Datan / Reese Life-Span Developmental Psychology

Dialectical Perspectives on Experimental Research
1. Auflage 2013
ISBN: 978-1-4832-6577-3
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 386 Seiten, Web PDF

Life-Span Developmental Psychology: Dialectical Perspectives on Experimental Research is a compilation of papers that deals with the dialectical perspective focusing on the developmental process of the individual's interaction with the environment. Part 1 discusses the theoretical issues of psychological theorists such as Piaget and Kaplan. The text includes topics such as the dialectics of time and post-Newtonian metatheory for psychologists. One paper discusses the dialectic method and theory in the work of psychology as social proof structures, particularly when systems of action cause conflict with systems of thought. The text analyzes research versus theory through the Wundt-Titchener Laboratory example. Another paper addresses the status of dialectics in developmental psychology using the approach of theoretical orientation versus the scientific method. Part 2 presents research applications covering topics such as the phenomenological and a behavioral approach to remembering, as well as ''remembering'' in empiricism. Another paper addresses the dialectical perspectives of discriminative learning and transfer that includes both theory and research done on discriminative performance. This book will prove valuable for psychologists, behavioral therapists and researchers, and students in behavioral psychology.

Autoren/Hrsg.

Datan, Nancy

Reese, Hayne W.

Inhaltsverzeichnis

1;Front Cover;1
2;Life-Span Developmental Psychology: Dialectical Perspectives on Experimental Research;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;Preface;14
7;Acknowledgments;16
8;Dedication;18
9;PART 1. THEORETICAL ISSUES;20
9.1;CHAPTER 1. The Dialectics of Time;22
9.1.1;I. On the History of the Concepts of Space and Time;23
9.1.2;II. The Multiple Bases of Time: Time as Energy;30
9.1.3;III. The Interactive Determination of Time: Time as Transformation;35
9.1.4;IV. The Analyses of Event Sequences: Time as Construction;43
9.1.5;V. The Structure of Event Sequences;52
9.1.6;REFERENCES;61
9.2;CHAPTER 2. After the Apple: Post-Newtonian Metatheory for Jaded Psychologists;66
9.2.1;I. Quantum Mechanics: The Temptation and the Fall;66
9.2.2;II. The Seasons of Man: Toward an Organic Model of Time;68
9.2.3;III. Epigenesis Reconsidered: Biological Imperatives and Cultural Alternatives;71
9.2.4;IV. Dialectical Psychology: A Problem in the Sociology of Knowledge;73
9.2.5;V. Conclusion: The Fruits of Antithesis;74
9.2.6;REFERENCES;75
9.3;CHAPTER 3. Social Proof Structures: The Dialectic of Method and Theory in the Work of Psychology;78
9.3.1;I. Introduction;78
9.3.2;II. Research versus Theory in the Wundt-Titchener Laboratory;83
9.3.3;III. Some Control Cases;89
9.3.4;IV. The Pluralization of Psychology;90
9.3.5;V. The Principle of Proof versus the Principle of Consistency;99
9.3.6;VI. The Dialectic between Paradigms;107
9.3.7;VII. The Movements of Psychology;108
9.3.8;REFERENCES;110
9.4;CHAPTER 4. Behaviorism, Cognitive Psychology, and the Active Organism;112
9.4.1;I. Introduction;112
9.4.2;II. Methodological Behaviorism;113
9.4.3;III. Conditioning Theories;114
9.4.4;IV. Cognitive Psychology;116
9.4.5;V. Active and Reactive Organisms;117
9.4.6;VI. The Rejection of Theories;119
9.4.7;VII. Summary;121
9.4.8;REFERENCES;122
9.5;CHAPTER 5. Cohort, Age, and Time of Measurement: Biomorphic Considerations;124
9.5.1;I. Introduction;124
9.5.2;II. A Biomorphic Approach to Human Behavior;126
9.5.3;III. Age, Cohort, and Time;129
9.5.4;IV. Experimental and Analytic Approaches;132
9.5.5;REFERENCES;136
9.6;CHAPTER 6. The Status of Dialectics in Developmental Psychology: Theoretical Orientation versus Scientific Method;140
