Results for 'developmental psychology'

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  1.  6
    Developmental psychology: historical and philosophical perspectives.Richard M. Lerner (ed.) - 1983 - Hillsdale, N.J.: L. Erlbaum Associates.
    Originally published in 1983, the purpose of this book was to discuss the relations between philosophy and developmental psychology, as those relations existed over the course of the history of the discipline and as they existed at that time. Although not all portions of developmental psychology are surveyed, major proponents of several key areas are represented. In addition, discussion of many currently prominent issues are included. The diversity of approaches and of interests present in the book (...)
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  2. The Developmental Psychology of Jean Piaget.John H. Flavell & Jean Piaget - 1963 - British Journal of Educational Studies 12 (1):107-107.
  3. Learning to walk and talk (again): what developmental psychology can teach us about online intersubjectivity.Lucy Osler & David Ekdahl - 2024 - Philosophical Explorations 27 (2):237-250.
    Since the advent of the internet, researchers have been interested in the intersubjective possibilities and constraints that digital environments offer users. Some argue that seemingly disembodied digitally-mediated interactions are severely limited when compared to their embodied face-to-face counterparts; others are more optimistic about the possibilities that such technologies afford. Yet, both camps tend towards offering static accounts of online intersubjectivity. What we think these approaches fail to take into account is how users’ intersubjective capabilities on digital platforms can evolve and (...)
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  4.  17
    The object bias and the study of scientific revolutions: Lessons from developmental psychology.Xiang Chen - 2007 - Philosophical Psychology 20 (4):479 – 503.
    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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  5.  24
    Sartre, Developmental Psychology and Buregoning Self-Awareness: Ricocheting from Being to Nothingness.Adrian Mirvish - 2015 - Journal of the British Society for Phenomenology 46 (3):181-194.
    While the genesis of self-awareness at approximately 18 months old is a dramatic landmark in human development, there is at this stage no explicit awareness on the toddler's part of his/her truly standing apart from others. Only much later does a distinct sense of self shift into focus, and here Sartre provides us with a compelling theory of a first reflective experience of self-awareness. He explains this phenomenon by emphasizing a violent shift in ontological status, one in which the pre-adolescent (...)
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  6.  31
    An Exploration into the Developmental Psychology of Ethical Theory with Implications for Business Practice and Pedagogy.Neil Brady & David Hart - 2007 - Journal of Business Ethics 76 (4):397-412.
    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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  7.  12
    Developmental Psychology.William J. Meyer - 1966 - British Journal of Educational Studies 14 (2):270-270.
  8.  33
    Daniel Stern′s Developmental Psychology and its Relation to Gestalt Psychology.Anna Arfelli Galli - 2017 - Gestalt Theory 39 (1):54-63.
    Summary Daniel N. Stern’s research on the first years of life offers the view of an active newborn, developing in a continuous dialogue with the Other. The mother places the infant feelings at the center of her attention. The infant gets in tune with the mother, and learns that she welcomes and understands his inner states. Such attunement is a primary holistic experience, taking place because of the infant innate ability to perceive the “interpersonal happenings” as a unitary Gestalt, emerging (...)
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  9. Group Cognition, Developmental Psychology and Aesthetics.Matthew Crippen - 2017 - Pragmatism Today 8:185-197.
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  10.  6
    Can developmental psychology provide a blueprint for the study of adult cognition?Arthur B. Markman - 2011 - Behavioral and Brain Sciences 34 (3):140-141.
    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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  11.  3
    Philosophical perspectives on developmental psychology.James Russell (ed.) - 1987 - New York, NY: Blackwell.
    Presents major topics of developmental psychology from the perspective of philosophy. The areas covered include the status of developmental explanation, perceptual development, ego development and issues in stage theory.
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  12.  5
    Quantitative genetics and developmental psychology: Shall the twain ever meet?Joseph K. Kovach - 1987 - Behavioral and Brain Sciences 10 (1):28-29.
  13.  6
    Developmental Psychology and Art Education: Two Fields at the Crossroads.David Henry Feldman - 1987 - The Journal of Aesthetic Education 21 (2):243.
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  14. Learning Developmental Psychology through Films, Friends and Family.Peggy Williams Petersen - 1998 - Inquiry (ERIC) 2 (1):57-61.
  15.  9
    Developmental psychology for the twenty-first century.David Estes - 1994 - Behavioral and Brain Sciences 17 (4):715-716.
  16. Developmental psychology I: Prenatal to adolescence.H. Keller - 2000 - In Kurt Pawlik & Mark R. Rosenzweig (eds.), International Handbook of Psychology. Sage Publications. pp. 235--260.
     
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  17. Vico developmental-psychology and human-nature-reply.Jm Krois - 1976 - Social Research: An International Quarterly 43 (4):712-715.
  18.  5
    Developmental Psychology and Vico's Concept of Universal History.Sheldon White - 1976 - Social Research: An International Quarterly 43.
