Verfügbarkeit: An introduction to developmental psychology

An introduction to developmental psychology:

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Format:	Buch
Sprache:	English
Veröffentlicht:	Chichester BPS Blackwell 2011
Ausgabe:	2. ed.
Schriftenreihe:	BPS textbooks in psychology
Schlagworte:	Entwicklungspsychologie
Online-Zugang:	http://scans.hebis.de/HEBCGI/show.pl?26717547_toc.html http://scans.hebis.de/HEBCGI/show.pl?26717547_kub.html http://scans.hebis.de/HEBCGI/show.pl?26717547_aub.html http://scans.hebis.de/HEBCGI/show.pl?26717547_rez.html http://scans.hebis.de/HEBCGI/show.pl?26717547_bio.html Inhaltsverzeichnis
Beschreibung:	XXVIII, 771 S. Ill., graph. Darst. 25x19x4 cm
ISBN:	9781405186520 1405186526

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adam_text	Titel: An introduction to developmental psychology Autor: Slater, Alan Jahr: 2011 Brief Contents List of Contributors Preface to Second Edition XXIII xxv Parti INTRODUCTION 1 1 The Scope and Methods of Developmental Psychology 3 Alan Slater, Scott P.Johnson, and Darwin Muir 2 Theories and Issues in Child Development 41 Scott P.Johnson, Alan Slater, and Ian Hocking 3 The Nature-Nurture Issue (an Illustration Using Behaviour-Genetic Research on Cognitive Development) 79 Elisa A. Esposito, Elena L. Grigorenko, and Robert J. Sternberg PART II INFANCY 4 Prenatal Development Christine Moon and William P. Eifer Perception, Knowledge, and Action in Infancy J. Gavin Bremner Emotional Development and Attachment Relationships Elizabeth Meins Social Interaction and the Beginnings of Communication H. Rudolph Schaffer The Development of Seif and Gender Wendy Lawrenson 115 117 149 183 217 243 PARTIM CHILDHOOD 9 10 11 Cognitive Development Margaret Anne Defeyter The Development of Language Heather M. Hill and Stan A. Kuczaj II Acquiring a Theory of Mind Peter Mitchell 285 287 319 357 12 Reading and Mathematics in Developmental Psychology 385 Peter Bryant 13 Memory Development and Eyewitness Testimony 417 StephenJ. Ceci, Stanka A. Fitneva, Cagla Aydin, and Nadia Chernyak 14 Play and the Beginnings of Peer Relationships 453 Peter K. Smith 15 Prosocial Tendencies, Antisocial Behaviour, and Moral Development in Childhood 487 Daniel Hart, Nyeema Watsem, Anandini Dar, and Robert Atkins PART IV ADOLESCENCE 515 16 Cognitive Development in Adolescence 517 Kang Lee, Gizelle Anzures, and Alejo Freire 17 Social Development 551 William M. Bukowski, Tanya Bergevin, and Richard Miners PARTV PRACTICALISSUES 585 18 Educational Implications 587 Alyson Davis and Naomi Winstone 19 Risk and Resilience in Development 613 Leslie Morrison Gutman and Eirini Flouri 20 Social Problems in Schools 649 Peter K. Smith and Julian Elliott 21 Atypical Development 681 Sarah Norgate Glossary 717 Names Index 747 Subject Index 757 Contents List of Contributors Preface to Second Edition XXIII xxv Parti INTRODUCTION 1 The Scope and Methods of Developmental Psychology Alan Slater, Scott P.Johnson, and Darwin Muir Introduction Studying Changes with Age Concepts of Human Development Folk theories of development: Punishment orpraise? Defining development according to world views Ways of Studying Development Designs for studying age-related changes Research methods Beyond Common Sense: The Importance of Research Evidence Social policy implications of child development research Developmental Functions: Growing and Changing Continuous function (a) - increasing abüity Continuous function (b) - decreasing abüity Discontinuous (stepj function U-shapedfunctions Comparing developmental functions Summary and Conclusions Discussion points Suggestions for Further Reading References 1 3 5 6 6 6 8 10 10 15 29 31 n 32 33 34 35 36 37 38 38 39 Theories and Issues in Child Development Scott P.Johnson, Alan Slater, and Ian Hocking Introduction Motor Development Maturational theories Dynamic Systems theory Cognitive Development Piaget s theory of development Developmental psychology before Piaget 41 44 44 45 47 50 SO 51 Fundamental aspects of human development, according to Piaget 51 Thefour stages of cognitive development 52 Information Processing Approaches 54 Cognitive development in infancy 5$ Cognitive development in childhood 56 Connectumism and brain development 57 Summarv J8 Companng mformation-processing approaches with Piaget s