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Journal articles on the topic 'Social sciences -> psychology -> developmental psychology'

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Author: Grafiati

Published: 26 July 2024

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1

Heft, Harry. "Ecological psychology as social psychology?" Theory & Psychology 30, no. 6 (December 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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2

Dubovskaya, E. M. "Age-Related Social Psychology: Traditions and Development." Social Psychology and Society 14, no. 3 (October 16, 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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3

CICCHETTI, DANTE, and SHEREE L. TOTH. "Social policy implications of research in developmental psychopathology." Development and Psychopathology 12, no. 4 (December 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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4

Wass, Sam V., and Victoria Leong. "Developmental Psychology: How Social Context Influences Infants’ Attention." Current Biology 26, no. 9 (May 2016): R357—R359. http://dx.doi.org/10.1016/j.cub.2016.03.051.

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5

Arif, Muhammad Khairan. "THE CONTRIBUTION OF QUR'ANIC PSYCHOLOGY TO THE CONCEPT OF MODERN EDUCATIONAL PSYCHOLOGY ISLAMIC EDUCATION PERSPECTIVES." Al-Risalah 15, no. 1 (January 2, 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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6

Kagan, Jerome. "The Limitations of Concepts in Developmental Psychology." Merrill-Palmer Quarterly 50, no. 3 (2004): 291–98. http://dx.doi.org/10.1353/mpq.2004.0019.

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7

Kinzler, Katherine D. "Language as a Social Cue." Annual Review of Psychology 72, no. 1 (January 4, 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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8

Josephs, Ingrid E., and Jaan Valsiner. "Developmental Science Meets Culture: Cultural Developmental Psychology in the Making." International Journal of Developmental Science 1, no. 1 (2007): 47–64. http://dx.doi.org/10.3233/dev-2007-1105.

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9

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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10

Liddell, Christine, and Jane Kvalsvig. "Science and Social Accountability: Issues Related to South African Developmental Psychology." South African Journal of Psychology 20, no. 1 (March 1990): 1–9. http://dx.doi.org/10.1177/008124639002000101.

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11

Chaudhary, Nandita. "Can Globalization Help in Reimagining the Developmental Sciences? Finding Balance between Global Science and Local Reality." Human Development 64, no. 4-6 (2020): 191–206. http://dx.doi.org/10.1159/000512387.

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Social changes and technological advancement have profoundly impacted the human condition, and the former world order has gradually become obsolete as domination and imperialism are no longer justifiable. In the social and developmental sciences, such a shift implies the expansion of theory, methods, and application to embrace diversity as a fundamental property of being human. However, a bulk of the research draws from limited samples and circumscribed methods, largely excluding culture from conversations about human development. There is urgent need to find balance between global science and local reality where social justice, sustainability, and inclusion find a central place in the play between unity and diversity. Recent events have further highlighted the importance of democratic principles, multidisciplinary approaches, and international collaboration. Globalization cannot be undone, but it can be fruitfully exploited to reimagine the developmental sciences to embrace diversity and pluralism. Cultural psychology as a discipline offers a productive way forward.

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12

Liebal, Katja, and Daniel B. M. Haun. "The Importance of Comparative Psychology for Developmental Science." International Journal of Developmental Science 6, no. 1-2 (2012): 21–23. http://dx.doi.org/10.3233/dev-2012-11088.

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13

Kamrani, Dr Farhan, Nabila Kamrani, and Farrukh Kamrani. "Eleven Years of Psychological Researches in Pakistan (1995-2006): What Titles Reveal About Pakistani Research." Journal of Professional & Applied Psychology 3, no. 2 (June 30, 2022): 319–26. http://dx.doi.org/10.52053/jpap.v3i2.117.

