Developmental psychology childhood and adolescence
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Brooks/Cole Publ.
1993
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| 245 | 1 | 0 | |a Developmental psychology |b childhood and adolescence |c David R. Shaffer |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Pacif Grove, Calif. |b Brooks/Cole Publ. |c 1993 | |
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Datensatz im Suchindex
| _version_ | 1804140344996003840 |
|---|---|
| adam_text | Titel: Developmental psychology
Autor: Shaffer, David R.
Jahr: 1993
Pari I ill !luT lrn ill llfirlvpnriial Psyrhulog)
i:iiii|iliT 1 111J full ii t-1 i nit 3
The Concept of Development 4
The Study of Human Development Is a Purposeful Enterprise 6
Human Development Is a Continual and Cumulative Process 6
Human Development Is a Holistic Process A Brief Overview of the Text 7 8
Human Development in Historical Perspective 9
Childhood in Premodern Times 9
Origins of Modern-Day Views on Childhood 10
Emergence of a Psychology of Childhood (and Adolescence) 13
Research Methods in Developmental Psychology 15
The Scientific Method 15
Measuring Behavior: Data-Collection Techniques 16
Detecting Relationships: Correlational and Experimental Designs 21
Designs to Measure Developmental Change The Cross-Cultural Comparison 27 32
Ethical Considerations in Developmental Research Summary 34 37
xvm Chapter 2 Theories of Human Development Contents 41
Questions and Controversies about Human Development 43
The Psychoanalytic Viewpoint 46
Freud s Psychoanalytic Theory 46
Contributions and Criticisms of Freud s Theory 52
Erikson s Theory of Psychosocial Development 52
Contributions and Criticisms of Erikson s Theory 55
Psychoanalytic Theory Today 56
The Learning Viewpoint (Behaviorism) 56
Watson s Behaviorism 56
Skinner s Operant-Learning Theory (Radical Behaviorism) 57
Bandura s Cognitive Social-Learning Theory 58
Social Learning as a Reciprocal Process Contributions and Criticisms of Learning Theories 59 60
The Cognitive-Developmental Viewpoint 62
Piaget s View of Intelligence and Intellectual Growth 62
Four Stages of Cognitive Development 65
Contributions and Criticisms of the Cognitive Viewpoint The Ethological Viewpoint 65 66
Ethology and Human Development 67
Contributions and Criticisms of the Ethological Viewpoint 68
Theories and World Views Summary 69 72
Contents
Hi-! rii^HjM td Ji»!ilifiiiHiih fi. iiM)ii | -i!H;
Chapters Hereditary lnlliiriiri s on Development
Heredity in Historical Perspective
Principles of Hereditary Transmission
Conception
Growth of the Zygote and Production of Body Cells
Germ Cells and Hereditary Transmission
Patterns of Genetic Expression
Chromosomal and Genetic Abnormalities
Chromosomal Abnormalities
Genetic Abnormalities
Applications: Genetic Counseling and the Treatment of
Hereditary Disorders
Hereditary Influences on Behavior
Methods of Estimating Hereditary Influences
Hereditary Influences on Intellectual Performance
Hereditary Contributions to Temperament and Personality
Hereditary Contributions to Behavior Disorders and Mental Illness
Another Look at the Nature/Nuture Controversy
Waddington s Canalization Principle
Gottesman s Range of Reaction Principle
A New Look at Genotype/Environment Interactions
Summary
xx Contents
Chapter 4 Prenatal Development and Birth__________________________________117
From Conception to Birth 118
The Germinal Period 119
The PeriodoftheEmbryo 119
The Period of the Fetus 121
Environmental Influences on Prenatal Development 123
Maternal Characteristics 123
Teratogens 127
On the Prevention of Birth Defects 137
Birth and the Perinatal Environment 137
The Birth Process 138
The Social Environment Surrounding Birth 139
Perinatal Hazards and Complications 142
