Search results for 'Developmental Psychology' (try it on Scholar)

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  1. Michael W. Barclay (2000). The Inadvertent Emergence of a Phenomenological Perspective in the Philosophy of Cognitive Psychology and Psychoanalytic Developmental Psychology. Journal of Theoretical and Philosophical Psychology 20 (2):140-166.score: 216.0
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  2. Richard M. Lerner (ed.) (1983). Developmental Psychology: Historical and Philosophical Perspectives. L. Erlbaum Associates.score: 210.0
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  3. Xiang Chen (2007). The Object Bias and the Study of Scientific Revolutions: Lessons From Developmental Psychology. Philosophical Psychology 20 (4):479 – 503.score: 186.0
    I propose a new perspective on the study of scientific revolutions. This is a transformation from an object-only perspective to an ontological perspective that properly treats objects and processes as distinct kinds. I begin my analysis by identifying an object bias in the study of scientific revolutions, where it takes the form of representing scientific revolutions as changes in classification of physical objects. I further explore the origins of this object bias. Findings from developmental psychology indicate that children (...)
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  4. Shaun Nichols & Stephen P. Stich (2005). Reading One's Own Mind: Self-Awareness and Developmental Psychology. In M. Ezcurdia, R. Stainton & C. Viger (eds.), New Essays in Philosophy of Language and Mind. University of Calgary Press. 297-339.score: 180.0
    The idea that we have special access to our own mental states has a distinguished philosophical history. Philosophers as different as Descartes and Locke agreed that we know our own minds in a way that is quite different from the way in which we know other minds. In the latter half of the 20th century, however, this idea came under serious attack, first from philosophy (Sellars 1956) and more recently from developmental psychology.1 The attack from developmental (...) arises from the growing body of work on. (shrink)
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  5. Stephen Stich & Shaun Nichols (2004). Reading One's Own Mind: Self-Awareness and Developmental Psychology. In R. Stanton, M. Ezcurdia & C. Viger (eds.), New Essays in Philosophy of Language and Mind, Canadian Journal of Philosophy, Supplementary Volume 30. University of Calgary Press. 297-339.score: 180.0
    The idea that we have special access to our own mental states has a distinguished philosophical history. Philosophers as different as Descartes and Locke agreed that we know our own minds in a way that is quite different from the way in which we know other minds. In the latter half of the 20th century, however, this idea came under serious attack, first from philosophy (Sellars 1956) and more recently from developmental psychology.1 The attack from developmental (...) arises from the growing body of work on “mindreading”, the process of attributing mental states to people (and other organisms). During the last 15 years, the processes underlying mindreading have been a major focus of attention in cognitive and developmental psychology. Most of this work has been concerned with the processes underlying the attribution of mental states to other people. However, a number of psychologists and philosophers have also proposed accounts of the mechanisms underlying the attribution of mental states to oneself. This process of reading one’s own mind or becoming self-aware will be our primary concern in this paper. (shrink)
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  6. Eric Schwitzgebel (1997). Words About Young Minds: The Concepts of Theory, Representation, and Belief in Philosophy and Developmental Psychology. Dissertation, University of California Berkeleyscore: 180.0
    In this dissertation, I examine three philosophically important concepts that play a foundational role in developmental psychology: theory, representation, and belief. I describe different ways in which the concepts have been understood and present reasons why a developmental psychologist, or a philosopher attuned to cognitive development, should prefer one understanding of these concepts over another.
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  7. Stefan Ramaekers & Judith Suissa (2012). What All Parents Need to Know? Exploring the Hidden Normativity of the Language of Developmental Psychology in Parenting. Journal of Philosophy of Education 46 (3):352-369.score: 180.0
    In this article we focus on how the language of developmental psychology shapes our conceptualisations and understandings of childrearing and of the parent-child relationship. By analysing some examples of contemporary research, policy and popular literature on parenting and parenting support in the UK and Flanders, we explore some of the ways in which normative assumptions about parenthood and upbringing are imported into these areas through the language of developmental psychology. We go on to address the particular (...)
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  8. David Estes & Karen Bartsch (1997). Constraining the Brain: The Role of Developmental Psychology in Developmental Cognitive Neuroscience. Behavioral and Brain Sciences 20 (4):562-563.score: 180.0
    Developmental psychology should play an essential constraining role in developmental cognitive neuroscience. Theories of neural development must account explicitly for the early emergence of knowledge and abilities in infants and young children documented in developmental research. Especially in need of explanation at the neural level is the early emergence of meta-representation.
