Journal articles: 'Psychology developmental theory'

1

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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8

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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Bard, Kim A. "A developmental theory requires developmental data." Behavioral and Brain Sciences 16, no. 3 (September 1993): 511–12. http://dx.doi.org/10.1017/s0140525x00031241.

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LeTendre, Gerald. "Japanese Contributions to Theory and Practice in Developmental Psychology." Mind, Culture, and Activity 15, no. 3 (July 10, 2008): 266–67. http://dx.doi.org/10.1080/10749030802186819.

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Metha, Arlene. "Feminist Theory, Epistemology, and Developmental Psychology: Are They Compatible?" Contemporary Psychology: A Journal of Reviews 42, no. 12 (December 1997): 1120–21. http://dx.doi.org/10.1037/000668.

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Ollendick, Thomas H., and Michael W. Vasey. "Developmental Theory and the Practice of Clinical Child Psychology." Journal of Clinical Child Psychology 28, no. 4 (November 1999): 457–66. http://dx.doi.org/10.1207/s15374424jccp2804_4.

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15

Bland, Andrew M., and Eugene M. DeRobertis. "Maslow’s Unacknowledged Contributions to Developmental Psychology." Journal of Humanistic Psychology 60, no. 6 (November 8, 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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Owens, Rhea L., Blake A. Allan, and Lisa Y. Flores. "The Strengths-Based Inclusive Theory of Work." Counseling Psychologist 47, no. 2 (February 2019): 222–65. http://dx.doi.org/10.1177/0011000019859538.

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This paper describes a new vocational theory—the strengths-based inclusive theory of work (S-BIT of Work). This theory addresses the ever-changing, dynamic nature of the world of work and integrates counseling psychology’s core values of emphasizing vocational psychology, strengths-based perspectives, multiculturalism, and social justice. We aim to provide a holistic vocational theory to inform career and work counseling practice by increasing clinicians’ cultural responsivity, promoting clients’ strengths and optimal functioning, and addressing a variety of vocational challenges across developmental stages. This first article in the Major Contribution includes a discussion of the S-BIT of Work’s core assumptions and theoretical propositions, research supporting the development of the S-BIT of Work, as well as future directions. The second and third articles in this Major Contribution discuss a model of fulfulling work, and the infusion of positive psychology and cultural responsivity in work counseling practice, respectively.

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17

Mareschal, Denis, and Michael S. C. Thomas. "Computational Modeling in Developmental Psychology." IEEE Transactions on Evolutionary Computation 11, no. 2 (April 2007): 137–50. http://dx.doi.org/10.1109/tevc.2006.890232.

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18

Zelazo, Philip David, and Douglas Frye. "Consciousness and control: The argument from developmental psychology." Behavioral and Brain Sciences 22, no. 5 (October 1999): 788–89. http://dx.doi.org/10.1017/s0140525x99602187.

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Limitations of Dienes & Perner's (D&P's) theory are traced to the assumption that the higher-order thought (HOT) theory of consciousness is true. D&P claim that 18-month-old children are capable of explicitly representing factuality, from which it follows (on D&P's theory) that they are capable of explicitly representing content, attitude, and self. D&P then attempt to explain 3-year-olds' failures on tests of voluntary control such as the dimensional change card sort by suggesting that at this age children cannot represent content and attitude explicitly. We provide a better levels-of-consciousness account for age-related abulic dissociations between knowledge and action.

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19

New, William. "Autobiography, Developmental Theory, and Teacher Education." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 323–47. http://dx.doi.org/10.1075/jnlh.6.4.02aut.

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Abstract Instrumental approaches to teaching human development ask students to learn about children at different ages and stages so as to plan appropriate instruction. An alternative approach stresses the connections between psychological theories of growth and the life experiences of the students themselves, with the goals of increasing intrapersonal awareness and identity achievement. In one such course, students wrote autobiographical texts, interviewed each other, and wrote essays on their texts and "official" texts in human development. This case study focuses on the narratives of one woman, who used Erikson's psychosocial theories to analyze her stories of adolescent conflict and school difficulties. (Developmental Psychology-Education)

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20

Plunkett, Kim, and Chris Sinha. "Connectionism and developmental theory." British Journal of Developmental Psychology 10, no. 3 (September 1992): 209–54. http://dx.doi.org/10.1111/j.2044-835x.1992.tb00575.x.