On Reproductive Risk and Infants Capacity for Recovery 147
Ecological Considerations: Should You Have Your Baby at Home? 149
Summary 150
Contents
Chapter 5 The Physical Self: Development ot the
Brain, the Hnili and Motor Shiils
The Neonate
The Neonate s Preparedness for Life
Living with an Infant
An Overview of Maturation and Growth
Changes in Height and Weight
Changes in Body Proportions
Skeletal Development
Muscular Development
Development of the Brain and the Nervous System
Neural Development and Plasticity
Brain Differentiation and Growth
Motor Development
Basic Trends in Locomotor Development
Early Manipulatory Skills and Visual/Motor Coordination
Beyond Infancy?Motor Development in Childhood
Puberty?The Physical Transition from Child to Adult
The Adolescent Growth Spurt
Sexual Maturation
The Psychological Impact of Adolescent Growth and Development
Causes and Correlates of Physical Development
Biological Mechanisms
Environmental Influences
Summary
XX11 Contents ? - ¦, .. .i l -n Ill sI!l|Sllstli ffi t i1! J tl-ll 195
Chapter b Perceptual Development 197
Controversies about Perceptual Development 198
Making Sense of the Infant s Sensory (and Perceptual) Experiences 199
Infant Sensory Capabilities 201
Vision 201
Audition 202
Taste and Smell 203
Touch, Temperature, and Pain 203
Visual Perception in Infancy 204
Perception of Patterns and Forms 205
Spatial Perception 211
Auditory Perception in Infancy 214
Voice Recognition 215
Reactions to Speech and Language 215
The Sound of Music 216
Intersensory Perception 216
Theories of Intersensory Perception 216
Are the Senses Integrated at Birth? 217
Development of Cross-Modal Perception 217
...... ----- - Another Look at the Enrichment/Differentiation Controversy 218 Infant Perception in Perspective 219
Perceptual Learning and Development in Childhood 220
----------------- Development of Attention 220 Development of Form Perception 223 Environmental Influences on Perception 226 What Kinds of Experiences Are Important? 226
Social and Cultural Influences 229
Postscript?What Is Perceptual Development? 232 Summary 232
contents xxm
Chapter 7 Cognition and Cognitive Development:
______A Piagelian Perspective 235
What Are Cognition and Cognitive Development? 236
Piaget s Basic Ideas about Cognition 237
What Is Intelligence? 237
Cognitive Schemes: The Structural Aspects of Intelligence 238
How Is Knowledge Gained? The Functional Basis of Intelligence 239
Piaget s Stages of Cognitive Development 240
The Sensorimotor Stage (Birth to 2 Years) 241
The Preoperational Stage (2 to 7 Years) 245
The Concrete-Operational Stage (7 to 11 Years) 256
The Formal-Operational Stage (Age 11-12 and Beyond) 260
Language and Thought 265
Piaget s Viewpoint on Language and Thought 265
Vygotsky s Theory of Language and Thought 265
Which Viewpoint Should We Endorse? 266
An Evaluation of Piaget s Theory 267
The Issue of Timing 267
The Competence/Performance Issue 267
Does Cognitive Development Occur in Stages? 268
Does Piaget Explain Intellectual Development? 269
Summary 269
Contents
Chapter 8 Learning and Information Processing_________________________ 273
What Is Learning? 274
Habituation: Early Evidence of Information Processing 275
Developmental Trends 275
Habituation and Later Development 275
Classical Conditioning 276
The Classical Conditioning of Emotions and Attitudes 277
Can Neonates Be Classically Conditioned? 278
Operant Conditioning 278
Reinforcement and Punishment 280
Operant Conditioning in Infancy 281
Shaping of Complex Behaviors 282
Why Reinforcers Reinforce: An Informational Perspective 284
Punishment: The Aversive Control of Behavior 285
Observational Learning 290
How Do We Learn by Observation? 290
Developmental Trends in Imitation and Observational Learning 292
