Thematische Bibliographien / Social sciences -> psychology -> developmental psychology

Auswahl der wissenschaftlichen Literatur zum Thema „Social sciences -> psychology -> developmental psychology“

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Veröffentlicht am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Social sciences -> psychology -> developmental psychology"

Heft, Harry. „Ecological psychology as social psychology?“ Theory & Psychology 30, Nr. 6 (Dezember 2020): 813–26. http://dx.doi.org/10.1177/0959354320934545.

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Several articles published in this journal over a number of years have examined the social dimensions of Gibsonian ecological psychology. The present paper picks up several of their themes, with an emphasis on the social developmental consequences of individuals participating in community structures and engaging the affordances that support them. From this perspective, the situated nature of activity in everyday settings is examined, which in turn highlights the role of places as higher order emergent eco-psychological structures (or behavior settings) in everyday life. Moreover, ecological psychology’s discovery of occluding edge effects, which demonstrates that objects that have gone out of sight are experienced as persisting in awareness, serves as the basis for a proposal that the awareness of social structures of a conceptual nature may arise from the pragmatics of perception–action from an ecological perspective.

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Dubovskaya, E. M. „Age-Related Social Psychology: Traditions and Development“. Social Psychology and Society 14, Nr. 3 (16.10.2023): 5–10. http://dx.doi.org/10.17759/sps.2023140301.

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<p style="text-align: justify;">The special issue of the journal «Social Psychology of Childhood, Adolescence and Adulthood» focuses on such an area as age<strong>-</strong>related social psychology. The issue attempts to formulate the most important features of the social psychology of childhood and adolescence developmental stage, as well as to highlight the fundamental foundations that underlie it and to identify future perspectives.</p>

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CICCHETTI, DANTE, und SHEREE L. TOTH. „Social policy implications of research in developmental psychopathology“. Development and Psychopathology 12, Nr. 4 (Dezember 2000): 551–54. http://dx.doi.org/10.1017/s0954579400004016.

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In concluding his review of the historical underpinnings of the field of developmental psychopathology, Cicchetti (1990) asserted the following: . . . this discipline should contribute greatly to reducing the dualisms that exist between the clinical study of and theoretical research into childhood and adult disorders, between the behavioral and biological sciences, between developmental psychology and psychopathology, and between basic and applied research. (p. 20)

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Wass, Sam V., und Victoria Leong. „Developmental Psychology: How Social Context Influences Infants’ Attention“. Current Biology 26, Nr. 9 (Mai 2016): R357—R359. http://dx.doi.org/10.1016/j.cub.2016.03.051.

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Arif, Muhammad Khairan. „THE CONTRIBUTION OF QUR'ANIC PSYCHOLOGY TO THE CONCEPT OF MODERN EDUCATIONAL PSYCHOLOGY ISLAMIC EDUCATION PERSPECTIVES“. Al-Risalah 15, Nr. 1 (02.01.2024): 143–58. http://dx.doi.org/10.34005/alrisalah.v15i1.3143.

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The Qur'an is the main source of religious and social sciences in Islam. The Qur'an was agreed upon by the Islamic scholars, not only discussing the issues of religion and morality, but also giving information and cues about science and science to humans. Among the sciences is the science of psychology, especially the psychology of human development. The purpose of this research is to explore and introduce the concept of developmental psychology in the Qur'an and As-Sunnah in order to be referenced by people who struggle in this field, including educators. The method used in this research is qualitative method with library research approach and descriptive analysis of the findings obtained from the library data. The results of this study explain that the soul in the Qur'an includes several understandings; Soul means Spirit, Soul means man as a whole consisting of spirit and body, Soul means potential human mind, Soul means heart (Qolb) and Soul means potential good and bad. The soul or human psychology has certain types and conditions according to God's creation and the soul or human psychology undergoes 3 (three) stages of development; weak, strong and weak the second.

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Kagan, Jerome. „The Limitations of Concepts in Developmental Psychology“. Merrill-Palmer Quarterly 50, Nr. 3 (2004): 291–98. http://dx.doi.org/10.1353/mpq.2004.0019.

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Kinzler, Katherine D. „Language as a Social Cue“. Annual Review of Psychology 72, Nr. 1 (04.01.2021): 241–64. http://dx.doi.org/10.1146/annurev-psych-010418-103034.

