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In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions.This influential volume of papers, chosen by Professor Annette Karmiloff-Smith before she passed away, recognises her major contribution to the field of developmental psychology. Published over a 40-year period, the papers included here address the major themes that permeate through Annette's work: from typical to atypical development, genetics and computation modelling approaches, and neuroimaging of the developing brain. A newly written introduction by Michael S. C. Thomas and Mark H. Johnson gives an overview of her research journey and contextualises her selection of papers in relation to changes in the field over time.Thinking Developmentally from Constructivism to Neuroconstructivism: Selected Works of Annette Karmiloff-Smith is of great interest to researchers and postgraduates in child development specialising in atypical development, developmental disorders, and developmental neuroscience. It also has appeal to clinical neuropsychologists and rehabilitation professionals.

Science depends on noticing that things which seem identical are different, and conversely. In psychology, one cannot assume that apparently identical behaviours are due to identical mechanisms. The work reported in this book involves the problem of classifying the true nature of behaviour as it appears during child development. Originally published in 1982, the papers in this volume attempt to interpret, explain, or explain away developmental regressions in a variety of different areas. In spring 1975, a group of scholars interested in such problems met for several days to discuss their individual findings and the underlying theoretical issues. This volume reflects both the discussions at the original conference and succeeding years of thinking, reading and writing.

Applied Developmental Psychology is a collection of papers from different experts in the field of psychology in an attempt to put forth a vision of psychology as a developmental science through its applications in different studies. The book covers topics such as the history, the'applied perspective, and a research strategy for psychology; rationale for the focus and the status of studying, as well as societal and psychological trends related to studying; and the study of the cognitive process related to watching of television. Also covered are topics such as the development of peer relations in children with autism and the studies of stress-resistant children. The text is recommended to psychologists, especially those who would like to research on how the field can be viewed as a developmental science.

How does developmental psychology connect with the developing world? What do cultural representations tell us about the contemporary politics of childhood? What is the political economy of childhood? This companion volume to Burman's Deconstructing Developmental Psychology helps us to explain why questions around children and childhood - their safety, their sexuality, their interests and abilities, their violence - have so preoccupied the late twentieth and twenty-first centuries. In this increasingly post-industrial, post-colonial and multicultural world, this book identifies analytical and practical strategies for improving how we think about and work with children. Drawing in particular on feminist and postdevelopment literatures, the book illustrates how and why reconceptualising our notions of individual and human development, including those informing models of children's rights and interests, will foster more just and equitable forms of professional practice with children and their families. The book brings together completely new, previously unpublished material alongside revised and updated papers to present a cutting-edge and integrated perspective to the field. Burman offers a key contribution to a set of urgent debates engaging theory and method, policy and practice across all the disciplines that work with, or lay claim to, children's interests. Developments presents a coherent and persuasive set of arguments about childhood, culture and professional practice so that the sustained focus across a range of disciplinary arenas (psychology, education, cultural studies, child rights, gender studies, development policy and practice, social policy) strengthens the overall argument of each chapter. It will be invaluable to teachers and students in psychology, childhood studies and education as well as researchers in gender studies. It will also be a must-read for professionals working with children and adolescents.

Growing Points in Developmental Science is an ISSBD publication based on the millennium symposia papers published in the International Journal of Behavioral Development in 2000. This collection of overview chapters summarises the state of the art and the way forward for this discipline.Experienced researchers as well as younger, cutting-edge scientists have contributed to this international collection. The topics range from early experience to old age, and include issues in both social and cognitive development. Particular interests are investigated, such as the biological substrates of behavioural development, early experiences in terms of both basic and applied science, and cross-cultural contexts of development. Personality, knowledge and the acquisition of memory are also considered. In each case, the authors survey the history and traditions that have marked their research areas, as well as the current status and outlook.Growing Points in Developmental Science represents expert wisdom rooted in a bird's eye view of the trends and controversies that have helped to shape the discipline, its contributions to science and its application. It is intended as a resource for scientists of different generations interested in developmental science, and will appeal to advanced students and young investigators as well as seasoned researchers.

This book describes how neural circuitry develops epigenetically, in a manner that directly reflects early environmental influences. It provides a systematic and comprehensive overview of the state of the art in the field, and discusses the structure and function of memory.

Derived from a conference sponsored by the Heinz Werner Institute for Developmental Analysis at Clark University, these papers consider the role emotions play in ideal human development. Contributors from the fields of psychology, philosophy, and sociology discuss the place that'feelings,''affect,''passion,'and'emotion'should ideally occupy in human existence and how realization of this goal can be fostered. The conference organizers focused the discussions by asking the participants to consider six questions, each of which was intended to touch upon some aspect of the relationship between emotions and ideal human development. Chapters contain the papers presented and a summary of the discussions that followed the presentations.

Originally presented at the Sixth Adult Development Symposium, the papers in this volume examine possible relationships between the fields of organizational and (adult) developmental psychology with particular emphasis given to the grand developmental theories of Lawrence Kohlberg, Jean Piaget, Lev Vygotsky, Heinz Werner, and their descendants. On the most general level, the papers on development in the workplace are organized on the basis of the authors'chosen units of analysis -- the individual, the dyad and group, and the organizational culture. The editors conclude by uncovering similarities and differences among the contributors'theoretical approaches to development in the workplace and their own. From a recent extension of Werner's organismic-developmental theory, they focus their suggestions for future research on such issues as: • unit of analysis • the holistic and systemic nature of human behavior and experience • broader conceptualizations of the person, of the environment, and of development • the need for methodological eclecticism • the complimentarity of basic and applied research. Through this lens, they shed light on underlying reasons why the majority of authors have focused on the individual worker as a unit of analysis and then propose that future researchers more broadly define the basic concept of development in the workplace.

