Social and personality development:
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Ausgabe: | Sixth edition, international student edition |
| Schlagworte: | |
| Online-Zugang: | 13 80 Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index. - Previous ed.: Australia; Belmont, Calif.: Wadsworth/Thomson Learning, 2005 |
| Beschreibung: | XXIV, 622 Seiten Illustrationen, Diagramme |
| ISBN: | 0495600784 9780495600787 0495600385 9780495600381 |
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| 245 | 1 | 0 | |a Social and personality development |c David R. Shaffer, University of Georgia |
| 250 | |a Sixth edition, international student edition | ||
| 264 | 0 | |a Belmont, CA |b Wadsworth |c 2009 | |
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| 500 | |a Includes bibliographical references and index. - Previous ed.: Australia; Belmont, Calif.: Wadsworth/Thomson Learning, 2005 | ||
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Datensatz im Suchindex
| _version_ | 1804177739329044480 |
|---|---|
| adam_text | Contents
About the Author iii
Preface xvii
Chapter 1 Introduction 1
The Universal Parenting Machine—A Thought Experiment 3
Social-Personality Development in Historical Perspective 6
Childhood in Premodern Times 6
Children as Subjects: The Baby Biographies 7
Emergence of a Psychology of Childhood 8
The Role of Theory in the Scientific Enterprise 8
^ Box 1.1 Cultural Influences: On the “Invention”
of Adolescence 9
Questions and Controversies about Human Development 10
Early Philosophical Perspectives on Human Nature 10
Nature versus Nurture 11
Activity versus Passivity 11
Continuity versus Discontinuity 12
Is Development Universal or Particularistic? 13
^ Box 1.2 Developmental Issues: How Do You Stand on Major
Developmental Issues? 14
Research Methods 14
The Scientific Method 15
Gathering Data: Basic Fact-Finding Strategies 15
Detecting Relationships: Correlational and Experimental Designs 21
The Correlational Design 22
The Experimental Design 23
The Natural (or Quasi) Experiment 25
** Box 1.3 Focus on Research: Assessing Causal Relationships in the
Real World: The Field Experiment 26
Designs for Studying Development 27
The Cross-Sectional Design 27
The Longitudinal Design 28
The Sequential Design 30
The Microgenetic Design 31
Cross-Cultural Comparisons 32
^ Box 1.4 Cultural Influences: A Cross-Cultural Comparison of
Gender Roles 33
Postscript: On Becoming a Wise Consumer of Developmental Research 34
Summary 35
Chapter 2 Classical Theories of Social
and Personality Development 37
The Psychoanalytic Viewpoint 38
Freud’s Psychosexual Theory 39
Contributions and Criticisms of Freud’s Theory 41
Erikson’s Theory of Psychosocial Development 41
Contributions and Criticism of Erikson s Theory 43
Psychoanalytic Theory Today 43
The Behaviorist (or Social-Learning) Viewpoint 44
Watson’s Behaviorism 44
Skinner’s Operant-Learning Theory (Radical Behaviorism) 45
Bandura’s Cognitive Social Learning Theory 46
Box 2.1 Focus on Research: An Example of No-Trial (Observational)
Learning Without Reinforcement 47
Social Learning as Reciprocal Determinism 49
Contributions and Criticisms of the Social-Learning Perspective 50
Piaget s Cognitive-Developmental Viewpoint 51
Piaget’s View of Intelligence and Intellectual Growth 52
Four Stages of Cognitive Development 53
Box 2.2 Current Controversies: Can Newborns Imitate? 56
Box 2.3 Focus on Research: Children’s Responses to a Hypothetical Proposition 62
Contributions and Criticisms of Piaget’s Viewpoint 64
Summary 65
Chapter 3 Recent Perspectives on Social
and Personality Development 67
Modern Evolutionary Perspectives 68
Assumptions of Classical Ethology 69
Ethology and Human Development 69
Modern Evolutionary Theory 70
Contributions and Criticisms of Evolutionary Viewpoints 72
Box 3.1 Focus on Research: Is Altruism a Part of Human Nature? 73
Behavioral Genetics: Biological Bases for Individual Differences 74
Methods of Studying Hereditary Influences 74
Estimating the Contributions of Genes and Environment 76
Hereditary Contributions to Personality and Mental Health 78