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Social groups are a pervasive feature of human life. One factor that is often understudied in the literature on person perception and social categorization is language. Yet, someone's language (and accent) provides a tremendous amount of social information to a listener. Disciplines across the social and behavioral sciences—ranging from linguistics to anthropology to economics—have exposed the social significance of language. Less social psychological research has historically focused on language as a vehicle for social grouping. Yet, new approaches in psychology are reversing this trend. This article first reviews evidence, primarily from psycholinguistics, documenting how speech provides social information. Next it turns to developmental psychology, showing how young humans begin to see others’ language as conveying social group information. It then explores how the tendency to see language as a social cue has vast implications for people's psychological processes (e.g., psychological essentialism and trust) and also for society, including education and the law.

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Josephs, Ingrid E., und Jaan Valsiner. „Developmental Science Meets Culture: Cultural Developmental Psychology in the Making“. International Journal of Developmental Science 1, Nr. 1 (2007): 47–64. http://dx.doi.org/10.3233/dev-2007-1105.

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Bland, Andrew M., und Eugene M. DeRobertis. „Maslow’s Unacknowledged Contributions to Developmental Psychology“. Journal of Humanistic Psychology 60, Nr. 6 (08.11.2017): 934–58. http://dx.doi.org/10.1177/0022167817739732.

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Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow’s call for holistic/systemic, phenomenological, and dynamic/relational developmental perspectives in psychology (all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow’s dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provide empirical support for his ideas—particularly those affiliated with characteristics of psychological health (i.e., self-actualization) and the conditions that promote or inhibit it. We also explore Maslow’s adaptation of Goldstein’s concept of self-actualization, in which he simultaneously: (a) explicated a theory of safety versus growth that accounts for the two-steps-forward-one-step-back contiguous dynamic that realistically characterizes the ongoing processes of being-in-becoming and psychological integration in human development/maturity and (b) emphasized being-in-the-world-with-others with the intent of facilitating the development of an ideal society by promoting protective factors that illustrate Maslow’s safety, belonging, and esteem needs. Finally, we dialogue with the extant literature to clarify common misgivings about Maslow’s ideas.

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Liddell, Christine, und Jane Kvalsvig. „Science and Social Accountability: Issues Related to South African Developmental Psychology“. South African Journal of Psychology 20, Nr. 1 (März 1990): 1–9. http://dx.doi.org/10.1177/008124639002000101.

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Dissertationen zum Thema "Social sciences -> psychology -> developmental psychology"

Dixon, Wallace E. „Twenty Studies That Revolutionized Child Psychology“. Digital Commons @ East Tennessee State University, 2015. http://amzn.com/0205948030.

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Twenty Studies That Revolutionized Child Psychology gives students a systematic look at the process of child psychology research by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. For the second edition, author and child psychologist Wallace Dixon polled an expanded number of experts in the field to determine the most important studies to be included. The result is an updated collection of revolutionary studies that helps students to better understand the discipline of child psychology.
https://dc.etsu.edu/etsu_books/1024/thumbnail.jpg

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Meyers, Kelly Stephen. „Video games, aggression, and the new ESRB ratings system“. Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2631.

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The current study sought to accomplish three goals: (a) examine the short term effects of the current hi-tech aggressive video games on children who play them; (b) improve upon the methodology of previous studies by using a combination of self-report, physiological (heart rate), and behavioral observations (Bobo doll aggression) together in one study; and (c) examine how the new Entertainment Software Rating Board's (ESRB) ratings system relates to aggression in children who have played aggressive and non-aggressive video games. It was hypothesized that (a) playing video games which depict interpersonal aggression would lead to increased aggression in children, and that (b) the ESRB rating system is useful but incomplete as it relates to post-video game aggression differences. Specifically, games which involve very high levels of interpersonal aggression as their main theme are sometimes given the same classification (rating) as a game containing no or very little aggression. The current study expected to find that the game content rather than game classification predicts post-game aggression on the part of the player. (Abstract shortened by UMI.)

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Sorenson, Dianna Lee Spies. „Developmental aspects of pregnancy: Correlates of self-satisfaction“. Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185080.

