Relevant bibliographies by topics / Psychology developmental theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Psychology developmental theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Psychology developmental theory"

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Maras, Pam, and Louise Archer. "VII. Developmental/Educational Psychology: Theory." Feminism & Psychology 7, no. 2 (May 1997): 264–74. http://dx.doi.org/10.1177/0959353597072011.

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Butterworth, George. "Theory building in developmental psychology." Biological Psychology 25, no. 1 (August 1987): 98–100. http://dx.doi.org/10.1016/0301-0511(87)90091-3.

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Koops, Willem. "No developmental psychology without recapitulation theory." European Journal of Developmental Psychology 12, no. 6 (October 21, 2015): 630–39. http://dx.doi.org/10.1080/17405629.2015.1078234.

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Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.
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Gerber, Lane. "Beyond Ego Psychology: Developmental Object Relations Theory." American Journal of Psychotherapy 42, no. 1 (January 1988): 157–58. http://dx.doi.org/10.1176/appi.psychotherapy.1988.42.1.157.

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Sinha, Chris. "Book Review: Theory building in developmental psychology." International Journal of Behavioral Development 12, no. 2 (June 1989): 283–84. http://dx.doi.org/10.1177/016502548901200211.

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Trachtman, Richard. "Beyond ego psychology: Developmental object relations theory." Clinical Social Work Journal 15, no. 4 (1987): 387–89. http://dx.doi.org/10.1007/bf00752976.

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Collins, W. Andrew. "Review of Developmental Psychology: Theory, Research, and Applications." Contemporary Psychology: A Journal of Reviews 30, no. 9 (September 1985): 741. http://dx.doi.org/10.1037/024104.

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Halford, Graeme S. "Applications of Cognitive Developmental Theory and Data to Educational Psychology." Australian Educational and Developmental Psychologist 8, no. 1 (May 1991): 7–8. http://dx.doi.org/10.1017/s0816512200026304.

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Recent developments in Cognitive Psychology and in the new discipline of Cognitive Science (an integration of Cognitive Psychology, Computer Science, Linguistics, Philosophy of Mind, and Cognitive Neuroscience) have made it appropriate to consider new ways in which Cognitive Development and Educational Psychology can benefit each other. Cognitive Development can contribute to Educational Psychology by specifying cognitive processes entailed in educationally relevant tasks, by analysing processing loads, and by indicating more efficient ways of using available capacity. Cognitive Psychology and Cognitive Science have now produced some penetrating theories of the cognitive processes that underlie a wide variety of intellectual activities. Although there is still much work remaining to be done, these developments can be used to analyse the strategies children and adults use in solving problems in areas such as mathematics and science. This can result in benefits in both learning and remediation. Educational Psychology can benefit Cognitive Development by offering alternativeconcepts, by providing realistic problems for analysis, and by providing a testing ground for its theories. I will illustrate these ideas in the area of mathematics.
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Dik, Bryan J., William F. O’Connor, Adelyn B. Shimizu, and Ryan D. Duffy. "Personal Growth and Well-Being at Work: Contributions of Vocational Psychology." Journal of Career Development 46, no. 1 (September 22, 2017): 31–47. http://dx.doi.org/10.1177/0894845317730642.

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Positive psychology’s focus on human strengths, personal growth, and well-being is frequently applied to career development and the workplace. Such applications also fall within the purview of vocational psychology, yet despite its clear historic and contemporary emphases that support positive psychology goals, the impact of vocational psychology theory, research, and practice on positive psychology has fallen short of its potential. We encourage greater cross-fertilization by explicating how major theoretical paradigms within vocational psychology (person–environment fit, developmental/relational/constructivist perspectives, and social–cognitive career theory) support positive psychology aims. We also summarize recent work on three vocational psychology constructs (work volition, career adaptability, and a sense of calling) that may help to broaden and advance positive psychology’s applications to career development and work behavior. Finally, we discuss future directions for ongoing research related to the vocational and positive psychology intersection, and we outline several implications for career counseling practice.
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Dissertations / Theses on the topic "Psychology developmental theory"

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Macleod, Catriona. "Theory and South African developmental psychology research and literature." UCT Press, 2009. http://hdl.handle.net/10962/d1015326.

