in development 74 Genetic problems 74 Environmental problems 76 viii Physical development after birth 79 Postnatal development of the brain 79 The growing body 82 Motor development 83 In conclusion 86 Exercises 87 Suggested further reading 87 Revision summary 87 Chapter 3: Infant minds: perception, inference and understanding in the first 18 months 91 Is the newborn mind a blank slate ? 92 Piaget s theory of infant cognition 93 Assimilation, accommodation and adaptation 93 Sensori- motor intelligence 94 Infant egocentricity and understanding objects 96 Gibson s theory 97 Two views of infant minds 99 Studying infant minds 100 Methodological issues in infancy research 100 Baby diaries 100 Recording behaviour for research 102 Drawing inferences from patterns of attention 103 Visual preference 103 Habituation 103 Conditioning 104 Measuring physiological responses 104 Heart rate 105 Brain activity: PET, MRI and ERP 105 Current research on infant minds 106 Perceiving shapes 106 Shape and size constancy 109 Perceiving sounds 109 Perceiving number 110 Understanding objects 112 Knowing that invisible things are there 113 Inferences about the properties of invisible objects 115 Alternative explanations for search errors 117 Factors affecting search 117 Memory 117 Motor coordination 118 Planning 119 Understanding invisibility and searching for hidden objects 120 A new theoretical understanding 120 Connectionism and infant cognition 121 A dynamic systems approach to infant cognition 123 In conclusion 124 Exercises 127 Suggested further reading 127 Revision summary 127 Chapter 4: Growing emotions: social and personal development in the first 18 months 130 The beginnings of social responsiveness 130 Social responsiveness in the newborn 131 Conflicting interpretations of early social responsiveness 132 Recognizing people 135 Learning about faces 138 Distinguishing between living and inanimate things 139 Understanding emotions 141 Emotional expressiveness 141 Feelings and emotions 142 Understanding and sharing emotions 144 Signalling and communicating with emotions 146 Developing a concept of self 148 What is the self ? 148 Studying the origins of self in infancy 148 Explaining the origins of self in infancy 149 Discovering a consistent self (from birth on) 149 Discovering self as agent (from 4 months on) 150 Discovering the me-self (as the child approaches 18 months) 151 Social relationships in infancy: attachment and development 152 Bowlby s theory of attachment 152 Measuring the quality of attachment 155 What causes secure or insecure attachments? 158 Attachment and development 159 Temperament 161 Measuring temperament in babies 162 Cultural differences in temperament 164 Temperament and development 164 Temperament and attachment 166 In conclusion 167 Exercises 171 Suggested further reading 171 Revision summary 171 Partii Cognitive development from infancy to adulthood 175 Overview 175 Chapter 5: Language 177 What is language? 17g Could other species learn to use human language? 179 Patterns in language development 180 Early days 181 The first months of life 182 Discovering words 185 Recognizing words as units in speech 186 Comprehending the meaning of words 186 Building a vocabulary 188 Vocabulary, culture and experience 190 Grammar 192 Responding to grammar 192 Producing grammatical utterances 194 Using grammar to reveal meaning 195 Working on the rules of syntax 196 Reflecting on language 196 Theories of language development 197 Biology and language 198 Chomsky and innate mechanisms for language 198 Evidence for the LAD 200 Maturation and development 201 Identifying grammatical universais 203 Modifications to Chomsky s theory 203 Grammar from cognitive and social processes 204 Grammar and the structure of social meanings 205 Scaffolding, infant-directed speech and language 205 Building blocks for conversations 208 Connectionism and dynamic systems approaches 210 In conclusion 212 Exercises 214 Suggested further reading 214 Revision summary 214 Chapter 6: Reasoning and conceptual understanding 218 Logic, reasoning and development 219 The nature of logic 219 Piaget and the development of reasoning 221 Sensori-motor intelligence: birth to 18 months 222 Pre-operational reasoning: 18 months to 7 years 222 Concrete operations: 7 to 11 years 225 Formal operations: from 12 years on 226 Critiques of Piaget s theory 226 Alternative interpretations of failure in Piaget s tasks 226 The need to study mental processes more directly 228 Challenging the importance of logical structures 229 Mental models and logical reasoning 230 Transitive inferences from mental models 230 Logic, mental models and the development of reasoning 232 Reasoning and knowledge 232 Logical necessity 233 Literacy, mathematics and formal reasoning 234 Cultural tools and cognitive development 237 Cognitive development in adolescence 239 Heuristic reasoning 241 Heuristic reasoning, perception and memory 241 The availability heuristic 242 The representativeness heuristic 242 Is heuristic reasoning rational? 