An introduction to developmental psychology
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2011
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| 245 | 1 | 0 | |a An introduction to developmental psychology |c ed. by Alan Slater ... |
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| 264 | 1 | |a Chichester |b BPS Blackwell |c 2011 | |
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| adam_text | Titel: An introduction to developmental psychology
Autor: Slater, Alan
Jahr: 2011
Brief Contents
List of Contributors
Preface to Second Edition
XXIII
xxv
Parti INTRODUCTION 1
1 The Scope and Methods of Developmental Psychology 3
Alan Slater, Scott P.Johnson, and Darwin Muir
2 Theories and Issues in Child Development 41
Scott P.Johnson, Alan Slater, and Ian Hocking
3 The Nature-Nurture Issue (an Illustration Using Behaviour-Genetic
Research on Cognitive Development) 79
Elisa A. Esposito, Elena L. Grigorenko, and Robert J. Sternberg
PART II INFANCY
4
Prenatal Development
Christine Moon and William P. Eifer
Perception, Knowledge, and Action in Infancy
J. Gavin Bremner
Emotional Development and Attachment Relationships
Elizabeth Meins
Social Interaction and the Beginnings of Communication
H. Rudolph Schaffer
The Development of Seif and Gender
Wendy Lawrenson
115
117
149
183
217
243
PARTIM CHILDHOOD
9
10
11
Cognitive Development
Margaret Anne Defeyter
The Development of Language
Heather M. Hill and Stan A. Kuczaj II
Acquiring a Theory of Mind
Peter Mitchell
285
287
319
357
12 Reading and Mathematics in Developmental Psychology 385
Peter Bryant
13 Memory Development and Eyewitness Testimony 417
StephenJ. Ceci, Stanka A. Fitneva, Cagla Aydin, and Nadia Chernyak
14 Play and the Beginnings of Peer Relationships 453
Peter K. Smith
15 Prosocial Tendencies, Antisocial Behaviour, and
Moral Development in Childhood 487
Daniel Hart, Nyeema Watsem, Anandini Dar, and Robert Atkins
PART IV ADOLESCENCE 515
16 Cognitive Development in Adolescence 517
Kang Lee, Gizelle Anzures, and Alejo Freire
17 Social Development 551
William M. Bukowski, Tanya Bergevin, and Richard Miners
PARTV PRACTICALISSUES 585
18 Educational Implications 587
Alyson Davis and Naomi Winstone
19 Risk and Resilience in Development 613
Leslie Morrison Gutman and Eirini Flouri
20 Social Problems in Schools 649
Peter K. Smith and Julian Elliott
21 Atypical Development 681
Sarah Norgate
Glossary 717
Names Index 747
Subject Index 757
Contents
List of Contributors
Preface to Second Edition
XXIII
xxv
Parti INTRODUCTION
1 The Scope and Methods of Developmental Psychology
Alan Slater, Scott P.Johnson, and Darwin Muir
Introduction
Studying Changes with Age
Concepts of Human Development
Folk theories of development: Punishment orpraise?
Defining development according to world views
Ways of Studying Development
Designs for studying age-related changes
Research methods
Beyond Common Sense: The Importance of Research Evidence
Social policy implications of child development research
Developmental Functions: Growing and Changing
Continuous function (a) - increasing abüity
Continuous function (b) - decreasing abüity
Discontinuous (stepj function
U-shapedfunctions
Comparing developmental functions
Summary and Conclusions
Discussion points
Suggestions for Further Reading
References
1
3
5
6
6
6
8
10
10
15
29
31
n
32
33
34
35
36
37
38
38
39
Theories and Issues in Child Development
Scott P.Johnson, Alan Slater, and Ian Hocking
Introduction
Motor Development
Maturational theories
Dynamic Systems theory
Cognitive Development
Piaget s theory of development
Developmental psychology before Piaget