One of the arguments that explain the relevance of this book is the overwhelming lack of knowledge that the current literature throws on the Inhelderian microgenetic method. The place of this method is definitely ungrateful and has remained incomprehensibly hidden. All indications are that it seems to have lagged behind many of the brightest heads in developmental psychology, those who made up the Geneva school. The book aims to illustrate how Inhelderian microgenesis emerges in the landscape of cognitive development as a new object of study. More than ruptures with respect to the problems of the normative subject, the Inhelderian project entails both conceptual and methodological displacements. In this new map, the psychological subject takes a predominant place, and does so in terms of the cognitive functioning of the subject in relation to situations of resolution. This functioning is studied on the basis of the microgenetic method, which makes it possible to identify the role of mental schemas, their combinations and recompositions in the face of specific and problematic situations. The totally original version of the microgenetic method that is delivered from the Inhelderian legacy in this book, not only recovers its basic sense but also advances in the direction of some indications that Inhelder herself had pointed out. This renewed object of study recovers a subject, with a status in terms of its own models, its theories and its dynamics. Starting from a demanding and knowledgeable reading of Inhelder's work. This knowledge becomes the best criterion to point out an updated path of the work with concepts and tools resulting from recent research but articulated with a microgenetic vision coming from the most orthodox tradition. The bet consists of advancing from the legacy of Inhelder and her team and projecting it as a methodological alternative for current research in developmental studies.

Now in its second edition, this fundamental undergraduate textbook provides students with everything they need when studying developmental psychology.Thoroughly revised, this book breaks down key topics into easily accessible concepts and provides students with both an overview of traditional research and theory as well as an insight into the latest research findings and techniques. Taking a chronological approach, the key milestones from birth to adolescence are highlighted and clear links between changes in behaviour and developments in brain activity are made. A new chapter provides a global perspective on development, including findings regarding children's motor, cognitive, literacy, social and emotional development, as well as the importance of cross-cultural studies and their challenges. Each chapter also highlights both typical and atypical developments, as well as discussing and contrasting the effects of genetic and environmental factors.This textbook comes with a wealth of carefully updated pedagogical features, designed to help students engage with the material, including:• Learning objectives for every chapter• Key term definitions• Over 100 colour illustrations• Chapter summaries• Further reading• Suggested essay questions.A Student's Guide to Developmental Psychology is accompanied by a support material package, featuring a range of helpful supplementary resources including exclusive video clips to illustrate key developmental concepts, multiple-choice questions, flashcards and more.This book is essential reading for all undergraduate students of developmental psychology. It will also be of interest to those in education, healthcare and other subjects requiring an up-to-date and accessible overview of child development.

Developmental Science: An Advanced Textbook is the most complete and up-to-date advanced introduction to the field available today. Since its initial publication, the key purpose of this advanced textbook has been to furnish inclusive developmental perspectives on all theoretical, methodological, and substantive areas in developmental science. This eighth edition is no exception, as it continues to underscore the dynamic and exciting status of contemporary developmental science.In this eighth edition, Marc H. Bornstein and Michael E. Lamb have invited international experts to prepare original, comprehensive, and topical treatments of all major areas of developmental science; they are masterfully woven into a single coherent volume. The substantive chapters cover essentials of their main topics, with close attention paid to cultural, lifespan, and applied perspectives. Many chapters in this eighth edition are new, and those carried forward from the seventh edition have been extensively revised. This volume therefore represents faithfully the current status of scholarly efforts in all aspects of developmental science.Ideal for advanced undergraduate and introductory graduate courses, this advanced textbook is accompanied by two sets of supplementary materials: pedagogy files for students include chapter outlines, things to think about before reading the chapters, glossaries, and suggested readings; and ancillary files for instructors include a PowerPoint deck of tables and figures, classroom assignments, essay questions, multiple-choice questions, and short-answer questions.

This book illustrates how Life Positioning Analysis can be used as a theoretical and methodological approach to sociocultural psychobiography.Life positioning psychobiography studies lives as they unfold within a world of interactivity. It recognizes and portrays us as social beings embedded and developing within our life relationships and circumstances and striving to make something of our lives. Here, Jack Martin presents both single-subject and dual-subject studies of social psychologist Stanley Milgram, former Canadian Prime Minister Pierre Elliott Trudeau, existential humanist Ernest Becker, American heiress and child advocate Dorothy Burlingham and her life partner, renowned psychoanalyst Anna Freud, and indigenous athlete Jim Thorpe and his college coach Glenn “Pop” Warner. These case studies provide vividly memorable demonstrations of how we are positioned by circumstances and others, and come to position ourselves as socioculturally constituted, psychological persons. In so doing, they offer a systematic framework for studying the lives of people that shows sociocultural and social psychological development without resorting to mentalistic theories, concepts, and interpretations.The book will be of interest to students and scholars in areas related to sociocultural and developmental psychology, the psychology and sociology of personhood, theoretical psychology, qualitative methodology, and social science and life writing more generally.