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This study analysed the themes of researches published in Pakistan. For the purpose, Pakistan Journal of Psychology (PJP) was selected as a representative of Pakistan’s research in the discipline of psychology. Researches published during 1995 to 2006 were selected for this study. This study analyses the titles of the papers. Titles of 94 studies from 1995 to 2006 were analysed. Some 302 key concepts were extracted from the titles and categorized in following categories: clinical psychology/psychotherapy (25.82 %), cognitive psychology (7.61%), psychometrics (7.28%), gender studies (7.28%), experimental psychology (5.96%), personality psychology (5.96%), industrial/occupational psychology(5.62), nations/nationalities (5.29%), developmental psychology (4.30%), social psychology (3.97%), education/educational psychology (3.64%), parenting (3.64%), emotions and their expression (3.31%), physical health/illness (3.31%), marriage/family life (2.98 %) ethics/ religion (1.32 %), stress and coping (1.32 %), positive psychology (0.66%) and occult sciences (0.66%). There were no mentions of evolutionary psychology, aesthetics, forensic psychology, health psychology, neuropsychology, political psychology, media psychology, humanism and Gestalt psychology. Sex and its psychological aspects were also not present. Mentions of stress and coping, religion and ethics were negligible. The character of psychological research in the sampled researches and their implications were discussed.

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14

Woodhead, Martin. "Reconstructing developmental psychology-some first steps." Children Society 13, no. 1 (February 1999): 3–19. http://dx.doi.org/10.1111/j.1099-0860.1999.tb00097.x.

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Woodhead, Martin. "Reconstructing developmental psychology—some first steps." Children & Society 13, no. 1 (February 1999): 3–19. http://dx.doi.org/10.1002/(sici)1099-0860(199902)13:1<3::aid-chi152>3.0.co;2-b.

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16

Russell, Stephen T. "Human Developmental Science for Social Justice." Research in Human Development 12, no. 3-4 (August 27, 2015): 274–79. http://dx.doi.org/10.1080/15427609.2015.1068049.

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17

Rushton, Alan. "Thinking on Developmental Psychology in Fostering and Adoption." Adoption & Fostering 34, no. 3 (October 2010): 38–43. http://dx.doi.org/10.1177/030857591003400307.

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18

TAU, Ramiro, and Alicia María LENZI. "The notion of death as a knowledge and research object in developmental psychology." Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 7, no. 1 (September 1, 2015): 47–65. http://dx.doi.org/10.36311/1984-1655.2015.v7n1.p47-65.

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In the present work we analyse the theoretical attention that human sciences have given to prac-tices regarding death in the search for a definition of what is specifically human. We revise fun-damental lines of questioning and perspectives resultant of considering death as a cognitive object. Following this line, we present the general characteristics of several studies in the field of developmental psychology, amongst which we include our own theoretical affiliation regarding the child’s comprehension of death. This perspective is developed within the theoretical frame-work of Piagetian genetic psychology coordinated with Moscovici’s social representations theo-ry, in an attempt to overcome classic dichotomies and to avoid disregarding the specificity of the production of ideas in particular sociocultural contexts.

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19

Wesseling, Elisabeth. "Judith Rich Harris: The Miss Marple of Developmental Psychology." Science in Context 17, no. 3 (September 2004): 293–314. http://dx.doi.org/10.1017/s0269889704000146.

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ArgumentThis paper contributes to inquiries into scientific personae by employing a rhetorical approach. It analyzes the persuasive strategies of Judith Rich Harris in The Nurture Assumption: Why Children Turn Out the Way They Do (1998). Rhetorical analysis of Harris' self-fashioning in this remarkable best-seller and the reactions of the press to her persona demonstrates the resilience of specific archaic cultural repertoires for constructing scientific identities. While historical studies investigate how repertoires for scientific self-fashioning evolve through time, rhetoric reveals how identity models from an earlier age may be appropriated in the present.

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20

Oesterdiekhoff, George. "The structural-genetic theory program as the fundamental theory both of history and of social sciences and humanities." Macrohistoria 1, no. 5 (December 31, 2023): 75–98. http://dx.doi.org/10.62120/mch.v1i5.51.

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The structural-genetic theory program is an off-spring of Piagetian theory. It has accomplished the task that Piaget had intended to carry out but did not seriously. He wanted to study children to understand better history of mind, science, philosophy, and culture. It is shown that world history of culture, society, politics, law, morals, science, philosophy, religion, and arts has gone through the same stages that are known from developmental psychology. Accordingly, psychogenetic advancements have shaped the historical trajectories of these collective systems or societal phenomena. The application of developmental psychology to history sheds also a new light on the rise of modern, industrial society, thus dwarfing competing materialistic, institutional, and economic approaches. It is held that the new program inherits positions provided by Elias, Weber, Wundt, Cassirer, and other classical authors. It cannot only rebuild single humanities and social sciences but can also unify them under one common roof, breaking apart borders previously separating them from each other.

