Verfügbarkeit: An introduction to developmental psychology

An introduction to developmental psychology:

Gespeichert in:

Bibliographische Detailangaben
Weitere Verfasser:	Slater, Alan 1944- (HerausgeberIn), Bremner, J. Gavin 1949- (HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Hoboken, NJ Wiley [2017]
Ausgabe:	third edition
Schriftenreihe:	BPS textbooks in psychology
Schlagworte:	Entwicklungspsychologie Developmental psychology
Online-Zugang:	Inhaltsverzeichnis Klappentext
Beschreibung:	xxvi, 822 Seiten Illustrationen, Diagramme
ISBN:	9781118767207

Internformat

MARC


LEADER	00000nam a2200000 c 4500
001	BV044299964
003	DE-604
005	20171027
007	t
008	170508s2017 a\|\|\| \|\|\|\| 00\|\|\| eng d
020			\|a 9781118767207 \|9 978-1-118-76720-7
035			\|a (OCoLC)990268514
035			\|a (DE-599)BVBBV044299964
040			\|a DE-604 \|b ger \|e rda
041	0		\|a eng
049			\|a DE-473 \|a DE-384 \|a DE-11 \|a DE-355 \|a DE-188 \|a DE-739 \|a DE-1050
084			\|a CQ 1000 \|0 (DE-625)19003: \|2 rvk
084			\|a CQ 6000 \|0 (DE-625)19011: \|2 rvk
245	1	0	\|a An introduction to developmental psychology \|c edited by Alan Slater and Gavin Bremner
250			\|a third edition
264		1	\|a Hoboken, NJ \|b Wiley \|c [2017]
300			\|a xxvi, 822 Seiten \|b Illustrationen, Diagramme
336			\|b txt \|2 rdacontent
337			\|b n \|2 rdamedia
338			\|b nc \|2 rdacarrier
490	0		\|a BPS textbooks in psychology
650	0	7	\|a Entwicklungspsychologie \|0 (DE-588)4014963-8 \|2 gnd \|9 rswk-swf
653		0	\|a Developmental psychology
689	0	0	\|a Entwicklungspsychologie \|0 (DE-588)4014963-8 \|D s
689	0		\|5 DE-604
700	1		\|a Slater, Alan \|d 1944- \|0 (DE-588)133620344 \|4 edt
700	1		\|a Bremner, J. Gavin \|d 1949- \|0 (DE-588)129823082 \|4 edt
856	4	2	\|m Digitalisierung UB Augsburg - ADAM Catalogue Enrichment \|q application/pdf \|u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA \|3 Inhaltsverzeichnis
856	4	2	\|m Digitalisierung UB Augsburg - ADAM Catalogue Enrichment \|q application/pdf \|u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA \|3 Klappentext
999			\|a oai:aleph.bib-bvb.de:BVB01-029703868