approach JS Soaal-Cognitive Development 59 Vygotsky 59 Behaviounsm and social learning theory 59 Ethology and Evolution 62 Evolution 62 The ethological approach 63 Emotional Development 64 Attachment theory -John Bowlby and Mary Ainsworth 64 Psychoanalytic Theories 66 Sigmund Freud - Thefounder of psychoanalysis 66 Thefive psychosexual stages 66 Problems with Freudian theory 67 Psychoanalysis, then and now: An overview 68 Modem psychoanalysts - Anna Freud and Erik Erikson 69 Humanistic Theory - Abraham Maslow 69 Abraham Mashrw s hierarchy of needs 69 Putting It All Together - DifFerent Theories for Different Needs 70 Gender development 71 Issues in Child Development 73 The naturenurture issue 73 Stability versus change 73 Contmutty vmits discontinuity 74 Summary and Conclusions 74 Discussion Points 74 Suggestions for Further Reading 75 References 75 The Nature-Nurture Issue (an Illustration Using Behaviour-Genetic Research on Cognitive Development) 79 Elisa A. Esposito. Elena L. Grigorenko, and Robert J. Sternberg Why Do People Differ in the Way They Think? 84 The Behaviour-Genetic Approach to Studying Individual Differences 85 The concepl of individual differences 8 5 Genes and enviwnment 86 Learning the termmology 87 The Forces Determining Individual Differences in Cognition 92 Genetic influences (G): Types and effects 92 Environmental influences (E): Types and effects 94 When the two are brought together: Gene-environment effects (G X E) 95 The Relative Impact of Genes on Cognition: Quantitative Genetic Studies 98 Heritainltry and environmentality 98 Finding the Genes that Impact Cognition: Molecular Genetics Studies 101 Linkage and association studies 101 Candidate genes 102 How Do Genes Influence Cognition? Functional Paradigms 105 Gen« expression profiling 105 The Dynamic Genome: Epigenetics 107 Summary and Conclusions 108 Discussion points 109 Suggestions for Further Reading ] 09 References 110 PART II INFANCY 115 4 Prenatal Development 117 Christine Moon and William P. Fifer Introduction 120 The Brain, the Spinal Cord and the Emergence of Mind 121 Processes and sequencing of brain development 121 Development of the cerebral cortex 122 Behavioural Organisation 123 Sensations 126 Touch 126 The chemosensory system 126 The vestibu lar System 128 The Visual system 129 The auditory System 132 Prenatal and Transnatal Auditory Learning 135 Learning about mother s voice and language 136 Summary 137 Risks to Foetal Development 137 Effects of exposure to psychoactive substances 138 Nutrition andfoetal development 139 Effects of maternal stress 139 Prenatal Development of Postnatal Functions: the Bridge to Infancy 140 Summary and Conclusions 141 Discussion points 142 Suggestions for Further Reading 142 References 142 Perception, Knowledge, and Action in Infancy 149 J. Gavin Bremner Introduction 151 Visual Perception from Birth to Six Months 152 Earfy limitations of Vision: Are thrv really a problem? 152 How can we investigate Infant perception? 153 Shape perception in newborns 154 Newborns perceive a three-dimensional world 156 Perceptual development in the first six months 156 Summary 159 Infants Perception of People 1 59 Face perception 160 Discriminaling between faces /6! Preference for attractive faces 161 Perceptual narrowing and the other speaes race effect 162 Imitation 162 Voice perception 164 Voice and speech discrimination 164 Summary 165 Infants Knowledge of the World 166 Jean Piaget and the development of object permanence 166 Later Work on Infant Cognition 167 The violation of expectation technique 16 7 Evidence of object knowledge: The drawhridge study and others 168 Young infants reason about the number of objects in an event 170 Young infants discriminate different numbers of items 171 Summary 173 Object Search Revisited 174 Search failure is not due to lack of motor skill 174 Seeking an explanation of the A not B error 174 Summary and Conclusions 177 Early knowledge 177 Earfy knowledge does notguide action 177 Remodeling the Piagetian account 178 Discussion points 178 Suggestions for Further Reading 179 References 179 Emotional Development and Attachment Relationships 183 Elizabeth Meins Introduction 185 Emotional Development 186 Are expressions of emotion innate? 