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  19. Developmental psychology, bewildered and paranoid: A reply to Kaplan.S. H. White - 1983 - In Richard M. Lerner (ed.), Developmental psychology: historical and philosophical perspectives. Hillsdale, N.J.: L. Erlbaum Associates. pp. 233--239.
     
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  20.  2
    Vico, Developmental Psychology, and Human Nature.Augusto Blasi - 1976 - Social Research: An International Quarterly 43.
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  21.  14
    Developmental psychology and the problem of artistic change.Marc H. Bornstein - 1984 - Journal of Aesthetics and Art Criticism 43 (2):131-145.
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  22. Philosophy and developmental psychology : outgrowing the deficit conception of childhood.Gareth B. Matthews - 2009 - In Harvey Siegel (ed.), The Oxford handbook of philosophy of education. New York: Oxford University Press.
     
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  23.  12
    Narrative practices and folk psychology: A perspective from developmental psychology.Katherine Nelson - 2009 - Journal of Consciousness Studies 16 (6-8):6-8.
    Herein developmental psychological research complementary to Hutto's narrative practices hypothesis is considered. Specifically, I discuss experiential development from the perspective of first, second and third person in the acquisition of knowledge and the con-struction and comprehension of narratives, with relevance for theo-ries of 'theory of mind' and in particular tests of the child's understanding of false belief. I propose that the development of distinct third person belief states requires significant developmental work, which is advanced through social sharing of (...)
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  24.  46
    Virtue Epistemology and Developmental Psychology.Alan Wilson & Christian B. Miller - 2018 - In Heather Battaly (ed.), Routledge Handbook of Virtue Epistemology. New York: Routledge. pp. 483-495.
    Virtue theorists have recently been focusing on the important question of how virtues are developed, and doing so in a way that is informed by empirical research from psychology. However, almost all of this recent work has dealt exclusively with the moral virtues. In this paper, we present three empirically-informed accounts of how virtues can be developed, and we assess the merits of these accounts when applied specifically to intellectual (or epistemic) virtues.
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  25.  6
    Transcendental Synthesis and Developmental Psychology.Onora O’Neill - 1984 - Kant Studien 75 (1-4):149-167.
  26.  5
    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]Harold L. Odden - 2010 - Ethos: Journal of the Society for Psychological Anthropology 38 (1):1-3.
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  27. Reading One's Own Mind: Self-Awareness and Developmental Psychology.Shaun Nichols & Stephen Stich - 2004 - Canadian Journal of Philosophy, Supplementary Volume 30:297-339.
    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 twentieth century, however, this idea carne under serious attack, first from philosophy (Sellars 1956) and more recently from developmental psychology. 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 fifteen years, the processes underlying rnindreading 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 toother people.However, a number of psychologists and philosophers have also proposed accounts of the mechanisms underlying the attribution of mental states tooneself.This process ofreading one's own mindorbecoming self-awarewill be our primary concern in this paper. (shrink)
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  28.  4
    Words About Young Minds: The Concepts of Theory, Representation, and Belief in Philosophy and Developmental Psychology.Eric Schwitzgebel - 1997 - Dissertation, University of California Berkeley
    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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  29. Transcendental Synthesis and Developmental Psychology.O. O'neill - 1984 - Société Française de Philosophie, Bulletin 75 (2):149.
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  30.  8
    What All Parents Need to Know? Exploring the Hidden Normativity of the Language of Developmental Psychology in Parenting.Stefan Ramaekers & Judith Suissa - 2012 - Journal of Philosophy of Education 46 (3):352-369.
    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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  31.  5
    “Stages” in developmental psychology.Lewis P. Lipsitt - 1978 - Behavioral and Brain Sciences 1 (2):194-194.
  32.  8
    Appendix D: Developmental Psychology.David Ingram - 2010 - In Habermas: Introduction and Analysis. Ithaca: Cornell University Press. pp. 339-340.
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  33.  3
    Measures and Models in Developmental Psychology∗.Andrew Sutton - 1980 - Educational Studies 6 (2):111-126.
  34.  3
    Epistemology and developmental psychology.Stephen Toulmin - 1977 - Noûs 11 (1):51-53.
  35.  19
    The Cognitive Developmental Psychology of James Mark Baldwin.Marc H. Bornstein, John M. Broughton & D. John Freeman-Moir - 1983 - Journal of Aesthetic Education 17 (3):125.
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  36.  5
    Book Review: Deconstructing Developmental Psychology[REVIEW]Conchi San Martin - 2009 - Feminist Review 92 (1):182-184.
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  37.  3
    Reid, Hardness and Developmental Psychology.Adam Weiler Gur Arye - 2014 - Journal of Scottish Philosophy 12 (2):145-162.
    I suggest two main ways of interpreting Reid's analysis of the perception of the quality of hardness: Reid endorses two distinct concepts of hardness. The distinction between the two lies in a profoundly different relation between the sensation of hardness and the concept of hardness in each of them. The first concept, which I term as a “sensation-laden concept”, is “the quality that arises in us the sensation of hardness.” The second concept, which I call a “non-sensational concept”, is “the (...)