As the field of behavioral health continues to evolve beyond the confines of traditional outpatient office settings, there is a growing need for providers who are adept at delivering evidence-based services across various specialty environments. This need is particularly pronounced when it comes to pediatric populations, where the consequences of unidentified or untreated behavioral health issues can be severe and long lasting. Recognizing these challenges, this book edition aims to facilitate workforce and skills development for professionals working in multiple specialty settings where pediatric behavioral health concerns frequently arise. The text will serve as a comprehensive resource for supervisors and trainees, emphasizing a discrete skill and competency-based approach tailored to the unique demands of each setting. By focusing on the development of specific competencies, the text will ensure that providers are equipped to address the diverse needs of pediatric patients effectively. This includes settings such as schools, hospitals, primary care clinics, and community-based programs, where early identification and intervention are crucial. In schools, for example, behavioral health providers need to be proficient in collaborating with educators and understanding the educational impacts of behavioral health issues. They must also be skilled in implementing school-wide interventions and working directly with students who exhibit behavioral or emotional difficulties. In hospital settings, providers must be prepared to address the complex interplay between physical and mental health, often working as part of a multidisciplinary team to provide holistic care to young patients. Primary care clinics represent another critical setting, where behavioral health concerns are often first identified. Providers in these environments need to be skilled in integrating behavioral health services into routine medical care, conducting screenings, and offering brief interventions. Community-based programs, on the other hand, require providers to engage with diverse populations, often in under-resourced areas, necessitating a high degree of cultural competence and adaptability. Overall, this text will highlight the importance of specialized training and continuous professional development to meet the evolving needs of pediatric populations in various specialty settings. By promoting a competency-based approach, it will empower providers to deliver high-quality, evidence-based care, ultimately improving outcomes for children and adolescents facing behavioral health challenges.

This book explores the concept of'Passion'as a strong motivational force that can increase well-being and quality of life. The authors focus on the importance of having passion in various areas of life, to increase well-being, life satisfaction, and promote meaning in life. They go on to present how we can find and increase passion, supported by various psychological theories and research. Finally, the authors connect passion to expertise. They argue that it is essential to maintain passion during the process that leads to expertise, which is characterized as a long and demanding process that can be associated with negative consequences.

This textbook offers a unique insight into the theoretical and applied aspects of human development in relation to the cultural traditions of non-Western countries.Presented in a modular form, this comprehensive and thematic approach to lifespan development will help students develop an understanding of human development in varied Indian social contexts. Covering all stages of development including the development of self and personality, social understanding, human strengths, sustainable development, lifelong learning, and many more, the book highlights current research in these areas as well as provides learning objectives, points for reflection, web links, and a glossary.This book is an essential reading for undergraduate students of psychology, human development, and allied fields, as well as for postgraduates with an interest in studying human development in a non-Western context.

Adulthood: An Introduction offers a thorough foundation to learn, consolidate, and apply developmental concepts and current knowledge to the psychology of adult development. It illustrates major ideas with carefully selected research that is widely referenced and topically pertinent to development in early, middle, and late adulthood.This comprehensive text reviews the five domains of development, including biological development, cognitive development, personality development, social development, and ecological influences in development. It introduces multicultural perspectives and contexts in these discussions, as well as developmental themes such as nature and nurture, early and later experiences, and the individual's active role. Accompanied by learning objectives and section reviews, vignettes portray numerous adult experiences, and commentaries for students offer additional information and interpretation with the students'perspectives in mind.Designed to encourage students to think critically about topics of adulthood in both academic and applied settings, Adulthood is appropriate for undergraduate students in psychology and related disciplines, such as addiction studies, speech pathology, criminal justice, nursing, and business.Combined with a complete ancillary package, the book provides activities for individuals and groups, critical thinking questions, vignette-specific questions and responses, perspectives across disciplines, and much more. Additional resources for both students and instructors are available in the book's Support Material.

This is the very first authoritative book on the role of Carl Gustav Carus (1789-1869) in the history of psychology. Carus was the initiator of the notions of development, unconscious, and archetype in psychology. The book emphasizes the interdisciplinary focus of Carus'work as it was based on the literature and art of his time and is closely related with medicine and Naturphilosophie. The readership of the book will get access to the life course of a key figure of science of the 19th century.

This concise guide offers an accessible introduction to the key theoretical perspectives and methodologies in developmental psychology. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this succinct volume, Stephen von Tetzchner outlines the main theoretical perspectives including psychodynamic psychology, behaviorism, logical constructivism, social constructivism, evolutionary psychology, ethological psychology, ecological psychology, information processing and critical developmental psychology. He provides a guide to methods of gaining knowledge about children and introduces child and adolescent disorders. Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 1: Theory and Methodology is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner's core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development. For more information visit www.routledge.com/9781138823396

Dieses Handbuch integriert und erörtert eine wachsende Evidenzbasis zur individuellen Entwicklung im mittleren und späten Erwachsenenalter. Das Buch enthält eine umfassende Analyse dessen, was Wachstum in der Lebensmitte und im höheren Alter bedeutet, und zeigt auf, wie verschiedene Entwicklungsbereiche miteinander verwoben sind (d. h. körperliche, kognitive, soziale und emotionale Entwicklung sowie Persönlichkeitsentwicklung). Da die Kluft zwischen Theorie und Praxis immer noch ein Problem in der Entwicklungsforschung darstellt, zielt das Handbuch auch darauf ab, anschauliche Beispiele für Prävention und Intervention aus der Perspektive der positiven Psychologie zu liefern. Diese wurden so ausgewählt, dass sie eine Vielzahl von Themen repräsentieren, die für die individuelle Entwicklung relevant sind und bei denen die Forschung die Praxis beeinflusst, von Glück, Großelternschaft, Liebe und Sexualität bis hin zu Einsamkeit, Depression, Angst, Suizidprävention und Bewältigung des Todes.Dieses Handbuch ist ein unverzichtbares Hilfsmittel für Studenten und Forscher, die in den Bereichen Entwicklungspsychologie, Gesundheitspsychologie, Gerontologie und öffentliche Gesundheit arbeiten. Es ist auch für Praktiker wie Berater, Life Coaches, Psychotherapeuten, Organisationspsychologen, Gesundheitsfachleute, Sozialarbeiter und Planer im Bereich der öffentlichen Gesundheit von Interesse.