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In this chapter we shall examine the theoretical assumptions that drive developmental psychology research and literature in South Africa. The basic underlying models utilised in developmental research may be described as (a) mechanistic; (b) organismic; (c) contextual and (d) social constructionist. A description of the fundamental premises of each of these will be followed by examples of research that utilise the particular approach. In the discussion, some of the controversies that plague developmental psychology research will be highlighted.
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Kennedy, James Ryan. "Social determinants underlying the secure base| How Miller's relational-cultural theory interacts with Bowlby's attachment theory." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182245.

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This applied theoretical paper explores the underlying capacity for caregivers to raise emotionally intelligent, well-adjusted children who grow up able to respond effectively to the demands of a complex world. A guiding supposition of the research is that diminished access to institutional privilege, especially when unrecognized and unprocessed by caregivers, is likely a risk factor connected to a variety of deleterious outcomes associated with the social determinants of health as defined by the U.S. Department of Health and Human Services. This connection resulted from asking the question, “How does the underlying capacity for caregivers to understand and manage diverse and complex dimensions of their personal identity, especially in terms of how they relate to institutional power and privilege, serve as a protective factor in meeting the developmental needs of their children for a safe, stable, and nourishing emotional environment?” To answer this question, two well-respected theoretical orientations were identified that each spoke to half of the question, but when brought together, could much more elegantly address many more aspects of the question in an integrated and holistic fashion. Specifically, John Bowlby’s Attachment Theory provided important context as to what developmental needs children have for a safe, stable, and nourishing emotional environment. On the other hand, Jean Baker Miller’s Relational-Cultural Theory was adept at offering a nuanced perspective on understanding diverse and complex dimensions of personal identity, especially as those dimensions interfaced with institutional privilege. Bringing these two perspectives together and synthesizing them into a new approach, an approach named Attachment-Informed Relational-Cultural Therapy, was the culmination of the research. One important outcome of the research was how it framed secure attachment as an unearned privilege (i.e. attachment privilege) that is affected by and simultaneously affects multiple variables in the caregiver and child dyad. These variables can themselves then become either protective factors supporting further secure attachment or risk factors threatening to damage or destroy it. Through the process of linking childhood attachment themes to the theme of access to institutional privilege it is hoped a greater capacity may be achieved for supporting caregivers in understanding and managing diverse and complex dimensions of their personal identity.

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Williams, Carrie. "The empathizing-systemizing theory and adolescents with autism spectrum conditions." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10156275.

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The empathizing-systemizing (E-S) theory states that individuals with autism spectrum conditions (ASC) can be identified by a deficit in empathy (social skills, communication skills, and theory of mind) and a propensity for systemizing (islets of ability, obsessions with systems, and repetitive behavior). This theory has been tested in various contexts, but never with adolescents between the ages of 12 and 16. The EQ-A (Empathizing Quotient for Adolescents) and the SQ-A (Systemizing Quotient for Adolescents) were administered to 47 adolescents between the ages of 12 and 16 who had been diagnosed with ASC and 97 adolescents with no reported physical or mental disorders to discover differences in empathizing and systemizing.

To test the specific elements and predictions of the E-S theory, the EQ-A was divided into a set of three subscales derived by conceptually mapping items to factors corresponding to the concepts theoretically underlying the scale. The SQ-A was divided into subscales using factor analysis.

It was found that all four subscales resulting from the factor analysis on the SQ-A were associated with obsessions with systems. A weak positive correlation was found between the SQ-A and the EQ-A. Although the EQ-A was able to differentiate significantly between individuals with an ASC and those without, the SQ-A was not. In addition, although the EQ-A and EQ-A subscales scores correlated with similar subscales scores of the GARS-2 (a well-validated existing autism screening test), the SQ-A and its subscales did not. Implications for the E-S Theory are discussed.

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Bissel, Raymond C. "Ego-Threat and Cognitive Coping| Using the Framework of Attachment Theory." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981586.

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This thesis seeks to explore the association between ego threat and coping in terms of cognitive strategies and behavioral tendencies. Moreover, the current study is also intended to use attachment dimensions as an underlying mechanism to understand the impact of ego threat on coping. Within the internal working models of attachment theory, the current study seeks to examine two major questions: (1) what strategies individuals use to cope with ego threatening events: and (2) how attachment associates with coping strategies during various ego-threats conditions? The results had a significant impact when individuals were presented with ego threat scenarios suggest that individuals are most likely to use state coping of emotion focused disengagement followed closely by state coping disengagement while experiencing an ego-threat condition. However, all state coping strategies (e.g., state coping engagement, state coping disengagement, state coping problem focused engagement, state coping emotion focused engagement, state coping problem focused disengagement, and state coping emotion focused disengagement) had a significant impact when individuals were presented with ego-threat scenarios. The results of association between attachment dimensions and state coping strategies across ego-threat conditions were not significant. Further this study implies ego-threat conditions make it more likely for individuals to use dysfunctional coping strategies such as state coping disengagement and emotion focused disengagement. Overall, the study has implications for enhancing our understanding of internal working models of attachment and the tendency for ego-threat to impact coping strategies, emphasizes the potency of ego-threatening events as they impact self-view and efficacy of coping solutions.