243 The development of heuristic reasoning 244 The development of knowledge 245 Concept formation 246 Conceptual organization 248 Core concepts 249 Conceptual understanding, causality and reasoning 252 Making causal connections 254 Understanding what is alive: a case study 255 Conceptual change from causal understanding 257 Developmental stages versus domain-specific knowledge 258 Novices and experts 259 Developing from novice to expert? 260 In conclusion 260 Exercises 262 Suggested further reading 262 Revision summary 262 Chapter 7: Memory, problem solving and mechanisms of cognitive development 265 The development of memory 265 Recognition and recall 265 Does the ability to recognize things change in childhood? 266 Developmental change in recall 267 Conceptual understanding and developmental change in recall 267 Item familiarity 267 Causal understanding and recall 268 Reconstruction and recall 269 Everyday recall 270 Children s eyewitness testimony 271 Scripts and autobiographical memory 273 Deliberate memorizing 274 Understanding the point of the activity 275 Strategies for remembering 275 Meta-cognitive awareness 276 Does the physical capacity of memory change in childhood? 277 xii The development of problem-solving 280 New insights from studying knowledge in action 281 Knowledge and rules for reasoning 281 Information processing, performance and knowledge 284 The process of planning 284 Strategies in planning 285 The development of trial and error 285 The development of means-ends analysis 286 Task-specific knowledge and means-ends planning 290 Becoming an expert problem solver 291 Generalizing problem-solving skills through analogy 291 Can young children draw analogies? 292 Using analogies in problem solving 293 Mechanisms of cognitive change 294 Microgenetic methods for studying the process of change 295 Strategy selection and cognitive change: a new view of development 296 Siegler s Overlapping waves theory 297 Discovering new strategies 300 New strategies from existing procedures 301 Creative discovery from problem-solving processes 305 Social processes in the development of problem solving 309 Observation and imitation 309 Collaborating with other children 310 Learning from apprenticeship 311 In conclusion 314 Exercises 316 Suggested further reading 316 Revision summary 316 Chapter 8: Individual differences in cognition 320 Individual differences and IQ 320 The concept of IQ 321 Historical origins 321 A psychometric definition of intelligence 321 IQ scores 322 Does general intelligence exist? 324 Teasing out factors in intelligence 325 A new theory of intelligence 327 Measuring processing speed 329 Individual variation in intelligence and genetics 329 Does intelligence develop through childhood? 331 Predicting future performance from measures of IQ 332 Intelligence as an explanation of individual differences 334 Modern psychometric measures of individual differences 336 Psychometrics and creativity 337 xiii Process accounts of individual differences in cognition 337 Genes 338 Social processes and individual differences 338 Individual characteristics and cognitive development 339 The process of creativity 341 Developing differently 343 Diagnosing developmental abnormalities 343 Delayed cognitive development 344 General factors in developmental delay 344 Specific developmental disabilities 345 Atypical cognitive development 347 In conclusion 348 Exercises 350 Suggested further reading 350 Revision summary 350 Part III Social and emotional development from infancy to adulthood 353 Overview 353 Chapter 9: Understanding other people 355 Becoming a folk psychologist 356 Discovering intentions 356 Discovering the psychology of desire 358 Discovering beliefs 361 The false belief task 362 Appearance/reality tasks 363 Do 4-year-olds develop a theory of mind ? 363 Factors affecting the discovery of the mind 366 Social interactions and the growth of psychological insight 366 Cognitive processing power and representations of others 368 Biological bases for discovering the mind 370 Autism and the failure of mind-reading 373 The clinical syndrome of autism 373 What causes autism? 