This handbook integrates and discusses a growing evidence base concerning individual development across middle and late adulthood. The book includes a comprehensive analysis of what growth implies within midlife and older age and considers how different developmental areas are intertwined (i.e., physical, cognitive, social and emotional development as well as personality growth). As the gap between theory and practice still constitutes an issue in developmental research, the handbook also aims to provide illustrative examples of prevention and intervention from a positive psychology perspective. These were selected to represent a variety of topics, relevant for individual development where research informs practice, ranging from happiness, grandparenthood, love and sexuality to loneliness, depression, anxiety, suicide prevention and coping with death. This handbook is a must-have resource for students and researchers working in developmental psychology, health psychology, gerontology and, public health. It will also be of interest to practitioners such as counsellors, life coaches, psychotherapists, organizational psychologists, health professionals, social workers or public health planners.

This bestselling textbook provides an engaging introduction to 11 major theories about human development that continue to guide research, intervention, and practice. The theories are grouped into three families: those that emphasize biological systems, those that focus on environmental factors, and those that reflect the interaction between the two. This organization encourages readers to evaluate, compare, and contrast key theoretical ideas both within and across families. Pedagogical features foster critical thinking and an active approach to learning.Each family of theories is introduced with a brief overview of their unique perspectives and the rationale for grouping them together. Discussion of each theory includes the cultural/historical context within which the theory developed, key concepts and ideas, extensions of the theory in new directions, a research example, an illustration of how the theory is applied in contemporary practice, and an analysis of how the theory answers six basic questions that a theory of human development should address. Each chapter begins with a case example and related application. There is expanded visual material throughout to enhance and extend key concepts. The third edition also features: a new chapter,'Social Justice Theory,'which addresses definitions of social justice, the development of social justice reasoning, emotional foundations, and behaviors related to activism, with particular focus on societal conditions of privilege and disadvantage that create social inequities and impact developmental outcomes consideration of social justice themes as they emerge across theories an increased focus on how theories account for and characterize individual differences, and the value of diversity for human adaptation a new emphasis on gender and sexual identities across theories greater attention to the role of culture as it is featured within each theory, as a component of the macro environment, and as it is internalized through socialization processes a revised epilogue, focusing on implications for family dynamics and links from theory to practice By focusing on theories that have had a major impact on development science, this book is ideal for advanced undergraduate and graduate courses in theories of development, lifespan, or child development, taught in the fields of psychology, human development, family studies, education, and social work.

This book introduces Unitary Developmental Theory (UDT) to the field of organization development. The second of two volumes, it introduces the UDT model and examines its application to organization development and change management.The book presents UDT comprising seven developmental levels, showing how using its methodical progression can help to avoid issues such as unsustainable growth and change failure while examining how the model improves collaboration, digital transformation, change management and team development. It shows how the model clinically transforms concepts such as culture which is often cited as the cause of failure for change, re-defining it as habituated maturation stage and simplifying culture change accordingly. This book is designed to accompany Volume 1 which details the psychology of the model and its equal applicability to mental-health recovery.Showing how UDT can be used as an overarching model to optimize organization development, this book will be of great interest to researchers, scholars and postgraduate students from the fields of organizational psychology, organization development and change management.

This book introduces Unitary Developmental Theory (UDT) to the field of psychology. The first of two volumes, it introduces the UDT model and examines its application to psychological development and mental-health recovery.The book presents a comprehensive model of UDT using 15 phases, showing how this model can be applied to fields including psychoanalysis, cognitive psychology and humanist psychology. It outlines how UDT was developed and can be used as an overarching model from which different schools of psychology can extrapolate process, thereby offering improved structure for all types of interventions including mental-health recovery. This book is designed to precede Volume 2 which details the model's equal applicability to organization development.Offering an innovative way of modeling developmental learning, this book will be of great interest to researchers, scholars and postgraduate students in the fields of developmental psychology, applied psychology and mental-health recovery.

This concise guide offers an accessible introduction to social development, social relations, identity development and self-awareness from childhood to adolescence. It integrates insights from both typical and atypical development to reveal the fundamental aspects of human growth and development, and common developmental disorders.The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this volume, Stephen von Tetzchner explains key topics including: attachment; sibling and peer relations; self and identity; gender development; play; media and understanding of society; and the transition toward adulthood. Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 7: Social Relations, Self-awareness and Identity is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner's core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development – for more information visit www.routledge.com/9781138823396

Cette revue traite essentiellement des problématiques en lien avec la psychologie et met l'accent sur une thématique dont l'actualité est plus que cruciale : la psychologie et le développement. Ce premier numéro est structuré en trois principales parties. La première traite des mécanismes cognitifs et processus d'apprentissage, la seconde partie s'intéresse à la problématique de l'insertion professionnelle et de l'entrepreneuriat et la dernière partie est axée sur la psychopathologie et clinique.