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Goldberg, Joshua. "When, not where a dynamical field theory of infant gaze /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344622.

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Thesis (Ph.D.)--Indiana University, Dept. of Computer Science and Cognitive Science, 2009.
Title from PDF t.p. (viewed on Oct. 8, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1368. Advisers: Michael Gasser; Linda B. Smith.
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Park, Hyekyung. "Toward a Comprehensive Developmental Theory for Symbolic Magnitude Understanding." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159136679184101.

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Warnock, Catherine M. "Developmental Stages of Perfindence| A theory building study of personal financial dependence and independence." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605070.

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An individual's financial position of dependence or independence can impact a person's state of psychological well-being and his/her level of functioning in society. Being financially independent can provide a sense of security and empower an individual to increase their quality of life. However, being financially dependent on others can create a hardship of fear and uncertainty about how to feed one's family or pay the rent. A number of published studies (Kruttschnitt, 1982; Natalier, 2007; Powles, 1991; Rogers, 2004; Schneider, 2000; Strube & Barbour, 1983) have been performed for specific topics related to financial dependency; however, the various developmental stages people experience when they are financially independent or financially dependent has not yet been researched or characterized. The goals of this study are: 1) to examine and identify the developmental stages of financial dependence and independence that individuals experience over the life span, and 2) to determine the benefits and challenges people encounter as a result of experiencing each of these stages of financial dependence and independence. Gaining a greater understanding of the common experiences people have in each of these states of financial dependence and independence will enable psychology and sociology professionals to better recognize the needs and concerns of their clients.

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Berthiaume, Vincent. "Exploring mechanisms of typical and abnormal cognitive development: neurodevelopmental computational models of theory of mind and general intelligence." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104642.