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21

Swami, Viren. "Evolutionary Psychology: 'New Science of the Mind' or 'Darwinian Fundamentalism'?" Historical Materialism 15, no. 4 (2007): 105–36. http://dx.doi.org/10.1163/156920607x245850.

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AbstractAs practitioners of a putative science of the mind, evolutionary psychologists have earned a degree of cachet with their provocative and sometimes controversial pronouncements about human nature and behaviour. In this article, I briefly survey the history of an evolutionary approach to the psychological sciences before considering the core assumptions of the field that has come to be known as 'evolutionary psychology'. By examining one particular example of evolutionary psychological research – on interpersonal attraction – I find this 'new science of the mind' to be lacking. Rather, I propose that developmental systems theory, buffered by a reconsideration of the dialectical sciences, offers a more comprehensive and rigorous approach to psychology. I further propose that historical materialists and those on the Left generally should take a keen interest in these issues as they have a bearing on social and political outcomes.

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22

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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23

Stratton, Peter. "Spirals and circles: potential contributions of developmental psychology to family therapy." Journal of Family Therapy 10, no. 3 (1988): 207–31. http://dx.doi.org/10.1046/j..1988.00314.x.

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24

Vercruysse, Nathalie, Michel Sylin, and Nancy Delcuve. "Approche des représentations et des attitudes vis-à-vis de la psychologie. Enquête réalisée auprès des étudiants de première candidature en Sciences Psychologiques et de l’Éducation à l’Université Libre de Bruxelles." L’Orientation scolaire et professionnelle 27, no. 3 (1998): 395–409. http://dx.doi.org/10.3406/binop.1998.1247.

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Degrees in psychology have seen a growing success among students enrolled in Belgian and foreign universities since the early nineties. The present study was designed to explore today’s representations and attitudes towards psychology so as to better understand this new phenomenon. Two hundred and ninety-six first-year students majoring in psychology at the Université Libre de Bruxelles completed a questionnaire. The major results of this study indicate that : (1) psychology students are not a homogeneous population as they are characterized by a diversity of vocational intentions and options, (2) more than half of these students have a mainly «negative» or «passive» image of their degree and discipline, (3) the participants express a definite preference for the developmental and psychopathological components of psychology, and (4) a strong commitment to self-centered and altruistic values plays a critical role in their vocational choice.

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25

Kenrick, Douglas T., Jon K. Maner, Jon Butner, Norman P. Li, D. Vaughn Becker, and Mark Schaller. "Dynamical Evolutionary Psychology: Mapping the Domains of the New Interactionist Paradigm." Personality and Social Psychology Review 6, no. 4 (November 2002): 347–56. http://dx.doi.org/10.1207/s15327957pspr0604_09.

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Dynamical systems and evolutionary theories have both been proposed as integrative approaches to psychology. These approaches are typically applied to different sets of questions. Dynamical systems models address the properties of psychological systems as they emerge and change over time; evolutionary models address the specific functions and contents of psychological structures. New insights can be achieved by integrating these two paradigms, and we propose a framework to begin doing so. The framework specifies a set of six evolutionarily fundamental social goals that place predictable constraints on emergent processes within and between individuals, influencing their dynamics over the short-term, and across developmental and evolutionary time scales. These social goals also predictably influence the dynamic emergence and change of cultural norms. This framework has heuristic as well as integrative potential, generating novel hypotheses within a number of unexplored areas atpsychology's interface with the other biological and social sciences.

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Weitzman, Jack. "Maltreatment and trauma: Toward a comprehensive model of abused children from developmental psychology." Child & Adolescent Social Work Journal 22, no. 3-4 (August 2005): 321–41. http://dx.doi.org/10.1007/bf02679475.

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27

Weitzman, Jack. "Maltreatment and Trauma: Toward a Comprehensive Model of Abused Children from Developmental Psychology." Child and Adolescent Social Work Journal 22, no. 3-4 (August 2005): 321–41. http://dx.doi.org/10.1007/s10560-005-0014-9.

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28

Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

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29

Elenbaas, Laura, Michael T. Rizzo, and Melanie Killen. "A Developmental-Science Perspective on Social Inequality." Current Directions in Psychological Science 29, no. 6 (November 18, 2020): 610–16. http://dx.doi.org/10.1177/0963721420964147.