**) Box 3.2 Current Controversies: Some Common Misconceptions
about Heritability Estimates 79
Heredity and Environment as Developmental Co-Conspirators 82
Contributions and Criticisms of the Behavioral Genetics Approach 84
^ Box 3.3 Current Controversies: Need Parenting Be “Good”
or Simply “Good Enough”? 85
Ecological Systems Theory: A Modern Environmentalist Perspective 86
Bronfenbrenner’s Contexts for Development 88
Contributions and Criticisms of Ecological Systems Theory 89
Modem Cognitive Perspectives 90
Vygotsky’s Sociocultural Theory 90
Contributions and Criticisms of the Sociocultural Perspective 92
The Social Information֊Processing (or Attributional) Perspective 93
Contributions and Criticisms of the Social Information-Processing Perspective 96
Theories and Worldviews 96
Summary 100
Chapter 4 Emotional Development and
Temperament 101
An Overview of Emotions and Emotional Development 102
Two Theories of Emotions and Emotional Development 103
Appearance and Development of Discrete Emotions 104
Sequencing of Discrete Emotions in the First Year 105
Development of a Positive Emotion: Happiness 105
Development of Negative Emotions 107
^ Box 4.1 Applying Developmental Research: Combating Stranger Anxiety: Some
Helpful Hints for Doctors and Child-Care Professionals 108
Development of Self-Conscious Emotions 110
Later Developments in Emotional Expressivity 111
Identifying and Understanding Others Emotions 112
Early Identification and Interpretion of Emotions 113
Later Developments in Identifying Others’ Emotions 114
Understanding the Causes of Emotions 115
Parental Contributions to Early Emotional Understanding 117
Learning to Regulate Emotions 118
Early Socialization of Emotional Self-Regulation 119
Emerging Cognitive Strategies for Regulating Emotions 120
Learning and Abiding by Emotional Display Rules 121
*“·՛ Box 4.2 Cultural Influences: Cultural Differences in the Expressions
of Anger and Shame 122
Emotional Competence, Social Competence, and Personal Adjustment 123
Temperament and Development 125
What Is Temperament and How Is It Measured? 126
Hereditary and Environmental Influences on Temperament 127
Stability of Temperament 127
Early Temperamental Profiles and Later Development 129
Cross-Cultural Variations in the Developmental Implications of Temperament 130
^ Box 4.3 Focus on Research: Effortful Control, Emotional Self-Regulation,
and Social Development 131
Summary 132
Chapter 5 Establishment of Intimate Relationships
and Their Implications for Future
Development 133
What are Emotional Attachments? 135
Attachments Are Reciprocal Relationships 135
Interactional Synchrony and Attachment 136
Contents ix
How Do Infants Become Attached? 137
The Growth of Primary Attachments 137
Theories of Attachment 139
Individual Differences in Attachment Security 143
^ Box 5.1 Applying Developmental Research: On Easing the Pain of Separation 143
Assessing Attachment Security 144
Cultural Variations in Attachment 146
Factors That Influence Attachment Security 147
Quality of Caregiving 147
Box 5.2 Applying Developmental Research: Fostering Caregiver Sensitivity
and Secure Mother-Infant Attachments 150
Infant Temperament 150
Box 5.3 Focus on Research: On the Intricate Interplay between Caregiving
and Temperament in Shaping Infant Attachments 152
Fathers as Attachment Objects 152
Fathers as Caregivers 153
Fathers as Contributors to Emotional Security and Other Social Competencies 153
Attachment and Later Development 154
Long-Term Correlates of Secure and Insecure Attachments 154
Why Might Attachment Quality Forecast Later Outcomes? 155
Is Attachment History Destiny? 157
The Unattached Infant 158
Correlates of Social Deprivation in Infancy and Childhood 158
Why Might Early Deprivation Be Harmful? 160
Can Children Recover from Early Deprivation Experiences? 161
Maternal Employment, Day Care, and Early Emotional Development 161
Quality of Alternative Care 162
Parenting and Parents’ Attitudes about Work 163
How Might We Assist Working Parents? 164
Summary 166
Chapter 6 Development of the Self
and Social Cognition 168
Development of the Self-Concept 170