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The purpose of this research was to explore and describe the relationships among four concepts within a proposed nursing theory. The research questions which directed the research focus on the relationships among the concepts self-satisfaction, affirmatory communication, pregnancy timing synchrony and physical symptoms in pregnancy; and the combination of variables that best explain self-satisfaction experienced among pregnant women. A descriptive-correlational design was used to address the research questions. Purposive sampling was used to obtain a sample of 210 women who attended prenatal education classes in a Southwestern urban area. The instruments used to measure self-satisfaction in this research were: Index of Well-Being, Self-Esteem Scale," Myself as Mother-SR. Affirmatory communication was measured by the Affirmatory Communication in Pregnancy Instrument and the Personal Resources Questionnaire. Pregnancy timing synchrony was measured by the Pregnancy Timing Instrument. Physical symptomotology was measured by the Physical Symptoms Checklist-SE. Acceptable levels of reliability and validity were obtained for the instruments. The relationships were explored using correlational analysis, canonical correlation, multiple regression, and residual analysis. Positive correlations were found between affirmatory communication (measured with two variables), pregnancy timing synchrony and self-satisfaction. Negative relationships were identified between physical symptoms and self-satisfaction. The canonical correlation between the combined self-satisfaction measures and the combined pregnancy-related experiences measures yielded an Rc of.71 (Rc2 =.50). The largest predictors of self-satisfaction were affirmatory communication and pregnancy timing. Similar, but not parallel results were found when each measure of self-satisfaction was individually utilized as a criterion measure in multiple regression equations. The results indicate that childbearing experiences can be assessed from a life-span developmental perspective which includes an emphasis on developmentally relevant psychological and physical aspects of the pregnancy experience. Although in its infancy, the mid-level theory used to guide this research demonstrates relevance for gaining an understanding about factors that enhance self-satisfaction during pregnancy.

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Formati, Mary Jean. „Grief resolution in the elderly“. Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2775.

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Efforts to predict successful grief resolution in adults have suggested that older adults may experience grief differently than younger adults. In addition, age, coping style, perceived control, and a social support system have also been identified as possible mediating factors in grief resolution. This study explored the effect of age, coping style, and perceived control on grief resolution in 48 independent living residents (aged 65-86) of a Northern California community who had experienced the loss of a spouse. All were members of a widowed person's support organization. It was hypothesized that successful grief resolution would be positively related to perceived external control and to an avoidance coping style. Grief resolution was measured by the Grief Resolution Index (Remondet & Hansson, 1987) and the Beck Depression Inventory (Beck, 1978). Coping style was measured by the Coping Responses Inventory (Moos, 1993). Perceived control was measured by Rotter Locus of Control Scale (Rotter, 1966). The degree of grief resolution was analyzed using 2 x 2 x 2 (Age x Locus of Control x Coping Style) ANOVA on each measure of grief resolution. The hypotheses were not supported.

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Hughes, Jean R. „The effects of the Webster-Stratton Parent Program on the parenting skills of maltreating mothers and the autonomous self-regulation of their preschool/early school age children /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0034/NQ64578.pdf.

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Schultz, Charleen L. „The effect of cognitive group therapy in the treatment of depression among residents of senior communities“. Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2446.

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The purpose of this study was to determine the effectiveness of using cognitive group therapy to treat depression in certain groups of elderly, cognitively capable individuals living in senior communities. The differences in effectiveness between males and females were also examined. The theoretical foundation for this study was based on lifespan development theory and Beck's cognitive therapy as a guideline to promote change. The study consisted of three treatment and two control groups with a total sample size of 26 women and 5 men from five senior residential communities in Sacramento, San Joaquin and Stanislaus counties in California. Using the Geriatric Depression Scale (GDS) the study determined therapy effectiveness by comparing the group scores on the GDS prior to and after the twelve week treatment period. It was found that for this specific sample there was no statistical significance when comparing treatment effect between the treatment and control groups. The sample size of males and females was too small to determine if a treatment effect existed between the genders. Although no statistical significance was found, there appeared to be positive treatment outcomes resulting from participation in the study. For some individual members there was a decrease in the symptoms of depression. In addition, participants in this study were given the opportunity to decrease stress by sharing information, and receiving support and validation from group members; group members going through medical crises were given support and emotional validation; other members were given the opportunity to be useful and feel needed; and some participants, who had little social interaction with other residents in the facility, became less isolated because membership in the group allowed for the opportunity to meet new people, share their concerns, and feel less alone. Recommendations for future research include: (1) further study of the lifespan development issues among people over the age of sixty-five; (2) qualitative study using an interview process as a means of collecting information about the presence of the symptoms of depression among this population; (3) study to include as variables, economic diversity and diversity of age within the classification of elderly persons; and (4) study to determine the effectiveness of cognitive group therapy across genders in decreasing the symptoms of depression. The appendices include guidelines that may help facilitate research in the field of geriatrics.