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Many people believe in equality of opportunity but overlook and minimize the structural factors that shape social inequalities in the United States and around the world, such as systematic exclusion (e.g., educational, occupational) based on group membership (e.g., gender, race, socioeconomic status). As a result, social inequalities persist and place marginalized social groups at elevated risk for negative emotional, learning, and health outcomes. Where do the beliefs and behaviors that underlie social inequalities originate? Recent evidence from developmental science indicates that an awareness of social inequalities begins in childhood and that children seek to explain the underlying causes of the disparities that they observe and experience. Moreover, children and adolescents show early capacities for understanding and rectifying inequalities when regulating access to resources in peer contexts. Drawing on a social reasoning developmental framework, we synthesize what is currently known about children’s and adolescents’ awareness, beliefs, and behavior concerning social inequalities and highlight promising avenues by which developmental science can help reduce harmful assumptions and foster a more just society.

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30

Doria, Nilson G., and Lívia M. Simão. "Differing times and differing measures: Dimensions of historical time in Vygotsky’s work." Theory & Psychology 28, no. 6 (July 24, 2018): 757–79. http://dx.doi.org/10.1177/0959354318787345.

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The historicity of psychological phenomena plays a key role in Vygotsky’s developmental theory. However, we rarely realize what historicity means to Vygotsky, and what implications the notions about the nature of historical change bring to his theory. We suggest, based on dialogue with authors from the social sciences, that Vygotsky worked with different notions of the nature of historical changes in each developmental plane (phylogenetic, ontogenetic, and historical-cultural). Our investigation on this topic showed that, for Vygotsky, each timescale studied behaved differently: for instance, teleological in civilizational scale, semi-open in ontogenetic time. Due to the great influence exerted by the author’s work on the fields of developmental and cultural psychology, we understand that this kind of investigation can be useful to clarify and enrich both scholarly knowledge about his works and contemporary claims about the role of historical change on the developmental processes in psychology.

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31

Rothbart, Mary Klevjord. "Temperament and the Pursuit of an Integrated Developmental Psychology." Merrill-Palmer Quarterly 50, no. 4 (2004): 492–505. http://dx.doi.org/10.1353/mpq.2004.0035.

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32

BACA BİÇER, Feyza. "Nöropsikoloji Alanında Yapılan Akademik Çalışmaların Son 20 Yılı Üzerine Bir Bibliyometrik Analiz." Journal of Social Research and Behavioral Sciences 9, no. 19 (September 27, 2023): 562–76. http://dx.doi.org/10.52096/jsrbs.9.19.41.

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Bibliometric analysis is an analysis study that examines the developments and academic studies in a field to be examined with methods such as common word analysis, citation analysis, bibliometric matching. When bibliometric analysis is applied in a very comprehensive field such as neuropsychology, it provides a good road map for researchers to determine the areas they will work in. However, when the literature on psychology and its subfields is reviewed, it is seen that the number of bibliometric analysis studies is quite low. For this reason, this study aims to analyze the last 20 years of academic studies in the field of neuropsychology. For this purpose, in the first stage of the research, articles on "neorupsychology" were searched in the WoS database, and the fields of psychology, clinical psychology, psychiatry, neuroscience, experimental psychology, behavioral sciences, developmental psychology, pediatrics, educational psychology, neuroimaging, biological psychology, social psychology, applied psychology and psychoanalytic psychology, which were considered to be most related to the field of neuropsychology, were selected. Common word analysis and social network analysis were performed on the articles containing the related words, and concept maps were created to enable visualization. Accordingly, it was observed that words such as "schizophrenia", "psychosis", "depression" lost their influence, albeit slowly, while words such as "assessment", "performance validity", "clinical neuropsychology", "rehabilitaion" increased their influence. It can be said that current studies in the field of neuropsychology have shifted away from focusing on a specific clinical condition and towards studies that include neuropsychological assessments and rehabilitation approaches.

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33

Howard, Mary D., and Michael Siegal. "Children, Parenthood, and Social Welfare in the Context of Developmental Psychology." Contemporary Sociology 18, no. 3 (May 1989): 441. http://dx.doi.org/10.2307/2073896.

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34

Feist, Gregory J., and Michael E. Gorman. "The Psychology of Science: Review and Integration of a Nascent Discipline." Review of General Psychology 2, no. 1 (March 1998): 3–47. http://dx.doi.org/10.1037/1089-2680.2.1.3.