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A useful approach to better understand the mechanisms underlying cognitive development has been that of constructive artificial neural networks (CANNs). This thesis presents several CANN models that contribute to our understanding of two typical and abnormal developmental phenomena.The first two manuscripts explore the mechanisms underlying false-belief (FB) task transitions. Typically-developing preschoolers go through two transitions on verbal FB tasks, in which they have to say where an agent will search to find (approach) or avoid (avoidance) an object that was moved from location A to location B in the agent's absence. Transition 1 occurs as children go from failure to success on the approach task, and Transition 2 occurs as children go from succeeding only at approach to succeeding also at avoidance tasks. Are these transitions due to learning about beliefs or to other factors? The first manuscript presents a model of a non-verbal FB task (which uses looking time rather than a verbal measure). The model captured the transitions observed with verbal tasks, predicting that transitions would be observed on non-verbal tasks. Results suggest that initial failure could be due to observing more true-belief (TB) than FB searches, and that Transition 1 may not be due to learning about beliefs but to overcoming default TB attributions by learning to distinguish FB from TB situations. Results also suggest Transition 2 may be due to avoidance goals being represented by more varied behaviour than approach goals.Autistic children usually fail at verbal approach FB tasks, even when they are older than the typical age of success. The second manuscript explores the impact of simulating specific autistic deficits on Transition 1. First, it is thought that social deficits in autism may be related to abnormal connectivity between the brain regions used in FB tasks. I explored this hypothesis by impairing in one group of networks the connectivity of the input unit providing the information about the agent, while in a second group of networks I impaired a start or end location input unit. Results suggest that the information from the agent node is computationally crucial to Transition 1, as only the first group had impaired performance. I next simulated the decreased autistic attention to social stimuli by replacing a random half of all network training patterns by random patterns, simulating observations of random situations. Because there is currently some doubt as to whether specific, early behavioural treatment of autism improves later deficits, I simulated different times of treatment by manipulating the duration of the attention impairment in networks. As the duration of the impairment was reduced, performance progressively improved, showing that computationally, early treatment can be beneficial for autism. In the third manuscript, I explored whether white-matter integrity (WMI) could be manipulated to simulate a range of performances on Raven's Standard Progressive Matrices (SPM), a popular test of intelligence requiring subjects to analyze a matrix to find which figure, out of a few alternatives, best fits the missing figure in the matrix. Different levels of WMI have been associated with typical, age-related cognitive improvements and decline, as well as with preterm birth. To explore the effects of different levels of WMI, I incorporated different noise proportions in the activation values of my SPM model. Best performance was obtained with no impairment, but as WMI was reduced, the model's success rate was lowered to first capture the success rate of typically-developing 9-year-olds on the SPM, and with more noise it then captured the performance of 9-year-olds born preterm. These results thus computationally support a link between WMI and typical and impaired cognitive development.In sum, these results show that CANNs are unique tools to advance our understanding of typical and abnormal mechanisms of development.
Une approche utile à la compréhension des mécanismes du développement cognitif sont les réseaux de neurones constructifs (RNCs). Cette thèse présente plusieurs modèles de RNCs améliorant notre compréhension de deux phénomènes typiques et anormaux du développement.Les deux premiers manuscrits explorent les mécanismes de transitions sur les tâches de fausse croyance (FC). Les enfants à croissance typique traversent deux transitions sur les tâches de FC verbales, dans lesquelles ils doivent dire où un agent cherchera pour trouver (approche) ou éviter (évitement) un objet déplacé de A à B durant son absence. La Transition 1 a lieu alors que les enfants passent de l'échec au succès des tâches d'approche, et la Transition 2 alors qu'ils passent du succès seulement aux tâches d'approche au succès des deux tâches. Ces transitions sont-elles dues à l'apprentissage des croyances ou à d'autres facteurs? Le premier manuscrit présente un modèle d'une tâche non-verbale de FC (utilisant le temps de regard au lieu d'une mesure verbale). Le modèle a reproduit les transitions observées avec les tâches verbales, prédisant des transitions avec les tâches non-verbales. Les résultats suggèrent que les transitions ne sont pas dues à l'apprentissage des croyances; la Transition 1 serait due au fait de surmonter une attribution par défaut de vraies croyances (VCs) en distinguant les situations de FCs et VCs, tandis que la Transition 2 serait due au but d'évitement étant représenté par des comportements plus variées que le but d'approche.Les enfants autistes échouent habituellement les tâches de FC verbales. Le deuxième manuscrit explore l'effet de simuler des déficits autistes sur la Transition 1.Premièrement, les déficits sociaux autistes pourraient être reliés à une connectivité anormale entre les régions du cerveau utilisées dans les tâches de FC. J'ai exploré cette hypothèse en endommageant dans un premier groupe de réseaux la connectivité de l'unité d'entrée représentant l'agent, et dans un deuxième groupe la connectivité d'une unité d'entrée représentant le départ ou l'arrivée de l'objet. Les résultats suggèrent que l'information de l'unité d'agent est critique pour la Transition 1, car seulement le premier groupe a échoué la tâche. J'ai ensuite simulé l'attention réduite aux stimuli sociaux chez l'autiste en remplaçant la moitié de toutes les situations d'entrainements par des nombres aléatoires, simulant des observations d'autres objets ou stimuli. Puisqu'il y a des doutes sur l'utilité de traitements comportementaux en jeune âge chez l'autiste, j'ai simulé différent temps de traitements en manipulant la durée de l'endommagement de l'attention. Devancer le début du traitement a eu pour effet d'améliorer progressivement la performance des réseaux, démontrant que les traitements des comportements autistes peuvent être bénéfiques. Dans le troisième manuscrit, j'ai exploré si des variations dans l'intégrité de la substance blanche (ISB) pouvaient simuler différentes performances sur les Standard Progressive Matrices (SPM) de Raven, un test d'intelligence dans lequel on doit trouver la figure qui complète le mieux une matrice de figures. Différent niveaux d'ISB ont été reliés avec l'amélioration et le déclin typique de la cognition avec l'âge, ainsi qu'avec la naissance prématurée. Afin d'explorer les effets de différents niveaux d'ISB, j'ai incorporé différents niveaux de bruits dans les activations neuronales de mon modèle des SPM. La meilleure performance a été obtenue avec le modèle non-endommagé, mais alors que l'ISB a été réduite, le taux de succès du modèle a d'abord rejoint celui d'enfants au développement typique, et ensuite celui d'enfants nés prématurément. Ces résultats supportent donc un lien entre l'ISB et le développement typique et anormal de la cognition.En somme, ces résultats démontrent que les RNCs sont des outils uniques pour améliorer notre compréhension des mécanismes typiques et anormaux du développement.
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Kneer, Ryan Taylor. "Fuzzy trace theory and the development of interference in recognition and recall." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186973.