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Ross, Paddy. „Developmental trajectories of social signal processing“. Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6271/.

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Most of the social cognitive and affective neuroscience in the past 3 decades has focussed on the face. By contrast, the understanding of processing social cues from the body and voice have been somewhat neglected in the literature. One could argue that, from an evolutionary point of view, body recognition (and particularly emotional body perception) is more important than that of the face. It may be beneficial for survival to be able to predict another’s behaviour or emotional state from a distance, without having to rely on facial expressions. If there are relatively few cognitive and affective neuroscience studies of body and voice perception, there are even fewer on the development of these processes. In this thesis, we set out to explore the behavioural and functional developmental trajectories of body and voice processing in children, adolescents and adults using fMRI, behavioural measures, and a wide range of univariate and multivariate analytical techniques. We found, using simultaneously recorded point-light and full-light displays of affective body movements, an increase in emotion recognition ability until 8.5 years old, followed by a slower rate of accuracy improvement through adolescence into adulthood (Chapter 2). Using fMRI we show, for the first time, that the body-selective areas of the visual cortex are not yet ‘adult-like’ in children (Chapter 3). We go on to show in Chapter 4, that although the body- selective regions are still maturing in the second decade of life, there is no difference between children, adolescents and adults in the amount of emotion modulation that these regions exhibit when presented with happy or angry bodies. We also show a positive correlation between amygdala activation and amount of emotion modulation of the body-selective areas in all subjects except the adolescents. Finally, we turn our attention to the development of the voice- selective areas in the temporal cortex, finding that, contrary to face and body processing, these areas are already ‘adult-like’ in children in terms of strength and extent of activation (Chapter 5). These results are discussed in relation to current developmental literature, limitations are considered, direction for future research is given and the wider clinical application of this work is explored.

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Bartoszuk, Karin, Cecelia McIntosh und Brian Maxson. „Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.

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Dwyer, Laura A. „Enhancing UV photography among men with choice-promoting information“. Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607894.

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The present study examined the influence of UV photography (seeing an image of one's skin damage) and receiving choice-promoting sun protection information on college men's sun protection cognitions. In particular, the aim of this dissertation was to study whether promoting personal choice (by providing information on sun protection behaviors that emphasizes choices and options) enhanced the impact of UV photography on men's sun protection cognitions. The cognitions assessed in this study were informed by the Prototype Willingness Model: conditional perceived vulnerability to skin cancer and photoaging, attitudes toward sun protection, prototypes of the typical young adult male who does and does not protect his skin from the sun, willingness to engage in sun protection and risk behaviors, and intentions to engage in sun protection behaviors, sun-risk behaviors, and skin examinations. An additional goal of the study was to examine whether the promotion of choice in the context of UV photography would be particularly influential among men who report high levels of conformity to masculine norms. Therefore, masculinity was explored as a moderator of experimental effects on cognitions. Male young adults completed an initial online survey assessing background information, baseline cognitions, and masculinity, before participating in the experimental portion of the study. During the experiment, participants were randomly assigned to one of six conditions that varied on two variables: (1) whether or not they received their UV photograph (yes versus no), and (2) the type of sun protection information that they received (no information, information that framed sun protection behaviors as recommendations to follow, or information that framed these behaviors as individual choices to make). Following the experimental manipulations, participants completed a second computer-based survey assessing sun protection cognitions. Results showed several significant main effects of UV photography, thus partially supporting results of prior studies that have found this intervention approach to be effective. Perceptions of choice correlated with several cognitions. However, the information condition manipulation checks, main effects, and interactions with UV photography provided only limited evidence for the hypothesis that receiving choice-promoting information would enhance the impact of UV photography, and no evidence that choice information is an effective standalone intervention. A significant three-way interaction between masculinity, UV photography, and the information conditions revealed a pattern similar to one found in a prior study - that the conditional perceived vulnerability of high masculine men was more affected by the interventions than was the conditional perceived vulnerability of less masculine men. There was a similar UV photography effect among high masculine men on protective prototypes, although additional moderation analyses showed inconsistent patterns. Overall, the results involving the information condition and masculinity were inconsistent; however, they suggest future directions for research on sun protection and risk cognitions, as well as strategies for informing young men about sun protection.