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21

Feldman, David Lewis. "DEVELOPMENTAL PSYCHOLOGY AND NORMATIVE THEORY: KOHLBERG AND MASLOW ON COMMUNITY." Southeastern Political Review 16, no. 2 (November 12, 2008): 35–60. http://dx.doi.org/10.1111/j.1747-1346.1988.tb00255.x.

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22

Lewis, Catherine C. "Applied Developmental Psychology: Theory, Practice, and Research from Japan (review)." Journal of Japanese Studies 32, no. 2 (2006): 475–78. http://dx.doi.org/10.1353/jjs.2006.0052.

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23

Frankenhuis, Willem E., Karthik Panchanathan, and H. Clark Barrett. "Bridging developmental systems theory and evolutionary psychology using dynamic optimization." Developmental Science 16, no. 4 (March 18, 2013): 584–98. http://dx.doi.org/10.1111/desc.12053.

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24

Rogoff, Barbara, and Jonathan Tudge. "Developmental Theory, Culture, and Spoon-Feeding." Contemporary Psychology: A Journal of Reviews 34, no. 6 (June 1989): 573–74. http://dx.doi.org/10.1037/031163.

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25

Gazzillo, Francesco, Ramona Fimiani, Emma De Luca, Nino Dazzi, John T. Curtis, and Marshall Bush. "New developments in understanding morality: Between evolutionary psychology, developmental psychology, and control-mastery theory." Psychoanalytic Psychology 37, no. 1 (January 2020): 37–49. http://dx.doi.org/10.1037/pap0000235.

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26

Muller-Brettel, Marianne, and Roger A. Dixon. "Johann Nicolas Tetens: A Forgotten Father of Developmental Psychology?" International Journal of Behavioral Development 13, no. 2 (June 1990): 215–30. http://dx.doi.org/10.1177/016502549001300205.

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After many years of apparent neglect, several recent reviews of the history of developmental psychology have identified Johann Nicolas Tetens' (1777) Philosophical Essays on Human Nature and its Development as one of the first major contributions to the field (Tetens, 1979/1777). Because Tetens has only recently re-emerged as an important figure in developmental psychology, most developmental scholars may be unaware of who he was and what he wrote about human development. In this article, we sketch Tetens' life and career, and describe his notably contemporary contributions to psychology in general, and developmental psychology in particular. We also consider the reasons that Tetens was previously forgotten. For example (a) he wrote (in German) over 200 years ago; (b) he was a contemporary of Kant, whose reputation may have overwhelmed his own; (c) he was perceived (by such influential authors as Wundt and Ebbinghaus) as a proponent of the antiquated theory of faculties; and (d) his theory was not perceived to contribute to the shift in emphasis from the study of general human capabilities to the development of concrete and practical abilities.

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27

Mitchell, Alice A. "Developmental Theory and Career Newsletters." Journal of Career Development 15, no. 2 (December 1988): 110–20. http://dx.doi.org/10.1177/089484538801500204.

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Mitchell, Alice A. "Developmental theory and career newsletters." Journal of Career Development 15, no. 2 (December 1988): 110–20. http://dx.doi.org/10.1007/bf01321562.

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29

Smith, Leslie. "Developmental theory and teachers' practice." Instructional Science 16, no. 4 (1987): 307–17. http://dx.doi.org/10.1007/bf00117749.

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30

Smith, Leslie. "Developmental theory in the classroom." Instructional Science 16, no. 2 (June 1987): 151–67. http://dx.doi.org/10.1007/bf02310804.

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31

Speltz, Matthew L., Mark T. Greenberg, Marya C. Endriga, and Holly Galbreath. "Developmental Approach to the Psychology of Craniofacial Anomalies." Cleft Palate-Craniofacial Journal 31, no. 1 (January 1994): 61–67. http://dx.doi.org/10.1597/1545-1569_1994_031_0061_dattpo_2.3.co_2.