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Disciplines that study science are relatively well established in philosophy, history, and sociology. Psychology of science, by comparison, is a late bloomer but has recently shown signs of codification. The authors further this codification by integrating and reviewing the growing literature in the developmental, cognitive, personality, and social psychology of science. Only by integrating the findings from each of these perspectives can the basic questions in the study of scientific behavior be answered: Who becomes a scientist and what role do biology, family, school, and gender play? Are productivity, scientific reasoning, and theory acceptance influenced by age? What thought processes and heuristics lead to successful discovery? What personality characteristics distinguish scientists from nonscientists and eminent from less eminent scientists? Finally, how do intergroup relations and social forces influence scientific behavior? A model that integrates the consensual empirical findings from the psychology of science is proposed.

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Kölbl, Carlos. "Ernst Boesch’s cultural psychology of education." Culture & Psychology 26, no. 2 (July 7, 2019): 159–72. http://dx.doi.org/10.1177/1354067x19861049.

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Ernst Boesch (1916–2014) is well known for his symbolic action theory and distinctive approach to cultural psychology. In contrast, his numerous contributions as an educational psychologist have remained nearly unnoticed up to now. Against this backdrop, this article highlights some crucial phases in Boesch’s biography that demonstrate his strong involvement in educational psychology in general. It then reconstructs and discusses the main constituents of what one could call Boesch’s cultural psychology of education, which he developed in the context of his work as director of the Forschungsstelle für Entwicklungshilfe, insbesondere Erziehungshilfe (Institute for Research on Developmental Aid – specifically educational aid) – which was later renamed Sozialpsychologische Forschungsstelle für Entwicklungsplanung (Institute for Social Psychological Research on Developmental Planning) – during the years from 1962 to 1986. Finally, some conclusions are presented.

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36

Nielsen, Mark, and Daniel Haun. "Why developmental psychology is incomplete without comparative and cross-cultural perspectives." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1686 (January 19, 2016): 20150071. http://dx.doi.org/10.1098/rstb.2015.0071.

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As a discipline, developmental psychology has a long history of relying on animal models and data collected among distinct cultural groups to enrich and inform theories of the ways social and cognitive processes unfold through the lifespan. However, approaches that draw together developmental, cross-cultural and comparative perspectives remain rare. The need for such an approach is reflected in the papers by Heyes (2015 Phil. Trans. R. Soc. B 371, 20150069. ( doi:10.1098/rstb.2015.0069 )), Schmelz & Call (2015 Phil. Trans. R. Soc. B 371, 20150067. ( doi:10.1098/rstb.2015.0067 )) and Keller (2015 Phil. Trans. R. Soc. B 371, 20150070. ( doi:10.1098/rstb.2015.0070 )) in this theme issue. Here, we incorporate these papers into a review of recent research endeavours covering a range of core aspects of social cognition, including social learning, cooperation and collaboration, prosociality, and theory of mind. In so doing, we aim to highlight how input from comparative and cross-cultural empiricism has altered our perspectives of human development and, in particular, led to a deeper understanding of the evolution of the human cultural mind.

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37

Marková, Ivana, and Jorge Correia Jesuino. "Social psychology as a developmental discipline in the dynamics of practical life: Gustav Jahoda’s pioneering studies on children’s social thinking." Culture & Psychology 24, no. 3 (August 17, 2018): 343–57. http://dx.doi.org/10.1177/1354067x18779035.

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Gustav Jahoda’s research on children’s development of ideas and concepts constitutes a fundamental contribution to social psychology as a developmental and cultural discipline. Jahoda conceived humans in their interdependent relations with socio-cultural and historical environments in which they live, attain knowledge and act. Jahoda’s research on the diversities of thought and agency in children was the subject of meticulous conceptual and methodological rigour. His scholarly work crossed several social and human sciences. This tribute focuses on Jahoda’s early studies of children’s ‘social thinking’ about nationality and economic systems that he carried out in Glasgow. Later in his life Jahoda pursued his ideas on children’s thinking in a close dialogue with other scholars among whom Jean Piaget, Lucien Lévy-Bruhl and Serge Moscovici assumed particular relevance.

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38

Husna, Faiqatul. "Aliran Psikoanalisis Dalam Perspektif Islam." SALAM: Jurnal Sosial dan Budaya Syar-i 5, no. 2 (August 13, 2018): 99–112. http://dx.doi.org/10.15408/sjsbs.v5i2.9411.

