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Theories of developmental psychology / (Record no. 160333)

MARC details
000 -LEADER
fixed length control field	07678nam a2200169Ia 4500
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781429216340
040 ## - CATALOGING SOURCE
Transcribing agency	CUS
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	150.1
Item number	MIL/T
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name	Miller, Patrica H.
245 #0 - TITLE STATEMENT
Title	Theories of developmental psychology /
Statement of responsibility, etc.	Patricia H Miller
250 ## - EDITION STATEMENT
Edition statement	1st.ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc.	New York:
Name of publisher, distributor, etc.	Worth pub.,
Date of publication, distribution, etc.	2002.
300 ## - PHYSICAL DESCRIPTION
Extent	507 p.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	1. Introduction --<br/>What is a theory? --<br/>What is a developmental theory? --<br/>Of what value is a developmental theory? --<br/>Main issues: What is the basic nature of humans? --<br/>Is developmental qualitative or quantitative? --<br/>How do nature and nurture contribute to development? --<br/>What is it that develops? <br/><br/>2. Piaget's cognitive-state theory and the neo-Piagetians --<br/>General orientation to the theory: Genetic epistemology --<br/>Biological approach --<br/>Structuralism --<br/>Stage approach --<br/>Methodology --<br/>Description of the stages: Sensorimotor period (roughly birth to 2 years) --<br/>Preoperational period (roughly 2 to 7 years) --<br/>Concrete operational period (roughly 7 to 11 years) --<br/>Formal operational period (roughly 11 to 15 years) --<br/>Memory --<br/>Mechanisms of development --<br/>Cognitive organization --<br/>Cognitive adaptation --<br/>Cognitive equilibration --<br/>Position on developmental issues --<br/>Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Piaget's own modifications of his theory --<br/>The Neo-Piagetians --<br/>Robbie Case --<br/>Kurt Fischer --<br/>Neo-Piagetian themes --<br/>Contemporary research --<br/>Infants' advanced competencies --<br/>Domain-specific concepts --<br/>Mechanism of development --<br/>Developmental cognitive neuroscience. <br/><br/>3. Freud's and Erikson's psychoanalytic theories --<br/>Freud: biographical sketch --<br/>General orientation to the theory: Dynamic approach --<br/>Structural approach --<br/>Topographic approach --<br/>Normal-abnormal continuum --<br/>Methodology --<br/>Description of stages: Oral stage (roughly birth to 1 year) --<br/>Anal stage (roughly 1 to 3 years) --<br/>Phallic stage (roughly 3 to 5 years) --<br/>Period latency (roughly 5 years to the beginning of puberty) --<br/>Genital stage (adolescence) --<br/>Case study of "Little Hans" --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. Erikson: biographical sketch --<br/>General orientation to the theory: Psychosocial stages --<br/>Emphasis on identity --<br/>Expansion of psychoanalytic methodology --<br/>Description of the stages: Stage I: Basic trust versus basic mistrust (roughly birth to 1 year) --<br/>Stage 2: Autonomy versus shame and doubt (roughly 2 to 3 years) --<br/>Stage 3: Initiative versus guilt (roughly 4 to 5 years) --<br/>Stage 4: Industry versus inferiority (roughly 6 years to puberty) --<br/>Stage 5: Identity and repudiation versus identity diffusion (adolescence) --<br/>Stage 6: Intimacy and solidarity versus isolation (young adulthood) --<br/>Stage 7: Generativity versus stagnation and self-absorption (middle adulthood) --<br/>Stage 8: Integrity versus despair (late adulthood) --<br/>Mechanisms of development --<br/>Position on developmental issues --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>4. Vygotsky and the sociocultural approach: biographical sketch --<br/>General orientation to the theory: Child-in-activity-in-cultural-context as the unit of study --<br/>Zone of proximal development --<br/>The sociocultural origins of individual mental functioning: the intermental constructs the intramental --<br/>Tools provided by a culture mediate intellectual functioning --<br/>Methodology --<br/>Examples of Vygotskian-sociocultural research --<br/>Private speech and inner speech --<br/>Development of concepts --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>A related approach: developing-person-in-context --<br/>Contemporary research: Collaborative problem solving --<br/>Research across cultures --<br/>Development through narratives and conversations --<br/>Concluding comments about contemporary Vygotskian-sociocultural research. <br/><br/>5. Social learning theory --<br/>History of the theory --<br/>Learning theory --<br/>Social learning theory --<br/>General orientation to the theory: Observational learning --<br/>Causal model includes environment-person-behavior system --<br/>Cognitive contributions to learning --<br/>Self-efficacy and agency --<br/>Examples of developmental research: moral judgments and gender roles --<br/>Moral judgments and behavior --<br/>Gender-role development --<br/>Mechanism of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>6. Information-processing theory --<br/>History of the theory --<br/>General orientation to the theory: Humans as information-processing systems --<br/>Development as self-modification --<br/>Task analysis --<br/>Methodology --<br/>Major developmental approaches --<br/>Memory --<br/>Metamemory --<br/>Strategies: acquisition, variability, and choice --<br/>Rules for problem solving --<br/>Production and connectionist simulations of problem solving and learning --<br/>Intelligence --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>7. Ethology and other evolutionary theories --<br/>History of the theory --<br/>General orientation to the theory: Species-specific innate behavior --<br/>Evolutionary perspective --<br/>Learning predispositions --<br/>Methodology --<br/>Contributions to human developmental psychology --<br/>Infant-caretaker attachment --<br/>Peer interaction --<br/>Problem solving --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>8. Gibson's ecological theory of perceptual development --<br/>Biographical sketch --<br/>General orientation to the theory: Ecological approach: affordances --<br/>Information is specified in stimulation --<br/>Humans as active perceivers --<br/>Methodology --<br/>Developmental trends: Increasing specificity and economy in the perception of affordances --<br/>Optimization of attention --<br/>What infants learn about: Communication --<br/>Interaction with objects --<br/>Locomotion in the spatial layout --<br/>Mechanisms of development --<br/>Position on developmental issues: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops --<br/>Applications --<br/>Evaluation of the theory: Strengths --<br/>Weaknesses --<br/>Contemporary research. <br/><br/>9. Contemporary minitheories and emerging approaches --<br/>The Theory theory --<br/>Modularity nativism --<br/>Dynamic-systems theory --<br/>Critical psychology: are theories of development gendered? --<br/>Position on developmental issues. <br/><br/>10. Reflections --<br/>Developmental issues revisited: Human nature --<br/>Qualitative versus quantitative development --<br/>Nature versus nurture --<br/>What develops A need for better theoretical accounts of mechanisms of development --<br/>Historical progress of developmental theories.
650 ## - SUBJECT
Keyword	Developmental psychology -- Philosophy
--	Child psychology -- Philosophy
--	Child Development
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type	General Books

Holdings
Withdrawn status	Lost status	Damaged status	Not for loan	Home library	Current library	Shelving location	Date acquired	Full call number	Accession number	Date last seen	Date last checked out	Koha item type
				Central Library, Sikkim University	Central Library, Sikkim University	General Book Section	29/08/2016	150.1 MIL/T	P15217	21/06/2024	21/06/2024	General Books