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  9. Neil Brady & David Hart (2007). An Exploration Into the Developmental Psychology of Ethical Theory with Implications for Business Practice and Pedagogy. Journal of Business Ethics 76 (4):397 - 412.score: 180.0
    This article is an attempt to understand ethical theory not just as a set of well-developed philosophical perspectives but as a range of moral capacities that human beings more or less grow into over the course of their lives. To this end, we explore the connection between formal ethical theories and stage developmental psychologies, showing how individuals mature morally, regarding their duties, responsibilities, ideals, goals, values, and interests. The primary method is to extract from the writings of Kohlberg and (...)
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  10. Gil G. Noam (1988). Self‐Complexity and Self‐Integration: Theory and Therapy in Clinical‐Developmental Psychology. Journal of Moral Education 17 (3):230-245.score: 180.0
    Abstract The growing field of clinical?developmental psychology has been influenced by Lawrence Kohlberg's theory of moral judgement. Too literal a use of structural theory, however, has hindered this field's advancement. This paper argues that a new theory of self is required to apply appropriately developmental theory to clinical practice. The model consists of two related dimensions of self: self?complexity and biographical themes (schemata and themata). A perspective on normal and atypical development given by the interactions between these (...)
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  11. Edward James Dale (forthcoming). A Scientific Theory of the Development of Meditation in Practicing Individuals: Patañjali's Yoga, Developmental Psychology, and Neurobiology. Sophia:1-13.score: 180.0
    This article considers the psychology of meditation and other introverted forms of mystical development from a neo-Piagetian perspective, which has commonalities with biogenetic structuralist and neurotheological approaches. Evidence is found that lines of meditative development unfold through Patañjali’s stages at different rates in an echo of the unfolding of lines of cognitive development through Piaget’s stages at different rates. Similar factors predicting the degree of independence of development apply to both conventional cognitive and meditative contents. As the same brain (...)
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  12. Roger A. Dixon & John R. Nesselroade (1983). Pluralism and Correlational Analysis in Developmental Psychology: Historical Commonalities. In Richard M. Lerner (ed.), Developmental Psychology: Historical and Philosophical Perspectives. L. Erlbaum Associates. 113--145.score: 180.0
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  13. Bernard Kaplan (1983). A Trio of Trials: The Past as Prologue, Prelude and Pretext: Some Problems and Issues for a Theoretically-Oriented Life-Span Developmental Psychology; Sweeny Among the Nightingales—A Call to Controversy. In Richard M. Lerner (ed.), Developmental Psychology: Historical and Philosophical Perspectives. L. Erlbaum Associates.score: 180.0
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  14. Richard M. Lerner (1983). The History of Philosophy and the Philosophy of History in Developmental Psychology: A View of the Issues. In , Developmental Psychology: Historical and Philosophical Perspectives. L. Erlbaum Associates.score: 180.0
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  15. S. H. White (1983). Developmental Psychology, Bewildered and Paranoid: A Reply to Kaplan. In Richard M. Lerner (ed.), Developmental Psychology: Historical and Philosophical Perspectives. L. Erlbaum Associates. 233--239.score: 180.0
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  16. Sheldon H. White (1983). The Idea of Development in Developmental Psychology. In Richard M. Lerner (ed.), Developmental Psychology: Historical and Philosophical Perspectives. L. Erlbaum Associates. 55--77.score: 180.0
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  17. James Russell (ed.) (1987). Philosophical Perspectives on Developmental Psychology. Basil Blackwell.score: 162.0
  18. Jack Martin & Mark H. Bickhard (eds.) (2012). The Psychology of Personhood: Philosophical, Historical, Social-Developmental and Narrative Perspectives. Cambridge University Press.score: 156.0
    Machine generated contents note: 1. Introducing persons and the psychology of personhood Jack Martin and Mark H. Bickhard; Part I. Philosophical, Conceptual Perspectives: 2. The person concept and the ontology of persons Michael A. Tissaw; 3. Achieving personhood: the perspective of hermeneutic phenomenology Charles Guignon; Part II. Historical Perspectives: 4. Historical psychology of persons: categories and practice Kurt Danziger; 5. Persons and historical ontology Jeff Sugarman; 6. Critical personalism: on its tenets, its historical obscurity, and its future prospects (...)