41
44
44
45
47
50
SO
51
Fundamental aspects of human development, according to Piaget 51
Thefour stages of cognitive development 52
Information Processing Approaches 54
Cognitive development in infancy 5$
Cognitive development in childhood 56
Connectumism and brain development 57
Summarv J8
Companng mformation-processing approaches with Piaget s approach JS
Soaal-Cognitive Development 59
Vygotsky 59
Behaviounsm and social learning theory 59
Ethology and Evolution 62
Evolution 62
The ethological approach 63
Emotional Development 64
Attachment theory -John Bowlby and Mary Ainsworth 64
Psychoanalytic Theories 66
Sigmund Freud - Thefounder of psychoanalysis 66
Thefive psychosexual stages 66
Problems with Freudian theory 67
Psychoanalysis, then and now: An overview 68
Modem psychoanalysts - Anna Freud and Erik Erikson 69
Humanistic Theory - Abraham Maslow 69
Abraham Mashrw s hierarchy of needs 69
Putting It All Together - DifFerent Theories for Different Needs 70
Gender development 71
Issues in Child Development 73
The naturenurture issue 73
Stability versus change 73
Contmutty vmits discontinuity 74
Summary and Conclusions 74
Discussion Points 74
Suggestions for Further Reading 75
References 75
The Nature-Nurture Issue (an Illustration Using Behaviour-Genetic
Research on Cognitive Development) 79
Elisa A. Esposito. Elena L. Grigorenko, and Robert J. Sternberg
Why Do People Differ in the Way They Think? 84
The Behaviour-Genetic Approach to Studying Individual Differences 85
The concepl of individual differences 8 5
Genes and enviwnment 86
Learning the termmology 87
The Forces Determining Individual Differences in Cognition 92
Genetic influences (G): Types and effects 92
Environmental influences (E): Types and effects 94
When the two are brought together: Gene-environment effects (G X E) 95
The Relative Impact of Genes on Cognition: Quantitative Genetic Studies 98
Heritainltry and environmentality 98
Finding the Genes that Impact Cognition: Molecular Genetics Studies 101
Linkage and association studies 101
Candidate genes 102
How Do Genes Influence Cognition? Functional Paradigms 105
Gen« expression profiling 105
The Dynamic Genome: Epigenetics 107
Summary and Conclusions 108
Discussion points 109
Suggestions for Further Reading ] 09
References 110
PART II INFANCY 115
4 Prenatal Development 117
Christine Moon and William P. Fifer
Introduction 120
The Brain, the Spinal Cord and the Emergence of Mind 121
Processes and sequencing of brain development 121
Development of the cerebral cortex 122
Behavioural Organisation 123
Sensations 126
Touch 126
The chemosensory system 126
The vestibu lar System 128
The Visual system 129
The auditory System 132
Prenatal and Transnatal Auditory Learning 135
Learning about mother s voice and language 136
Summary 137
Risks to Foetal Development 137
Effects of exposure to psychoactive substances 138
Nutrition andfoetal development 139
Effects of maternal stress 139
Prenatal Development of Postnatal Functions: the Bridge to Infancy 140
Summary and Conclusions 141
Discussion points 142
Suggestions for Further Reading 142
References 142
Perception, Knowledge, and Action in Infancy 149
J. Gavin Bremner
Introduction 151
Visual Perception from Birth to Six Months 152
Earfy limitations of Vision: Are thrv really a problem? 152
How can we investigate Infant perception? 153
Shape perception in newborns 154
Newborns perceive a three-dimensional world 156
Perceptual development in the first six months 156
Summary 159
Infants Perception of People 1 59
Face perception 160
Discriminaling between faces /6!