The Emerging Self: Differentiation, Discrimination, and Self-Recognition 170
Who Am I? Responses of Preschool Children. 174
Children’s Theory of Mind and Emergence of the Private Self 175
^ Box 6.1 Current Controversies: Is Theory of Mind Biologically Programmed? 178
Conceptions of Self in Middle Childhood and Adolescence 179
Self-Esteem: The Evaluative Component of Self 181
Origins of Self-Esteem 181
^ Box 6.2 Cultural Influences: Cultural Influences on the Self-Concept 182
Components of Self-Esteem in Childhood 182
Self-Esteem in Adolescence 184
Is Self-Esteem Stable over Time? 185
^ Box 6.3 Focus on Research: Sports Participation and Self-Esteem
among Adolescent Females 187
Parental and Peer Contributions to Self-Esteem 188
Culture, Ethnicity, and Self-Esteem 189
Who Am I To Be? Forging an Identity 189
Developmental Trends in Identity Formation 190
How Painful Is Identity Formation? 191
Personal, Social, and Cultural Influences on Identity Formation 192
Identity Formation among Minority Youth 193
The Other Side of Social Cognition: Knowing about Others 195
Age Trends in Person Perception 195
Box. 6.4 Developmental Issues: Ethnic Categorization and Prejudice
in Children and Adolescents 196
Theories of Social-Cognitive Development 199
Summary 205
Chapter 7 Achievement 207
The Concept of Achievement Motivation 209
The Motivational View of Achievement 209
A Behavioral View of Achievement 210
Early Reactions to One s Accomplishments: From Mastery to Self-Evaluation 211
Theories of Achievement Motivation and Achievement Behavior 212
Need Achievement Theories 212
Weiner’s Attribution Theory 216
Dwecks Learned Helplessness Theory 219
^ Box 7.1 Applying Developmental Research: Caution—Praise Can Be
Dangerous 222
Reflections on Theories of Achievement 223
Cultural and Subcultural Influences on Achievement 224
Individualistic versus Collectivistic Perspectives on Achievement 224
Ethnic Variations in Achievement 225
^ Box 7.2 Focus on Research: A Threat in the Air: How Social Stereotypes Can
Influence Academic Performance 228
Social Class Differences in Achievement 228
^ Box 7.3 Applying Developmental Research: Recipes for Effective Compensatory
Interventions 230
Home and Family Influences on Achievement 232
Quality of Attachments and Achievement 232
The Home Environment 232
Child Rearing and Achievement 234
Parental Expectancies and Achievement 235
Summary 238
Chapter 8 Sex Differences, Gender-Role
Development, and Sexuality 239
Categorizing Males and Females: Gender-Role Standards 241
Box 8.1 Developmental Issues: Do You Display Characteristics Commonly
Attributed to Men or Women? 242
Some Facts and Fictions about Sex Differences 243
Actual Psychological Differences between the Sexes 243
Cultural Myths 246
^ Box 8.2 Focus on Research: Do Gender Stereotypes Color Children’s
Interpretations of Counterstereotypic Information? 247
Do Cultural Myths Contribute to Sex Differences in Ability (and Vocational
Opportunity)? 247
Developmental Trends in Gender Typing 249
Development of the Gender Concept 250
Development of Gender-Role Stereotypes 250
Development of Gender-Typed Behavior 253
Subcultural Variations in Gender Typing 255
Theories of Gender Typing and Gender-Role Development 257
Evolutionary Theory 257
Money and Ehrhardt’s Biosocial Theory 258
^ Box 8.3 Current Controversies: Is Biology Destiny? 262
Freuds Psychoanalytic Theory 264
Social-Learning Theory 265
Kohlberg’s Cognitive-Developmental Theory 267
Gender Schema Theory 268
An Integrative Theory 269
Psychological Androgyny: A Prescription for the 21 st Century? 271
Do Androgynous People Really Exist? 271
Are There Advantages to Being Androgynous? 272
Applications: On Changing Gender-Role Attitudes and Behavior 273
Box 8.4 Applying Developmental Research: Combating Gender Stereotypes
with Cognitive Interventions 274
Sexuality and Sexual Behavior 275
Cultural Influences on Sexuality 276
Adolescent Sexual Explorations, Attitudes, and Behavior 276
^ Box 8.5 Current Controversies: On Sexual Orientation and the Origins
of Homosexuality 277
Personal and Social Consequences of Adolescent Sexual Activity 280