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Abstract: Humans are the most perfect creatures of God among all beings on this earth. Humans have more problems faced by other creatures in living life, both from social contact and so on. Therefore, some of the many people are scientists doing various ways to find solutions to these problems. Finally, psychology was born which discussed the human psyche. Psychology has a variety of sciences. One of them is developmental psychology. Developmental psychology is a branch of psychology that discusses human psychological development from prenatal to near death. On this occasion will examine and understand one of the schools of psychology, namely the flow of psychoanalysis. In addition to studying the scope of psychoanalysis and its relation to Islamic psychology.Keywords: Psychology, Psychoanalysis, Islamic Perspective. Abstrak:Manusia adalah makhluk ciptaan Allah yang paling sempurna di antara seluruh makhluk di muka bumi ini. Manusia memiliki lebih banyak masalah yang dihadapi dibandingkan makhluk lain dalam menjalani kehidupan, baik dari kontak sosial dan lain sebagainya. Maka dari itu, beberapa orang dari sekian banyak manusia itu yakni para ilmuan melakukan berbagai cara untuk mencari pemecahan masalah tersebut. Akhirnya, lahirlah ilmu psikologi yang membahas tentang kejiwaan manusia. Psikologi memiliki berbagai macam ilmu. Salah satu di antaranya adalah psikologi perkembangan. Psikologi perkembangan merupakan suatu cabang ilmu psikologi yang membahas tentang perkembangan kejiwaan manusia dari prenatal sampai hampir meninggal. Pada kesempatan ini akan mengkaji dan memahami salah satu aliran psikologi yaitu aliran psikoanalisis. Selain dikaji ruang lingkup psikoanalisis serta kaitannya dengan psikologi islam.Kata Kunci: Aliran psikologi, Psikoanalisis, Perspektif Islam.

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Hood, Kathryn E. "Times of Life and Timing in Developmental Psychology." Culture & Psychology 12, no. 2 (June 2006): 230–44. http://dx.doi.org/10.1177/1354067x06064593.

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Oesterdiekhoff. "Relevance of Piagetian Cross-Cultural Psychology to the Humanities and Social Sciences." American Journal of Psychology 126, no. 4 (2013): 477. http://dx.doi.org/10.5406/amerjpsyc.126.4.0477.

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Neal, Jennifer Watling. "A systematic review of social network methods in high impact developmental psychology journals." Social Development 29, no. 4 (February 11, 2020): 923–44. http://dx.doi.org/10.1111/sode.12442.

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Juriana, Juriana, Kurnia Tahki, and Gerdy Zulfitranto. "PENGETAHUAN PSIKOLOGI OLAHRAGA PADA PELATIH RENANG INDONESIA." Jurnal Ilmiah Sport Coaching and Education 2, no. 1 (January 16, 2018): 31–38. http://dx.doi.org/10.21009/jsce.02104.

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This study aims to determine the level of knowledge about the sport psychology which is owned by the swimming coach in Indonesia. Data is collected at the time of Kejuaraan Renang Antar Perkumpulan Se-Indonesia (KRAPSI) held in Surabaya, East Java on December 2016. This study used incidental sampling technique with the number of 76 coaches. The instrument used in this study a questionnaire that had been tested for validity (0,360-0,756) and reliability (r=0,713). Data were analyzed using descriptive statistics for each dimension of sports psychology knowledge. Results of the research about knowledge of sports psychology owned by swimming coach is the following : a) Most of the swimming coach in Indonesia have high knowledge about developmental psychology (85.53%); b) Most of the swimming coach in Indonesia have high knowledge about learning psychology (71.05%); c) Most of the swimming coach in Indonesia have high knowledge about personality psychology (73.68%); d) Most of the swimming coach in Indonesia have high knowledge about social psychology (90.79%); e) Most of the swimming coach in Indonesia have high knowledge about the psychometric (72.37%).

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De Bruin, L. H. M. "Child psychology. The modern science." Kind en adolescent 14, no. 1 (March 1993): 35–36. http://dx.doi.org/10.1007/bf03060495.

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Cunningham, Michael. "BRIDGES OF DEVELOPMENTAL SCIENCE." Research in Human Development 19, no. 1-2 (April 3, 2022): 1–4. http://dx.doi.org/10.1080/15427609.2022.2117678.