186 Infant discrimination offacial expressions 188 Emotional discrimination in context 190 Beyond infancy: Linguistic expression of emotion 191 Hiding your truefeelings 195 Attachment Relationships 198 ßowllry s theory of attachment 198 Mary Ainsworth and the stränge Situation procedure 200 The origins of disorganised attachment 204 Internal working modeis and the adult attachment interview 205 Links between attachment and emotional development 206 Summary and Conclusions 209 Emotional competence in infancy 209 Later emotional competence 209 Attachment theory 210 Attachment and emotional development 210 Discussion points 210 Suggestions for Further Reading 211 References 211 Social Interaction and the Beginnings of Communication 217 H. Rudolph Schaffer Introduction 219 Changes in social interactions in early development 219 A Developmental Framework 221 Preference for Humans Is Present at Birth 221 Initial Encounters 223 Macro-level adjustments 223 Mtcro-Ievel adjustments 223 Two conditions of early social interactions 224 Individual differences 225 Face-to-Face Exchanges 225 Mutual gazing 226 Vocal exchanges 227 Infants learn quickly about interactions! 227 Infants send emotional messages 228 Social signalling 229 Incorporating Objects in Social Interactions 229 The problem of limited attentional capacitv 230 The development of shared attention 230 From asymmetry to symmetry in social interactions 231 Toward a theory of mind 232 From Interactions to Relationships 232 The development of object (and person!) permanence 232 Communicating with Symbols 234 From sensorimotorjvnctioning to the use of symk ls 235 Talkmg to babies - is infant-directed speech necessary? 235 The desire to communicate 236 Summary and conclusions: The development of effective communication 237 Summary and Conclusions 238 When development goes wrong 238 The complexity of the task facing the ch ild 238 Discussion points 239 Suggestions for Further Reading 240 References 240 The Development of Seif and Gender 243 Wendy Lawrenson Introduction 245 Existential Seif 246 The development of self-agency 246 Cognitive responses to the external world 247 Infants are born to be sociable 247 The Development of Self-Awareness 249 The rouge on the nose test 249 Explaining the development of self-awareness 250 I Am Me but Am 1 Worthy? The Study of Self-Esteem - Definition. Measurement and Origin 253 fXsrtngwuhing between self-esteem and self-efficacy 254 The Power of Language 258 Attribution theory 259 This is my body: The development of a sense of body image 260 Body parts and whole 260 The tadpole stage in children s drawings 261 Are children drawing themselves? 262 Body size image 262 Perception of Body Attractiveness 265 Early social relationships 266 Modelling and social comparison 266 Re-constructing the body and body image 267 Gender Identity Development 268 Evaluating Freudian theory 269 Boys and girls and shades of gender 269 The boy who was raised as a girl 270 Rewarding gender-appropnate behaviours 272 Cognitive components of gender identity 273 Construction of gender identity 274 The Chosen Categorical Seif 275 Developing a national identity 276 Summary and Conclusions 277 Discussion points 279 Suggestions for Further Reading 279 References 279 PART III CHILDHOOD 285 9 Cognitive Development 287 Margaret Anne Defeyter Introduction 288 Piaget s Cognitive-Developmental Theory 289 Underlying structures and processes 289 Piaget s stages of cognitive development 290 Overall evaluationof Piaget s theory 308 Case s Neo-Piagetian Theory 309 Siegler s Overlapping Waves Theory 310 Vygotsky s Sociocultural Perspective 311 Overall evaluation of Vygotshy s theory 313 Summary and Conclusions 313 Discussion points 314 Suggestions for Further Reading 315 References 315 10 The Development of Language 319 Heaiher M. Hill and Stan A. Kuczaj II Introduction 321 What Is Human Language? 322 A communication system 322 A symbolic system 322 A rule-governed system 323 Language is productive 323 The Development of the Pragmatic System 324 Turn-taking 324 Initiating interactions 326 Maintaining conversations 327 Repairingfaulty conversations 327 The Development of the Phonological System 328 Speech perception 328 Speech production 331 The development of articulation 333 The Development of the Syntactic System 334 The one-word period 335 The two-word period 336 Later syntactic devdo/mtent 33 7 The significance of overregularisation errors and creative generalisations 338 How can syntactic development be explained? 