Summary 282
Chapter 9 Aggression and Antisocial
Conduct 284
What Is Aggression? 285
Aggression as an Instinct 285
Behavioral and Intentional Definitions of Aggression 286
Aggression as a Social Judgment 287
Theories of Aggression 287
Instinct Theories 287
^ Box 9.1 Focus on Research: Adult Reactions to Roughhousing:
Boys Will Be Boys, But Girls Are Aggressors 288
Learning Theories 290
Dodge’s Social Information-Processing Theory 294
Developmental Trends in Aggression 296
Early Conflict and the Origins of Aggression 296
Age-Related Changes in the Nature of Aggression 297
Is Aggression a Stable Attribute? 302
Sex Differences in Aggression 303
The Biological Viewpoint 304
The Social-Learning Viewpoint 305
The Interactive (or Biosocial) Viewpoint 305
^ Box 9.2 Focus on Research: How Girls Are More Aggressive than Boys 306
Biological Influences on Aggression 307
Genotype and Aggression 307
Temperament 308
Cultural and Subcultural Influences on Aggression 308
Subcultural Variations 309
Family Influences on Aggression 310
Parental Child-Rearing Practices and Children’s Aggression 310
Family Climate and Children’s Aggression 311
Box 9.3 Applying Developmental Research: Helping Children (and Parents)
Who Are “Out of Control” 314
** Box 9.4 Developmental Issues: Gangs and Antisocial Conduct 316
Methods of Controlling Aggression and Antisocial Conduct 318
Catharsis: A Dubious Strategy 318
Creating Nonaggressive Environments 318
Eliminating the Payoffs for Aggression 319
Social-Cognitive Interventions 319
Applications: Preventing Aggression and Violence at School 320
Summary 321
Chapter 10 Altruism and Moral Development 323
What Are Altruism and Prosocial Behavior? 325
Theories of Altruism and Prosocial Development 326
Biological Theories: Are We “Programmed” for Prosocial Conduct? 326
Psychoanalytic Theory: Let Your Conscience Be Your Guide 327
Social-Learning Theory: What’s In It for Me? 327
Cognitive Theories of Altruism: Maturity Is the Medium 329
Developmental Trends in Altruism 329
Origins of Prosocial Behavior 330
Age-Related Changes in Altruism 331
Cognitive and Affective Contributors to Altruism 332
Role-Taking and Altruism 332
Prosocial Moral Reasoning 333
Empathy: An Important Affective Contributor to Altruism 334
Viewing Oneself as Altruistic 336
Cultural and Social Influences on Altruism 337
Cultural Influences 337
՝ ՝ Box 10.1 Cultural Influences: Cultural Differences in Thinking
about Prosocial Issues 338
Reinforcing Altruism 339
Modeling Influences: Practicing and Preaching Altruism 339
Who Raises Altruistic Children? 340
What Is Morality? 341
How Developmentalists Look at Morality 342
Contents
xiii
A
Psychoanalytic Explanations of Moral Development 342
Freud’s Theory of Oedipal Morality 342
Newer Ideas about the Early Development of Conscience 343
Cognitive-Developmental Theory: The Child as a Moral Philosopher 345
Piaget’s Theory of Moral Development 345
An Evaluation of Piaget s Theory 347
Kohlberg’s Theory of Moral Development 350
Support for Kohlberg’s Theory 353
Criticisms of Kohlberg’s Approach 356
*6 Box 10.2 Cultural Influences: Cultural Differences in Moral Reasoning 357
Morality as a Product of Social Learning
(and Social Information-Processing) 360
How Consistent Are Moral Conduct and Moral Character? 360
Learning to Resist Temptation 360
Who Raises Children Who Are Morally Mature? 363
Criticisms of Hoffman’s Ideas about Discipline 364
A Child’s-Eye View of Discipline 365
Box 10.3 Focus on Research: Temperament, Discipline,
and Moral Internalization 366
Summary 367
Chapter 11 The Family 369
Understanding the Family 370
The Family as a Social System 371
Direct and Indirect Influences 371
Families Are Developing Systems 373
Families Are Embedded Systems 373
Changing Family Systems in a Changing World 374
Parental Socialization during Childhood and Adolescence 375
Two Major Dimensions of Parenting 376
Four Patterns of Parenting 376
Behavioral Control versus Psychological Control 379
Parent Effects or Child Effects? 380
Social Class and Ethnic Variations in Child Rearing 381
^ Box 11.1 Developmental Issues: Developmental Surprises from
