Morrison / Lord / Keating Applied Developmental Psychology

Volume 1
1. Auflage 2013
ISBN: 978-1-4832-6085-3
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 314 Seiten, Web PDF

Applied Developmental Psychology is a collection of papers from different experts in the field of psychology in an attempt to put forth a vision of psychology as a developmental science through its applications in different studies. The book covers topics such as the history, the 'applied perspective, and a research strategy for psychology; rationale for the focus and the status of studying, as well as societal and psychological trends related to studying; and the study of the cognitive process related to watching of television. Also covered are topics such as the development of peer relations in children with autism and the studies of stress-resistant children. The text is recommended to psychologists, especially those who would like to research on how the field can be viewed as a developmental science.

Autoren/Hrsg.

Morrison, Frederick J

Lord, Catherine

Keating, Daniel P.

Inhaltsverzeichnis

1;Front Cover;1
2;Applied Developmental Psychology;4
3;Copyright Page;5
4;Table of Contents;6
5;CONTRIBUTORS;10
6;PREFACE;12
7;CHAPTER 1. APPLIED DEVELOPMENTAL PSYCHOLOGY;16
7.1;I. The Study of Development: A Historical Sketch;19
7.2;II. Some Emerging Doubts;26
7.3;III. Restoring the Balance: An Emerging "Applied" Perspective;30
7.4;IV. Toward a New Research Strategy for Developmental Science;33
7.5;Acknowledgments;33
7.6;References;34
8;CHAPTER 2. COGNITIVE ANALYSES OF BASIC SCHOOL TASKS;36
8.1;I. Introduction;36
8.2;II. Curriculum Psychology When the Century Began;38
8.3;III. Curriculum Psychology As the Century Ends;52
8.4;IV. Conclusion;83
8.5;Acknowledgments;85
8.6;References;85
9;CHAPTER 3. AN INVITATION TO A DEVELOPMENTAL PSYCHOLOGY OF STUDYING;90
9.1;I. Rationale for a Focus on Studying;91
9.2;II. Status of Studying;92
9.3;III. Recent Societal and Psychological Trends;93
9.4;IV. A Provisional Framework;96
9.5;V. Composite Study Activities;99
9.6;VI. Specific Study Activities;110
9.7;VII. Agenda for Future Research;122
9.8;References;125
10;CHAPTER 4. YOUNG CHILDREN'S TV VIEWING: THE PROBLEM OF COGNITIVE CONTINUITY;130
10.1;I. Television Viewing as a Cognitive Activity;131
10.2;II. Why Study Cognitive Processing of Television?;132
10.3;III. Television and the Problem of Cognitive Continuity;136
10.4;IV. Paying Visual Attention to Television;143
10.5;V. Comprehension of Cinematic Montage;153
10.6;VI. Attentional Inertia in Television Viewing;167
10.7;VII. Solving the Problem of Cognitive Continuity;169
10.8;Acknowledgments;173
10.9;References;173
11;CHAPTER 5. THE DEVELOPMENT OF PEER RELATIONS IN CHILDREN WITH AUTISM;180
11.1;I. Social Deficits and Autism;181
11.2;II. Social Development Measures in Nonhandicapped and Autistic Children;185
11.3;III. Units of Analysis;188
11.4;IV. Techniques for Intervention: Overall Approach;198
11.5;V. Study 1: The Social Behavior of Autistic Children in Same-Age and Mixed-Age Dyads;199
11.6;VI. Study 2: A Replication, with Higher Functioning Autistic Children;214
11.7;VII. Study 3: Explicitly Trained Peers and the Social Behavior of Autistic Children;221
11.8;VIII. General Discussion;231
11.9;Acknowledgments;240
11.10;References;240
12;CHAPTER 6. STUDIES OF STRESS-RESISTANT CHILDREN: METHODS, VARIABLES, AND PRELIMINARY FINDINGS;246
12.1;I. Introduction;247
12.2;II. Project Competence: Studies of Stress-Resistant Children;253
12.3;III. The Ongoing Research Program;257
12.4;IV. The Measurement of Stress;259
12.5;V. The Measurement of Children's Competence;273
12.6;VI. Interviews with Families;278
12.7;VII. Experimental Laboratory Measures;283
12.8;VIII. Some Concluding Remarks;294
12.9;Acknowledgments;296
12.10;References;297
13;AUTHOR INDEX;304
14;SUBJECT INDEX;312