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This article outlines a developmental perspective on psychosocial maladjustment and Its implications for the psychological study and treatment of Individuals with craniofacial anomalies. A developmental theory of attachment is described and used to formulate hypotheses about the developing parent-child relationship during the first 5 years of life and its influence on the child's subsequent social and emotional growth. Preliminary research Involving Infants with clefts and other craniofacial anomalies is reviewed with respect to hypothesized points of vulnerability in the attachment process. Two major points are made: (1) developmental theory provides a framework for the early identification of children in this population with elevated risk of subsequent psychosocial problems, and (2) among the multiple child and family variables associated with elevated risk, a craniofacial anomaly Is unlikely to produce maladjustment in the absence of one or more other risk conditions such as family adversity, insecure attachment, or compromised child characteristics.

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32

Walton, Marsha D. "Science and Values: Addressing Practical Issues in Developmental Psychology." Teaching of Psychology 14, no. 1 (February 1987): 50–51. http://dx.doi.org/10.1207/s15328023top1401_17.

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This article describes a group exercise to help students understand how science can and cannot be used to resolve questions of practical importance in developmental psychology. Students with similar value preferences work together on a project that requires them to compile research and theory covered during the term. They then compare their work to that of groups with different value preferences. The exercise seems to promote a better appreciation of the contributions and limitations of empirical data and theory for answering practical questions.

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33

Galli, Anna Arfelli. "Daniel Stern′s Developmental Psychology and its Relation to Gestalt Psychology." Gestalt Theory 39, no. 1 (March 1, 2017): 54–63. http://dx.doi.org/10.1515/gth-2017-0001.

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Summary Daniel N. Stern’s research on the first years of life offers the view of an active newborn, developing in a continuous dialogue with the Other. The mother places the infant feelings at the center of her attention. The infant gets in tune with the mother, and learns that she welcomes and understands his inner states. Such attunement is a primary holistic experience, taking place because of the infant innate ability to perceive the “interpersonal happenings” as a unitary Gestalt, emerging “from the theoretically separate experiences of movement, force, time, space and intention”. Large convergence exists between Daniel Stern’s developmental psychology and Gestalt theory: both view the infant development occurring within an inter-subjective matrix, not as a process with phases or stages, but rather as a progressive organization of structures.

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34

Hood, Bruce. "Learning to internalize: A developmental perspective." Behavioral and Brain Sciences 24, no. 4 (August 2001): 676–77. http://dx.doi.org/10.1017/s0140525x01420085.

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As Hecht points out, finding unequivocal evidence for phylogenetic knowledge structures is problematic, if not impossible. But if phylogeny could be dropped, then internalization starts to resemble the “theory theory” approaches of developmental psychology. For example, an appreciation of falling objects leads to a very strong bias that could be regarded as internalized knowledge acquired during ontogeny. [Hecht; Shepard]

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35

Fogel, Alan, and Mark Reimers. "Can Systems Thinking Contribute to Developmental Theory?" Contemporary Psychology: A Journal of Reviews 35, no. 11 (November 1990): 1048–50. http://dx.doi.org/10.1037/030568.

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36

MENARD, SCOTT. "A Developmental Test of Mertonian Anomie Theory." Journal of Research in Crime and Delinquency 32, no. 2 (May 1995): 136–74. http://dx.doi.org/10.1177/0022427895032002002.

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37

Gardiner, Harry W. "Book Review: Applied Developmental Psychology: Theory, Practice, and Research From Japan." Journal of Cross-Cultural Psychology 37, no. 1 (January 2006): 120–21. http://dx.doi.org/10.1177/0022022105282350.

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38

Lerner, Richard M. "How Developmental Systems Theory Is Changing the Theoretical Landscape of Developmental Science." Contemporary Psychology: A Journal of Reviews 40, no. 10 (October 1995): 955–57. http://dx.doi.org/10.1037/004028.

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39

Kennedy, Janice H., and Charles E. Kennedy. "Attachment theory: Implications for school psychology." Psychology in the Schools 41, no. 2 (2004): 247–59. http://dx.doi.org/10.1002/pits.10153.

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40

Juroszek, Weronika. "Wybór współmałżonka – aspekt zadaniowy, ewolucjonistyczny i planowy." Kwartalnik Pedagogiczny, no. 2 (August 1, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3295.