First published in 1950, Psychology and Mental Health describes the origin of behaviour disorders and the psychoneuroses especially as regards their causes in early childhood. Most psychologists agree that such disorders as hysteria, sex perversion, the obsessions and anxiety states, as well as many behaviour disorders and delinquencies, find their roots in childhood experiences. If this is the case it should be possible to prevent them from developing into full-blown neurotic disorders which may take years to cure.The purpose of this book is to describe the early causes of these disorders with a view to their treatment, but more particularly with a view to their prevention. As mental health is the concern not only of the doctor but of the parson and the priest, of the teacher and the parent, this book is written in non-technical language as far as the demands of accuracy will allow. It embodies the result of over thirty years'experience in the treatment of patients suffering from these disorders, and the views here maintained, which differ somewhat from the other analytic schools, are illustrated with clinical examples throughout. This book is a reissue originally published in 1950. The language used reflects its era and no offence is meant by the Publishers to any reader by this republication.

A look at the extraordinary ways the brain turns thoughts into actions—and how this shapes our everyday livesWhy is it hard to text and drive at the same time? How do you resist eating that extra piece of cake? Why does staring at a tax form feel mentally exhausting? Why can your child expertly fix the computer and yet still forget to put on a coat? From making a cup of coffee to buying a house to changing the world around them, humans are uniquely able to execute necessary actions. How do we do it? Or in other words, how do our brains get things done? In On Task, cognitive neuroscientist David Badre presents the first authoritative introduction to the neuroscience of cognitive control—the remarkable ways that our brains devise sophisticated actions to achieve our goals. We barely notice this routine part of our lives. Yet, cognitive control, also known as executive function, is an astonishing phenomenon that has a profound impact on our well-being.Drawing on cutting-edge research, vivid clinical case studies, and examples from daily life, Badre sheds light on the evolution and inner workings of cognitive control. He examines issues from multitasking and willpower to habitual errors and bad decision making, as well as what happens as our brains develop in childhood and change as we age—and what happens when cognitive control breaks down. Ultimately, Badre shows that cognitive control affects just about everything we do.A revelatory look at how billions of neurons collectively translate abstract ideas into concrete plans, On Task offers an eye-opening investigation into the brain's critical role in human behavior.

This concise guide offers an accessible introduction to perceptual development and motor development from infancy to adolescence. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this succinct volume, Stephen von Tetzchner covers key topics in perceptual development including: the theory of perceptual development, early and later development of vision, visual impairment, early perception of sound, the development of hearing throughout childhood and adolescence, the development of musical skills, hearing impairment, deafblindness, smell and taste. The section on motor development explores: theories of motor development, gross motor development, fine motor skills and atypical motor development.Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 3: Perceptual and Motor Development is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education.

This book presents Stage Climbing, an innovative seven stage developmental model as a new tool to help practitioners recognize cognitions, attitudes and behaviors-- typical of different life stages and thus levels of maturity-- in order to select the most effective treatment interventions with adult clients. It is the first book to integrate cognitive behavioral (CBT) concepts into the entire human development spectrum for any area of life that clients choose to work on. It demonstrates how resistance to change can reflect thinking and behavioral patterns that are characteristic of earlier developmental stages. It also presents a model of maturity along with treatment strategies and action steps to motivate change, as well as reactivate a client's natural and organic maturation process. Practitioners at all levels from diverse disciplines and modalities will learn to assess how, why, and where clients are'stuck'developmentally. This volume offers practitioners, whotreat individuals, couples and/or families a psychologically integrated road map that guides clients to take responsibility for living their best life, by removing self-created obstacles which prevent this from occurring naturally. The integration of the most robust aspects of psychodynamics, developmental psychology, and cognitive behavioral therapy will help the field continue to evolve, by providing state of the art interventions to help clients make mature and healthy changes in their lives. All mental health practitioners, regardless of their therapeutic orientations can use the strategies in this book to assess the underlying core belief patterns of clients at each life stage, and apply appropriate interventions to challenge self-defeating beliefs, and proactively work on agreed upon desired outcomes.

This influential festschrift honours the legacy of Annette Karmiloff-Smith, a seminal thinker in the field of child development and a pioneer in developmental cognitive neuroscience. The current volume brings together many of the researchers, collaborators and students who worked with Professor Karmiloff-Smith to show how her ideas have influenced and continue to influence their own research.Over four parts, each covering a different phase or domain of Karmiloff-Smith's research career, leading developmental psychologists in cognition, neuroscience and computer science reflect on her extensive contribution, from her early work with Piaget in Geneva to her innovative research project investigating children with Down syndrome to understand the mechanisms of Alzheimer's disease. The chapters provide a mix of cutting-edge science and reminiscence, providing a fascinating insight into the historical contexts in which many of Annette's theoretical insights arose, including such ideas as the microgenetic approach, representational redescription and neuroconstructivism. The chapters also provide updates about how earlier theoretical ideas have stood the test of time, and present unpublished data from the early years of Annette's career.Taking Development Seriously is essential reading for students and scholars in child development and developmental neuroscience.

Using COVID-19 as a base, this groundbreaking book brings together several renowned scholars to explore the concept of crisis, and how this global event has shaped the discipline of psychology. It engages directly with the challenges that psychology continues to face when theorizing societal issues of gender, race, class, history, and culture, while not disregarding'lived'experiences. This edited volume offers a set of pathways to rethink psychology beyond its current scope and history to become more apt to the conditions, needs, and demands of the 21st century. The book explores topics like resilience, interpersonal relationships, mistrust in the government, and access to healthcare. Dividing the book into three distinct sections, the contributors first examine the current crisis within psychology, then go on to explore how psychology theorizes the subject and the other in a social world of perpetual political, economic, cultural, and social crises, and lastly consider the role of crises in the creation of new theorizing.This is essential reading for advanced undergraduate and postgraduate students of theoretical and philosophical psychology, social psychology, community psychology, and developmental psychology.