Datensatz im Suchindex

_version_	1804177504539246592
adam_text	xxi xxiii 1 3 41 79 107 109 143 183 213 259 303 305 341 381 407 Brief Contents List of Contributors Preface to Third Edition PARTI INTRODUCTION 1 The Scope and Methods of Developmental Psychology Alan Slater, Scott P. Johnson and Darwin Muir 2 Theories and Issues in Child Development Scott P. Johnson, Alan Slater and Ian Hocking 3 The Nature-Nurture Debate Alan Slater PART II INFANCY 4 Prenatal Development Christine Moon and William P. Fifer 5 Perception, Knowledge and Action in Infancy J. Gavin Bremner, Kirsty Dunn and Diana S.Y. Tham 6 Emotional Development and Attachment Relationships Elizabeth Meins 7 Early Social Interactions with People and Objects Cintia Rodriguez, Julia Benassi, Luisa Estrada, and Nicolas Alessandroni 8 The Development of Self and Gender Wendy Lawrenson PARTIN CHILDHOOD 9 Cognitive Development Margaret Anne Defeyter 10 The Development of Language Heather M. Hill and Stan A. Kuczaj II 11 Acquiring a Theory of Mind Peter Mitchell 12 Reading and Mathematics in Developmental Psychology Peter Bryant 13 Memory Development and Eyewitness Testimony 439 Stephen J. Ceci, Stanka A. Fitneva,Cagla Aydin and Nadia Chernyak 14 Play and the Beginnings of Peer Relationships 477 Peter K, Smith 15 Prosocial Tendencies, Antisocial Behaviour and Moral Development in Childhood 511 Daniel Hart, Neeta Goel and Robert Atkins PART IV ADOLESCENCE 541 16 Cognitive Development in Adolescence 543 Kang Lee, Gizelle Anzures and Alejo Freire 17 Social Development 577 Tirza H.J. Van Noorden and William M. Bukowski PARTV PRACTICAL ISSUES 611 18 Educational Implications 613 Alyson Davis and Naomi Winstone 19 Riskand Resilience in Development 645 Leslie Morrison Gutman and Eirini Flouri 20 Social Problems in Schools 683 Peter K.Smith and Julian Elliott 21 Atypical Development 715 Sarah Norgate Glossary 751 Names Index 785 Subject Index 805 (XI ciii 1 3 5 6 6 6 8 10 10 15 19 31 32 32 33 34 35 36 37 38 38 39 41 44 44 45 47 50 50 51 51 52 Contents List of Contributors Preface to Third Edition PART I INTRODUCTION 1 The Scope and Methods of Developmental Psychology Alan Slater; Scott R Johnson and Darwin Muir Introduction Studying Changes with Age Concepts of Human Development Folk’ theories of development: Punishment or praise? 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 ability Continuous function (b) - decreasing ability Discontinuous (step) function U-shaped functions Comparing developmental functions Summary and Conclusions Discussion Points Suggestions for Further Reading References 2 Theories and Issues in Child Development Scott P. Johnson, Alan Slater and lan Hocking Introduction Motor Development Maturational theories Dynamic systems theory Cognitive Development Piaget’s theory of development Developmental psychology before Piaget Fundamental aspects of human development, according to Piaget The four stages of cognitive development Information Processing Approaches 54 Cognitive development in infancy 55 Cognitive development in childhood 56 Connectionism and brain development 51 Summary 58 Comparing information-processing approaches with Piagets approach 58 Social-Cognitive Development 59 Vygotsky 59 Behaviourism and social learning theory 59 Ethology and Evolution 62 Evolution 62 The ethological approach 63 Emotional Development 64 Attachment theory -fohn Bowlby and Mary Ainsworth 64 Psychoanalytic Theories 66 Sigmund Freud ֊ The founder of psychoanalysis 66 The five psychosexual stages 66 Problems with Freudian theory 61 Psychoanalysis, then and now: An overview 68 Modem psychoanalysts - Anna Freud and Erik Erikson 69 Humanistic Theory ֊ Abraham Maslow 69 Abraham Maslow’s hierarchy of needs 69 Putting It all Together - Different Theories for Different Needs 70 Gender development 11 Issues in Child Development 73 The nature-nurture issue 13 Stability versus change 13 Continuity versus discontinuity 14 Summary and Conclusions 74 Discussion Points 74 Suggestions for Further Reading 75 References 75 3 The Nature-Nurture Debate 79 Alan Slater Introduction 81 Precocial and altricial species 82 Nativism and empiricism 83 Cognitive Development 83 The start of it all: The first intelligence test 84 What is intelligence - one ability or several? 