Learning and Development Reconsidered 294
Learning Is a Fundamental Developmental Process 294
Human Learning Is an Active, Cognitive Process 294
Cognitive Development: An Information-Processing Viewpoint 296
A Model of Human Information Processing 296
Attentional Processes: Getting Information into the System 298
Memory Processes: Retaining and Retrieving
What One Has Experienced 301
Problem Solving: Making Use of Information One Has Retained 311
Current Status of the Information-Processing Approach 314
Summary 316
Contents xxv
Chapter 9 Intelligence: Measuring Mental Performance 319
What Is Intelligence? 320
The Psychometric View of Intelligence 320
A Modern Information-Processing Viewpoint 324
How Is Intelligence Measured? 326
Alfred Binet and the Stanford-Binet Test 326
The Wechsler Scales 328
Distribution of IQ Scores 329
Group Tests of Mental Performance 329
Some New Approaches to Intelligence Testing 330
Assessing Infant Intelligence 331
Is IQ a Stable Attribute? 332
What Do Intelligence Tests Predict? 333
IQ as a Predictor of Scholastic Achievement 333
IQ as a Predictor of Occupational Success 335
IQ as a Predictor of Health, Adjustment, and Life Satisfaction 336
Factors That Influence IQ Scores 337
The Evidence for Heredity 338
The Evidence for Environment 340
Sociocultural Correlates of Intellectual Performance 341
Home Environment and IQ 341
Birth Order, Family Configuration, and IQ 343
Social-Class, Racial, and Ethnic Differences in IQ 345
Why Do Groups Differ in Intellectual Performance? 346
Improving Intellectual Performance
through Compensatory Education 352
Long-Term Follow-Ups 352
The Importance of Parental Involvement 353
Limitations of Compensatory Education and
Implications for the Future 354
Creativity and Special Talents 355
What Is Creativity? 356
How Does Creativity Develop? 356
Summary 358
xxvi Contents
Chapter HI Development of Language and Communication Shills_________________36i
Four Components of Language 362
Before Language: The Prelinguistic Period 364
The Infant s Reactions to Language 365
Producing Sounds: The Infant s Prelinguistic Vocalizations 365
What Do Prelinguistic Infants Know about Language? 366
One Word at a Time: The Holophrastic Period 368
The Infant s Choice of Words 368
Early Semantics: The Development of Word Meanings 368
From Holophrases to Simple Sentences: The Telegraphic Period 371
Characteristics of Telegraphic Speech 372
A Semantic Analysis of Telegraphic Speech 373
The Pragmatics of Early Speech 374
Language Learning during the Preschool Period 376
Acquiring Grammatical Morphemes 376
Mastering Transformational Rules 378
Semantic Development 379
Pragmatics and Communication Skills 381
Refinement of Language Skills 382
Later Syntactic Development 382
Semantics and Metalinguistic Awareness 383
Growth of Communication Skills 383
Theories of Language Development 386
The Learning (Empiricist) Perspective 386
The Nativist Perspective 390
The Interactionist Perspective 397
Summary 399
Contents
PajrM _____Siirial iiiiii Prrsnnalfl) llNPlipirni
Chapter 11 Early Emotional Growth and the Establishment of
loiimaMelaiions
Are Babies Emotional Creatures?
Displaying (and Controlling) Emotions
Recognizing Emotions: Can Babies Read Faces and Voices?
Emotions and Early Social Development
What Are Emotional Attachments?
The Caregiver s Attachment to the Infant
Early Emotional Bonding
How Infants Promote Attachments
Problems in Establishing Caregiver-to-Infant Attachments
The Infant s Attachment to Caregivers
Development of Primary Social Attachments
Theories of Attachment
Two Common Fears of Infancy
Stranger Anxiety
Separation Anxiety
Why Do Infants Fear Separations and Strangers?
Individual Differences in the Quality of Attachments
How Do Infants Become Securely or Insecurely Attached?