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Magee, Cynthia A. „Age and gender-related differences among children's social support networks“. Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2787.

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Research with adult populations suggests that individual differences in social support may begin in childhood. It has been suggested that the makeup of people in a child's social support network could be indicative of the child's social development. Until recently there was not a measure available that could be used to report social support across the life span, therefore the ability to compare childhood social support networks to adult social support networks has been limited. The present research used a measure that has historically been used with adults and recently used with children as young as age 7, and used it with younger children (age 4). The measure used is a hierarchical mapping technique in which the children were asked to place the members of their social support network into three concentric circles. Four, 7, and 10 year olds (N = 286) participated in individual 20 min interviews. The social development of the child from age 4 to age 10 can clearly be seen in this research. For example, the older children have relationships of varying closeness and can made distinctions on the basis of closeness. In contrast, the younger child places most network members in the inner circle, possibly because the child is unable to make finer distinctions in relationships or possibly because the child actually has mostly relationships that would be described by placing them in the inner circle. Other findings include that as the child gets older, the social support network grows larger and includes more family members in the inner circles and more friends in the outer circles. The research also indicates that the reports of 4 year olds were just as reliable as those of 7 and 10 year olds.

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Bücher zum Thema "Social sciences -> psychology -> developmental psychology"

Krug, Ronald S. Behavioral sciences. 4. Aufl. New York: Springer-Verlag, 1995.

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Krug, Ronald S. Behavioral sciences. 3. Aufl. New York: Springer-Verlag, 1992.

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R, Cass Alvah, Hrsg. Behavioral sciences. 2. Aufl. New York: Springer-Verlag, 1989.

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R, Cass Alvah, Hrsg. Behavioral sciences. New York: Springer-Verlag, 1987.

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D, Lovie A., Hrsg. New developments in statistics for psychology and the social sciences. Leicester [Leicestershire]: British Psychological Society, 1986.

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1960-, Friedlmeier Wolfgang, Chakkarath P. 1960- und Schwarz Beate, Hrsg. Culture and human development: The importance of cross-cultural research to the social sciences. Hove, East Sussex: Psychology Press, 2005.

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Wiesenthal, David L. Recent developments in social psychology in responce to ethnical concerns. North York, Ont: LaMarsh Research Programme, York University, 1988.

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D, Lovie A., und Lovie A. D, Hrsg. New developments in statistics for psychology and the social sciences ; v.2. Leicester: British Psychological Society, 1991.

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1974-, Deneulin Séverine, und Shahani Lila, Hrsg. An introduction to the human development and capability approach: Freedom and agency. Sterling, VA: Earthscan, 2009.

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Denmark, Florence. Engendering psychology. Boston, Mass: Allyn and Bacon, 2000.

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Buchteile zum Thema "Social sciences -> psychology -> developmental psychology"

Burman, Erica. „Developmental Psychology and the Postmodern Child“. In Postmodernism and the Social Sciences, 95–110. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22183-7_6.

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Borsboom, Denny, Rogier A. Kievit, Daniel Cervone und S. Brian Hood. „The Two Disciplines of Scientific Psychology, or: The Disunity of Psychology as a Working Hypothesis“. In Dynamic Process Methodology in the Social and Developmental Sciences, 67–97. New York, NY: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-95922-1_4.

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Billeke, Pablo, Patricia Soto-Icaza, Mauricio Aspé-Sánchez, Verónica Villarroel und Carlos Rodríguez-Sickert. „Valuing Others: Evidence from Economics, Developmental Psychology, and Neurobiology“. In Neuroscience and Social Science, 21–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68421-5_2.

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Lamiell, James T. „Reviving Person-Centered Inquiry in Psychology: Why it's Erstwhile Dormancy?“ In Dynamic Process Methodology in the Social and Developmental Sciences, 31–43. New York, NY: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-95922-1_2.