377 The development of autism 380 Empathy and sympathy 381 The origins of empathy 381 Empathy, sympathy and personal distress 382 The development of sympathy versus personal distress 383 Right feeling, right behaviour 384 Gender differences in insight, empathy and sympathy 384 Psychopathy and the failure of sympathy 385 The clinical syndrome of antisocial personality disorder (APD) 386 What causes APD? 387 In conclusion 339 xiv Exercises 391 Suggested further reading 391 Revision summary 391 Chapter 10: Personality and identity 394 The development of personality 394 Traits and types 395 Studying the structure of personality 395 Personality traits 396 Types 397 Traits, types and development 397 Infant temperament and adult personality 399 Developing a consistent personality 402 Setting the tone of the reaction-evocation cycle 403 Reality and the power of the reaction-evocation cycle 404 Working to maintain the familiar reaction-evocation cycle 405 Developmental processes in personality 406 Stable traits, changing behaviour 406 Changing roles and changing emphases 406 Cultural processes in personality development 407 Change and consistency through the lifespan 408 Life trajectories, transitions and turning points 409 Developing a personal identity 411 The nature of personal identity 412 Self-concepts in childhood and adolescence 413 Developmental processes in the evolution of self concepts 416 Continuities in self-concepts 419 Adolescent identity formation 420 Culture, class, ethnicity, race, gender and identity 423 Childhood 423 Universal and specific processes in conceptualizing self 423 Culture and the content of children s self-concepts 424 Gender and ethnic identity in childhood 426 Adolescence 429 Is the adolescent identity crisis a cultural artefact? 430 Culture and adolescent identity formation 431 Identity formation in ethnic minorities 435 Gender and sexual identity in adolescence 437 In conclusion 440 Exercises 442 Suggested further reading 442 Revision summary 443 Chapter 11: Social relationships 446 Families and development 446 XV Parenting styles, emotional development and self-esteem 446 Parenting styles 447 The impact of parenting styles on development 448 Culture, parenting style and development 454 Parenting style and socio-economic class 459 Fathers, mothers and parenting 459 Family structure and development 461 Siblings 465 Divorce 470 Children s reactions to divorce 470 Divorce and development 471 Divorce and poverty 473 Parental conflict 474 The absent father 475 Children without parents 475 Peer relationships 476 The development of social interactions 476 Social relationships in preschool children 477 Social relationships in middle childhood 481 Social relationships in adolescence 484 From platonie friendship to romance 486 Culture and the development of peer relationships 488 Information technology and friendships 490 Brains and adolescent behaviour 491 Social status 494 Measuring social status 496 What determines social status? 497 Developmental outcomes, rejection and bullying 498 In conclusion 501 Exercises 503 Suggested further reading 503 Revision summary 503 Chapter 12: Prosocial and antisocial behaviour 506 Evolutionary theories 506 The problem of prosocial behaviour 506 Beyond biology 507 The importance of empathy 508 Hoffman s theory 508 Does empathy explain prosocial behaviour? 509 Prosocial behaviour doesn t always reflect empathy 509 Empathie ability is not enough to ensure prosocial behaviour 510 Being selective with empathie concern 512 An overview of the role of empathy 514 The development of moral reasoning 514 XVI Piageťs account of the development of morality 515 Kohlberg s stages of moral reasoning 517 Kohlberg, gender and the ethic of care 523 Kohlberg, culture and ethical imperialism 525 Kohlberg, children, everyday dilemmas and distributive justice 528 A stage model of moral reasoning? 531 Distinguishing moral and social rules 532 Moral reasoning and moral behaviour 533 Conscience and moral identity 537 The origins of conscience in early childhood 538 Conscience and the development of moral emotions 539 Moral identity and moral behaviour 540 Saints and moral exemplars 542 Individual differences in prosocial and antisocial tendencies 543 Genetics 543 The child s inheritance 544 Genes and families 546 Parents and families 546 Early parenting and pro- or antisocial life trajectories 546 Moral development and parenting styles beyond infancy 549 Are there crimogenic families? 549 Communities and peer groups 550 Just and unjust communities 551 Peer groups 552 Explaining evil 553 A dynamic systems perspective 555 In conclusion 559 Exercises 560 Suggested further reading 560 Revision summary 560 A final comment 563 Chapter 13: Toward a new view of development 565 Exercises 568 Suggested further reading 568 References 569 Name index 629 Subject index 647 xvii