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In this paper the author analyses the developmental, evolutionary and planning aspects of spouse choice. The work refers to Robert Havighurst’s developmental tasks theory, Tadeusz Mądrzycki’s personality theory and the evolutionary psychology theory. According to Havighurst’s theory, failure to achieve such an important developmental task as spouse choice makes the man unhappy, which in turn makes the following developmental tasks even more difficult. Spouse choice should not only be a decree of faith but also a conscious task. The planning aspect of spouse choice is analysed referring to Mądrzycki’s theory, considering such life plans features as the essence, importance degree, conformity to social norms, realism or minuteness of detail. From the evolutionary psychology theory perspective, the short woman’s fertility time has a serious consequence – little time for spouse choice.

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41

Stein, John. "The magnocellular theory of developmental dyslexia." Dyslexia 7, no. 1 (January 2001): 12–36. http://dx.doi.org/10.1002/dys.186.

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42

Matas, Gordan, and Iva Donelli. "Ecological systems theory." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 111–30. http://dx.doi.org/10.38003/zrffs.13.5.

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In this paper, Toni Morrison’s novel Beloved (1987) will be considered from the point of view of developmental psychology. Morrison’s works can be seen as representing an intertwinement of social, historico-political and emotional themes which play a crucial role in the identity construction of the author’s characters. Therefore, the Ecological Systems Theory proposed by Urie Bronfenbrenner will be employed to closely examine how the identities of Morrison’s characters are being shaped in the novel. The usage of the five systems on which Bronfenbrenner’s bioecological model is based– chronosystem, macrosystem, exosystem, mesosystem and microsystem, will provide an often missing holistic approach necessary for better understanding of how and why Morrison’s characters are (un)able to complete their developmental journey of identity construction successfully.

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Greve, Werner. "The Importance of Evolutionary Theory for Developmental Science – and Vice Versa: The Case of Developmental Psychology." International Journal of Developmental Science 6, no. 1-2 (2012): 17–19. http://dx.doi.org/10.3233/dev-2012-11085.

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Gummerum, Michaela, and Monika Keller. "Moral Psychology and Economic Game Theory." International Journal of Developmental Science 2, no. 3 (2008): 206–20. http://dx.doi.org/10.3233/dev-2008-2302.

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45

Hartmann, Hans-Peter. "Psychoanalytic Self Psychology and Its Conceptual Development in Light of Developmental Psychology, Attachment Theory, and Neuroscience." Annals of the New York Academy of Sciences 1159, no. 1 (April 2009): 86–105. http://dx.doi.org/10.1111/j.1749-6632.2009.04476.x.

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46

No authorship indicated. "Review of The Conscious Mind: A Developmental Theory." Contemporary Psychology: A Journal of Reviews 35, no. 2 (February 1990): 187. http://dx.doi.org/10.1037/028310.

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47

Tyson, Phyllis. "The Challenges of Psychoanalytic Developmental Theory." Journal of the American Psychoanalytic Association 50, no. 1 (February 2002): 19–52. http://dx.doi.org/10.1177/00030651020500011301.

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48

Gilmore, Karen. "Psychoanalytic Developmental Theory: A Contemporary Reconsideration." Journal of the American Psychoanalytic Association 56, no. 3 (September 2008): 885–907. http://dx.doi.org/10.1177/0003065108323074.

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Tyson, Phyllis. "Developmental Theory and the Postmodern Psychoanalyst." Journal of the American Psychoanalytic Association 46, no. 1 (February 1998): 9–15. http://dx.doi.org/10.1177/000306519804600102.

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Boyatzis, Chris J. "Let the Caged Bird Sing: Using Literature to Teach Developmental Psychology." Teaching of Psychology 19, no. 4 (December 1992): 221–22. http://dx.doi.org/10.1207/s15328023top1904_5.

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Reading lists of developmental psychology courses are replete with scientific theory and research. Narrative material from literature can supplement this theory and research by elucidating psychological concepts with real-life examples, while deepening students' appreciation for the complexity and diversity of development. In several courses I have used Maya Angelou's (1969) I Know Why the Caged Bird Sings, which is highly effective at illustrating many child development topics: development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parenting styles, sibling and friendship relations, gender issues, cognitive development, puberty, and identity formation in adolescence. Students react very positively to the book and to a paper in which they analyze Angelou's development using theory and research from the course.

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Journal articles on the topic 'Psychology developmental theory'

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