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Mastroianni, George R. „History and Development of Military Psychology“. In Handbook of Military Sciences, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-02866-4_55-1.

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AbstractPsychology is widely thought to have emerged as a scientific discipline only quite recently: at the end of the nineteenth century. Psychological thinking had nevertheless been occurring for millennia, and such thinking formed a significant element of Greek philosophy in the centuries before the Common Era. The Greeks, no strangers to war, applied this thinking to military matters, such as learning, motivation, and the roles of environment and heredity in human development. From these beginnings, the systematic study of the unique considerations that arise when humans come together in military undertakings began. The industrialization of warfare that began in the nineteenth century added new questions and problems, problems which became more urgent just as the novel application of the methods of science to human psychology became institutionalized in universities in the decades before World War I. Today, military psychology is a vibrant and dynamic field that focuses on a core set of stable and enduring areas of study that include leadership, personnel selection, training, human factors, human performance, and clinical psychology. As military technology and the nature of warfare continue to evolve within the context of national and social institutions that are themselves constantly in flux, military psychology will adapt to encompass the new questions and problems brought by these changes.

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Ives, Yossi, Micha Odenheimer und Chen Levin-Schleider. „Role of Values for Motivation and Direction of International Development Volunteers: A Case Study of Tevel b’Tzedek“. In Applied Jewish Values in Social Sciences and Psychology, 249–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21933-2_14.

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Davis, Edward B., James M. Day, Philip A. Lindia und Austin W. Lemke. „Religious/Spiritual Development and Positive Psychology: Toward an Integrative Theory“. In Handbook of Positive Psychology, Religion, and Spirituality, 279–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10274-5_18.

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AbstractThroughout the history of psychology, scholars and practitioners have sought to understand religious/spiritual (R/S) development and its intersections with well-being. Several models of R/S development have been proposed, but they have neither been well-integrated with each other nor studied and applied broadly in the field of positive psychology. This chapter’s purpose is to draw on existing longitudinal research on R/S development to propose an integrative theory that can guide developmental science and practice on religion, spirituality, and positive psychology. This Positive Religious and Spiritual Development (PRSD) theory posits that people’s religiousness/spirituality (a) is motivated by goals designed to meet psychological needs (e.g., for acceptance, predictability, and competence); (b) consists of mental/neural representations (stored beliefs, emotions, action tendencies, and physiological responses) and R/S habits that develop and change through relational experiences at the micro-, meso-, and macrolevels; (c) is influenced by numerous contextual factors (e.g., age, sex/gender, culture, and faith tradition), including personal and sociocultural assets and liabilities (risk and resilience factors); and (d) interacts bidirectionally with people’s holistic well-being via psychological, social, behavioral, and physical pathways. We offer illustrative examples of PRSD theory, highlight some of its caveats and limitations, and discuss its applications for clinical practice and religious ministry.

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Birch, Ann. „Social Behaviour“. In Developmental Psychology, 155–202. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14204-0_5.

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Ludlow, Amanda, und Roberto Gutierrez. „Social Learning“. In Developmental Psychology, 126–38. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_9.

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Lerner, Richard M., und Jacqueline V. Lerner. „Developmental Psychology“. In Encyclopedia of Sciences and Religions, 624–31. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_306.

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Konferenzberichte zum Thema "Social sciences -> psychology -> developmental psychology"

„Development History and Prospect of TCM Psychology“. In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.108.

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Li, Junjie. „Strategy Research on Cadets' Psychology Intervention“. In 2018 International Conference on Advances in Social Sciences and Sustainable Development (ASSSD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/asssd-18.2018.16.

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Henter, Ramona. „STRATEGIES FOR PROMOTING PSYCHOLOGY STUDENTS?? WELL-BEING“. In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.09.