adam_txt	t І List of figures xix List of tables xxi List of boxes xxii Chapter 1: Studying human development 1 Why study human development? 1 A short history of developmental psychology 4 Darwin and the theory of evolution 5 Comparative psychology and ethology 6 Imprinting and attachment 8 Sociobiology and evolutionary psychology 9 Learning theory and behaviourism 10 Social learning theory 14 Vygotsky and social interactions in development 14 Piaget and cognitive development 15 Information processing and cognitive development 18 Sigmund Freud 21 Current research and the legacy of the 20th century 25 Studying development scientifically 25 The problem with 'facts' (and the nature of data) 26 The trouble with truth (and the nature of theory) 28 Data, theories and progress in science 29 Is developmental psychology a science like physics? 30 Methods for studying human development 31 Common methodological issues in science 31 VII Reliability and validity 31 Generality 31 Correlations and cause and effect 32 Special issues for research on human development 33 Studying change 33 Making mental processes visible 34 Studying development ethically 36 About this book 38 Exercises 40 Suggested further reading 40 Revision summary 41 Part I The beginning of life 45 Overview 45 Chapter 2: Bodies and brains 47 Human evolution 47 Early ancestors 47 One species 50 The evolution of the brain 50 Dynamic systems theory 54 Genes 59 The structure of our genetic material 59 Nature, nurture and genes 61 Prenatal development 64 Conception 64 From conception to birth 64 The zygotic stage 64 The embryo stage 65 The fetal stage 67 Birth 68 Methods for studying prenatal development in more detail 68 Fibre-optics, ultrasound and heart rate 69 Habituation designs 70 Behaviour and learning in the womb 70 Movement 70 The senses 72 Touch 72 Taste 72 Smell 72 Sight 73 Hearing 73 Genes, uterine environments and problems in development 74 Genetic problems 74 Environmental problems 76 viii Physical development after birth 79 Postnatal development of the brain 79 The growing body 82 Motor development 83 In conclusion 86 Exercises 87 Suggested further reading 87 Revision summary 87 Chapter 3: Infant minds: perception, inference and understanding in the first 18 months 91 Is the newborn mind a 'blank slate'? 92 Piaget's theory of infant cognition 93 Assimilation, accommodation and adaptation 93 Sensori- motor intelligence 94 Infant egocentricity and understanding objects 96 Gibson's theory 97 Two views of infant minds 99 Studying infant minds 100 Methodological issues in infancy research 100 Baby diaries 100 Recording behaviour for research 102 Drawing inferences from patterns of attention 103 Visual preference 103 Habituation 103 Conditioning 104 Measuring physiological responses 104 Heart rate 105 Brain activity: PET, MRI and ERP 105 Current research on infant minds 106 Perceiving shapes 106 Shape and size constancy 109 Perceiving sounds 109 Perceiving number 110 Understanding objects 112 Knowing that invisible things are there 113 Inferences about the properties of invisible objects 115 Alternative explanations for search errors 117 Factors affecting search 117 Memory 117 Motor coordination 118 Planning 119 Understanding invisibility and searching for hidden objects 120 A new theoretical understanding 120 Connectionism and infant cognition 121 A dynamic systems approach to infant cognition 123 In conclusion 124 Exercises 127 Suggested further reading 127 Revision summary 127 Chapter 4: Growing emotions: social and personal development in the first 18 months 130 The beginnings of social responsiveness 130 Social responsiveness in the newborn 131 Conflicting interpretations of early social responsiveness 132 Recognizing people 135 Learning about faces 138 Distinguishing between living and inanimate things 139 Understanding emotions 141 Emotional expressiveness 141 Feelings and emotions 142 Understanding and sharing emotions 144 Signalling and communicating with emotions 146 Developing a concept of self 148 What is the 'self'? 148 Studying the origins of self in infancy 148 Explaining the origins of self in infancy 149 Discovering a consistent self (from birth on) 149 Discovering 'self as agent' (from 4 months on) 150 Discovering the 'me-self' (as the child approaches 18 months) 151 Social relationships in infancy: attachment and development 152 Bowlby's theory of attachment 152 Measuring the quality of attachment 155 What causes secure or insecure attachments? 158 Attachment and development 159 Temperament 161 Measuring temperament in babies 162 Cultural differences in temperament 164 Temperament and development 164 Temperament and attachment 166 In conclusion 167 Exercises 171 Suggested further reading 171 Revision summary 171 Partii Cognitive development from infancy to adulthood 175 Overview 175 Chapter 5: Language 177 What is language? 17g Could other species learn to use human language? 