This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications—extracts from books, key articles, research findings, and practical and theoretical contributions. Professor Richard M. Lerner has been prominent in the application of developmental science across the life span for half a century, investigating dynamic, relational development systems, and their potential impact on positive youth development (PYD) and social justice. In this collection, Professor Lerner presents the development of his theory of, and research about, relations between life-span human development and contextual or ecological change, exploring the mutually influential relations between humans and their peer, family, school, and community contexts.Including a specially written introduction, in which Professor Lerner reflects on the importance of mentorship and contextualises both the field and the evolution of his wide-ranging career, this collection will be a valuable resource for students and researchers of developmental psychology.

This book advances an integrative approach to understanding the phenomenon of psychosocial maturation. Through a rigorous, dialectically-informed interpretation of psychoanalytic and humanistic-existential-phenomenological sources, Mufid James Hannush distils thirty essential markers of maturity. The dialectical approach is described as a process whereby lived, affect-and-value laden polar meanings are transformed, through deep insight, into complementary and integrative meta-meanings. The author demonstrates how responding to the call of maturation can be viewed as a life project that serves the ultimate purpose of living a balanced life. The book will appeal to students and scholars of human development, psychotherapy, social work, philosophy, and existential, humanistic, and phenomenological psychology.

Applied Developmental Psychology: Volume 2 is a collection of papers from different experts in the field of psychology in an attempt to put forth a vision of psychology as a developmental science through its applications in different studies. The book covers topics such as essentialism and populational psychology, comprehension and comprehension monitoring, and theoretical and applied issues in the use of binaural sensory aids by blind infants and children. Also covered are topics such as the effects of maternal employment on young children and the subtypes of developmental dyslexia. The text is recommended to psychologists, especially those who would like to research on how the field can be viewed as a developmental science.

Applied Developmental Psychology: Volume 3 is a collection of papers from different experts in the field of psychology in an attempt to put forth a vision of psychology as a developmental science through its applications in different studies. The book covers topics such as psychological development in infancy, the meanings of constructs, and the measurement and meaning of parent-child interaction. Also covered are topics such as the development of high-risk infants in low-risk families, as well as the effects of deprivation on human visual development. The text is recommended to psychologists, especially those who would like to research on how the field can be viewed as a developmental science.

This volume presents an up-to-date review of developmental aspects of human attention by leading researchers and theorists. The papers included in the first section consider the ways in which newborns are pretuned to visual, auditory, linguistic, and social features of their environment, as well as how selectivity to these features changes in the first year of life. The following section examines properties of the visual and auditory world that are attention-getting for children. Developmental increases in capacity and strategy are also examined in this section through the study of perception, memory, problem-solving and language. Section III explores several ways in which selective processing can fail in development (e.g. autism, hyperactivity, and psychopathy) while Section IV reports on those aspects of selectivity that are lost (and preserved) in the aging process.

Comprised of papers written by members of the Social Science Research Council Subcommittee on Child Development in Life-Span Perspective, this book provides a representation of the current status of the relation between child development and the life- span. It suggests the possible synthesis of these two fields from both conceptual and empirical evidence. Theories and methods concerning the social, psychological, and anatomical influences on children's cognitive development through adolescence are highlighted.

Are we in control of our own development in adulthood, or are we shaped by circumstances beyond our control? By adopting the concept of intentional self-development (ISD), this text outlines an action-theoretical approach to human development that emphasizes both an individual's ability to shape their own development throughout the lifespan, and the extent to which this potential is limited.By examining general age-related changes and critical life events, Intentional Self-Development and Positive Ageing explores the adaptive cognitive-motivational processes that generate positive development in adulthood, including developmental tasks, cognitive changes, life-stage transitions, and biological and neural processes. Leipold goes on to discuss the concept of positive ageing, highlighting the flexibility of the term and evaluating it from multiple perspectives to demonstrate its subjectivity, as well as its importance. This text also discusses the importance of resilience in positive development, contributing to the search for conditions conducive to positive life conduct across the lifespan.This book will be essential reading for undergraduates and postgraduates studying lifespan development and gerontology, positive psychology, or health psychology, as well as researchers in those fields. It will also be of interest to developmental counsellors, clinicians, and other applied occupational groups who are seeking to understand the psychological basis of actions.

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For courses in Lifespan Development A modular, manageable, meaningful survey of the life spanRevel™ Discovering the Life Span provides a broad overview of a human life, from the moment of conception through death. Utilizing a flexible, modular organization, author Robert Feldman covers the life span chronologically and focuses on physical, cognitive, and social and personality development within each stage of life. Feldman's engaging and accessible writing style makes the material meaningful to students, and prepares them to apply what they're learning about development to their personal and future professional lives. The 5th Edition more prominently highlights the impact of culture on development and places more emphasis on the application of multiple perspectives when studying development. Revel is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience — for less than the cost of a traditional textbook. NOTE: Revel is a fully digital delivery of Pearson content. This ISBN is for the standalone Revel access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use Revel.

In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented due to the vast diversity of models of what knowledge and reasoning are, and how they develop. This new Classic Edition of Models of Cognitive Development aims to overcome this barrier through its careful introduction, illustrated examples, and approach to helping students think more critically about the subject.In this significant work, Richardson provides students, researchers, and comparative theoreticians with a cohesive understanding of the area by organizing diverse schools, frameworks, and approaches according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, it's possible to find pathways around the area more confidently as a whole, to see the “wood” as well as the theoretical trees, and be able to react to individual models more critically and constructively.The Classic Edition of this core text will be essential reading for undergraduate and graduate students of cognitive development.

