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Developmental psychology is the scientific study of how and why humans grow,change,and adapt across the course of their lives. Originally concerned with infants and children,the field has expanded to include adolescence,adult development,aging,and the entire lifespan. Developmental psychologists aim to explain how thinking,feeling,and behaviors change throughout life. This field examines change across three major dimensions,which are physical development,cognitive development,and social emotional development. Within these three dimensions are a broad range of topics including motor skills,executive functions,moral understanding,language acquisition,social change,personality,emotional development,self-concept,and identity formation.
Jean William Fritz Piaget was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology".
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was originated by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire,construct,and use it. Piaget's theory is mainly known as a developmental stage theory.
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing,conceptual resources,perceptual skill,language learning,and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged. Cognitive development is defined as the emergence of the ability to consciously cognize,understand,and articulate their understanding in adult terms. Cognitive development is how a person perceives,thinks,and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are,reasoning,intelligence,language,and memory. These stages start when the baby is about 18 months old,they play with toys,listen to their parents speak,they watch tv,anything that catches their attention helps build their cognitive development.
Egocentrism is the inability to differentiate between self and other. More specifically,it is the inability to accurately assume or understand any perspective other than one's own. Egocentrism is found across the life span:in infancy,early childhood,adolescence,and adulthood. Although egocentric behaviors are less prominent in adulthood,the existence of some forms of egocentrism in adulthood indicates that overcoming egocentrism may be a lifelong development that never achieves completion. Adults appear to be less egocentric than children because they are faster to correct from an initially egocentric perspective than children,not because they are less likely to initially adopt an egocentric perspective.
Domain-general learning theories of development suggest that humans are born with mechanisms in the brain that exist to support and guide learning on a broad level,regardless of the type of information being learned. Domain-general learning theories also recognize that although learning different types of new information may be processed in the same way and in the same areas of the brain,different domains also function interdependently. Because these generalized domains work together,skills developed from one learned activity may translate into benefits with skills not yet learned. Another facet of domain-general learning theories is that knowledge within domains is cumulative,and builds under these domains over time to contribute to our greater knowledge structure. Psychologists whose theories align with domain-general framework include developmental psychologist Jean Piaget,who theorized that people develop a global knowledge structure which contains cohesive,whole knowledge internalized from experience,and psychologist Charles Spearman,whose work led to a theory on the existence of a single factor accounting for all general cognitive ability.
Nora S. Newcombe is the Laura H. Carnell Professor of Psychology and the James H. Glackin Distinguished Faculty Fellow at Temple University. She is a Canadian-American researcher in cognitive development,cognitive psychology and cognitive science,and expert on the development of spatial thinking and reasoning and episodic memory. She was the principal investigator of the Spatial Intelligence and Learning Center (2006-2018),one of six Science of Learning Centers funded by the National Science Foundation.
Katherine Nelson was an American developmental psychologist,and professor.
The water-level task is an experiment in developmental and cognitive psychology developed by Jean Piaget.
Melanie Killen is a developmental psychologist and Professor of Human Development and Quantitative Methodology,and Professor of Psychology (Affiliate) at the University of Maryland,and Honorary Professor of Psychology at the University of Kent,Canterbury,UK. She is supported by funding from the National Institute of Child Health and Human Development (NICHD),and the National Science Foundation (NSF) for her research. In 2008,she was awarded Distinguished Scholar-Teacher by the Provost's office at the University of Maryland. She is the Director of the Social and Moral Development Lab at the University of Maryland.
Moral development focuses on the emergence,change,and understanding of morality from infancy through adulthood. Morality develops across a life span in a variety of ways and is influenced by an individual's experiences and behavior when faced with moral issues through different periods of physical and cognitive development. Morality concerns an individual's reforming sense of what is right and wrong;it is for this reason that young children have different moral judgment and character than that of a grown adult. Morality in itself is often a synonym for "rightness" or "goodness." It also refers to a specific code of conduct that is derived from one's culture,religion or personal philosophy that guides one's actions,behaviors and thoughts.
Role-taking theory is the social-psychological concept that one of the most important factors in facilitating social cognition in children is the growing ability to understand others’feelings and perspectives,an ability that emerges as a result of general cognitive growth. Part of this process requires that children come to realize that others’views may differ from their own. Role-taking ability involves understanding the cognitive and affective aspects of another person's point of view,and differs from perceptual perspective taking,which is the ability to recognize another person's visual point of view of the environment. Furthermore,albeit some mixed evidence on the issue,role taking and perceptual perspective taking seem to be functionally and developmentally independent of each other.
Horizontal and vertical décalage are terms coined by developmental psychologist Jean Piaget,which he used to describe the four stages in Piaget's theory of cognitive development:sensorimotor,preoperational,concrete operations,and formal operations. According to Piaget,horizontal and vertical décalage generally occur during the concrete operations stage of development.
Juan Pascual-Leone is a developmental psychologist and founder of the neo-Piagetian approach to cognitive development. He introduced this term into the literature and put forward key predictions about developmental growth of mental attention and working memory.
