TY  - BOOK
AU  - Miller,Patricia H.
TI  - Theories of developmental psychology
SN  - 1429216344
AV  - BF713 .M55 2011
U1  - 155 22
PY  - 2011///]
CY  - New York
PB  - Worth
KW  - Developmental psychology
KW  - Philosophy
KW  - Child psychology
N1  - Previous ed.: 2002; Includes bibliographical references and index; Preface --; 1; Introduction --; What Is a Theory? --; What Is a Developmental Theory? --; Of What Value Is a Developmental Theory? --; Organizing Information / Guiding Research --; What Main Issues of Developmental Psychology Do Theories Address? --; What Is the Basic Nature of Humans? / Is Development Qualitative or Quantitative? / How Do Nature and Nurture Contribute to Development? / What Is It That Develops? --; Summary --; Organization of This Book --; Suggested Readings --; 2; Piaget's Cognitive-Stage Theory and the Neo-Piagetians --; Biographical Sketch --; General Orientation to the Theory --; Genetic Epistemology / Biological Approach / Structuralism / Stage Approach / Methodology --; Description of the Stages --; Sensorimotor Period / Preoperational Period / Concrete Operational Period / Formal Operational Period /An Overview --; Memory --; Mechanisms of Development --; Cognitive Organization / Cognitive Adaptation / Cognitive --; Equilibration / Section Overview --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development / --; Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Piaget's Own Modifications of His Theory --; The Neo-Piagetians --; Robbie Case / Kurt Fischer / Neo-Piagetian Themes --; Contemporary Research --; Infants' Advanced Competencies /Domain-Specific Concepts /Mechanisms of Development /Developmental Cognitive Neuroscience --; Summary --; Suggested Readings --; 3; Freud's and Erikson's Psychoanalytic Theories --; Freud --; Biographical Sketch --; General Orientation to the Theory --; Dynamic Approach / Structural Approach / Topographic Approach / Stage Approach / Normal - Abnormal Continuum / Methodology --; Description of the Stages --; Oral Stage / Anal Stage / Phallic Stage / Period of Latency / Genital Stage / Case Study of “Little Hans” --; Mechanisms of Development --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development / Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Contemporary Research --; Erikson --; Biographical Sketch --; General Orientation to the Theory --; Psychosocial Stages / Emphasis on Identity / Expansion of Psychoanalytic Methodology --; Description of the Stages --; Stage 1: Basic Trust Versus Basic Mistrust / --; Stage 2: Autonomy Versus Shame and Doubt / --; Stage 3: Initiative Versus Guilt / --; Stage 4: Industry Versus Inferiority / --; Stage 5: Identity and Repudiation Versus Identity Diffusion / --; Stage 6: Intimacy and Solidarity Versus Isolation / --; Stage 7: Generativity Versus Stagnation and Self-Absorption / --; Stage 8: Integrity Versus Despair --; Mechanisms of Development --; Position on Developmental Issues --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Contemporary Research --; Summary --; Suggested Readings --; 4; Vygotsky and the Sociocultural Approach --; Biographical Sketch --; General Orientation to the Theory --; Child-in-Activity-in-Cultural-Context Is the Unit of Study / Zone of Proximal Development / The Sociocultural Origins of Individual Mental Functioning / Tools Provided by a Culture Mediate Intellectual Functioning / Methodology --; Examples of Vygotskian and Other Sociocultural Research --; Private Speech and Inner Speech / Development of Concepts --; Mechanisms of Development --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development / Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths /Weaknesses --; A Related Approach: Developing Person in Context --; Contemporary Research --; Collaborative Problem Solving / Research Across Cultures / Development Through Narratives and Conversations / Concluding Comment about Contemporary Vygotskian-Sociocultural Research --; Summary --; Suggested Readings --; 5; Social Learning Theory --; History of the Theory --; Learning Theory / Social Learning Theory --; General Orientation to the Theory --; Observational Learning / Causal Model Includes Environment - Person - Behavior System / Cognitive Contributions to Learning / Self-Efficacy and Agency --; Examples of Developmental Research: Moral Judgments and Gender Roles --; Moral Judgments and Behavior / Gender-Role Development --; Mechanisms of Development --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development /Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Contemporary Research --; Summary --; Suggested Readings --; 6; Information-Processing Theory --; History of the Theory --; General Orientation to the Theory --; Humans as Information-Processing Systems / Development as Self-Modification / Task Analysis / Methodology --; Major Developmental Approaches --; Memory / Strategies: Acquisition, Variability, and Choice / Rules for Problem Solving / Production and Connectionist Simulations of Problem Solving and Learning / Intelligence --; Mechanisms of Development --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development / Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Contemporary Research --; Summary --; Suggested Readings --; 7; Ethology and Other Evolutionary Theories --; History of the Theory --; General Orientation to the Theory --; Species-Specific Innate Behavior / Evolutionary Perspective / Learning Predispositions / Methodology --; Contributions to Human Developmental Psychology --; Infant - Caretaker Attachment / Peer Interaction / Problem Solving --; Mechanisms of Development --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development / --; Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Contemporary Research --; Summary --; Suggested Readings --; 8; Gibson's Ecological Theory of Perceptual Development --; Biographical Sketch --; General Orientation to the Theory --; Ecological Approach: Affordances / Information Is Specified in Stimulation / Humans as Active Perceivers / Methodology --; Developmental Trends --; Increasing Specificity and Economy in the Perception of Affordances / Optimization of Attention --; What Infants Learn About --; Communication / Interaction with Objects / Locomotion in the Spatial Layout --; Mechanisms of Development --; Position on Developmental Issues --; Human Nature / Qualitative Versus Quantitative Development / --; Nature Versus Nurture / What Develops --; Applications --; Evaluation of the Theory --; Strengths / Weaknesses --; Contemporary Research --; Summary --; Suggested Readings --; 9; Contemporary Minitheories and Emerging Approaches --; The Theory Theory --; Modularity Nativism --; Dynamic-Systems Theory --; Critical Psychology: Are Theories of Development Gendered? --; Position on Developmental Issues --; Summary --; Suggested Readings --; 10; Reflections --; Developmental Issues Revisited --; Human Nature / Qualitative Versus Quantitative Development / Nature Versus Nurture / What Develops --; A Need for Better Theoretical Accounts of Mechanisms of Development --; Historical Progress of Developmental Theories --; The Future of Developmental Theories --; Conclusions
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