Concepts and Theories of Human DevelopmentA classic in the field, this third edition will continue to be the book of choice for advanced undergraduate and graduate-level courses in theories of human development in departments of psychology and human development. This volume has been substantially revised with an eye toward supporting applied developmental science and the developmental systems perspectives. Since the publication of the second edition, developmental systems theories have taken center stage in contemporary developmental science and have provided compelling alternatives to reductionist theoretical accounts having either a nature or nurture emphasis. As a consequence, a developmental systems orientation frames the presentation in this edition. This new edition has been expanded substantially in comparison to the second edition. Special features include: * A separate chapter focuses on the historical roots of concepts and theories of human development, on philosophical models of development, and on developmental contextualism. * Two new chapters surrounding the discussion of developmental contextualism--one on developmental systems theories wherein several exemplars of such models are discussed and a corresponding chapter wherein key instances of such theories--life span, life course, bioecological, and action theoretical ones--are presented. * A new chapter on cognition and development is included, contrasting systems' approaches to cognitive development with neo-nativist perspectives. * A more differentiated treatment of nature-oriented theories of development is provided. There are separate chapters on behavior genetics, the controversy surrounding the study of the heritability of intelligence, work on the instinctual theory of Konrad Lorenz, and a new chapter on sociobiology. * A new chapter concentrates on applied developmental science. |
Contents
From NeoNativism | |
PREFACEtotheThirdEdition | |
Applied Developmental Science | |
Facts or Theory? | |
Aristotle384322 B C | |
The Emergence of Developmental | |
Conclusions | |
Philosophical Models of Development | |
Definitionsand Domains FeaturesofNeoNativism | |
The Kagan and MossStudy ofBirthtoMaturity The MethodsoftheKagan and Moss Study | |
Selection and Ethical Degeneration in Modern Civilization | |
Sociobiology | |
Levels of Integration and the Explanation of Cognitive | |
Results of the NYLS Temperamental Individuality in Infancyand Childhood | |
Stage Theories of Development | |
Overgeneralization | |
A Nurture Mechanistic Theory of Development | |
The Organismic Model | |
Conclusions The Contextual Model | |
Implications of the Question | |
HeredityEnvironmentDynamic Interactions Nature Effects Are Indirect | |
The ContinuityDiscontinuity Issue | |
Key Featuresof Effective YouthPrograms | |
Conclusions Applied Developmental Scienceandthe Future of American Civil | |
Relation ofConcepts ofDevelopmentto Stage Theories | |
References | |
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Common terms and phrases
adolescence anagenesis analysis andthe animals associated Baltes behavior genetics behavioral development biological Brandtstädter Bronfenbrenner canbe Chapter characteristics child concept context continuity continuity–discontinuity contributions correlation developmental contextualism developmental psychology developmental systems theories differentiation discontinuity discussed dynamic emphasized empirical environment environmental epigenesis epigenetic example exists experience functioning genes genotype Gottlieb hereditarian hereditary heredity heritability human development ideas individual individual’s influence instance integration intelligence interaction inthe involved isan issue Kalikow learning Lerner lifespan Lorenz Magnusson maturation maturationally mechanistic nature and nurture nature–nurture Nesselroade norm of reaction noted occur ofhuman ofthe one’s onthe ontogenetic ontogeny organicism organism organismic orthogenetic outcomes Overton parents person person–context perspective phenomena phenotype philosophical plasticity position probabilistic probabilistic–epigenetic processes psychological levels qualitative quantitative Reese relations Schaie Schneirla scientific scientists social sociobiology span specific stimulation stress structure thatis thatthe Thelen theoretical Tobach tobe tothe understanding variables withthe