179 Patterns in language development 180 Early days 181 The first months of life 182 Discovering words 185 Recognizing words as units in speech 186 Comprehending the meaning of words 186 Building a vocabulary 188 Vocabulary, culture and experience 190 Grammar 192 Responding to grammar 192 Producing grammatical utterances 194 Using grammar to reveal meaning 195 Working on the rules of syntax 196 Reflecting on language 196 Theories of language development 197 Biology and language 198 Chomsky and innate mechanisms for language 198 Evidence for the LAD 200 Maturation and development 201 Identifying grammatical universais 203 Modifications to Chomsky's theory 203 Grammar from cognitive and social processes 204 Grammar and the structure of social meanings 205 Scaffolding, infant-directed speech and language 205 Building blocks for conversations 208 Connectionism and dynamic systems approaches 210 In conclusion 212 Exercises 214 Suggested further reading 214 Revision summary 214 Chapter 6: Reasoning and conceptual understanding 218 Logic, reasoning and development 219 The nature of logic 219 Piaget and the development of reasoning 221 Sensori-motor intelligence: birth to 18 months 222 Pre-operational reasoning: 18 months to 7 years 222 Concrete operations: 7 to 11 years 225 Formal operations: from 12 years on 226 Critiques of Piaget's theory 226 Alternative interpretations of failure in Piaget's tasks 226 The need to study mental processes more directly 228 Challenging the importance of logical structures 229 Mental models and logical reasoning 230 Transitive inferences from mental models 230 Logic, mental models and the development of reasoning 232 Reasoning and knowledge 232 Logical necessity 233 Literacy, mathematics and formal reasoning 234 Cultural tools and cognitive development 237 Cognitive development in adolescence 239 Heuristic reasoning 241 Heuristic reasoning, perception and memory 241 The 'availability' heuristic 242 The 'representativeness' heuristic 242 Is heuristic reasoning rational? 243 The development of heuristic reasoning 244 The development of knowledge 245 Concept formation 246 Conceptual organization 248 Core concepts 249 Conceptual understanding, causality and reasoning 252 Making causal connections 254 Understanding what is alive: a case study 255 Conceptual change from causal understanding 257 Developmental stages versus domain-specific knowledge 258 Novices and experts 259 Developing from novice to expert? 260 In conclusion 260 Exercises 262 Suggested further reading 262 Revision summary 262 Chapter 7: Memory, problem solving and mechanisms of cognitive development 265 The development of memory 265 Recognition and recall 265 Does the ability to recognize things change in childhood? 266 Developmental change in recall 267 Conceptual understanding and developmental change in recall 267 Item familiarity 267 Causal understanding and recall 268 Reconstruction and recall 269 Everyday recall 270 Children's eyewitness testimony 271 Scripts and autobiographical memory 273 Deliberate memorizing 274 Understanding the point of the activity 275 Strategies for remembering 275 Meta-cognitive awareness 276 Does the physical capacity of memory change in childhood? 277 xii The development of problem-solving 280 New insights from studying knowledge in action 281 Knowledge and rules for reasoning 281 Information processing, performance and knowledge 284 The process of planning 284 Strategies in planning 285 The development of trial and error 285 The development of means-ends analysis 286 Task-specific knowledge and means-ends planning 290 Becoming an expert problem solver 291 Generalizing problem-solving skills through analogy 291 Can young children draw analogies? 292 Using analogies in problem solving 293 Mechanisms of cognitive change 294 Microgenetic methods for studying the process of change 295 Strategy selection and cognitive change: a new view of development 296 Siegler's Overlapping waves' theory 297 Discovering new strategies 300 New strategies from existing procedures 301 Creative discovery from problem-solving processes 305 Social processes in the development of problem solving 309 Observation and imitation 309 Collaborating with other children 310 Learning from apprenticeship 311 In conclusion 314 Exercises 316 Suggested further reading 316 Revision summary 316 Chapter 8: Individual differences in cognition 320 Individual differences and IQ 320 The concept of IQ 321 Historical origins 321 A psychometric definition of intelligence 321 IQ scores 322 Does general intelligence exist? 324 Teasing out factors in intelligence 325 A new theory of intelligence 327 Measuring processing speed 329 Individual variation in intelligence and genetics 329 Does intelligence develop through childhood? 