Dieses Buch hilft Ihnen dabei, mit zunehmendem Alter geistig leistungsfähig zu bleiben, um weiterhin selbstbestimmt zu leben. Denn: Egal, wie alt ein Baum aussieht und egal, wie alt er tatsächlich ist, er kann immer noch aus seinem alten Holz neu austreiben. Genauso hat es jeder auch im höheren Lebensalter selbst in der Hand, Neues zu lernen und so zu trainieren, dass die geistigen Reserven möglichst lange erhalten und genutzt werden können – wollen Sie das? Was wir nicht benutzen, verkümmert. Wenn Sie bereit sind, mit Hirn und Hand aktiv zu sein und durchzuhalten, können Sie Ihre geistige Leistungsfähigkeit mit Hilfe dieses Buches stabilisieren und vielleicht teilweise sogar steigern. Zielgruppen: Alle, die ihre geistige Leistungsfähigkeit im höheren Lebensalter erhalten oder sogar verbessern möchtenAlle, die altersbedingten geistigen Abbauerscheinungen (Demenz) präventiv vorbeugen wollen und Spaß und Freude an geistigen und feinmotorischen Herausforderungen habenAlle, die sich über entwicklungspsychologische Besonderheiten des älteren Menschen informieren oder die privat oder beruflich ältere Menschen / Seniorengruppen betreuen, beschäftigen und fördern möchten Zu den Autoren: Prof. Dr. Wolfgang Lehmann ist Diplompsychologe und externer Mitarbeiter an der Otto-von-Guericke-Universität Magdeburg am Institut für Psychologie. Dr. Inge Jüling ist Diplompsychologin und war als Schulpsychologin tätig. Die Autoren wissen, wovon sie reden: Sie haben jahrelange Erfahrungen mit Senioren, die an Psychologie-Lehrveranstaltungen im Rahmen des Seniorenstudiums'Studieren ab 50'teilnehmen. Das aktive Trainieren hat sich für die Teilnehmer gelohnt, denn sie konnten sich in einigen kognitiven Funktionen sogar verbessern und hatten noch Spaß dabei, Aufgaben zu lösen und Neues zu lernen.

In Communicative Exchange, Psychotherapy and the Resonant Self, Anthony Korner demonstrates how important communication and resonance are to the development of a sense of self. This process of realization is embedded in social relatedness and is intrinsically tied to language.Uniquely presenting a collaborative approach to research, this book illuminates the potential for change that lies in therapy that engages both heart and mind between patient and therapist, as well as demonstrating how language and relating are fundamental to psychotherapy. Korner explains how language engenders growth through communicative processes that shape lives and personality. Korner helps the reader see how communicative exchanges can be transformative. Brimmed with emotive clinical material, literary illustrations and reports of first-hand life experience, Korner demonstrates how the combination of knowledge and evocation of feeling in human connection is central to psychotherapeutic process. An intersubjective approach to research is put forward as exemplar of how the minds of both patient and therapist might be employed in furthering understanding of psychotherapeutic process. This book will be an essential resource for mental health clinicians involved in psychodynamic psychotherapy, as well as more generally to people interested in understanding human connections.

The field of educational neuroscience uses new insights about the neural mechanisms of learning to improve educational practices and outcomes. The first volume to bring together the latest knowledge on the development of educational neuroscience from a life-span perspective, this important text offers state of the art, authoritative research findings in educational neuroscience before providing evidence-based recommendations for classroom practice.Thomas, Mareschal, Dumontheil, and the team of expert international contributors assembled in this volume thoroughly explore four main themes throughout the book. The first theme is individual differences, or what makes children perform better or worse in the classroom. The second theme is the nature of individual differences at different stages in development, from early years into adulthood. The third theme addresses cognitive enhancement, summarizing research that has investigated activities that might give general benefits to cognition. And the fourth theme considers the translation of research findings into classroom practices, discussing broader ethical issues raised by educational neuroscience, and what teachers need to know about neuroscience to enhance their day-to-day practice. Specific topics explored include neuropsychological perspectives on socioeconomic disparities in educational achievement, reading difficulties, phonological skills, executive function, and emotional development. Educational Neuroscience is essential reading for researchers and graduate students of educational psychology, developmental science, developmental psychology, and cognitive psychology, especially those specializing in emotion regulation.

Although integrative conceptions of development have been gaining increasing interest, there have been few attempts to bring together the various threads of this emerging trend. The Handbook of Integrative Developmental Science seeks ways to bring together classic and contemporary theory and research in developmental psychology with an eye toward building increasingly integrated theoretical and empirical frameworks. It does so in the form of a festschrift for Kurt Fischer, whose life and work have both inspired and exemplified integrative approaches to development. Building upon and inspired by the comprehensive scope of Fischer's Dynamic Skill Theory, this book examines what an integrated theory of psychological development might look like. Bringing together the work of prominent integrative thinkers, the volume begins with an examination of philosophical presuppositions of integrative approaches to development. It then shows how Dynamic Skill Theory provides an example of an integrative model of development. After examining the question of the nature of integrative developmental methodology, the volume examines the nature of developmental change processes as well as pathways and processes in the development of psychological structures both within and between psychological domains. The team of expert contributors cover a range of psychological domains, including the macro- and micro-development of thought, feeling, motivation, self, intersubjectivity, social relations, personality, and other integrative processes. It ends with a set of prescriptions for the further elaboration of integrative developmental theory, and a tribute to Kurt Fischer and his influence on developmental psychology.This book will be essential reading for graduate students and researchers of developmental psychology and human development, specifically developmental science.