340 The Acquisition of Word Meaning 342 Guessinga word s meaning 343 The complexity of the task 344 Is children s acquisition of word meaning constrained? 344 The importance of semantic relations 345 The lnteraction of Language and Cognitive Development 346 Summary and Conclusions 347 Discussion points 348 Suggestions for Further Reading 348 References 348 11 Acquiring a Theory of Mind 357 Peter Mitchell Introduction 359 Early attunement to others minds 359 Focusing onfalse beliefs: The unexpected transfer test 360 When Do Children Begin to Understand that People Hold Beliefs? 362 Do Children Acquire a Theory of Mind? 362 The deceptive box test 363 Is there a Developmental Stage? 364 The case for gradual change 364 Do children suddenly begin giving correct judgements offalse belief? 365 Understanding the question asked 366 The State change test 366 Hybrid of deceptive box and State change tests 368 The posting Version of the deceptive box test 369 Signs of Competence During Infancy: Can Infants Understand False Belief? 370 /Units diffkulty with false beliefs 3 71 Factors that Influence Development 374 Nature versus nurture 374 Are we equipped with a dedicated module in the brain for understanding other minds? 3 75 The wie of thefamily: Siblings 3 76 Tfte wie of thefamily: Adults 3 78 The characteristics of the child 3 78 Autism 379 Ijxck of Imagination 379 Socialisation and communication deficits 3 79 Causes of autism 380 Failure to understand the mind 380 Summary and Conclusions 382 Discussion points 382 Suggestions for Further Reading 382 References 383 12 Reading and Mathematics in Developmental Psychology 385 Peter Bryant Introduction 388 Reading and Writing 389 The difficulty of alphabetic Scripts 390 Phonemic awareness and learning to read 391 Rhymes and rimes 391 Summary 393 Conditional Spelling Rules 393 Invented spelling 394 The split digraph (or the silent e ) 394 Morphemic spelling rules: The case of English 395 Morphemic spelling rules in Greek and French 396 Morphemic spelling rules are difficult 39? Two steps in learning morphemic spelling rules 398 Summary 399 Number and Counting 400 Logic and number 400 Different counting Systems 401 Infants knowledge of number 402 Infants knowledge of addition and subtraction: Wynn s work 403 Criticisms of Wynn s work 404 Principles before skills 404 Acquiring an understanding of numbergradually: Carey s individuation hypothesis 405 Bootstrapping 406 Number as a Cultural Tool 407 The decimal System 407 Logic in the Understanding of Number 408 Logic and cardinality 409 Young children sometimes do not realise that same number = same quantity 409 The importance of one-toone correspondence 410 Conclusiotis about the beginnings of the understanding of number 411 Summary and Conclusions 411 Discussion points 412 Suggestions for Further Reading 412 References 413 13 Memory Development and EyewitnessTestimony 417 StephenJ. Ceti, Stanka A. Fitneva, Cagla Aydin, and Nadia Chernyak Introduction 419 The Bronx case 419 How reliabk are children s reports? 420 The Development of Memory 420 Recognition and recall 421 The Memory Process 421 Encoding 421 Storage 422 Retneval 422 Semantic and episodic memor 423 Three Factors that Influence the Development of Memory: Knowledge, Strategies, and Metamemories 424 Knowledge development 424 Strategy development 428 Metamemory development 430 Crosscultural influences on memory 433 Other factors influencing memory Performance 434 Children s Eyewitness Testimony 435 Suggestibility 436 Ecological validity 436 The relationship between suggestibility and memory development 437 Social factors leading to false reports 439 The interaction of cognitive and social mechanisms 442 Is suggestibility a personality trait? 443 Summary and Conclusions 445 Alternatives to the encoding-storage-retrieval model of memory 446 Discussion points 447 Suggestions for Further Reading 447 References 447 14 Play and the Beginnings of Peer Relationships 453 Peter K. Smith Introduction 455 Early Peer Relationships 456 The Beginnings of Play 457 Sensorimotor play 457 Pretend play 457 The Growth of Social Participation 459 Are siblings important? 