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Becoming a psychologist requires more than just acquiring the necessary competences.The emotional labour undergone when preparing for this job may be higher than in anyother specialty as it mainly requires one to solve their own personal issues beforehelping others deal with their own so as to dispute the counter-transfer. Allpsychotherapy schools start with at least one year of personal development. Knowing allthese, there is a large number of students enrolled in Psychology study programmes whostart their university studies thinking that this may be a way to avoid going to their ownpsychotherapist as they will learn all about it in their school years. However, they mayadmit this in one-on-one talks, but hesitate to state it in public. Focus groups were heldin order to identify psychology students� reasons for choosing this specialty andperceptions on their own emotional and mental health as well as identifying thestrategies they use to promote their own well-being as students and future professionalsalike. The reasons for choosing this study programme guide the choice of well-beingstrategies. Also, the literature review revealed several techniques for promoting wellbeing,used in psychological research destined to improve students� lives, and acomparison was made with the students� answers.

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Pushkareva, Tatiana, Daria Agaltsova und Olga Derzhavina. „Evolution of “memory studies”: Between psychology and sociology“. In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.09091p.

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The article examines the problem of the “memory studies” development and the role that psychology and sociology play in the development of this interdisciplinary field of humanities. The authors divide the history of memory studies into two periods. The analysis of the first stage of the conceptual formation of memory research, starting from the end of the XIX century and till the first part of the century, first of all, on the basis of psychological, sociological is revealed. The authors demonstrate the trajectory of the evolution of the scientific understanding of “memory” from a purely psychological interpretation of the phenomenon to a socio-psychological concept (group memory), to a broad sociological theory (socio-cultural and historical memory). It is shown how at the second stage of the memory studies development, starting from the second half of the XX century till the present time, sociological research unfolds in the paradigm of memory studies and at the same time there is a new growth of interest in the psychological point of these studies. This is reflected in the development of psychoanalytic concepts, biographical research methods, and the increased role of oral history. It is concluded that the dialectical interaction of sociology and psychology in the interdisciplinary field of memory studies forms the basis of the heuristic potential of this modern humanities research.

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Alonzo, Paola. „DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION“. In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.08.

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The study of child growth has been and still is the object of attention and analysis byexperts in psychological theories and beyond. The first to describe childhooddevelopment was S. Freud, to which other scholars have joined such as Erikson,Winnicott, Spitz, Bowlby, A. Freud, M. Klein, Piaget (for intelligence), Vygotskij (fordevelopment cognitive), Chomsky (for language) and, among the pedagogists, as wellas Montessori, Pati. The latter, from a mere pedagogical point of view, was interested inthe growth levels of the child as well as the relationship that the minor has with theparents/educators. In the present research the relevant references are above all those toS. and A. Freud, M. Klein, D. Winnicott, J. Bowlby, E.H. Erikson and L. Pati for thepurely scholastic-pedagogical part.In consideration of these analyzes and considerations, it was deemed appropriate todevelop a project to be presented in the first and second grade secondary schools, aquestionnaire from which to collect data useful for assessing the level of inclusionpresent in the classes identified and made available for experimentation. This consists ofthree essential moments: 1- administration of a cognitive questionnaire of thepupils/students, in order to establish and identify the experimental group and the controlgroup; 2- administration of the questionnaire on well-being at school and in theclassroom to pupils/students; 3- evaluation of the results and identification of problemsconcerning inclusion. Once the needs for inclusion have been circumscribed, design apath for monitoring non-inclusive behaviors and proceed with a dynamic-relational andeducational intervention with the contribution of the teachers. In essence, thanks to thedata collected and organized in a database, an educational-relational proposal will beimplemented with a specific psycho-pedagogical methodology. This is also toencourage the full development of the human being in compliance with the UN Agenda2030 which expressly includes the thematic proposal relating to education forsustainability and social inclusion, a fact which represents the possibility of conceivingand implement specific educational paths aimed at achieving the goal.

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Sages, Roger, und Jonas Lundsten. „Meaning Constitution Analysis: A Phenomenological Approach to Research in Human Sciences“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/jdyi4759.