Preference for attractive faces 161
Perceptual narrowing and the other speaes race effect 162
Imitation 162
Voice perception 164
Voice and speech discrimination 164
Summary 165
Infants Knowledge of the World 166
Jean Piaget and the development of object permanence 166
Later Work on Infant Cognition 167
The violation of expectation technique 16 7
Evidence of object knowledge: The drawhridge study and others 168
Young infants reason about the number of objects in an event 170
Young infants discriminate different numbers of items 171
Summary 173
Object Search Revisited 174
Search failure is not due to lack of motor skill 174
Seeking an explanation of the A not B error 174
Summary and Conclusions 177
Early knowledge 177
Earfy knowledge does notguide action 177
Remodeling the Piagetian account 178
Discussion points 178
Suggestions for Further Reading 179
References 179
Emotional Development and Attachment Relationships 183
Elizabeth Meins
Introduction 185
Emotional Development 186
Are expressions of emotion innate? 186
Infant discrimination offacial expressions 188
Emotional discrimination in context 190
Beyond infancy: Linguistic expression of emotion 191
Hiding your truefeelings 195
Attachment Relationships 198
ßowllry s theory of attachment 198
Mary Ainsworth and the stränge Situation procedure 200
The origins of disorganised attachment 204
Internal working modeis and the adult attachment interview 205
Links between attachment and emotional development 206
Summary and Conclusions 209
Emotional competence in infancy 209
Later emotional competence 209
Attachment theory 210
Attachment and emotional development 210
Discussion points 210
Suggestions for Further Reading 211
References 211
Social Interaction and the Beginnings of Communication 217
H. Rudolph Schaffer
Introduction 219
Changes in social interactions in early development 219
A Developmental Framework 221
Preference for Humans Is Present at Birth 221
Initial Encounters 223
Macro-level adjustments 223
Mtcro-Ievel adjustments 223
Two conditions of early social interactions 224
Individual differences 225
Face-to-Face Exchanges 225
Mutual gazing 226
Vocal exchanges 227
Infants learn quickly about interactions! 227
Infants send emotional messages 228
Social signalling 229
Incorporating Objects in Social Interactions 229
The problem of limited attentional capacitv 230
The development of shared attention 230
From asymmetry to symmetry in social interactions 231
Toward a theory of mind 232
From Interactions to Relationships 232
The development of object (and person!) permanence 232
Communicating with Symbols 234
From sensorimotorjvnctioning to the use of symk ls 235
Talkmg to babies - is infant-directed speech necessary? 235
The desire to communicate 236
Summary and conclusions: The development of effective communication 237
Summary and Conclusions 238
When development goes wrong 238
The complexity of the task facing the ch ild 238
Discussion points 239
Suggestions for Further Reading 240
References 240
The Development of Seif and Gender 243
Wendy Lawrenson
Introduction 245
Existential Seif 246
The development of self-agency 246
Cognitive responses to the external world 247
Infants are born to be sociable 247
The Development of Self-Awareness 249
The rouge on the nose test 249
Explaining the development of self-awareness 250
I Am Me but Am 1 Worthy? The Study of Self-Esteem -
Definition. Measurement and Origin 253
fXsrtngwuhing between self-esteem and self-efficacy 254
The Power of Language 258
Attribution theory 259
This is my body: The development of a sense of body image 260
Body parts and whole 260
The tadpole stage in children s drawings 261
Are children drawing themselves? 262
Body size image 262
Perception of Body Attractiveness 265
Early social relationships 266
Modelling and social comparison 266
Re-constructing the body and body image 267
Gender Identity Development 268
Evaluating Freudian theory 269
Boys and girls and shades of gender 269
The boy who was raised as a girl 270
Rewarding gender-appropnate behaviours 272
Cognitive components of gender identity 273
Construction of gender identity 274
The Chosen Categorical Seif 275
Developing a national identity 276
Summary and Conclusions 277
Discussion points 279
Suggestions for Further Reading 279
References 279
PART III CHILDHOOD 285
9 Cognitive Development 287
Margaret Anne Defeyter
Introduction 288
Piaget s Cognitive-Developmental Theory 289
Underlying structures and processes 289
Piaget s stages of cognitive development 290
Overall evaluationof Piaget s theory 308
Case s Neo-Piagetian Theory 309
Siegler s Overlapping Waves Theory 310
Vygotsky s Sociocultural Perspective 311
Overall evaluation of Vygotshy s theory 313
Summary and Conclusions 313
Discussion points 314
Suggestions for Further Reading 315
References 315
10 The Development of Language 319