85 Intelligence test items 86 Controversies and issues in intelligence 81 Heritability 88 Heritability estimates 88 Genetic Contributions to Cognitive Growth 89 Familial resemblance 89 Missing heritability 91 Gene X environment interaction (GxE) 91 Environmental Influences on Cognitive Development 92 Adoption studies 92 The Flynn effect 98 Compensatory Education 98 Poverty and malnutrition 98 Head Start and Sure Start 99 Summary and Conclusions 101 Discussion Points 102 Suggestions for Further Reading 102 References 103 PART II INFANCY 107 4 Prenatal Development 109 Christine Moon and William P. Fifer Introduction 112 The Brain, the Spinal Cord and the Emergence of Mind 113 Processes and sequencing of brain development 113 Development of the cerebral cortex 114 Behavioural organisation 115 Sensations 118 Touch 118 The chemosensory system 118 The vestibular system 120 The visual system 121 The auditory system 124 Prenatal and Transnatal Auditory Learning 127 Learning about mother’s voice and language 128 Summary 129 Risks to Foetal Development 129 Effects of exposure to psychoactive substances 130 Nutrition and foetal development 131 Effects of maternal stress 132 Prenatal Development of Postnatal Functions: The Bridge to Infancy 133 Summary and Conclusions 133 Discussion Points 134 Suggestions for Further Reading 135 References 135 5 Perception, Knowledge and Action in Infancy 143 J. Gavin Brenner,; Kirsty Dunn and Diana S.Y. Tham Introduction 145 Visual Perception from Birth to Six Months 146 Early limitations of vision: Are they really a problem? 146 How can we investigate infant perception? 147 Shape perception in newborns 148 Newborns perceive a three-dimensional world 150 Perceptual development in the first six months 150 Summary 153 Infants Perception of People 153 Face perception 1 54 Discriminating between faces 145 Preference for attractive faces 15 6 Perceptual narrowing and face processing specialisation 157 Imitation 158 Voice perception 159 Voice and speech discrimination 160 Summary 161 Infants Knowledge of the World 161 Jean Piaget and the development of object permanence 162 Later Work on Infant Cognition 163 The violation of expectation technique 163 Evidence of object knowledge: The ‘drawbridge study’ and others 163 Young infants reason about the number of objects in an event 166 Young infants discriminate different numbers of items 167 Summary 169 Object Search Revisited 169 Search failure is not due to lack of motor skill 169 Seeking an explanation of the A not B error 170 Summary and Conclusions 174 Early knowledge 174 Early knowledge does not guide action 174 Remodelling Piaget’s account 175 Dis cussion Points 175 Suggestions for Further Reading 176 References 176 6 Emotional Development and Attachment Relationships 183 Elizabeth Meins Introduction 185 Emotional Development 186 Expressing and recognising emotional expressions 186 Infant discrimination of facial expressions 188 Emotion understanding 191 Emotion understanding tasks 192 Emotion regulation 196 Attachment Relationships 197 Bowlby’s theory of attachment 197 Mary Ainsworth and the strange situation procedure 199 Internal working models and the Adult Attachment Interview 204 Longitudinal stability in attachment security 205 Summary and Conclusions 206 Emotional competence in infancy 206 Later emotional competence 207 Attachment theory 207 Discussion Points 207 Suggestions for Further Reading 208 References 208 7 Early Social Interactions with People and Objects 213 Cintia Rodriguez, Julia Benassi, Luisa Estrada and Nicolas Alessandroni Introduction 215 First Encounters with Others: Biology is Socially Oriented 216 In the beginning it is rhythm: Synchrony or coordinationI 218 Imitation since birth or accompanying gesturesI 220 Adult-Infant Interaction Becomes Mutual 222 First intentions are borrowed 223 The Magic Number Three: Early Triadic Interactions with Others and Objects from the Beginning? 226 Premature Babies, Incubator and the Kangaroo Experience 231 Gestures to Communicate with Others 232 Origin of gestures. What comes first? Does the infant make gestures to herself or is it the adult who fosters them? 235 Gestures used by adults: Distance between gesture (sign) and object (referent) 23 9 More ideas on gestures in children with autism 241 Functional Permanence of Objects and Communicative-Educational Practices 242 Do autistic children use everyday life objects according to their function? 241 Symbolic Uses of Objects 247 General Conclusions 250 Acknowledgements 251 Discussion Points 251 Suggestions for Further Reading 252 References 252 8 The Development of Self and Gender 259 Wendy Lawrenson Introduction 261 Existential Self 262 The development of self agency 262 Cognitive responses to the external world 263 Infants are bom to be sociable 263 The Development of Self-Awareness 265 The rouge on the nose test 265 Explaining the development of self-awareness 266 I Am Me but Am I Worthy? The Study of Self-Esteem - Definition, Measurement and Origin 269 Distinguishing between selfesteem and self-efficacy 2 70 The Power of Language 274 Attribution theory 275 This is my body: The development of a sense of body image 276 Body parts and whole 2 76 The tadpole stage in children’s drawings 277 Are children drawing themselves? 