Goulet / Baltes Life-Span Developmental Psychology

Research and Theory
1. Auflage 2013
ISBN: 978-1-4832-1794-9
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 608 Seiten, Web PDF

Life-Span Development Psychology: Research and Theory covers the issues and problems associated with a life-span conceptualization of developmental psychology. The book discusses the status,issues, and antecedents of life-span developmental psychology; an approach to theory construction in the psychology of development and aging; and models and theories of development. The text also describes the methodology and research strategy in the study of developmental change; the application of multivariate strategies to problems of measuring and structuring long-term change; and the mechanisms required for the operation of perception and recognition. Learning and retention; language; and intellectual abilities are also considered. Developmental psychologists will find the study invaluable.

Autoren/Hrsg.

Goulet, L. R.

Baltes, Paul B.

Inhaltsverzeichnis

2;Life-Span Developmental Psychology: Research and Theory;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;Preface;14
7;PART I: CONCEPTUAL STATUS AND HISTORY;18
7.1;Chapter 1. Status and Issues of a Life-Span Developmental Psychology;20
7.1.1;I. Introduction;21
7.1.2;II. Developmental Disciplines: The Study of Change;21
7.1.3;III. General Developmental Psychology;23
7.1.4;IV. Human Life-Span Developmental Psychology;29
7.1.5;V. Conclusions and Perspectives;36
7.2;Chapter 2. Historical Antecedents of Life-Span Developmental Psychology;40
7.2.1;I. Introduction;41
7.2.2;II. American Beginnings;43
7.2.3;III. Clinical Work with Children;46
7.2.4;IV. Educational Psychology;52
7.2.5;V. Behaviorism;54
7.2.6;VI. Developmental Psychology in the 1920s and 1930s;55
7.2.7;VII. Child-Study Institutes;56
7.2.8;VIII. Other Early Influences;58
7.2.9;IX. Maturity and Old Age;60
7.2.10;X. Child Psychology through the Middle of the Century;62
7.2.11;XI. Post World War II;64
7.2.12;XII. Who Studies the Life-Span?;65
7.2.13;XIII. Longitudinal Studies of the Life-Span;65
7.2.14;XIV. Conclusion;68
7.3;Chapter 3. Life-Span Developmental Psychology in Europe: Past and Present;70
7.3.1;I. Introduction;71
7.3.2;II. Prescientific Origins of Life-Span Developmental Psychology;72
7.3.3;III. Scientific Origins of Life-Span Developmental Psychology;76
7.3.4;IV. Concluding Remarks;84
8;PART II: THEORY CONSTRUCTION;86
8.1;Chapter 4. An Approach to Theory Construction in the Psychology of Development and Aging;88
8.1.1;I. Introduction;89
8.1.2;II. Evidence and Inference: A Case History and Commentary;90
8.1.3;III. The Deductive Function of Theories;98
8.1.4;IV. Theories and the Analysis of Arguments;104
8.1.5;V. A Simple Exercise in Theory Construction: The Internal Logic of a Theory of the Effects of Age on Creative Thinking;110
8.1.6;VI. A Difficult Exercise in Theory Construction: The Internal Logic of the Theory of Disengagement;113
8.1.7;VII. The Role of Models and Analogies in Theory Construction;125
8.1.8;VIII. Commentary on Birren's Counterpart Theory of Aging;128
8.1.9;IX. Conclusions;131
8.2;Chapter 5. Models of Development and Theories of Development;132
8.2.1;I. Introduction;133
8.2.2;II. Models and Theories;134
8.2.3;III. The Concept of Development;143
8.2.4;IV. The Mechanistic and Organismic Models of Development;147
8.2.5;V. Summary and Conclusions;161
9;PART III: GENERAL METHODOLOGY;164
9.1;Chapter 6. Methodology and Research Strategy in the Study of Developmental Change;166
9.1.1;I. Introduction: The Age Variable in Developmental Research;167
9.1.2;II. The Formulation and Assessment of the Dependent Variable in Developmental Studies;168
9.1.3;III. The Longitudinal Method: Its Value and Limitations and Some Compromise Solutions;184
9.1.4;IV. The Descriptive Analysis of Developmental Functions;193
9.1.5;V. The Study of Functional Relations among Developmental Variables;197
9.1.6;VI. The Study of Individual Differences within the Developmental-Functional Framework;203
9.1.7;VII. Conclusion;207
9.2;Chapter 7. Application of Multivariate Strategies to Problems of Measuring and Structuring Long-Term Change;210