How does developmental psychology connect with (what used to be called) the developing world? What do cultural representations indicate about the contemporary politics of childhood? How is concern about child sexual exploitation linked to wider securitization anxieties? In other words: what is the political economy of childhood, and how is this affectively organized? This new edition of Developments: Child, Image, Nation, fully updated, is a key conceptual intervention and resource, reflecting further on the contexts and frameworks that tie children to national and international agendas.A companion volume to Burman's Deconstructing Developmental Psychology (third edition, 2017) this volume helps explain why questions around children and childhood, including their safety, welfare, their interests, abilities, sexualities and their violence, have so preoccupied the late twentieth and twenty-first centuries, showing how the frames for these concerns have extended beyond their Euro-US contexts of origination. In this completely revised edition, Burman explores changing debates and contexts, offering resources for interpreting continuities and shifts in the complex terrain connecting children and development. Through reflection on an increasingly globalised, marketised world, that prolongs previous colonial and gendered dynamics in new and even more insidious ways, Developments analyses the conceptual paradigms shaping how we think about and work with children, and recommends strategies for changing them. Drawing in particular on feminist and post-development literatures, as well as original and detailed engagement with social theory, it illustrates how and why reconceptualising notions of individual and human development, including those informing models of children's rights and interests, is needed to foster more just and equitable forms of professional practice with children and their families.Burman offers an important contribution to a set of urgent debates engaging theory and method, policy and practice across all the disciplines that work with, or lay claim to, children's interests. A persuasive set of arguments about childhood, culture and professional practice, Developments is an invaluable resource to teachers and students in psychology, childhood studies, and education as well as researchers in gender studies.

A look at the extraordinary ways the brain turns thoughts into actions—and how this shapes our everyday livesWhy is it hard to text and drive at the same time? How do you resist eating that extra piece of cake? Why does staring at a tax form feel mentally exhausting? Why can your child expertly fix the computer and yet still forget to put on a coat? From making a cup of coffee to buying a house to changing the world around them, humans are uniquely able to execute necessary actions. How do we do it? Or in other words, how do our brains get things done? In On Task, cognitive neuroscientist David Badre presents the first authoritative introduction to the neuroscience of cognitive control—the remarkable ways that our brains devise sophisticated actions to achieve our goals. We barely notice this routine part of our lives. Yet, cognitive control, also known as executive function, is an astonishing phenomenon that has a profound impact on our well-being.Drawing on cutting-edge research, vivid clinical case studies, and examples from daily life, Badre sheds light on the evolution and inner workings of cognitive control. He examines issues from multitasking and willpower to habitual errors and bad decision making, as well as what happens as our brains develop in childhood and change as we age—and what happens when cognitive control breaks down. Ultimately, Badre shows that cognitive control affects just about everything we do.A revelatory look at how billions of neurons collectively translate abstract ideas into concrete plans, On Task offers an eye-opening investigation into the brain's critical role in human behavior.

This book provides an interdisciplinary lens from which to view the multiple types of effects of enduring childhood experiences, and to recommend evidence-based approaches for protecting and buffering children and repairing the negative consequences of ACEs as adults. Adverse childhood experiences (ACEs) can negatively influence development. However, the lifelong effects of positive childhood experiences (PACEs) can mitigate the detrimental effects of adverse ones. By integrating existing knowledge about (ACEs) with developmental research on preventing, buffering, and treating the effects of adversity, stress, and trauma on child development and subsequent health and functioning, this book identifies the most important of these (PACEs). It provides an interdisciplinary lens from which to view the multiple types of effects of enduring childhood experiences, and recommends evidence-based approaches for protecting children and repairing the enduring negative consequences of (ACEs) they face as adults. Students, researchers, clinicians, and health-care providers can use this research to understand the science of early life adversity, lifelong resilience, and related intervention and prevention programming to help those suffering from the lifelong effects of (ACEs). Chapters include many figures, graphs, diagrams, stories, and activities that aim to help readers apply the science to everyday life.

How can we make sense of change and stability through the lifespan of human development? What role does personal experience, our relationships with others, and historical and sociocultural contexts play in shaping these changes? This is the first book to offer an integrative overview of the range of developmental transitions which occur through the lifespan. Bringing together different theoretical and conceptual perspectives and a broad range of empirical research including quantitative and qualitative approaches, this book encompasses a range of complex transitional forms. Covering topics such as health transitions, transitions in friendships and romantic relationships, career transitions, and societal transitions, this book takes the reader beyond a focus on childhood and adolescence, to look at the whole lifespan. Reflecting a perspective that takes into account a sociocultural past and present, this book seeks to show how transitions can be viewed as both an experience of uncertainty and possibility. Transitions perform important functions and present psychosocial opportunities. Developmental Transitions is essential reading for all undergraduate and graduate students of developmental and cultural psychology and is also a valuable resource for academics and practitioner audiences interested in stability and change as people age.

This book presents a unique exploration of common myths about autism by examining these myths through the perspectives of autistic individuals. Examining the history of attitudes and beliefs about autism and autistic people, this book highlights the ways that these beliefs are continuing to impact autistic individuals and their families, and offers insights as to how viewing these myths from an autistic perspective can facilitate the transformation of these myths into a more positive direction. From ‘savant syndrome'to the conception that people with autism lack empathy, each chapter examines a different social myth – tracing its origins, highlighting the implications it has had for autistic individuals and their families, debunking misconceptions and reconstructing the myth with recommendations for current and future practice. By offering an alternative view of autistic individuals as competent and capable of constructing their own futures, this book offers researchers, practitioners, individuals and families a deeper, more accurate, more comprehensive understanding of prevalent views about the abilities of autistic individuals as well as practical ways to re-shape these into more proactive and supportive practices.