Theories of developmental psychology / Patricia H Miller

By:

Miller, Patrica H

Material type:

TextPublication details: New York: Worth pub., 2002.Edition: 1st.edDescription: 507 pISBN:

9781429216340

Subject(s):

Developmental psychology -- Philosophy Child psychology -- Philosophy Child Development

DDC classification:

150.1 MIL/T

Contents:

1. Introduction -- What is a theory? -- What is a developmental theory? -- Of what value is a developmental theory? -- Main issues: What is the basic nature of humans? -- Is developmental qualitative or quantitative? -- How do nature and nurture contribute to development? -- What is it that develops? 2. Piaget's cognitive-state theory and the neo-Piagetians -- General orientation to the theory: Genetic epistemology -- Biological approach -- Structuralism -- Stage approach -- Methodology -- Description of the stages: Sensorimotor period (roughly birth to 2 years) -- Preoperational period (roughly 2 to 7 years) -- Concrete operational period (roughly 7 to 11 years) -- Formal operational period (roughly 11 to 15 years) -- Memory -- Mechanisms of development -- Cognitive organization -- Cognitive adaptation -- Cognitive equilibration -- 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 -- Mechanism of development -- Developmental cognitive neuroscience. 3. Freud's and Erikson's psychoanalytic theories -- Freud: biographical sketch -- General orientation to the theory: Dynamic approach -- Structural approach -- Topographic approach -- Normal-abnormal continuum -- Methodology -- Description of stages: Oral stage (roughly birth to 1 year) -- Anal stage (roughly 1 to 3 years) -- Phallic stage (roughly 3 to 5 years) -- Period latency (roughly 5 years to the beginning of puberty) -- Genital stage (adolescence) -- 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 I: Basic trust versus basic mistrust (roughly birth to 1 year) -- Stage 2: Autonomy versus shame and doubt (roughly 2 to 3 years) -- Stage 3: Initiative versus guilt (roughly 4 to 5 years) -- Stage 4: Industry versus inferiority (roughly 6 years to puberty) -- Stage 5: Identity and repudiation versus identity diffusion (adolescence) -- Stage 6: Intimacy and solidarity versus isolation (young adulthood) -- Stage 7: Generativity versus stagnation and self-absorption (middle adulthood) -- Stage 8: Integrity versus despair (late adulthood) -- Mechanisms of development -- Position on developmental issues -- Applications -- Evaluation of the theory: Strengths -- Weaknesses -- Contemporary research. 4. Vygotsky and the sociocultural approach: biographical sketch -- General orientation to the theory: Child-in-activity-in-cultural-context as the unit of study -- Zone of proximal development -- The sociocultural origins of individual mental functioning: the intermental constructs the intramental -- Tools provided by a culture mediate intellectual functioning -- Methodology -- Examples of Vygotskian-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 comments about contemporary Vygotskian-sociocultural research. 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 -- Mechanism 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. 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 -- Metamemory -- 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. 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. 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. 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. 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.

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Holdings
Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	General Books	Central Library, Sikkim University General Book Section				150.1 MIL/T (Browse shelf(Opens below))					Available			P15217

Total holds: 0

1. Introduction --
What is a theory? --
What is a developmental theory? --
Of what value is a developmental theory? --
Main issues: What is the basic nature of humans? --
Is developmental qualitative or quantitative? --
How do nature and nurture contribute to development? --
What is it that develops?

2. Piaget's cognitive-state theory and the neo-Piagetians --
General orientation to the theory: Genetic epistemology --
Biological approach --
Structuralism --
Stage approach --
Methodology --
Description of the stages: Sensorimotor period (roughly birth to 2 years) --
Preoperational period (roughly 2 to 7 years) --
Concrete operational period (roughly 7 to 11 years) --
Formal operational period (roughly 11 to 15 years) --
Memory --
Mechanisms of development --
Cognitive organization --
Cognitive adaptation --
Cognitive equilibration --
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 --
Mechanism of development --
Developmental cognitive neuroscience.

3. Freud's and Erikson's psychoanalytic theories --
Freud: biographical sketch --
General orientation to the theory: Dynamic approach --
Structural approach --
Topographic approach --
Normal-abnormal continuum --
Methodology --
Description of stages: Oral stage (roughly birth to 1 year) --
Anal stage (roughly 1 to 3 years) --
Phallic stage (roughly 3 to 5 years) --
Period latency (roughly 5 years to the beginning of puberty) --
Genital stage (adolescence) --
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 I: Basic trust versus basic mistrust (roughly birth to 1 year) --
Stage 2: Autonomy versus shame and doubt (roughly 2 to 3 years) --
Stage 3: Initiative versus guilt (roughly 4 to 5 years) --
Stage 4: Industry versus inferiority (roughly 6 years to puberty) --
Stage 5: Identity and repudiation versus identity diffusion (adolescence) --
Stage 6: Intimacy and solidarity versus isolation (young adulthood) --
Stage 7: Generativity versus stagnation and self-absorption (middle adulthood) --
Stage 8: Integrity versus despair (late adulthood) --
Mechanisms of development --
Position on developmental issues --
Applications --
Evaluation of the theory: Strengths --
Weaknesses --
Contemporary research.

4. Vygotsky and the sociocultural approach: biographical sketch --
General orientation to the theory: Child-in-activity-in-cultural-context as the unit of study --
Zone of proximal development --
The sociocultural origins of individual mental functioning: the intermental constructs the intramental --
Tools provided by a culture mediate intellectual functioning --
Methodology --
Examples of Vygotskian-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 comments about contemporary Vygotskian-sociocultural research.

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 --
Mechanism 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.

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 --
Metamemory --
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.

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.

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.

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.

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.

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