331 Predicting future performance from measures of IQ 332 Intelligence as an explanation of individual differences 334 Modern psychometric measures of individual differences 336 Psychometrics and creativity 337 xiii Process accounts of individual differences in cognition 337 Genes 338 Social processes and individual differences 338 Individual characteristics and cognitive development 339 The process of creativity 341 Developing differently 343 Diagnosing developmental abnormalities 343 Delayed cognitive development 344 General factors in developmental delay 344 Specific developmental disabilities 345 Atypical cognitive development 347 In conclusion 348 Exercises 350 Suggested further reading 350 Revision summary 350 Part III Social and emotional development from infancy to adulthood 353 Overview 353 Chapter 9: Understanding other people 355 Becoming a folk psychologist 356 Discovering intentions 356 Discovering the psychology of desire 358 Discovering beliefs 361 The 'false belief' task 362 'Appearance/reality' tasks 363 Do 4-year-olds develop a 'theory of mind'? 363 Factors affecting the discovery of the mind 366 Social interactions and the growth of psychological insight 366 Cognitive processing power and representations of others 368 Biological bases for discovering the mind 370 Autism and the failure of mind-reading 373 The clinical syndrome of autism 373 What causes autism? 377 The development of autism 380 Empathy and sympathy 381 The origins of empathy 381 Empathy, sympathy and personal distress 382 The development of sympathy versus personal distress 383 Right feeling, right behaviour 384 Gender differences in insight, empathy and sympathy 384 Psychopathy and the failure of sympathy 385 The clinical syndrome of antisocial personality disorder (APD) 386 What causes APD? 387 In conclusion 339 xiv Exercises 391 Suggested further reading 391 Revision summary 391 Chapter 10: Personality and identity 394 The development of personality 394 Traits and types 395 Studying the structure of personality 395 Personality traits 396 Types 397 Traits, types and development 397 Infant temperament and adult personality 399 Developing a consistent personality 402 Setting the tone of the reaction-evocation cycle 403 'Reality' and the power of the reaction-evocation cycle 404 Working to maintain the familiar reaction-evocation cycle 405 Developmental processes in personality 406 Stable traits, changing behaviour 406 Changing roles and changing emphases 406 Cultural processes in personality development 407 Change and consistency through the lifespan 408 Life trajectories, transitions and turning points 409 Developing a personal identity 411 The nature of personal identity 412 Self-concepts in childhood and adolescence 413 Developmental processes in the evolution of self concepts 416 Continuities in self-concepts 419 Adolescent identity formation 420 Culture, class, ethnicity, race, gender and identity 423 Childhood 423 Universal and specific processes in conceptualizing self 423 Culture and the content of children's self-concepts 424 Gender and ethnic identity in childhood 426 Adolescence 429 Is the adolescent identity crisis a cultural artefact? 430 Culture and adolescent identity formation 431 Identity formation in ethnic minorities 435 Gender and sexual identity in adolescence 437 In conclusion 440 Exercises 442 Suggested further reading 442 Revision summary 443 Chapter 11: Social relationships 446 Families and development 446 XV Parenting styles, emotional development and self-esteem 446 Parenting styles 447 The impact of parenting styles on development 448 Culture, parenting style and development 454 Parenting style and socio-economic class 459 Fathers, mothers and parenting 459 Family structure and development 461 Siblings 465 Divorce 470 Children's reactions to divorce 470 Divorce and development 471 Divorce and poverty 473 Parental conflict 474 The absent father 475 Children without parents 475 Peer relationships 476 The development of social interactions 476 Social relationships in preschool children 477 Social relationships in middle childhood 481 Social relationships in adolescence 484 From platonie friendship to romance 486 Culture and the development of peer relationships 488 Information technology and friendships 490 Brains and adolescent behaviour 491 Social status 494 Measuring social status 496 What determines social status? 497 Developmental outcomes, rejection and bullying 498 In conclusion 501 Exercises 503 Suggested further reading 503 Revision summary 503 Chapter 12: Prosocial and antisocial behaviour 506 Evolutionary theories 506 The problem of prosocial behaviour 506 Beyond biology 507 The importance of empathy 508 Hoffman's theory 508 Does empathy explain prosocial behaviour? 