278 Body size image 278 Perception of Body Attractiveness 281 Early social relationships 282 Modelling and social comparison 282 Re-constructing the body and body image 283 Gender Identity Development 284 Evaluating Freudian theory 285 Boys and girls and shades of gender 285 The boy who was raised as a girl 287 Rewarding gender-appropriate behaviours 288 Cognitive components of gender identity 290 Construction of gender identity 2 91 The Chosen Categorical Self 292 Developing a national identity 292 Summary and Conclusions 294 Discussion Points 295 Suggestions for Further Reading 296 References 296 PART III CHILDHOOD 303 9 Cognitive Development 305 Margaret Anne Defeyter Introduction 306 Piaget’s Cognitive-Developmental Theory 307 Underlying structures and processes 307 Piaget s stages of cognitive development 308 Overall evaluation of Piaget s theory 326 Case’s Neo-Piagetian Theory 327 Siegler’s Overlapping Waves Theory 328 Vygotsky’s Sociocultural Perspective 330 Overall evaluation of Vygotsky s theory 331 Theory of Core Knowledge 331 Summary and Conclusions 334 Discussion Points 335 Suggestions for Further Reading 335 References 335 10 The Development of Language 341 Heather M. Hill and Stan A. Kuczaj II Introduction 343 What Is Human Language? 344 A communication system 344 A symbolic system 345 A rule-governed system 345 Language is productive 345 The Development of the Pragmatic System 346 Turn-taking 346 Initiating interactions 348 Maintaining conversations 349 Repairing faulty conversations 349 The Development of the Phonological System 350 Speech perception 350 Speech production 353 The development of articulation 355 The Development of the Syntactic System 356 The one-word period 35 7 The two-word period 358 Later syntactic development 359 The significance of overregularisation errors and creative generalisations 360 How can syntactic development be explained? 362 The Acquisition of Word Meaning 364 Guessing a word s meaning 365 The complexity of the task 366 1$ children’s acquisition of word meaning constrained? 3 66 The importance of semantic relations 367 The Interaction of Language and Cognitive Development 368 Summary and Conclusions 369 Discussion Points 370 Suggestions for Further Reading 370 References 370 Acquiring a Theory of Mind 381 Peter Mitchell Introduction 383 Early attunement to others ’ minds 383 Focusing on false beliefs: The unexpected transfer test 384 When Do Children Begin to Understand that People Hold Beliefs? 386 Do Children Acquire a Theory of Mind? 386 The deceptive box test 387 Is There a Developmental Stage? 388 The case for gradual change 388 Do children suddenly begin giving correct judgements of false belief? 389 Understanding the question asked 3 90 Signs of Competence During Infancy: Can Infants Understand False Belief? 390 Adults’ Difficulty with False Beliefs 392 Factors that Influence Development 394 Nature versus nurture 3 94 Are we equipped with a dedicated module in the brain for understanding other minds? 395 The role of the family: Siblings 397 The role of the family: Adults 398 The characteristics of the child 3 99 Autism 399 Lack of imagination 400 Socialisation and communication 400 Causes of autism 400 Failure to understand the mind 400 What is the Purpose of a Theory of Mind? 402 Summary and Conclusions 403 Discussion Points 403 Suggestions for Further Reading 404 References 404 12 Reading and Mathematics in Developmental Psychology 407 Peter Bryant Introduction 410 Reading and Writing 411 The difficulty of alphabetic scripts 412 Phonemic awareness and learning to read 413 Rhymes and rimes 413 Summary 415 Conditional Spelling Rules 415 Invented spelling 416 The split digraph (or the silent ce7) 416 Morphemic spelling rules: The case of English 417 Morphemic spelling rules in Greek and French 418 Morphemic spelling rules are difficult 419 Three steps in learning morphemic spelling rules 420 Summary 421 Number and Counting 422 Logic and number 422 Different counting systems 423 Infants7 knowledge of number 424 Infants7 knowledge of addition and subtraction: Wynn s work 425 Criticisms of Wynn s work 426 Principles before skills 426 Acquiring an understanding of number gradually: Carey s individuation hypothesis 427 Bootstrapping 428 Number as a Cultural Tool 429 The decimal system 429 Logic in the Understanding of Number 430 Logic andcardinality 431 Young children sometimes do not realise that same number — same quantity 431 The importance of one-to-one correspondence 432 Conclusions about the beginnings of the understanding of number 433 Summary and Conclusions 433 Discussion Points 434 Suggestions for Further Reading 434 References 435 13 Memory Development and Eyewitness Testimony 439 Stephen J. Ceci, StankaA. Fitneva, Cagla Aydin and Nadia Chernyak Introduction 441 The Bronx case 441 How reliable are children s reports? 