Affluent Families 385
The Quest for Autonomy: Renegotiating the Parent/Child Relationship
during Adolescence 386
The Influence of Siblings and Sibling Relationships 388
Changes in the Family Systems When a New Baby Arrives 388
Sibling Relationships over the Course of Childhood 389
Positive Contributions of Sibling Relationships 390
Characteristics of Only Children 392
Diversity in Family Life 392
Adoptive Families 393
Donor Insemination (DI) Families 393
Gay and Lesbian Families 394
Family Conflict and Divorce 395
^ Box 11.2 Applying Developmental Research: Smoothing the
Road to Recovery from a Divorce 398
Remarriage and Reconstituted Families 399
Challenges for Working Mothers and Dual-Career Families 401
When Parenting Breaks Down: The Problem of Child Abuse 404
Who Are the Abusers? 405
Who Is Abused? 405
Contextual Triggers: The Ecology of Child Abuse 406
Consequences of Abuse and Neglect 407
Reflections on the Family 408
^ Box 11.3 Applying Developmental Research: Combatting Child Abuse 409
Summary 410
Chapter 12 Extrafamilial Influences I: Television,
Computers, and Schooling 413
The Early Window: Effects of Television on Children and Adolescents 414
Television and Childrens Lifestyles 414
Development of Television Literacy 415
Televised Violence and Childrens Aggression 416
** Box 12.1 Focus on Research: Do the Mighty Morphin Power Rangers Promote
Childrens Aggression? 418
Other Potentially Undesirable Effects of Television 421
Television as an Educational Tool 424
Child Development in the Computer Age 427
Computers in the Classroom 428
Beyond the Classroom: Benefits of Internet Exposure 429
Concerns about Computers 430
The School as a Socialization Agent 433
Does Schooling Promote Cognitive Development? 434
Determinants of Effective (and Ineffective) Schooling 434
** Box 12.2 Current Controversies: Should Preschoolers Attend School? 435
Do Our Schools Meet the Needs of All Our Children? 441
How Well Educated Are Our Children? Cross-Cultural Comparisons 446
^ Box 12.3 Current Controversies: Can No Child Left Behind Succeed
at Leaving No Children Behind? 449
Summary 450
Chapter 13 Extrafamilial Influences II:
Peers as Socialization Agents 451
Who Is a Peer and What Functions Do Peers Serve? 453
The Significance of Peer Interaction 453
Frequency of Peer Contacts 454
How Important Are Peer Influences? 454
^ Box 13.1 Current Controversies: Are Peers More Important
Than Parents? 456
The Development of Peer Sociability 456
Peer Sociability in Infancy and Toddlerhood 457
Sociability during the Preschool Period 458
Peer Sociability in Middle Childhood and Adolescence 461
Parental Influences on Peer Sociability 464
^ Box 13.2 Cultural Influences: A Cross-Cultural Examination of Parenting
and Children’s Social Skills 467
Peer Acceptance and Popularity 467
Measuring Children’s Acceptance by Peers 468
Why Are Children Accepted, Neglected, or Rejected by Peers? 469
On Improving the Social Skills of Rejected Children 476
Children and Their Friends 478
On the Development of Friendships 478
Social Interactions among Friends and Acquaintances 479
Are There Advantages to Having Friends? 480
Some Possible Costs of Friendships 483
Parents and Peers as Influence Agents 484
Increasing Conformity to Peers 485
^ Box 13.3 Cultural Influences: Cultural Variations in
Peer-Sponsored Misconduct 486
Are Cross-Pressures a Problem? 487
Summary 488
Chapter 14 Epilogue: Fitting the Pieces
Together 490
Major Themes in Human Social and Personality Development 491
Human Development Is a Holistic Enterprise 491
We Are Active Contributors to Our Own Development 491
There Is Both Continuity and Discontinuity in Development 492
There Is Much Plasticity in Human Development 493
The Nature/Nurture Distinction Is a False Dichotomy 493
Both Normative and Idiosyncratic Developments Are Important 494
We Develop in a Cultural and Historical Context 494
Development Is Best Viewed from Multiple Perspectives 495
Patterns of Parenting (and Adult Guidance) Clearly Matter 496
Many Social Forces Conspire to Shape Development 498
We’ve Come a Long Way... But Have So Far to Go 498