Long-Term Correlates of Secure and Insecure Attachments
Working Mothers, Alternative Care, and
Children s Emotional Development 435
The Unattached Infant 437
Harlow s Studies of Socially Deprived Monkeys 438
Social Deprivation in Humans: The Institutionalized Child 439
Why Is Early Deprivation Harmful? 440
Can Children Recover from Early Deprivation Effects? 442
Summary 443
xxvm Chapter 12 Becoming an Individual: The Self, Sociability, and Achievement Contents 447
Development of the Self-Concept 449
The Emerging Self: Differentiation and Self-Recognition 449
Who Am I? Responses of Preschool Children 451
Conceptions of Self in Middle Childhood and Adolescence Self-Esteem: The Evaluative Component of Self 452 454
Who Am I to Be? Forming a Stable Identity 456
Knowing about Others 459
Age Trends in Impression Formation 459
Theories of Social-Cognitive Development 460
Sociability: Development of the Social Self 466
Sociability during the First Two Years 466
Horizons Broaden: Sociability during the Preschool Period 467
Individual Differences in Sociability 470
Is Sociability a Stable Attribute? 472
Achievement: Development of the Competent Self What Is Achievement Motivation? 472 473
Home and Family Influences on Mastery Motivation
and Achievement 474
Beyond the Achievement Motive:
Cognitive Determinants of Achievement 476
Reflections on Competence and Achievement 482
Summary 483
Contents xxix
Chapter 13 sex Inferences and Sex-Bole Development 48?
Categorizing Males and Females: Sex-Role Standards 489
Some Facts and Fictions about Sex Differences 491
Actual Psychological Differences between the Sexes 491
Cultural Myths 493
Evaluating the Accomplishments of Males and Females 494
Developmental Trends in Sex Typing 497
Development of the Gender Concept 497
Acquiring Sex-Role Stereotypes 497
Development of Sex-Typed Behavior 499
Theories of Sex Typing and Sex-Role Development 502
Money and Ehrhardt s Biosocial Theory 502
Freud s Psychoanalytic Theory 506
Social-Learning Theory 508
Kohlberg s Cognitive-Developmental Theory 511
Gender Schema Theory 513
An Attempt at Integration 514
Psychological Androgyny: A Prescription for the Future? 516
Do Androgynous People Really Exist? 516
Are There Advantages to Being Androgynous? 516
Development of Sexuality and Sexual Behavior 518
Origins of Sexual Activities 518
Sexual Behavior during Childhood 519
Adolescent Sexuality 520
Summary 522
xxx Contents
Chapter 14 Aggression, Altruism, and Moral Development 525
The Development of Aggression 526
What Is Aggression? 527
Origins of Aggression 527
Age-Reiated Changes in the Nature of Aggression 528
Cultural Influences on Aggression 533
Familial Influences on Aggression 533
Methods of Controlling Aggression 537
Altruism: Development of the Prosocial Self 539
Origins of Altruism and Altruistic Concern 539
Developmental Trends in Altruism 540
Cognitive and Affective Contributors to Altruism 541
Promoting Altruism: Cultural and Social Influences 545
What Is Morality (and Moral Development)? 548
Psychoanalytic Explanations of Moral Development 549
Freud s Theory of Oedipal Morality 549
Erikson s Views on Moral Development 550
Cognitive-Developmental Theory: The Child as a Moral Philosopher 550
Piaget s Theory of Moral Development 551
Tests of Piaget s Theory 553
Kohlberg s Theory of Moral Development 555
Tests of Kohlberg s Theory 558
Morality as a Product of Social Learning 565
How Consistent Are Moral Conduct and Moral Character? 565
Learning to Resist Temptation 566
Who Raises Children Who Are Morally Mature? 569
Summary 572
Contents
Pari 1 lit8 TfiiliijD iti iiriMfspitii ii!