460 Sibling relatwnsh ips and the development of social u nderstanding 461 Siblings and social and cognitive development 461 Only children 462 Functions of Play 467 Is soaodramatic play important? 468 Play tutering 468 An Intervention study 469 Dominance hterarchtes 470 Social Status and Sociometry: The Measurement of Social Relationships in the Peer Group 470 Consequences of sociometric Status 472 A social skills processing model 473 Different views on peer maladjustment and aggression 474 Escapingfrom rejected Status 474 Friendship 474 What is special aboutfriends? 4 75 Consequences of ffiendships for laier well-being 476 Sex Differences in Play and Social Behaviour 477 Explanations of sex differences 478 Gender-typed beliefs 479 Ethnicity 479 Development of racial attitudes 480 Summary and Conclusions 480 Discussion points 481 Suggestions for Further Reading 481 References 482 15 Prosocial Tendencies, Antisocial Behaviour, and Moral Development in Childhood 487 Daniel Hart, Nyeema Watson, Anandini Dar, and Robert Atkins Introduction 489 What Do Prosocial and Antisocial Mean? 490 Continuity and transformation 491 Are prosocial and antisorial poks on the same dimension? 492 Preview of the Research Review 493 The Developmental Trajectory of Prosocial and Antisocial Behaviour and Thought 493 Toddlers 493 Middle childhood 498 Moral judgement development and personality 504 Social Influences on Prosocial and Antisocial Development 504 Development within Relationships 505 Parents 505 Peers 506 Culture and Development 508 Cultural variability 508 Media and development 509 Culture and identity 510 Summary and Conclusions 511 Discussion points 511 Suggestions for Further Reading 511 References 512 PART IV ADOLESCENCE 515 16 Cognitive Development in Adolescence 517 Kang Lee, Gizelle Anzures, and Alejo Freire Introduction 519 Perception and Attention 520 Perception 520 Selective attention 521 Memory 522 Short-term memory 523 Long-term memory 525 Memory strategies 526 Intelligence 527 Rapid development 527 Stability of development 529 Fluid and crystallised intelligence 530 Intergenerational IQ gains: We re brighter now! 530 Reasoning 531 Deductive and mductive reasoning 531 Analogical reasoning 533 Formal Operational Thinking 534 Abstract thought 535 Realms of possibility 535 The adolescent as an apprentice srientist 535 Scientific problems 536 Controversies about Piaget s Theory and Research Regarding Formal Operational Thought 537 Do all adolescents reach this stage? 537 The wie of experience 538 Cross-generational gains 539 Beyond Piaget s Theory 539 Adolescents as rule-based problem-soivers 540 Adolescents as intuitive sctentists 541 Three common flaws in children s and adolescents use of theories 543 General characteristics of adolescent thinking 544 Summary and Conclusions 545 Discussion points 546 Suggestions for Further Reading 546 References 546 17 Social Development 551 William M. ßufeowsfei, Tanya Bergevin, and Richard Miners Introduction 553 Key Characteristics of Development 554 G. Stanley Hall: Adolescence as Storm and Stress 555 Adolescence as a second birth 556 Criticism of Hall s account 5 56 The Adolescent Social Environment: Kurt Lewin 556 Field theory 557 What do adolescents do? 558 Puberty and Psychological Development: The Work of Anna Freud 562 The ego, defence mechanisms, and libidinalforces 563 The role of pubertal development 564 The Family and Adolescence: The Work of Peter Bios 565 Independence versus maintaining parental bonds 566 Acquisition of autonomy 566 The effects of parental style 56 7 Why does authoritative parenting work so well? 569 Peer Relations: The Ideas of Harry Stack Sullivan 570 Interpersonal needs stimulate psychological growth 570 Subperiods of adolescence 571 Research supporting Sullivan s account 572 The role of the peer group 5 72 Romantic relationships 573 Erik Erikson and The Development of Identity in Adolescence 576 Adolescence as transition to adulfhood 577 Identity formation and self-concept 578 Summary and Conclusions 578 Discussion points 579 Suggestions for Further Reading 579 References 580 PARTV PRACTICALISSUES 585 18 Educational Implications 587 Alyson Davis and Naomi Winstone Introduction 589 Child-Centred Psychology and Education 590 Social Interaction, Learning and Development 591 The effects of peer interaction 592 What is effective teaching? 