9.2.1;I. Introduction;211
9.2.2;II. Implications of Multivariate Techniques for Studying Patterns of Change;211
9.2.3;III. Implications of Factor Analysis for Structuring Qualitative and Quantitative Change: Factor Loading Patterns and Factor Scores;213
9.2.4;IV. Correlational Techniques which Bear directly on the Problems of Structuring Change;218
9.2.5;V. Overview of More Generalized Correlational Techniques;221
9.2.6;VI. Areas of Convergence between Multivariate Techniques and Developmental Concepts;222
9.2.7;VII. Conclusion;224
10;PART IV: PERCEPTION AND COGNITION;226
10.1;Chapter 8. Life-Span Changes in Visual Perception;228
10.1.1;I. Introduction;228
10.1.2;II. Visual Illusion;229
10.1.3;III. Spatial Orientation;232
10.1.4;IV. Part-Whole Differentiation;238
10.1.5;V. Perceptual Closure;241
10.1.6;VI. Speed of Recognition;242
10.1.7;VII. Conclusion;243
10.2;Chapter 9. Light Detection and Pattern Recognition: Some Comments on the Growth of Visual Sensation and Perception;244
10.2.1;I. Introduction;245
10.2.2;II. Some History of Sensation and Perception;245
10.2.3;III. The Mechanisms of Detection and Recognition;246
10.2.4;IV. Detection and Recognition in Neonates;252
10.2.5;V. Simultaneous Detection and Recognition;254
10.2.6;VI. Detection, Recognition, and Method;255
10.2.7;VII. Perception and Judgment;256
10.2.8;VIII. Detection Theory;257
10.2.9;IX. Muddy and Cloudy Developmental Data;261
10.3;Chapter 10. Cognitive Changes in Adulthood;264
10.3.1;I. Differences between Child and Adult Cognitive Changes;265
10.3.2;II. The Role of Experience in Adult Cognitive Change;267
11;PART V: LEARNING AND RETENTION;272
11.1;Chapter 11. Learning in Children and in Older Adults;274
11.1.1;I. Conditioning;275
11.1.2;II. Discrimination Learning;286
11.1.3;III. Paired-Associate and Serial Learning;294
11.1.4;IV. Incidental Learning;296
11.2;Chapter 12. The Experiential Origins of Human Behavior;302
11.2.1;I. Introduction;302
11.2.2;II. Unconditioned and Conditioned Behavior;304
11.2.3;III. A Brief Review of Selected Facts about Infant Behavior Plasticity;310
11.2.4;IV. Comments on the Concept of "State";318
11.2.5;V. Summary;319
11.3;Chapter 13. Retention–Forgetting as a Nomological Network for Developmental Research;322
11.3.1;I. Introduction;323
11.3.2;II. Verbal Learning: Models, Processes, and Paradigms;324
11.3.3;III. A Nomological Network for Retention-Development Relationships;331
11.3.4;IV. Interference Theory and Retention-Development Relationships;348
11.3.5;V. Retention-Development Relationships for Recognition Learning;367
11.3.6;VI. Concluding Comments;370
12;PART VI: LANGUAGE;372
12.1;Chapter 14. The Language Acquisition Process: A Reinterpretation of Selected Research Findings;374
12.1.1;I. Introduction;375
12.1.2;II. Intralingual Relations;384
12.1.3;III. Psycholinguistic Operations;407
12.2;Chapter 15. Research on Language Acquisition: Do We Know Where We Are Going?;418
12.2.1;I. Historical Introduction;418
12.2.2;II. Psycholinguistics;423
13;PART VII: INTELLECTUAL ABILITIES;438
13.1;Chapter 16. Organization of Data on Life-Span Development of Human Abilities;440
13.1.1;I. Introduction;441
13.1.2;II. Unity and Differentiation among Abilities;442
13.1.3;III. Processes Basic to Intellectual Functioning;445
13.1.4;IV. Development of Abilities in Childhood;448
13.1.5;V. Development of Abilities in Adulthood and Old Age;462
13.1.6;VI. General Summary;481
13.2;Chapter 17. Comparative Factor Analytic Studies of Intelligence throughout The Human Life-Span;484
13.2.1;I. Introduction;485
13.2.2;II. Relevant Hypotheses and Results;485
13.2.3;III. Methodological Aspects and Problems;492
13.2.4;IV. Discussion and Conclusions;496
13.3;Chapter 18. A Reinterpretation of Age Related Changes in Cognitive Structure and Functioning;502
13.3.1;I. Introduction;503
13.3.2;II. Age Changes versus Age Differences versus Cultural Change;503
13.3.3;III. The Impact of Generational Differences;509
13.3.4;IV. Empirical Evidence Bearing upon Generation Differences in Intelligence;515
13.3.5;V. Conclusions;523
14;References;526
15;Author Index;580
16;Subject Index;594