Theories of developmental psychology / (Record no. 160333)
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000 -LEADER | |
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fixed length control field | 07678nam a2200169Ia 4500 |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9781429216340 |
040 ## - CATALOGING SOURCE | |
Transcribing agency | CUS |
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
Classification number | 150.1 |
Item number | MIL/T |
100 ## - MAIN ENTRY--PERSONAL NAME | |
Personal name | Miller, Patrica H. |
245 #0 - TITLE STATEMENT | |
Title | Theories of developmental psychology / |
Statement of responsibility, etc. | Patricia H Miller |
250 ## - EDITION STATEMENT | |
Edition statement | 1st.ed. |
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
Place of publication, distribution, etc. | New York: |
Name of publisher, distributor, etc. | Worth pub., |
Date of publication, distribution, etc. | 2002. |
300 ## - PHYSICAL DESCRIPTION | |
Extent | 507 p. |
505 ## - FORMATTED CONTENTS NOTE | |
Formatted contents note | 1. Introduction --<br/>What is a theory? --<br/>What is a developmental theory? --<br/>Of what value is a developmental theory? --<br/>Main issues: What is the basic nature of humans? --<br/>Is developmental qualitative or quantitative? --<br/>How do nature and nurture contribute to development? --<br/>What is it that develops? <br/><br/>2. Piaget's cognitive-state theory and the neo-Piagetians --<br/>General orientation to the theory: Genetic epistemology --<br/>Biological approach --<br/>Structuralism --<br/>Stage approach --<br/>Methodology --<br/>Description of the stages: Sensorimotor period (roughly birth to 2 years) --<br/>Preoperational period (roughly 2 to 7 years) --<br/>Concrete operational period (roughly 7 to 11 years) --<br/>Formal operational period (roughly 11 to 15 years) --<br/>Memory --<br/>Mechanisms of development --<br/>Cognitive organization --<br/>Cognitive adaptation --<br/>Cognitive equilibration --<br/>Position on developmental issues --<br/>Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Piaget's own modifications of his theory --<br/>The Neo-Piagetians --<br/>Robbie Case --<br/>Kurt Fischer --<br/>Neo-Piagetian themes --<br/>Contemporary research --<br/>Infants' advanced competencies --<br/>Domain-specific concepts --<br/>Mechanism of development --<br/>Developmental cognitive neuroscience. <br/><br/>3. Freud's and Erikson's psychoanalytic theories --<br/>Freud: biographical sketch --<br/>General orientation to the theory: Dynamic approach --<br/>Structural approach --<br/>Topographic approach --<br/>Normal-abnormal continuum --<br/>Methodology --<br/>Description of stages: Oral stage (roughly birth to 1 year) --<br/>Anal stage (roughly 1 to 3 years) --<br/>Phallic stage (roughly 3 to 5 years) --<br/>Period latency (roughly 5 years to the beginning of puberty) --<br/>Genital stage (adolescence) --<br/>Case study of "Little Hans" --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. Erikson: biographical sketch --<br/>General orientation to the theory: Psychosocial stages --<br/>Emphasis on identity --<br/>Expansion of psychoanalytic methodology --<br/>Description of the stages: Stage I: Basic trust versus basic mistrust (roughly birth to 1 year) --<br/>Stage 2: Autonomy versus shame and doubt (roughly 2 to 3 years) --<br/>Stage 3: Initiative versus guilt (roughly 4 to 5 years) --<br/>Stage 4: Industry versus inferiority (roughly 6 years to puberty) --<br/>Stage 5: Identity and repudiation versus identity diffusion (adolescence) --<br/>Stage 6: Intimacy and solidarity versus isolation (young adulthood) --<br/>Stage 7: Generativity versus stagnation and self-absorption (middle adulthood) --<br/>Stage 8: Integrity versus despair (late adulthood) --<br/>Mechanisms of development --<br/>Position on developmental issues --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>4. Vygotsky and the sociocultural approach: biographical sketch --<br/>General orientation to the theory: Child-in-activity-in-cultural-context as the unit of study --<br/>Zone of proximal development --<br/>The sociocultural origins of individual mental functioning: the intermental constructs the intramental --<br/>Tools provided by a culture mediate intellectual functioning --<br/>Methodology --<br/>Examples of Vygotskian-sociocultural research --<br/>Private speech and inner speech --<br/>Development of concepts --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>A related approach: developing-person-in-context --<br/>Contemporary research: Collaborative problem solving --<br/>Research across cultures --<br/>Development through narratives and conversations --<br/>Concluding comments about contemporary Vygotskian-sociocultural research. <br/><br/>5. Social learning theory --<br/>History of the theory --<br/>Learning theory --<br/>Social learning theory --<br/>General orientation to the theory: Observational learning --<br/>Causal model includes environment-person-behavior system --<br/>Cognitive contributions to learning --<br/>Self-efficacy and agency --<br/>Examples of developmental research: moral judgments and gender roles --<br/>Moral judgments and behavior --<br/>Gender-role development --<br/>Mechanism of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>6. Information-processing theory --<br/>History of the theory --<br/>General orientation to the theory: Humans as information-processing systems --<br/>Development as self-modification --<br/>Task analysis --<br/>Methodology --<br/>Major developmental approaches --<br/>Memory --<br/>Metamemory --<br/>Strategies: acquisition, variability, and choice --<br/>Rules for problem solving --<br/>Production and connectionist simulations of problem solving and learning --<br/>Intelligence --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>7. Ethology and other evolutionary theories --<br/>History of the theory --<br/>General orientation to the theory: Species-specific innate behavior --<br/>Evolutionary perspective --<br/>Learning predispositions --<br/>Methodology --<br/>Contributions to human developmental psychology --<br/>Infant-caretaker attachment --<br/>Peer interaction --<br/>Problem solving --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>8. Gibson's ecological theory of perceptual development --<br/>Biographical sketch --<br/>General orientation to the theory: Ecological approach: affordances --<br/>Information is specified in stimulation --<br/>Humans as active perceivers --<br/>Methodology --<br/>Developmental trends: Increasing specificity and economy in the perception of affordances --<br/>Optimization of attention --<br/>What infants learn about: Communication --<br/>Interaction with objects --<br/>Locomotion in the spatial layout --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>9. Contemporary minitheories and emerging approaches --<br/>The Theory theory --<br/>Modularity nativism --<br/>Dynamic-systems theory --<br/>Critical psychology: are theories of development gendered? --<br/>Position on developmental issues. <br/><br/>10. Reflections --<br/>Developmental issues revisited: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops A need for better theoretical accounts of mechanisms of development --<br/>Historical progress of developmental theories. |
650 ## - SUBJECT | |
Keyword | Developmental psychology -- Philosophy |
-- | Child psychology -- Philosophy |
-- | Child Development |
942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
Koha item type | General Books |
Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Accession number | Date last seen | Date last checked out | Koha item type |
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Central Library, Sikkim University | Central Library, Sikkim University | General Book Section | 29/08/2016 | 150.1 MIL/T | P15217 | 02/07/2024 | 21/06/2024 | General Books |