Chapter 15 The Family
Functions of the Family
Understanding the Family and Its Contributions
to Human Development
The Family as a System
A Changing Family System in a Changing World
Interchanges between Parents and Their Infants
The Transition to Parenthood
Effects of Parents on Their Infants
Parental Socialization during Childhood and Adolescence
Two Major Dimensions of Child Rearing
Social-Class Differences in Parenting
The Quest for Autonomy: Renegotiating the Parent/Child
Relationship during Adolescence 598
The Influence of Siblings and Sibling Relationships 600
And Baby Makes Four: Changes in the Family System
with the Birth of a Second Child 600
Sibling Relationships over the Course of Childhood 601
Positive Aspects of Sibling Interactions 602
Characteristics of Only Children 604
The Impact of Divorce 605
Immediate Effects: Crisis and Reorganization 605
Long-Term Reactions to Divorce 607
Children in Reconstituted Families 608
Maternal Employment?Revisited 610
When Parenting Breaks Down: The Problem of Child Abuse 612
Who Are the Abusers? 612
Who Is Abused? 613
Social-Situational Triggers: The Ecology of Child Abuse 613
Long-Term Consequences of Abuse and Neglect 614
How Do We Solve the Problem? 615
Reflections on the Family 617
Summary 618
xxxii Covrnvrs
Chapter lb Beyond the Family: ExtrafamjIiaMnflurnrcs 621
The Early Window: Effects of Television on Children and Youth 622
Television and Children s Lifestvles 623
Some Potentially Undesirable Effects of Television 624
Television as an Educational Instrument 628
Should Television Be Used to Socialize Children? 632
The School as a Socialization Agent 634
Does Schooling Promote Cognitive Development? 634
Determinants of Effective (and Ineffective) Schooling 635
The Teacher s Influence 639
Do Our Schools Meet the Needs of Our Children? 642
The Second World of Childhood: Peers as Socialization Agents 648
Who or What Is a Peer? 649
Peers as Promoters of Social Competence 651
Children and Their Friends 656
How Do Peers Exert Their Influence? 659
Peer versus Adult Influence: The Question of Cross-Pressures 661
Summary 663
References________ r-i
Name Index m
Subject Index _ __ M0
|
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| author | Shaffer, David R. 1946- |
| author_GND | (DE-588)12461292X |
| author_facet | Shaffer, David R. 1946- |
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| bvnumber | BV024384802 |
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| discipline | Psychologie |
| edition | 3. ed. |
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| isbn | 0534169929 |
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| publisher | Brooks/Cole Publ. |
| record_format | marc |
| spelling | Shaffer, David R. 1946- Verfasser (DE-588)12461292X aut Developmental psychology childhood and adolescence David R. Shaffer 3. ed. Pacif Grove, Calif. Brooks/Cole Publ. 1993 getr. Zählung zahlr. Ill. und graph. Darst. txt rdacontent n rdamedia nc rdacarrier Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Kinderpsychologie (DE-588)4073410-9 gnd rswk-swf Jugendpsychologie (DE-588)4073110-8 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Entwicklungspsychologie (DE-588)4014963-8 s Kinderpsychologie (DE-588)4073410-9 s Jugendpsychologie (DE-588)4073110-8 s 2\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018364399&sequence=000002&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 |
| spellingShingle | Shaffer, David R. 1946- Developmental psychology childhood and adolescence Entwicklungspsychologie (DE-588)4014963-8 gnd Kinderpsychologie (DE-588)4073410-9 gnd Jugendpsychologie (DE-588)4073110-8 gnd |
| subject_GND | (DE-588)4014963-8 (DE-588)4073410-9 (DE-588)4073110-8 (DE-588)4123623-3 |
| title | Developmental psychology childhood and adolescence |
| title_auth | Developmental psychology childhood and adolescence |
| title_exact_search | Developmental psychology childhood and adolescence |
| title_full | Developmental psychology childhood and adolescence David R. Shaffer |
| title_fullStr | Developmental psychology childhood and adolescence David R. Shaffer |
| title_full_unstemmed | Developmental psychology childhood and adolescence David R. Shaffer |
| title_short | Developmental psychology |
| title_sort | developmental psychology childhood and adolescence |
| title_sub | childhood and adolescence |
| topic | Entwicklungspsychologie (DE-588)4014963-8 gnd Kinderpsychologie (DE-588)4073410-9 gnd Jugendpsychologie (DE-588)4073110-8 gnd |
| topic_facet | Entwicklungspsychologie Kinderpsychologie Jugendpsychologie Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018364399&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT shafferdavidr developmentalpsychologychildhoodandadolescence |