Heaiher M. Hill and Stan A. Kuczaj II
Introduction 321
What Is Human Language? 322
A communication system 322
A symbolic system 322
A rule-governed system 323
Language is productive 323
The Development of the Pragmatic System 324
Turn-taking 324
Initiating interactions 326
Maintaining conversations 327
Repairingfaulty conversations 327
The Development of the Phonological System 328
Speech perception 328
Speech production 331
The development of articulation 333
The Development of the Syntactic System 334
The one-word period 335
The two-word period 336
Later syntactic devdo/mtent 33 7
The significance of overregularisation errors and creative generalisations 338
How can syntactic development be explained? 340
The Acquisition of Word Meaning 342
Guessinga word s meaning 343
The complexity of the task 344
Is children s acquisition of word meaning constrained? 344
The importance of semantic relations 345
The lnteraction of Language and Cognitive Development 346
Summary and Conclusions 347
Discussion points 348
Suggestions for Further Reading 348
References 348
11 Acquiring a Theory of Mind 357
Peter Mitchell
Introduction 359
Early attunement to others minds 359
Focusing onfalse beliefs: The unexpected transfer test 360
When Do Children Begin to Understand that People Hold Beliefs? 362
Do Children Acquire a Theory of Mind? 362
The deceptive box test 363
Is there a Developmental Stage? 364
The case for gradual change 364
Do children suddenly begin giving correct judgements
offalse belief? 365
Understanding the question asked 366
The State change test 366
Hybrid of deceptive box and State change tests 368
The posting Version of the deceptive box test 369
Signs of Competence During Infancy: Can Infants Understand False Belief? 370
/Units diffkulty with false beliefs 3 71
Factors that Influence Development 374
Nature versus nurture 374
Are we equipped with a dedicated module in the brain for
understanding other minds? 3 75
The wie of thefamily: Siblings 3 76
Tfte wie of thefamily: Adults 3 78
The characteristics of the child 3 78
Autism 379
Ijxck of Imagination 379
Socialisation and communication deficits 3 79
Causes of autism 380
Failure to understand the mind 380
Summary and Conclusions 382
Discussion points 382
Suggestions for Further Reading 382
References 383
12 Reading and Mathematics in Developmental Psychology 385
Peter Bryant
Introduction 388
Reading and Writing 389
The difficulty of alphabetic Scripts 390
Phonemic awareness and learning to read 391
Rhymes and rimes 391
Summary 393
Conditional Spelling Rules 393
Invented spelling 394
The split digraph (or the silent e ) 394
Morphemic spelling rules: The case of English 395
Morphemic spelling rules in Greek and French 396
Morphemic spelling rules are difficult 39?
Two steps in learning morphemic spelling rules 398
Summary 399
Number and Counting 400
Logic and number 400
Different counting Systems 401
Infants knowledge of number 402
Infants knowledge of addition and subtraction: Wynn s work 403
Criticisms of Wynn s work 404
Principles before skills 404
Acquiring an understanding of numbergradually: Carey s
individuation hypothesis 405
Bootstrapping 406
Number as a Cultural Tool 407
The decimal System 407
Logic in the Understanding of Number 408
Logic and cardinality 409
Young children sometimes do not realise that same number = same quantity 409
The importance of one-toone correspondence 410
Conclusiotis about the beginnings of the understanding of number 411
Summary and Conclusions 411
Discussion points 412
Suggestions for Further Reading 412
References 413
13 Memory Development and EyewitnessTestimony 417
StephenJ. Ceti, Stanka A. Fitneva, Cagla Aydin, and Nadia Chernyak
Introduction 419
The Bronx case 419
How reliabk are children s reports? 420
The Development of Memory 420
Recognition and recall 421
The Memory Process 421
Encoding 421
Storage 422
Retneval 422
Semantic and episodic memor 423
Three Factors that Influence the Development of Memory:
Knowledge, Strategies, and Metamemories 424
Knowledge development 424
Strategy development 428
Metamemory development 430
Crosscultural influences on memory 433
Other factors influencing memory Performance 434
Children s Eyewitness Testimony 435
Suggestibility 436
Ecological validity 436
The relationship between suggestibility and memory development 437
Social factors leading to false reports 439
The interaction of cognitive and social mechanisms 442
Is suggestibility a personality trait? 443
Summary and Conclusions 445
Alternatives to the encoding-storage-retrieval model of memory 446
Discussion points 447
Suggestions for Further Reading 447
References 447
14 Play and the Beginnings of Peer Relationships 453
Peter K. Smith
Introduction 455
Early Peer Relationships 456
The Beginnings of Play 457
Sensorimotor play 457
Pretend play 457
The Growth of Social Participation 459
