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.
Naïve physics or folk physics is the untrained human perception of basic physical phenomena. In the field of artificial intelligence the study of naïve physics is a part of the effort to formalize the common knowledge of human beings.
Jerome Seymour Bruner was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a BA in 1937 from Duke University and a PhD from Harvard University in 1941. He taught and did research at Harvard University, the University of Oxford, and New York University. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.
Object permanence is the understanding that whether an object can be sensed has no effect on whether it continues to exist. This is a fundamental concept studied in the field of developmental psychology, the subfield of psychology that addresses the development of young children's social and mental capacities. There is not yet scientific consensus on when the understanding of object permanence emerges in human development.
Piaget's theory of cognitive development, or his genetic epistemology, 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.
The A-not-B error is an incomplete or absent schema of object permanence, normally observed during the sensorimotor stage of Jean Piaget's Theory of Cognitive Development.
Linda B. Smith is an American developmental psychologist internationally recognized for her theoretical and empirical contributions to developmental psychology and cognitive science, proposing, through theoretical and empirical studies, a new way of understanding developmental processes. Smith's works are groundbreaking and illuminating for the field of perception, action, language, and categorization, showing the unique flexibility found in human behavior. She has shown how perception and action are ways of obtaining knowledge for cognitive development and word learning.
Evolutionary developmental psychology (EDP) is a research paradigm that applies the basic principles of evolution by natural selection, to understand the development of human behavior and cognition. It involves the study of both the genetic and environmental mechanisms that underlie the development of social and cognitive competencies, as well as the epigenetic processes that adapt these competencies to local conditions.
Child development stages are the theoretical milestones of child development, some of which are asserted in nativist theories. This article discusses the most widely accepted developmental stages in children. There exists a wide variation in terms of what is considered "normal", caused by variations in genetic, cognitive, physical, family, cultural, nutritional, educational, and environmental factors. Many children reach some or most of these milestones at different times from the norm.
In psychology and cognitive neuroscience, pattern recognition is a cognitive process that matches information from a stimulus with information retrieved from memory.
Elizabeth Shilin Spelke FBA is an American cognitive psychologist at the Department of Psychology of Harvard University and director of the Laboratory for Developmental Studies.
Preferential looking is an experimental method in developmental psychology used to gain insight into the young mind/brain. The method as used today was developed by the developmental psychologist Robert L. Fantz in the 1960s.
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.
Infant cognitive development is the first stage of human cognitive development, in the youngest children. The academic field of infant cognitive development studies of how psychological processes involved in thinking and knowing develop in young children. Information is acquired in a number of ways including through sight, sound, touch, taste, smell and language, all of which require processing by our cognitive system. However, cognition begins through social bonds between children and caregivers, which gradually increase through the essential motive force of Shared intentionality. The notion of Shared intentionality describes unaware processes during social learning at the onset of life when organisms in the simple reflexes substage of the sensorimotor stage of cognitive development do not maintain communication via the sensory system.
Susan E. Carey is an American psychologist who is a professor of psychology at Harvard University. She studies language acquisition, children's development of concepts, conceptual changes over time, and the importance of executive functions. She has conducted experiments on infants, toddlers, adults, and non-human primates. Her books include Conceptual Change in Childhood (1985) and The Origin of Concepts (2009).
Renée Baillargeon is a Canadian American research psychologist. A distinguished professor of Psychology at the University of Illinois Urbana-Champaign, Baillargeon specializes in the development of cognition in infancy. Educated at McGill University and the University of Pennsylvania, Baillargeon is the recipient of the American Psychological Association's Boyd R. McCandless Young Scientist Award.
Kenneth Kaye was an American psychologist and writer whose research, books, and articles connect the fields of human development, family relationships and conflict resolution.
Susan J. Hespos is an American developmental psychologist serving as the Professor of Infant Studies and Leader of BabyLab in the MARCS Institute for Brain, Behaviour, and Development, as well as the School of Education at Western Sydney University.