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This study addressed the free recall and recognition memory processes of elementary school children. It has been discovered that when children recall items from episodically related collections, a non-monotonic relationship is found between the memory strengths of those items and the order in which they are recalled. This relationship is known as cognitive triage, and it is not understood if the same phenomena would occur with recall involving semantic memory. Regarding recognition memory, experiments have tapped children's tendency to falsely remember words whose gist is the same as the gist of newly learned items. These past studies have focused primarily on a reversal of the standard false-recognition effect, where related distractors were easier to reject than unrelated distractors under some conditions. No research to date has ignored reversals and clearly examined the false-recognition effect itself. This study examined kindergarten, third, and sixth grade children's free recall organization and false-recognition of related distractors. The cognitive triage experiment examined semantic memory through having children recall exemplars from categories in Battig and Montague's (1969) lists. The recognition experiment examined developmentally the differential rate of false-recognition for related and unrelated distractors. Fuzzy Trace Theory (FTT) contends that the ability to inhibit interference increases with age. Hence, younger children were hypothesized to show a weaker cognitive triage effect and more false-recognition than older children. The latter result was found, whereas the former result was not. False-recognition did decrease with age but although a triage effect was observed for category exemplar production, the effect did not vary developmentally. The principle difference between this triage study and previous research is that lists offering preexperimental measures of memory strength were employed. These lists were normed on adults and therefore cognitive triage may have been different for children. Thus, this study indicates that developmental effects are found for false-recognition of related distractors but not for category exemplar production when using Battig and Montague's (1969) lists.
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Morehouse, Paul G. "Investigating Young Children's Music-making Behavior: A Developmental Theory." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/73.

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We have many developmental theories contributing to our understanding of children as they meander steadfastly toward maturation. Yet, none have reported on how young children interpret the qualitative meaning and importance of their own music-making experiences. Music created by average, not prodigious, young children is perceived by adults as “play” music rather than “real” music. But do young children take the same view as adults? When Piaget speaks of the young child’s qualitatively unique view and experience of the world (Ginsberg & Opper, 1988), can we assume that his statement encompasses young children’s predispositions related to music-making? Music is understood to occur when people act intentionally to produce and organize sound into rhythm and form. The guiding questions for this study are, What evidence is there to show that, when following an adult music leader, young children can engage in authentic music-making behavior and produce identifiable musical structures that move beyond random sounds or ‘noise’? What evidence is there to show that children's music-making behavior develops according to developmental stages? trek This qualitative field study observed and videotaped over 100 children between 2 and 7 years old who chose to engage in music-making behavior in a socially-rich school environment during structured activities guided by an adult “music leader.” The data gathered from this study suggest that young children’s motivation to make music derive from predispositions unrelated to notions of cultural and artistic expression thereby differing from adult musical needs and are instead based on more primary responses to their own developmental needs and their social environment. Functioning as “music leader,” the PI appeared to serve as an indispensable interface for assuring authenticity in the children’s music-making at all stages of development. The older children did not introduce any novel behavior specifically related to making music. However, due to the progression of cognitive and social maturity across the range of ages, new extra-musical behavior (EMB) slowly emerged at each developmental stage always seeming to enrich the experience relative to a particular group.
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Books on the topic "Psychology developmental theory"

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Shaffer, David R. Developmental psychology: Theory, research, and applications. Monterey, Calif: Brooks/Cole Pub. Co., 1985.

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Pine, Fred. Developmental theory and clinical process. New Haven: Yale University Press, 1987.

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Gertrude, Blanck, ed. Beyond ego psychology: Developmental object relations theory. New York: Columbia University Press, 1986.

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Theories of developmental psychology. 5th ed. New York: Worth Publishers, 2011.

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Vygotsky's developmental and educational psychology. Hove, East Sussex: Psychology Press, 2005.

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M, Lerner Richard, ed. Developmental systems theory: An integrative approach. Newbury Park, Calif: Sage Publications, 1992.