Patricia J. Bauer is Asa Griggs Candler Professor of Psychology at Emory University. She is known for her research in the field of cognitive development,with a specific focus on how children develop their earliest memories and how their memory is influenced by parents,peers,and the environment around them. Her research has explored the phenomenon of childhood amnesia and how social,cognitive,and neural changes relate to the development of autobiographical memory.
Rebecca Bigler is a developmental psychologist known for research on social stereotyping,prejudice,and children's perceptions of discrimination. Bigler is Professor of Psychology at the University of Texas at Austin.
Social emotional development represents a specific domain of child development. It is a gradual,integrative process through which children acquire the capacity to understand,experience,express,and manage emotions and to develop meaningful relationships with others. As such,social emotional development encompasses a large range of skills and constructs,including,but not limited to:self-awareness,joint attention,play,theory of mind,self-esteem,emotion regulation,friendships,and identity development.
Margaret R. Burchinal is a quantitative psychologist and statistician known for her research on child care. She is Senior Research Scientist and Director of the Data Management and Analysis Center of the Frank Porter Graham Child Development Institute of the University of North Carolina at Chapel Hill.
Christia Spears Brown is an American psychologist and author. She is a professor of psychology and associate chair of development and social psychology at the University of Kentucky College of Arts and Sciences. Brown is the author of several books. Her research interests include gender stereotypes,children and adolescents perception of gender and ethnic discrimination,gender and ethnic identity development,and social inequality.
Grazyna Kochanska is a Polish-American developmental psychologistknown for her research on parent-child relationships,developmental psychopathology,child temperament and its role in social development. She is the Stuit Professor of Developmental Psychology at the University of Iowa.
References
- ↑ Miller, Claire Cain (2015-10-30). "Boys and Girls, Constrained by Toys and Costumes". The New York Times. ISSN 0362-4331 . Retrieved 2022-11-27.
- ↑ "Child Study Center". csc.la.psu.edu. Retrieved 2022-11-27.
- ↑ "Lynn Liben, Ph.D. — Department of Psychology". psych.la.psu.edu. Retrieved 2022-11-27.
- ↑ "SRCD Presidents" (PDF).
- ↑ "Past Presidents of Division 7". www.apadivisions.org. Retrieved 2022-10-27.
- ↑ "Jean Piaget Society – Who's Who in JPS". www.piaget.org. Retrieved 2022-11-27.
- ↑ "Society Committees". Society for the study of human development. Retrieved 2022-11-27.
- ↑ Liben, Lynn S. (1974). "Operative Understanding of Horizontality and Its Relation to Long-Term Memory". Child Development. 45 (2): 416–424. doi:10.2307/1127963. ISSN 0009-3920. JSTOR 1127963.
- ↑ "Meet the Editors". Monograph Matters. 2019-05-10. Retrieved 2022-11-27.
- ↑ Liben, L. S. (2011). “I Am Pleased to Accept Your Manuscript”: Publishing Your Research on Child and Adolescent Development. In Applied Research in Child and Adolescent Development (pp. 285–320). Psychology Press. (2010). In Valerie Maholmes &. Carmela Gina Lomonaco (Eds.) Applied Research in Child and Adolescent Development : A Practical Guide. Hoboken: Taylor & Francis. ISBN 978-0-203-85418-1. OCLC 707068698.
- ↑ "NSF Award Search: Award # 1036715 - GSE/RES Collaborative Research: Addressing the STEM Gender Gap: Does Spatial Training Enhance Middle-School Girls' STEM-Relevant Spatial Skills, Attitudes, Beliefs, and Interests?". www.nsf.gov. Retrieved 2022-11-27.
- ↑ Liben, Lynn S.; Signorella, Margaret L. (1980). "Gender-Related Schemata and Constructive Memory in Children". Child Development. 51 (1): 11–18. doi:10.2307/1129584. ISSN 0009-3920. JSTOR 1129584.
- ↑ Bigler, Rebecca S.; Liben, Lynn S. (1992). "Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive-Based Intervention". Child Development. 63 (6): 1351–1363. doi:10.2307/1131561. ISSN 0009-3920. JSTOR 1131561. PMID 1446556.
- ↑ Bigler, Rebecca S.; Liben, Lynn S. (1993). "A Cognitive-Developmental Approach to Racial Stereotyping and Reconstructive Memory in Euro-American Children". Child Development. 64 (5): 1507–1518. doi:10.2307/1131549. ISSN 0009-3920. JSTOR 1131549.
- ↑ Bigler, Rebecca S.; Liben, Lynn S. (2007). "Developmental Intergroup Theory: Explaining and Reducing Children's Social Stereotyping and Prejudice". Current Directions in Psychological Science. 16 (3): 162–166. doi:10.1111/j.1467-8721.2007.00496.x. ISSN 0963-7214. S2CID 145065729.
- ↑ Liben, Lynn S.; Bigler, Rebecca S.; Ruble, Diane N.; Martin, Carol Lynn; Powlishta, Kimberly K. (2002). "The Developmental Course of Gender Differentiation: Conceptualizing, Measuring, and Evaluating Constructs and Pathways". Monographs of the Society for Research in Child Development. 67 (2): i–183. ISSN 0037-976X. JSTOR 3181530. PMID 12465575.