442 The Development of Memory 442 Recognition and recall 443 The Memory Process 443 Encoding 443 Storage 444 Retrieval 444 Semantic and episodic memory 445 Four Factors that influence the Development of Memory: Knowledge, Strategies, Metamemories and Culture 446 Knowledge development 446 Strategy development 450 Metamemory development 452 Cultural differences in memory 455 Other factors influencing memory performance 45 6 Children’s Eyewitness Testimony 457 Suggestibility 458 Ecological validity 458 Cognitive factors 459 Social factors leading to false reports 461 The relationship between theory of mind and suggestibility 464 The interaction of cognitive and social factors 465 Is suggestibility a personality trait? 466 Summary and Conclusions 468 Alternatives to the encoding-storage-retrieval model of memory 468 Discussion Points 469 Suggestions for Further Reading 469 References 470 14 Play and the Beginnings of Peer Relationships 477 Peter K. Smith Introduction 479 Early Peer Relationships 480 The Beginnings of Play 481 Sensorimotor play 481 Pretend play 481 The Growth of Social Participation 483 Are siblings important? 484 Sibling relationships and the development of social understanding 485 Siblings and social and cognitive development 485 Only children 486 Functions of Play 491 Is sociodramatic play important? 492 Play tutoring 492 Social Status and Sociometry: The Measurement of Social Relationships in the Peer Group 494 Consequences of sociometric status 496 A social skills processing model 496 Different views on peer maladjustment and aggression 497 Escaping from rejected status 497 Friendship 498 What is special about friends? 499 Consequences of friendships for later well-being 500 Sex Differences in Play and Social Behaviour 501 Explanations of sex differences 502 Gender-typed beliefs 502 Ethnicity 503 Immigrant children 504 Summary and Conclusions 505 Discussion Points 506 Suggestions for Further Reading 506 References 506 15 Prosocial Tendencies, Antisocial Behaviour and Moral Development in Childhood 511 Daniel Hart, Neeta Gael and Robert Atkins Introduction 513 What Do Prosocial and Antisocial Mean? 514 Continuity and transformation 515 Are prosocial and antisocial poles on the same dimension? 516 Preview of the Research Review 517 The Developmental Trajectory of Prosocial and Antisocial Behaviour and Thought 517 Toddlers 517 Middle childhood 522 Moral judgement development and personality 528 Social Influences on Prosocial and Antisocial Development 528 Development within Relationships 529 Parents 529 Peers 530 Culture and Development 532 Cultural variability 532 Media and development 533 Culture and identity 534 Summary and Conclusions 535 Discussion Points 535 Suggestions for Further Reading 535 References 536 PART IV ADOLESCENCE 541 16 Cognitive Development in Adolescence 543 Kang Lee, Gizelle Anzures and Alejo Freire Introduction 545 Perception and Attention 546 Perception 546 Selective attention 547 Speed of Processing 548 Memory 548 Short-term memory 550 Long-term memory 551 Memory strategies 552 Intelligence 553 Rapid development 553 Stability of development 555 Fluid and crystallised intelligence 556 Intergenerational IQ gains: We re brighter now! 556 Reasoning 557 Deductive and inductive reasoning 557 Analogical reasoning 559 Formal Operational Thinking 560 Abstract thought 561 Realms of possibility 561 The adolescent as an apprentice scientist 561 Scientific problems 562 Controversies about Piaget s Theory and Research Regarding Formal Operational Thought 563 Do all adolescents reach this stage? 563 The role of experience 564 Cross-generational gains 565 Beyond Piageťs Theory 565 Adolescents as rule-based problem-solvers 566 Adolescents as intuitive scientists 567 Three common flaws in children s and adolescents use of theories 569 General characteristics of adolescent thinking 5 70 Summary and Conclusions 572 Discussion Points 572 Suggestions for Further Reading 573 References 573 17 Social Development 577 Tirza H.J. Van Noorden and William M. Bukowski Introduction 579 Key Characteristics of Development 580 G. Stanley Hall: Adolescence as Storm and Stress 581 Adolescence as a second birth 581 Criticism of Hall s account 5 82 The Adolescent Social Environment: Kurt Lewin 582 Field theory and the concept of life space 583 Puberty and Psychological Development: The Work of Anna Freud 587 The ego, defence mechanisms and libidinal forces 588 