9.6.1;I. Introduction and Objective;140
9.6.2;II. The Research Issues in Developmental Psychology;141
9.6.3;III. Dialectics and Scientific Inquiry;143
9.6.4;IV. Dialectics and Developmental Psychology;148
9.6.5;ACKNOWLEDGMENTS;151
9.6.6;REFERENCES;151
9.7;CHAPTER 7. Stability, Change, and Chance in Understanding Human Development;154
9.7.1;I. Toward Theoretical Evaluation;155
9.7.2;II. Theoretical Forms for Understanding Human Development;159
9.7.3;III. Constitutional and Cultural Contributionsto an Aleatory Orientation;169
9.7.4;REFERENCES;174
9.8;CHAPTER 8. Another Look at the Issue of Continuity versus Change in Models of Human Development;178
9.8.1;REFERENCES;180
10;PART 2: RESEARCH APPLICATIONS;182
11;CHAPTER 9. Dialectics and Research on Remembering;184
11.1;I. Dialectics;184
11.2;II. A Phenomenological and a Behavioral Approach to Remembering;185
11.3;III. The Reification of Memory;193
11.4;IV. Research Applications of a Dialectical Perspective;199
11.5;V. Conclusion;206
11.6;REFERENCES;206
12;CHAPTER 10. "Remembering" Is Alive and Well (and Even Thriving) in Empiricism;210
12.1;I. Introduction;210
12.2;II. Dialectics and World Hypotheses;211
12.3;III. On the Necessity for Structure;212
12.4;IV. The Historical-Social Context of the "Empirical Tradition";214
12.5;V. The Figure/Ground Reversal in Contemporary Memory Research;216
12.6;VI. New Directions;217
12.7;REFERENCES;221
13;CHAPTER 11. Discriminative Learning and Transfer: Dialectical Perspectives;224
13.1;I. Introduction;224
13.2;II. Developmental Models of Discriminative Performance;227
13.3;III. Theory and Research on Discriminative Performance;239
13.4;IV. Conclusions;264
13.5;REFERENCES;265
14;CHAPTER 12. Behavioristic Perspectives on a Dialectical Model of Discriminative Learning and Transfer;272
14.1;I. Basic Premises;272
14.2;II. Current Stimulus-Response Theories;274
14.3;III. The Proposed Dialectical Model;275
14.4;IV. Is a New Theoretical Approach Needed?;276
14.5;V. Concluding Comments;278
14.6;REFERENCES;279
15;CHAPTER 13. A Transactional Model of Remembering;280
15.1;I. Development of Remembering Abilities;280
15.2;II. Interactional and Transactional Models;282
15.3;III. Remembering and Motor Actions;286
15.4;IV. Remembering and Cognition;290
15.5;V. Remembering and Personality;293
15.6;VI. Conclusion;294
15.7;REFERENCES;297
16;CHAPTER 14. Some Thoughts on Memory or Some Revised Memories of Some Old Thoughts;304
16.1;REFERENCES;312
17;CHAPTER 15. Dialectics and Operant Conditioning;314
17.1;I. Introduction;314
17.2;II. Methodological and Radical Behaviorism;315
17.3;III. Experimental, Applied, and Conceptual Analysis of Behavior;318
17.4;IV. Dialectical Characteristics of Behavioral Analysis;321
17.5;REFERENCES;328
18;CHAPTER 16. Behaviorism and the Social System;330
18.1;REFERENCES;335
19;CHAPTER 17. Psychology, Thomian Topologies, Deviant Logics, and Human Development;336
19.1;I. Overview;336
19.2;II. Sensory Thresholds and the Fold Curve;338
19.3;III. Mother-Infant Vocalization Interaction Modeled by Pairs of Fold Curves;342
19.4;IV. The Cusp Model of Moral Development;345
19.5;V. The Cusp Model of the Threshold;350
19.6;VI. The Butterfly Cuspoid as a Model for Some Psychological Phenomena;351
19.7;VII. Deviant Algebraic Logic and Its Import for Developmental Theory;354
19.8;VIII. Development as a Sequence of Topological Surfaces;357
19.9;REFERENCES;359
20;CHAPTER 18. Early Experience as the Basis for Unity and Cooperation of "Differences";362
20.1;I. The Preamble Ramble;362
20.2;II. Introduction;365
20.3;III. Pepper's Schema;366
20.4;IV. Criticism of Pepper's Schema;373
20.5;V. The Relation of World Hypotheses to Ontogenetic Development;374
20.6;VI. The Relationship of Developmental Psychology to the Proposed Scheme;379
20.7;VII. Conclusions;380
20.8;REFERENCES;383
21;Subject Index;384