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  19. Linda A. Camras & Michael M. Shuster (2013). Current Emotion Research in Developmental Psychology. Emotion Review 5 (3):321-329.score: 156.0
    Emotion theories based on research with adults must be able to accommodate developmental data if they are to be deemed satisfactory accounts of human emotion. Inspired in part by theory and research on adult emotion, developmentalists have investigated emotion-related processes including affect elicitation, internal and overtly observable emotion responding, emotion regulation, and understanding emotion in others. Many developmental studies parallel investigations conducted with adults. In this article, we review current theories of emotional development as well as research related (...)
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  20. Albert Silverstein (1990). The Application of Aristotle's Philosophy of Mind to Theories in Developmental Psychology. Theoretical and Philosophical Psychology 10 (1):22-30.score: 156.0
  21. Donna Dickenson & David Jones (1995). True Wishes: The Philosophy and Developmental Psychology of Children's Informed Consent. Philosophy, Psychiatry, and Psychology 2 (4):287-303.score: 156.0
  22. Michalis Kontopodis (2007). Human Development as Semiotic-Material Ordering: Sketching a Relational Developmental Psychology? Outlines. Critical Practice Studies 9 (1):5-20.score: 156.0
    The paper presented here is an attempt at casting human development as a semiotic-material phenomenon which reflects power relations and includes uncertainty. On the ground of post-structuralist approaches, development is considered here as a performative concept, which does not represent but creates realities. Emphasis is put on the notions of ‘mediation’, ‘translation’ and ‘materiality’ in everyday practices of students and teachers in a concrete school setting, where I conducted ethnographical research for one school year. The analysis of discursive research material (...)
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  23. Arthur B. Markman (2011). Can Developmental Psychology Provide a Blueprint for the Study of Adult Cognition? Behavioral and Brain Sciences 34 (3):140-141.score: 156.0
    In order to develop sophisticated models of the core domains of knowledge that support complex cognitive processing in infants and children, developmental psychologists have mapped out the content of these knowledge domains. This research strategy may provide a blueprint for advancing research on adult cognitive processing. I illustrate this suggestion with examples from analogical reasoning and decision making.
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  24. Emily Mather (2013). Novelty, Attention, and Challenges for Developmental Psychology. Frontiers in Psychology 4.score: 156.0
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  25. Edwin Tausch (1906). The Interpretation of a System From the Point of View of Developmental Psychology. Journal of Philosophy, Psychology and Scientific Methods 3 (4):90-100.score: 156.0
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  26. Paul Lc van Geert & Henderien W. Steenbeek (2010). Networks as Complex Dynamic Systems: Applications to Clinical and Developmental Psychology and Psychopathology. Behavioral and Brain Sciences 33 (2-3):174 - 175.score: 156.0
    Cramer et al.'s article is an example of the fruitful application of complex dynamic systems theory. We extend their approach with examples from our own work on development and developmental psychopathology and address three issues: (1) the level of aggregation of the network, (2) the required research methodology, and (3) the clinical and educational application of dynamic network thinking.
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  27. H. Keller (2000). Developmental Psychology I: Prenatal to Adolescence. In Kurt Pawlik & Mark R. Rosenzweig (eds.), International Handbook of Psychology. Sage Publications Ltd. 235--260.score: 156.0
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  28. T. R. Shultz & S. Sirois (2008). Computational Models of Developmental Psychology. In Ron Sun (ed.), The Cambridge Handbook of Computational Psychology. Cambridge University Press. 451--476.score: 156.0
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  29. P. Van Geert (2009). Nonlinear Complex Dynamical Systems in Developmental Psychology. In Stephen J. Guastello, Matthijs Koopmans & David Pincus (eds.), Chaos and Complexity in Psychology: The Theory of Nonlinear Dynamical Systems. Cambridge University Press.score: 156.0
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  30. Stephen Toulmin (1977). Epistemology and Developmental Psychology. Noûs 11 (1):51-53.score: 150.0
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  31. Philip David Zelazo & Douglas Frye (1999). Consciousness and Control: The Argument From Developmental Psychology. Behavioral and Brain Sciences 22 (5):788-789.score: 150.0
    Limitations of Dienes & Perner's (D&P's) theory are traced to the assumption that the higher-order thought (HOT) theory of consciousness is true. D&P claim that 18-month-old children are capable of explicitly representing factuality, from which it follows (on D&P's theory) that they are capable of explicitly representing content, attitude, and self. D&P then attempt to explain 3-year-olds' failures on tests of voluntary control such as the dimensional change card sort by suggesting that at this age children cannot represent content and (...)