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Each and every thought, word, feeling or action of a person harbor a richness of meaning, opening on all the possible worlds accessible for him/her. A vision on those possible worlds, those open possibilities of action, should be of great interest for human science research. We believe that the phenomenological thinking of Edmund Husserl, reworked to adapt to the modern conception of the human sciences, can allow such an understanding of a person or a more or less large group, giving not a static picture of his mind, but a dynamic view of the ongoing process of constitution of meaning. In cross-cultural and/or intercultural comparative fields as well as developmental and educational fields, the researcher is confronted to language, in conversations, narratives, writings and texts studied, to understand the relations of individuals to their cultures. Collecting freely expressed narratives and texts, the researcher accesses the whole universe of the subject in all its richness, individual specificity and cultural and social characteristics. Hence the question of the meaning and interpretation of the narratives to be done by a lecture in intension to reconstruct the possible worlds of the subject by phenomenological analysis. MCA, “Meaning Constitution Analysis”, explores the pluralities of the significations lying in the texts and implied by it. Software, MCA – Minerva, has been developed as an efficient tool in the work of text analysis. By MCA-method any kind of text can be analyzed in a rigorous and controlled way. By allowing also for different statistical treatment of the results of the process of analysis, it might render obsolete the now almost classical distinction between qualitative and quantitative methods.

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Chen, Caixu. „Research on Customer Psychology— Taking Double Eleven as the Example“. In 2022 7th International Conference on Social Sciences and Economic Development (ICSSED 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220405.106.

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Ayala, Jessy Barba. „Creativity And Its Development Through Plastic Arts In Children Of Child Education“. In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.10.

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Masni, Harbeng. „Effect of Technology on Human Life Style the World of Education, and the Development of Human Psychology“. In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.27.

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Mavrodiev, Stoil, und Teodor Gergov. „Self-esteem and motivation for affiliations with students from the humanities“. In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.13137m.

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The paper interprets and explores two main constructs: “self-esteem” and “motivation for affiliation”. They are placed in the field of psychology of youth, the subjects are students of humanities. The study was conducted at Southwestern University “Neofit Rilski”, Blagoevgrad, Bulgaria. The aim of the study is to reveal the relationship between self-esteem and motivation for affiliation, as they are compared in students majoring in psychology with students majoring in pedagogy and speech therapy. Self-esteem is the core of personality, experiences and behavior. It is important for interactions in young people. The need to belong to the group (affiliation) is a prerequisite for self-knowledge and satisfies a number of basic needs. Using a standardized self-assessment test and Albert Mehrabian’s affiliation test, we track how the level of self-assessment determines affiliation needs. These: 1. Students with average and above average level of self-esteem have a higher motivation for affiliation, compared to students with low and very high level of self-esteem. 2. We assume that there will be statistically significant differences in the manifestations of the two constructs in students from the specialty of Psychology and other students from the humanities. We expect that psychology students will have average and above average levels of self-esteem, which will affect their motivation for affiliation, compared to students from the other group. The results of the research provide information about the personal development of students in the humanities, which could be used by university professors in order to optimize the learning process and create conditions for full inclusion of students in university life.

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Berichte der Organisationen zum Thema "Social sciences -> psychology -> developmental psychology"

Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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Hernández-López, Luis Pablo, Miriam Romero-López und Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

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Daniellou, François, Marcel Simard und Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, Januar 2011. http://dx.doi.org/10.57071/429dze.

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This document provides a state of the art of knowledge concerning the human and organizational factors of industrial safety. It shows that integrating human factors in safety policy and practice requires that new knowledge from the social sciences (in particular ergonomics, psychology and sociology) be taken on board and linked to operational concerns.

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McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011021.

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Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?

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Rheinberger, Christoph, und Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, Juni 2016. http://dx.doi.org/10.57071/882rpq.

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In light of climate change and other existential threats, policy commentators sometimes suggest that society should be more concerned about catastrophes. This document reflects on what is, or should be, society’s attitude toward such low-probability, high-impact events. The question underlying this analysis is how society considers (1) a major accident that leads to a large number of deaths; (2) a large number of small accidents that each kill one person, where the two situations lead to the same total number of deaths. We first explain how catastrophic risk can be conceived of as a spread in the distribution of losses, or a “more risky” distribution of risks. We then review studies from decision sciences, psychology, and behavioral economics that elicit people’s attitudes toward various social risks. This literature review finds more evidence against than in favor of catastrophe aversion. We address a number of possible behavioral explanations for these observations, then turn to social choice theory to examine how various social welfare functions handle catastrophic risk. We explain why catastrophe aversion may be in conflict with equity concerns and other-regarding preferences. Finally, we discuss current approaches to evaluate and regulate catastrophic risk, with a discussion of how it could be integrated into a benefit-cost analysis framework.

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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, Oktober 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.

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