The role of pubertal development 589 Timing of puberty 589 The Family and Adolescence: The Work of Peter Bios 590 Independence versus maintaining parental bonds 590 Acquisition of autonomy 591 The effects of parental style 592 Why does authoritative parenting work so well? 594 Peer Relations: The Ideas of Harry Stack Sullivan 595 Interpersonal needs stimulate psychological growth 595 Subperiods of adolescence 596 Research supporting Sullivan 7s account 597 The role of the peer group 597 Peer influence on health-nsk behaviour 598 Peer relationships and social media 598 Romantic relationships 599 Erik Erikson and the Development of Identity in Adolescence 602 Adolescence as transition to adulthood 603 Identity formation and self concept 604 Summary and Conclusions 604 Discussion Points 605 Suggestions for Further Reading 605 References 606 PART V PRACTICAL ISSUES 611 18 Educational Implications 613 Alyson Davis and Naomi Winstone Introduction 615 Child-Centred Psychology and Education 617 Social Interaction, Learning and Development 618 The effects of peer interaction 619 What is effective teachingř 627 Implications for educational practice and assessment 633 Psychology, Schools and Educational Reform 635 Assessing children s learning 636 Summary and Conclusions 638 Discussion Points 639 Suggestions for Further Reading 639 References 640 19 Risk and Resilience in Development 645 Leslie Morrison Gutman and Eirini Flouri Introduction 647 Historical Background 648 Risk Factors 649 Parental bereavement 650 Parental separation/divorce and inter-parental conflict 650 Abuse and maltreatment 651 Parental psychological disturbances 651 Socioeconomic ňsks 652 Stressful life events 654 Children’s social context 655 Societal mechanisms 655 Catastrophic events 656 Measurement of Risk 656 Risk accumulation 657 Risk specificity 659 Equifinality and multifinality 660 Levels of risk 661 Protective/Vulnerability Factors 661 Personal characteristics 663 Family characteristics 665 External support systems 667 Theoretical Models of Risk and Resilience 669 Moderator (interactive) effects models 669 Main effects models 670 Mediator effects models 671 Moderator versus main/mediator effects models 671 Developmental Outcomes: Competence and Maladjustment 672 Contributions of Risk and Resilience Research to the Design of Successful Interventions 673 Summary and Conclusions 674 Discussion Points 675 Suggestions for Further Reading 675 References 676 20 Social Problems in Schools 683 Peter K. Smith and Julian Elliott Introduction 685 The School Context 686 Social pressures in the classroom 686 Victimisation and Bullying in School 688 What do we mean by ‘bullying? 688 How do we find out about bullyingf 689 Incidence figures for bullying 689 Types of bullying 690 Roles in bullying 691 Some structural features of bullying 691 Effects of being bullied 692 Causes of bullying 692 Parental maltreatment and abuse 693 Risk factors for being a victim 693 Interventions to Reduce Bullying 693 A whole-school policy 694 Curriculum work 694 Methods and programmes 694 Social and Emotional Aspects of Learning (SEAL) 695 Assertiveness training 695 Peer support systems 695 Working in the playground 6 96 Reactive strategies 697 Large-scale school-based interventions 699 School Refusal 700 Types of school refuser 702 Assessment 705 Intervention 705 What can be done by the school? 707 Prognosis Summary and Conclusions 708 Discussion Points 708 Suggestions for Further Reading 709 References 709 21 Atypical Development Sarah Norgate Introduction What Is Atypical Development? Why Study Atypical Development? Methodological Approaches Used in the Study of Atypical Development Impact of Scientific Discovery and Technological Innovation on the Study of Pathways in Atypical Development The impact of the Human Genome Project on the study of atypical development How advances in brain imaging are aiding understanding of pathways in atypical development Use of eye-tracking methodology in studies of atypical development Understanding Atypical Pathways William syndrome Autistic spectrum Attention deficit hyperactivity disorder (ADHD) Impact of the Absence of a Sensory Input on Developmental Pathways Children with a dual sensory impairment Environmental Risk Factors: The Case of Emotional Disturbance Summary and Conclusions Discussion Points Suggestions for Further Reading References 715 717 719 722 724 725 725 727 729 719 730 732 736 737 740 741 745 745 746 746 Glossary Names Index Subject Index 751 785 805 ot
any_adam_object	1
author2	Slater, Alan 1944- Bremner, J. Gavin 1949-
author2_role	edt edt
author2_variant	a s as j g b jg jgb
author_GND	(DE-588)133620344 (DE-588)129823082