599 Implications for educational practice and assessment 603 Psychology, Schools and Educational Reform 605 Assessing children s learning 606 Summary and Conclusions 608 Discussion points 608 Suggestions for Further Reading 609 References 609 19 Risk and Resilience in Development 613 Leslie Morrison Gutman and Eirim Flouri Introduction 615 Historical Background 616 Risk Factors 617 Parental bereavement 618 Parental Separation dtvorce and inter-parental conflict 618 Abuse and maltreatment 619 Parental psychological disturbances 619 Socioeconomtc rtsfes 620 Stressful hfe events 622 Children s social context 622 Societal mechanisms 623 Catastwphtc events 623 Measurement of Risk 624 Rtsfe accumulation 624 Risk specificity 626 Equißnality and multifinality 628 Levels of risk 628 Protective ¦ Vulnerability Factors 629 Personal characteristics 630 Family characteristics 632 External support Systems 634 Theoretical Models of Risk and Resilience 635 Moderator (interactive) effects modeis 636 Main effects modeis 637 Mediator effects modeb 63 7 Moderator versus main/mediator effects modeis 638 Developmental Outcomes: Competence And Maladjustment 638 Contributions of Risk and Resilience Research to the Design of Successful Interventions 640 Summary and Conclusions 641 Discussion points 641 Suggestions for Further Reading 642 References 642 20 Social Problems in Schools 649 Peter K. Smith and Julian Elliott Introduction 651 The School Context 652 Social pressures in the classroom 652 Victimisation and Bullying in School 654 What do we mean by bullying ? 654 How do wefind out about bullying? 655 Incidence figures for bullying 655 Types of bullying 656 Roles in bullying 657 Some structuralfeatures of bullying 657 Effects of beingbullied 658 Causes of bullying 658 Parental maltreatment and abuse 659 Risk factors for being a victim 659 Interventions to Reduce Bullying 659 A whole-school policy 660 Curriculum work 660 Methods and programmes 660 Social and Emotional Aspects of Learning (SEAL) 661 Assertiveness traintng 661 Peer support Systems 661 Working in the playground 662 Reactive strategies 663 Large-scale school-based interventions 665 School Refusal 666 Types of school refuser 668 Asssessment 671 Intervention 671 What can be done by the school? 6 73 Prognosis 673 Summary and Conclusions 674 Discussion points 674 Suggestions for Further Reading 675 References 675 21 Atypical Development 681 Sarah Norgate Introduction 683 What Is Atypical Development? 685 Why Study Atypical Development? 688 Methodological Approaches Used in the Study of Atypical Development 690 Impact of Scientific Discovery and Technological Innovation on the Study of Pathways in Atypical Development 691 The impact of the Human Genome Project on the study of atypical development 691 How advances in brain imaging are aiding understanding of pathways in atypical development 693 Use of eye-tracking methodology in studies of atypical development 695 Understanding Atypical Pathways 695 Williams Syndrome 696 Autistic spectrum 698 Attention deficit hyperactivity disorder (ADHD) 702 Impact of the Absence of a Sensory Input on Developmental Pathways 703 Children with a dual sensory impairment 706 Environmental Risk Factors: The Case of Emotional Disturbance 707 Summary and Conclusions 710 Discussion points 711 Suggestions for Further Reading 712 References 712 Glossary 717 Names Index 747 Subject Index 757
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spellingShingle	An introduction to developmental psychology Entwicklungspsychologie (DE-588)4014963-8 gnd
subject_GND	(DE-588)4014963-8
title	An introduction to developmental psychology
title_auth	An introduction to developmental psychology
title_exact_search	An introduction to developmental psychology
title_full	An introduction to developmental psychology ed. by Alan Slater ...
title_fullStr	An introduction to developmental psychology ed. by Alan Slater ...
title_full_unstemmed	An introduction to developmental psychology ed. by Alan Slater ...
title_short	An introduction to developmental psychology
title_sort	an introduction to developmental psychology
topic	Entwicklungspsychologie (DE-588)4014963-8 gnd
topic_facet	Entwicklungspsychologie
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