509 Prosocial behaviour doesn't always reflect empathy 509 Empathie ability is not enough to ensure prosocial behaviour 510 Being selective with empathie concern 512 An overview of the role of empathy 514 The development of moral reasoning 514 XVI Piageťs account of the development of morality 515 Kohlberg's stages of moral reasoning 517 Kohlberg, gender and the ethic of care 523 Kohlberg, culture and 'ethical imperialism' 525 Kohlberg, children, everyday dilemmas and distributive justice 528 A stage model of moral reasoning? 531 Distinguishing moral and social rules 532 Moral reasoning and moral behaviour 533 Conscience and moral identity 537 The origins of conscience in early childhood 538 Conscience and the development of moral emotions 539 Moral identity and moral behaviour 540 'Saints' and 'moral exemplars' 542 Individual differences in prosocial and antisocial tendencies 543 Genetics 543 The child's inheritance 544 Genes and families 546 Parents and families 546 Early parenting and pro- or antisocial life trajectories 546 Moral development and parenting styles beyond infancy 549 Are there crimogenic families? 549 Communities and peer groups 550 'Just' and 'unjust' communities 551 Peer groups 552 Explaining evil 553 A dynamic systems perspective 555 In conclusion 559 Exercises 560 Suggested further reading 560 Revision summary 560 A final comment 563 Chapter 13: Toward a new view of development 565 Exercises 568 Suggested further reading 568 References 569 Name index 629 Subject index 647 xvii
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genre_facet	Lehrbuch
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illustrated	Illustrated
index_date	2024-07-02T21:58:55Z
indexdate	2024-07-09T21:21:13Z
institution	BVB
isbn	1403933057 9781403933058 9781403933065 1403933065
language	English
lccn	2008011405
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-016725482
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physical	XXIII, 663 S. Ill., graph. Darst.
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spelling	Thornton, Stephanie 1952- Verfasser (DE-588)136215068 aut Understanding human development biological, social, and psychological processes from conception to adult life Stephanie Thornton 1. publ. Houndmills, Basingstoke, Hampshire Palgrave Macmillan 2008 XXIII, 663 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Child development Developmental psychologye Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Entwicklungspsychologie (DE-588)4014963-8 s DE-604 http://www.loc.gov/catdir/enhancements/fy0828/2008011405-b.html Contributor biographical information http://www.loc.gov/catdir/enhancements/fy0828/2008011405-d.html Publisher description http://www.loc.gov/catdir/enhancements/fy0828/2008011405-t.html Table of contents only Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016725482&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Thornton, Stephanie 1952- Understanding human development biological, social, and psychological processes from conception to adult life Child development Developmental psychologye Entwicklungspsychologie (DE-588)4014963-8 gnd
subject_GND	(DE-588)4014963-8 (DE-588)4123623-3
title	Understanding human development biological, social, and psychological processes from conception to adult life
title_auth	Understanding human development biological, social, and psychological processes from conception to adult life
title_exact_search	Understanding human development biological, social, and psychological processes from conception to adult life
title_exact_search_txtP	Understanding human development biological, social, and psychological processes from conception to adult life
title_full	Understanding human development biological, social, and psychological processes from conception to adult life Stephanie Thornton
title_fullStr	Understanding human development biological, social, and psychological processes from conception to adult life Stephanie Thornton
title_full_unstemmed	Understanding human development biological, social, and psychological processes from conception to adult life Stephanie Thornton
title_short	Understanding human development
title_sort	understanding human development biological social and psychological processes from conception to adult life
title_sub	biological, social, and psychological processes from conception to adult life
topic	Child development Developmental psychologye Entwicklungspsychologie (DE-588)4014963-8 gnd
topic_facet	Child development Developmental psychologye Entwicklungspsychologie Lehrbuch
url	http://www.loc.gov/catdir/enhancements/fy0828/2008011405-b.html http://www.loc.gov/catdir/enhancements/fy0828/2008011405-d.html http://www.loc.gov/catdir/enhancements/fy0828/2008011405-t.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016725482&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT thorntonstephanie understandinghumandevelopmentbiologicalsocialandpsychologicalprocessesfromconceptiontoadultlife

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