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  32. Brigitte H. E. Niestroj (1994). Women as Mothers and the Making of the European Mind: A Contribution to the History of Developmental Psychology and Primary Socialization. Journal for the Theory of Social Behaviour 24 (3):281–303.score: 150.0
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  33. Onora O'Neill (1984). Transcendental Synthesis and Developmental Psychology. Kant-Studien 75 (1-4):149-167.score: 150.0
  34. Michael Jungert (forthcoming). The Psychology of Personhood: Philosophical, Historical, Social-Developmental, and Narrative Perspectives. Philosophical Psychology:1-4.score: 150.0
    The Psychology of Personhood: Philosophical, Historical, Social-Developmental, and Narrative Perspectives. . ???aop.label???. doi: 10.1080/09515089.2014.881615.
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  35. Marc H. Bornstein (1984). Developmental Psychology and the Problem of Artistic Change. Journal of Aesthetics and Art Criticism 43 (2):131-145.score: 150.0
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  36. Augusto Blasi (forthcoming). Vico, Developmental Psychology, and Human Nature. Social Research.score: 150.0
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  37. A. P. Craig & L. Barrett (2004). I Ain't Got No Body: Developmental Psychology Must Be Embodied and Enactive, as Well as “Social”. Behavioral and Brain Sciences 27 (1):103-103.score: 150.0
    Although we agree with the authors' criticism of the reigning approach to children's sociocognitive development, we raise three further issues. First, “mind talk” is not, in fact, any different from the other aspects of the social world about which children learn. Second, there is no choice between either the “single mind” or the “social context.” Finally, there is a spurious separation between organism and environment.
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  38. Dorothy C. Holland & Jaan Valsiner (1988). Cognition, Symbols, and Vygotsky's Developmental Psychology. Ethos 16 (3):247-272.score: 150.0
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  39. Katherine Nelson (2009). Narrative Practices and Folk Psychology: A Perspective From Developmental Psychology. Journal of Consciousness Studies 16 (6-8):6-8.score: 150.0
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  40. David Estes (1994). Developmental Psychology for the Twenty-First Century. Behavioral and Brain Sciences 17 (4):715.score: 150.0
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  41. David Henry Feldman (forthcoming). Developmental Psychology and Art Education: Two Fields at the Crossroads. Journal of Aesthetic Education.score: 150.0
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  42. Gordon P. D. Ingram & Karolina Prochownik (forthcoming). Restrictive and Dynamic Conceptions of the Unconscious: Perspectives From Moral and Developmental Psychology. Behavioral and Brain Sciences:34-35.score: 150.0
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  43. Joseph K. Kovach (1987). Quantitative Genetics and Developmental Psychology: Shall the Twain Ever Meet? Behavioral and Brain Sciences 10 (1):28.score: 150.0
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  44. Harold L. Odden (2010). Applied Developmental Psychology: Theory, Practice and Research From Japan. Shwalb, David W., Jun Nakazawa, and Barbara J. Shwalb. Greenwich, CT: Information Age Publishing, 2005. Xxv + 353 Pp. [REVIEW] Ethos 38 (1):1-3.score: 150.0
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  45. Andrew Whiten (1996). Imitation, Pretence and Mindreading: Secondary Representation in Comparative Primatology and Developmental Psychology. In A. Russon, Kim A. Bard & S. Parkers (eds.), Reaching Into Thought: The Minds of the Great Apes. Cambridge University Press. 300--324.score: 150.0
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  46. Suzanne R. Kirschner (forthcoming). The Assenting Echo: Anglo-American Values in Contemporary Psychoanalytic Developmental Psychology. Social Research.score: 150.0
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  47. Jm Krois (1976). Vico Developmental-Psychology and Human-Nature-Reply. Social Research 43 (4):712-715.score: 150.0
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  48. Mark Lee, Ulrich Nehmzow & Marcos Rodrigues (2012). Towards Cognitive Robotics: Robotics, Biology and Developmental Psychology. In David McFarland, Keith Stenning & Maggie McGonigle (eds.), The Complex Mind. Palgrave Macmillan. 103.score: 150.0
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  49. Richard M. Lerner, David F. Hultsch & Roger A. Dixon (1983). Contextualism and the Character of Developmental Psychology in the 1970s. In Joseph Warren Dauben & Virginia Staudt Sexton (eds.), History and Philosophy of Science: Selected Papers. New York Academy of Sciences.score: 150.0
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  50. Lewis P. Lipsitt (1978). “Stages” in Developmental Psychology. Behavioral and Brain Sciences 1 (2):194.score: 150.0
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