Glossary 501
References 513
Name Index 583
Subject Index 607
|
| any_adam_object | 1 |
| author | Shaffer, David R. 1946- |
| author_GND | (DE-588)12461292X |
| author_facet | Shaffer, David R. 1946- |
| author_role | aut |
| author_sort | Shaffer, David R. 1946- |
| author_variant | d r s dr drs |
| building | Verbundindex |
| bvnumber | BV044434565 |
| classification_rvk | CQ 1000 |
| ctrlnum | (OCoLC)730087648 (DE-599)BSZ288303016 |
| dewey-full | 155.418 |
| dewey-hundreds | 100 - Philosophy & psychology |
| dewey-ones | 155 - Differential & developmental psychology |
| dewey-raw | 155.418 |
| dewey-search | 155.418 |
| dewey-sort | 3155.418 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
| edition | Sixth edition, international student edition |
| format | Book |
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| id | DE-604.BV044434565 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:52:52Z |
| institution | BVB |
| isbn | 0495600784 9780495600787 0495600385 9780495600381 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029835894 |
| oclc_num | 730087648 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-739 |
| owner_facet | DE-473 DE-BY-UBG DE-739 |
| physical | XXIV, 622 Seiten Illustrationen, Diagramme |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| record_format | marc |
| spelling | Shaffer, David R. 1946- Verfasser (DE-588)12461292X aut Social and personality development David R. Shaffer, University of Georgia Sixth edition, international student edition Belmont, CA Wadsworth 2009 XXIV, 622 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index. - Previous ed.: Australia; Belmont, Calif.: Wadsworth/Thomson Learning, 2005 Kinderpsychologie (DE-588)4073410-9 gnd rswk-swf Sozialisation (DE-588)4055783-2 gnd rswk-swf Persönlichkeitsentwicklung (DE-588)4075995-7 gnd rswk-swf Entwicklung (DE-588)4113450-3 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Psychologie (DE-588)4047704-6 gnd rswk-swf Personality development Socialization Persönlichkeitsentwicklung (DE-588)4075995-7 s Sozialisation (DE-588)4055783-2 s DE-604 Kind (DE-588)4030550-8 s Entwicklung (DE-588)4113450-3 s 1\p DE-604 Psychologie (DE-588)4047704-6 s 2\p DE-604 Kinderpsychologie (DE-588)4073410-9 s 3\p DE-604 http://www.loc.gov/catdir/enhancements/fy1302/2008927143-b.html 13 http://www.loc.gov/catdir/enhancements/fy1302/2008927143-d.html 80 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029835894&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Shaffer, David R. 1946- Social and personality development Kinderpsychologie (DE-588)4073410-9 gnd Sozialisation (DE-588)4055783-2 gnd Persönlichkeitsentwicklung (DE-588)4075995-7 gnd Entwicklung (DE-588)4113450-3 gnd Kind (DE-588)4030550-8 gnd Psychologie (DE-588)4047704-6 gnd |
| subject_GND | (DE-588)4073410-9 (DE-588)4055783-2 (DE-588)4075995-7 (DE-588)4113450-3 (DE-588)4030550-8 (DE-588)4047704-6 |
| title | Social and personality development |
| title_auth | Social and personality development |
| title_exact_search | Social and personality development |
| title_full | Social and personality development David R. Shaffer, University of Georgia |
| title_fullStr | Social and personality development David R. Shaffer, University of Georgia |
| title_full_unstemmed | Social and personality development David R. Shaffer, University of Georgia |
| title_short | Social and personality development |
| title_sort | social and personality development |
| topic | Kinderpsychologie (DE-588)4073410-9 gnd Sozialisation (DE-588)4055783-2 gnd Persönlichkeitsentwicklung (DE-588)4075995-7 gnd Entwicklung (DE-588)4113450-3 gnd Kind (DE-588)4030550-8 gnd Psychologie (DE-588)4047704-6 gnd |
| topic_facet | Kinderpsychologie Sozialisation Persönlichkeitsentwicklung Entwicklung Kind Psychologie |
| url | http://www.loc.gov/catdir/enhancements/fy1302/2008927143-b.html http://www.loc.gov/catdir/enhancements/fy1302/2008927143-d.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029835894&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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