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  38.  7
    Current Emotion Research in Developmental Psychology.Linda A. Camras & Michael M. Shuster - 2013 - Emotion Review 5 (3):321-329.
    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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  39.  14
    Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics.Hélène Cochet & Michèle Guidetti - 2018 - Frontiers in Psychology 9.
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  40.  9
    Constraining the brain: The role of developmental psychology in developmental cognitive neuroscience.David Estes & Karen Bartsch - 1997 - Behavioral and Brain Sciences 20 (4):562-563.
    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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  41.  8
    Reading one's own mind: Self-awareness and developmental psychology.Shaun Nichols & Stephen Stich - 2004 - Canadian Journal of Philosophy 34 (sup1):297-339.
    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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  42.  70
    Reading One's Own Mind: Self-Awareness and Developmental Psychology.Shaun Nichols & Stephen Stich - 2004 - Canadian Journal of Philosophy 34 (sup1):297-339.
    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 twentieth century, however, this idea carne under serious attack, first from philosophy and more recently from developmental psychology. The attack from developmental psychology arises (...)
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  43.  16
    A Scientific Theory of the Development of Meditation in Practicing Individuals: Patañjali’s Yoga, Developmental Psychology, and Neurobiology.Edward James Dale - 2014 - Sophia 53 (3):349-361.
    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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  44. Empathy≠sharing: Perspectives from phenomenology and developmental psychology.Dan Zahavi & Philippe Rochat - 2015 - Consciousness and Cognition 36:543-553.
  45.  2
    From National Fantasies to Attachment Theory: Lauren Berlant’s Cultural Criticism in Light of British Developmental Psychology.Justyna Wierzchowska - 2024 - Civitas 31:9-31.
    The article surveys Lauren Berlant’s ideas concerning the emotional functioning of the human being in the context of neoliberal capitalism and argues for their limitation resulting from Berlant’s focus on the society-ideology axis while overlooking the significance of the early bonds in the development of one’s emotional regulation. Contrary to the multiple Marxist interpretations of culture, Berlant emphasizes that politics is effective by shaping human fantasies of desire rather than merely producing ideology. In the case of the United States this (...)
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  46. Computational models of developmental psychology.T. R. Shultz & S. Sirois - 2008 - In Ron Sun (ed.), The Cambridge handbook of computational psychology. New York: Cambridge University Press. pp. 451--476.
  47. True wishes: the philosophy and developmental psychology of informed consent.Donna Dickenson & David Jones - 1995 - Philosophy, Psychiatry, and Psychology 2 (4):287-303.
    In this article we explore the underpinnings of what we view as a recent "backlash" in English law, a judicial reaction against considering children's and young people's expressions of their own feelings about treatment as their "true" wishes. We use this case law as a springboard to conceptual discussion, rooted in (a) empirical psychological work on child development and (b) three key philosophical ideas: rationality, autonomy and identity. Using these three concepts, we explore different understandings of our central theme, true (...)
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  48.  12
    The inadvertent emergence of a phenomenological perspective in the philosophy of cognitive psychology and psychoanalytic developmental psychology.Michael W. Barclay - 2000 - Journal of Theoretical and Philosophical Psychology 20 (2):140-166.
    The phenomenological perspective described by M. Merleau-Ponty seems to be emerging in the context of contemporary developmental research, theories of communication, metaphor theory, and cognitive neuroscience. This emergence is not always accompanied by reference to Merleau-Ponty, however, or appropriate interpretation. On some cases, the emergence of the perspective seems rather inadvertent. The purpose of this essay is to ferret out some of the points which contemporary thinking has in common with Merleau-Ponty's phenomenology. Though it may appear that the examples (...)
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  49.  3
    The application of Aristotle’s philosophy of mind to theories in developmental psychology.Albert Silverstein - 1990 - Theoretical and Philosophical Psychology 10 (1):22-30.
    Some 2300 years ago, Hellenic Philosophy had already produced some rather sophisticated theories of human psychological functioning as well as most of the broad theoretical controversies which characterize the contemporary psychological stage. Democritus, for example, had put forth a theory of thinking and action which emphasized the physiological components of the person and looked to immediate environmental antecedents as explanations for what we did. Plato, by contrast, insisted upon the formal rule-governed characteristics of human thinking as basic to intellect and (...)
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  50.  8
    Towards cognitive robotics: Robotics, biology and developmental psychology.Mark Lee, Ulrich Nehmzow & Marcos Rodrigues - 2012 - In David McFarland, Keith Stenning & Maggie McGonigle (eds.), The Complex Mind: An Interdisciplinary Approach. Palgrave-Macmillan. pp. 103.
    This chapter summarises the autors' work in embodied robotics, emphasising the need for scientific tools to measure chaos and sensitivity to intial conditions, the role of novelty and development, and the relevance of human behaviour in natural environments.
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