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Xu, Shuangshuang, and Aruna Wu. "Transitions and Psychology as a Developmental Science: Building Up on Jaan Valsiner’s Work." Human Arenas 4, no. 2 (May 3, 2021): 311–17. http://dx.doi.org/10.1007/s42087-021-00222-1.

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Thornton, James E. "Life-Span Learning: A Developmental Perspective." International Journal of Aging and Human Development 57, no. 1 (July 2003): 55–76. http://dx.doi.org/10.2190/r4ek-u2v5-2c35-28p0.

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The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.

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Kontopodis, Michalis, and Marta Jackowska. "De-centring the psychology curriculum: Diversity, social justice, and psychological knowledge." Theory & Psychology 29, no. 4 (June 24, 2019): 506–20. http://dx.doi.org/10.1177/0959354319858419.

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The psychology curriculum has close ties to the histories and cultural traditions of industrialised societies’ white middle-class populations, so it is unclear how it may reflect the interests and values of students from a variety of ethnic, racial, and socio-economic backgrounds in contemporary higher education settings. To address this question, we established an innovative research project of de-centring the psychology curriculum, so that BA students from diverse backgrounds could familiarise themselves with cultural-historical, postcolonial, feminist, and other critical psychological approaches as well as reflect on the histories, contexts, and epistemologies of classic developmental psychological theories and research. We conducted focus group discussions with the students to explore their views on the introduced contents and approaches. The findings of our research form the basis for critical reflection on the possibilities and challenges of de-centring the psychology curriculum in contemporary university settings.

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DeRobertis, Eugene Mario. "The Humanistic Revolution in Psychology: Its Inaugural Vision." Journal of Humanistic Psychology 61, no. 1 (September 10, 2020): 8–32. http://dx.doi.org/10.1177/0022167820956785.

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This article presents a textual analysis of the inaugural issue of the Journal of Humanistic Psychology. The analysis culminated in the creation of a composite narrative that expresses the character of the humanistic vision for psychological science, a historical snapshot of the evolving humanistic revolution circa 1961. The analysis showed humanistic psychology to have proposed a nonreactionary, inclusive, integrative approach to psychology. This approach was anchored in a radicalized image of humanity, one that would not rely wholly on theories and methods of research designed for nonhuman beings. The findings further indicate that, from its inception, humanistic psychology was envisioned to be a unique amalgam of what would today be considered cultural psychology, cognitive psychology, and developmental psychology, without being reducible to any one of these subfields. It was and remains an effort in earnest to do justice to a truer self, engaged in the process of becoming, operating within biological and cultural parameters.

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Roberto, Karen A., Jeffrey M. Clair, David S. Karp, and William C. Yoels. "Experiencing the Life Cycle: A Social Psychology of Aging." Family Relations 43, no. 1 (January 1994): 108. http://dx.doi.org/10.2307/585156.

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Viding, Essi. "11 Development of psychopathology: how can neurocognitive and genetically informative research improve our understanding of environmental risk?" Journal of Neurology, Neurosurgery & Psychiatry 91, no. 8 (July 20, 2020): e5.1-e5. http://dx.doi.org/10.1136/jnnp-2020-bnpa.11.

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Essi Viding is Professor of Developmental Psychopathology at the Division of Psychology and Language Sciences, University College London where she co-directs the Developmental Risk and Resilience Unit. She is also adjunct faculty at Yale University Medical School Child Study Centre. Her research combines a variety of methodologies in an effort to chart different developmental pathways to persistent antisocial behaviour. Professor Viding has received several prizes for her work, including the British Academy Wiley Prize in Psychology, the British Psychological Society Spearman Medal, and the Royal Society Rosalind Franklin Award.To progress our understanding of how psychopathology develops, we need to combine different analytical approaches within a longitudinal, developmental, genetically informative framework. In this talk I will provide a brief overview of neurocognitive and genetically informative research into developmental risk for conduct disorder. I will use this overview as a framework for considering how atypical neurocognitive functioning may serve to generate and maintain maladaptive social interactions. I will argue that neurocognitive studies can inform our understanding of individuals as active agents in the generation of particular social ecologies and that unlocking the mechanisms of gene-environment and environment- environment correlation will be of key importance. Advances in this area of research have scope to inform theoretical understanding, as well as interventions designed to help children at risk of developing a disorder and their families.

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