author_facet	Slater, Alan 1944- Bremner, J. Gavin 1949-
building	Verbundindex
bvnumber	BV044299964
classification_rvk	CQ 1000 CQ 6000
ctrlnum	(OCoLC)990268514 (DE-599)BVBBV044299964
discipline	Psychologie
edition	third edition
format	Book
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01808nam a2200385 c 4500</leader><controlfield tag="001">BV044299964</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20171027 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">170508s2017 a\|\|\| \|\|\|\| 00\|\|\| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781118767207</subfield><subfield code="9">978-1-118-76720-7</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)990268514</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044299964</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-473</subfield><subfield code="a">DE-384</subfield><subfield code="a">DE-11</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-188</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-1050</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">CQ 1000</subfield><subfield code="0">(DE-625)19003:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">CQ 6000</subfield><subfield code="0">(DE-625)19011:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">An introduction to developmental psychology</subfield><subfield code="c">edited by Alan Slater and Gavin Bremner</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">third edition</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Hoboken, NJ</subfield><subfield code="b">Wiley</subfield><subfield code="c">[2017]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xxvi, 822 Seiten</subfield><subfield code="b">Illustrationen, Diagramme</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">BPS textbooks in psychology</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Entwicklungspsychologie</subfield><subfield code="0">(DE-588)4014963-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Developmental psychology</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Entwicklungspsychologie</subfield><subfield code="0">(DE-588)4014963-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Slater, Alan</subfield><subfield code="d">1944-</subfield><subfield code="0">(DE-588)133620344</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bremner, J. Gavin</subfield><subfield code="d">1949-</subfield><subfield code="0">(DE-588)129823082</subfield><subfield code="4">edt</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Augsburg - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Augsburg - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Klappentext</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029703868</subfield></datafield></record></collection>
id	DE-604.BV044299964
illustrated	Illustrated
indexdate	2024-07-10T07:49:08Z
institution	BVB
isbn	9781118767207
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-029703868
oclc_num	990268514
open_access_boolean
owner	DE-473 DE-BY-UBG DE-384 DE-11 DE-355 DE-BY-UBR DE-188 DE-739 DE-1050
owner_facet	DE-473 DE-BY-UBG DE-384 DE-11 DE-355 DE-BY-UBR DE-188 DE-739 DE-1050
physical	xxvi, 822 Seiten Illustrationen, Diagramme
publishDate	2017
publishDateSearch	2017
publishDateSort	2017
publisher	Wiley
record_format	marc
series2	BPS textbooks in psychology
spelling	An introduction to developmental psychology edited by Alan Slater and Gavin Bremner third edition Hoboken, NJ Wiley [2017] xxvi, 822 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier BPS textbooks in psychology Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Developmental psychology Entwicklungspsychologie (DE-588)4014963-8 s DE-604 Slater, Alan 1944- (DE-588)133620344 edt Bremner, J. Gavin 1949- (DE-588)129823082 edt Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext
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 edited by Alan Slater and Gavin Bremner
title_fullStr	An introduction to developmental psychology edited by Alan Slater and Gavin Bremner
title_full_unstemmed	An introduction to developmental psychology edited by Alan Slater and Gavin Bremner
title_short	An introduction to developmental psychology
title_sort	an introduction to developmental psychology
topic	Entwicklungspsychologie (DE-588)4014963-8 gnd
topic_facet	Entwicklungspsychologie
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703868&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT slateralan anintroductiontodevelopmentalpsychology AT bremnerjgavin anintroductiontodevelopmentalpsychology

Verfügbarkeit

Es ist kein Print-Exemplar vorhanden.

Fernleihe Bestellen Achtung: Nicht im THWS-Bestand! Inhaltsverzeichnis

MARC

Datensatz im Suchindex

Es ist kein Print-Exemplar vorhanden.

Ähnliche Einträge