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Cohen, Donald J. Developmental Psychopathology, Theory and Method, Volume 1. New York: John Wiley & Sons, Ltd., 2006.

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Developmental theory and clinical process. New Haven: Yale University Press, 1985.

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Miller, Patricia H. Theories of developmental psychology. 4th ed. New York: Worth Publishers, 2002.

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Theories of developmental psychology. 3rd ed. New York: W.H. Freeman, 1993.

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Book chapters on the topic "Psychology developmental theory"

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Back, Kurt W. "Lewin and Current Developmental Theory." In Recent Research in Psychology, 52–64. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4615-8030-0_7.

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Overton, Willis F. "The Structure of Developmental Theory." In Annals of Theoretical Psychology, 191–235. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3842-4_9.

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Vonèche, J. Jacques, and Evelyn Aeschlimann. "Theory Integration versus Theory Selection in Developmental Psychology." In Annals of Theoretical Psychology, 151–87. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9194-5_9.

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McArdle, J. J. "Structural Models of Developmental Theory in Psychology." In Annals of Theoretical Psychology, 139–60. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3842-4_6.

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Bretherton, lnge. "The origins of attachment theory: John Bowlby and Mary Ainsworth." In A century of developmental psychology., 431–71. Washington: American Psychological Association, 1994. http://dx.doi.org/10.1037/10155-029.

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Boyes, Michael C. "Mechanisms for the Translation and Communication of Developmental Theory." In Annals of Theoretical Psychology, 125–44. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9194-5_7.

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Grusec, Joan E. "Social learning theory and developmental psychology: The legacies of Robert R. Sears and Albert Bandura." In A century of developmental psychology., 473–97. Washington: American Psychological Association, 1994. http://dx.doi.org/10.1037/10155-016.

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Overton, Willis F. "Metaphor, Recursive Systems, and Paradox in Science and Developmental Theory." In Annals of Theoretical Psychology, 261–77. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3842-4_12.

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Heckhausen, Jutta. "The Future of Lifespan Developmental Psychology: Perspectives from Control Theory." In Understanding Human Development, 383–400. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0357-6_17.

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Wohlwill, Joachim F. "Relations Between Method and Theory in Developmental Research: A partial-isomorphism view." In Annals of Theoretical Psychology, 91–138. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3842-4_5.

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Conference papers on the topic "Psychology developmental theory"

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
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"The development of attachment theory: introduction and orientation." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.026.

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Martsinkovskaya, Tatiana. "NEW TRENDS IN PERSONALITY PSYCHOLOGY: SOCIAL AND VIRTUAL ASPECT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact108.

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"Psychology is currently facing global challenges that with necessity lead to the emergence of fundamentally new trends and patterns in the theory and practice of personality psychology. From the point of view of theory, there is a constant rethinking of changes in the structure and content of identity - personal, sociocultural, ethnic. In practice, there are no less significant processes associated with approaches and methods in diagnostics and counseling. These changes are associated with the expansion of the virtual space of identification and self-realization. In the last year, the changes associated with quarantine for COVID 19 have become of great importance. The frustration of real space, which often connects with a narrowing of the time perspective, leads not only to an increase in the role of virtual space, but also to intensification of the role of network identity and the development of various forms of Internet communication, counseling and leisure activities. It appears that new trends will become more significant and constant in the future. Therefore, it is imperative to discuss the new forms of narrative and virtual identity, the directions for further change and their positive and negative impact on the identification and well-being of both young and old people."
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Vilenskaya, Galina A. "Behavioral Control And Theory Of Mind In Preschoolers With Typical Development And Specific Language Impairment." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.99.

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Pushkareva, Tatiana, Daria Agaltsova, and 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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Zhang, Hai-Xia. "Studies on the Influence of Chinese Consumer's Irrational Consumer Psychology on Their Consuming Behavior." In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.103.

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Mavrodiev, Stoil, and 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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Savina, T. "Emotional Disturbances And Their Diagnosis In Children Of Preschool Age." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.74.

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Silor, Adelfa, and Gaudencio Alaya-Ay Jr. "Piaget’ Cognitive Development Theory as Applied in Computer-Based Mind Mapping Strategy: Its Effect to Students’ Academic Performance." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp59.

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Saporovskaya, M. V. "Women’s “Intersectional” Generatinal Identity In A Family And Their Psychological Well-Being." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.73.

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Reports on the topic "Psychology developmental theory"

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 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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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 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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