Are siblings important? 460
Sibling relatwnsh ips and the development of social u nderstanding 461
Siblings and social and cognitive development 461
Only children 462
Functions of Play 467
Is soaodramatic play important? 468
Play tutering 468
An Intervention study 469
Dominance hterarchtes 470
Social Status and Sociometry: The Measurement of Social
Relationships in the Peer Group 470
Consequences of sociometric Status 472
A social skills processing model 473
Different views on peer maladjustment and aggression 474
Escapingfrom rejected Status 474
Friendship 474
What is special aboutfriends? 4 75
Consequences of ffiendships for laier well-being 476
Sex Differences in Play and Social Behaviour 477
Explanations of sex differences 478
Gender-typed beliefs 479
Ethnicity 479
Development of racial attitudes 480
Summary and Conclusions 480
Discussion points 481
Suggestions for Further Reading 481
References 482
15 Prosocial Tendencies, Antisocial Behaviour, and
Moral Development in Childhood 487
Daniel Hart, Nyeema Watson, Anandini Dar, and Robert Atkins
Introduction 489
What Do Prosocial and Antisocial Mean? 490
Continuity and transformation 491
Are prosocial and antisorial poks on the same dimension? 492
Preview of the Research Review 493
The Developmental Trajectory of Prosocial and Antisocial
Behaviour and Thought 493
Toddlers 493
Middle childhood 498
Moral judgement development and personality 504
Social Influences on Prosocial and Antisocial Development 504
Development within Relationships 505
Parents 505
Peers 506
Culture and Development 508
Cultural variability 508
Media and development 509
Culture and identity 510
Summary and Conclusions 511
Discussion points 511
Suggestions for Further Reading 511
References 512
PART IV ADOLESCENCE 515
16 Cognitive Development in Adolescence 517
Kang Lee, Gizelle Anzures, and Alejo Freire
Introduction 519
Perception and Attention 520
Perception 520
Selective attention 521
Memory 522
Short-term memory 523
Long-term memory 525
Memory strategies 526
Intelligence 527
Rapid development 527
Stability of development 529
Fluid and crystallised intelligence 530
Intergenerational IQ gains: We re brighter now! 530
Reasoning 531
Deductive and mductive reasoning 531
Analogical reasoning 533
Formal Operational Thinking 534
Abstract thought 535
Realms of possibility 535
The adolescent as an apprentice srientist 535
Scientific problems 536
Controversies about Piaget s Theory and Research Regarding
Formal Operational Thought 537
Do all adolescents reach this stage? 537
The wie of experience 538
Cross-generational gains 539
Beyond Piaget s Theory 539
Adolescents as rule-based problem-soivers 540
Adolescents as intuitive sctentists 541
Three common flaws in children s and adolescents use of theories 543
General characteristics of adolescent thinking 544
Summary and Conclusions 545
Discussion points 546
Suggestions for Further Reading 546
References 546
17 Social Development 551
William M. ßufeowsfei, Tanya Bergevin, and Richard Miners
Introduction 553
Key Characteristics of Development 554
G. Stanley Hall: Adolescence as Storm and Stress 555
Adolescence as a second birth 556
Criticism of Hall s account 5 56
The Adolescent Social Environment: Kurt Lewin 556
Field theory 557
What do adolescents do? 558
Puberty and Psychological Development: The Work of Anna Freud 562
The ego, defence mechanisms, and libidinalforces 563
The role of pubertal development 564
The Family and Adolescence: The Work of Peter Bios 565
Independence versus maintaining parental bonds 566
Acquisition of autonomy 566
The effects of parental style 56 7
Why does authoritative parenting work so well? 569
Peer Relations: The Ideas of Harry Stack Sullivan 570
Interpersonal needs stimulate psychological growth 570
Subperiods of adolescence 571
Research supporting Sullivan s account 572
The role of the peer group 5 72
Romantic relationships 573
Erik Erikson and The Development of Identity in Adolescence 576
Adolescence as transition to adulfhood 577
Identity formation and self-concept 578
Summary and Conclusions 578
Discussion points 579
Suggestions for Further Reading 579
References 580
PARTV PRACTICALISSUES 585
18 Educational Implications 587
Alyson Davis and Naomi Winstone
Introduction 589
Child-Centred Psychology and Education 590
Social Interaction, Learning and Development 591
The effects of peer interaction 592
What is effective teaching? 599
Implications for educational practice and assessment 603
Psychology, Schools and Educational Reform 605
Assessing children s learning 606
Summary and Conclusions 608
Discussion points 608
Suggestions for Further Reading 609
References 609
19 Risk and Resilience in Development 613
Leslie Morrison Gutman and Eirim Flouri
Introduction 615
Historical Background 616
Risk Factors 617
Parental bereavement 618
Parental Separation dtvorce and inter-parental conflict 618
Abuse and maltreatment 619
Parental psychological disturbances 619
Socioeconomtc rtsfes 620
Stressful hfe events 622
Children s social context 622
Societal mechanisms 623
Catastwphtc events 623
Measurement of Risk 624
Rtsfe accumulation 624
Risk specificity 626
Equißnality and multifinality 628
Levels of risk 628
Protective ¦ Vulnerability Factors 629
Personal characteristics 630
Family characteristics 632
External support Systems 634
Theoretical Models of Risk and Resilience 635
Moderator (interactive) effects modeis 636
Main effects modeis 637
Mediator effects modeb 63 7
Moderator versus main/mediator effects modeis 638
Developmental Outcomes: Competence And Maladjustment 638
Contributions of Risk and Resilience Research to the Design
of Successful Interventions 640
Summary and Conclusions 641
Discussion points 641
Suggestions for Further Reading 642
References 642
20 Social Problems in Schools 649
Peter K. Smith and Julian Elliott
Introduction 651
The School Context 652
Social pressures in the classroom 652
Victimisation and Bullying in School 654
What do we mean by bullying ? 654
How do wefind out about bullying? 655
Incidence figures for bullying 655
Types of bullying 656
Roles in bullying 657
Some structuralfeatures of bullying 657
Effects of beingbullied 658
Causes of bullying 658
Parental maltreatment and abuse 659
Risk factors for being a victim 659
Interventions to Reduce Bullying 659
A whole-school policy 660
Curriculum work 660
Methods and programmes 660
Social and Emotional Aspects of Learning (SEAL) 661
Assertiveness traintng 661
Peer support Systems 661
Working in the playground 662
Reactive strategies 663
Large-scale school-based interventions 665
School Refusal 666
Types of school refuser 668
Asssessment 671
Intervention 671
What can be done by the school? 6 73
Prognosis 673
Summary and Conclusions 674
Discussion points 674
Suggestions for Further Reading 675
References 675
21 Atypical Development 681
Sarah Norgate
Introduction 683
What Is Atypical Development? 685
Why Study Atypical Development? 688
Methodological Approaches Used in the Study of Atypical Development 690
Impact of Scientific Discovery and Technological Innovation
on the Study of Pathways in Atypical Development 691
The impact of the Human Genome Project on the study of atypical development 691
How advances in brain imaging are aiding understanding of pathways in atypical
development 693
Use of eye-tracking methodology in studies of atypical development 695
Understanding Atypical Pathways 695
Williams Syndrome 696
Autistic spectrum 698
Attention deficit hyperactivity disorder (ADHD) 702
Impact of the Absence of a Sensory Input on Developmental Pathways 703
Children with a dual sensory impairment 706
Environmental Risk Factors: The Case of Emotional Disturbance 707
Summary and Conclusions 710
Discussion points 711
Suggestions for Further Reading 712
References 712
Glossary 717
Names Index 747
Subject Index 757
|
| any_adam_object | 1 |
| author_GND | (DE-588)133620344 |
| building | Verbundindex |
| bvnumber | BV039535728 |
| classification_rvk | CQ 1000 CQ 6000 |
| ctrlnum | (OCoLC)731536394 (DE-599)BVBBV039535728 |
| dewey-full | 155 |
| dewey-hundreds | 100 - Philosophy & psychology |
| dewey-ones | 155 - Differential & developmental psychology |
| dewey-raw | 155 |
| dewey-search | 155 |
| dewey-sort | 3155 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV039535728 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T02:19:36Z |
| institution | BVB |
| isbn | 9781405186520 1405186526 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024387919 |
| oclc_num | 731536394 |
| open_access_boolean | |
| owner | DE-11 DE-473 DE-BY-UBG |
| owner_facet | DE-11 DE-473 DE-BY-UBG |
| physical | XXVIII, 771 S. Ill., graph. Darst. 25x19x4 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | BPS Blackwell |
| record_format | marc |
| series2 | BPS textbooks in psychology |
| spellingShingle | An introduction to developmental psychology Entwicklungspsychologie (DE-588)4014963-8 gnd |
| subject_GND | (DE-588)4014963-8 |
| title | An introduction to developmental psychology |
| title_auth | An introduction to developmental psychology |
| title_exact_search | An introduction to developmental psychology |
| title_full | An introduction to developmental psychology ed. by Alan Slater ... |
| title_fullStr | An introduction to developmental psychology ed. by Alan Slater ... |
| title_full_unstemmed | An introduction to developmental psychology ed. by Alan Slater ... |
| title_short | An introduction to developmental psychology |
| title_sort | an introduction to developmental psychology |
| topic | Entwicklungspsychologie (DE-588)4014963-8 gnd |
| topic_facet | Entwicklungspsychologie |
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