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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.
Adolescence is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood. Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier and end later. Puberty now typically begins during preadolescence, particularly in females. Physical growth and cognitive development can extend past the teens. Age provides only a rough marker of adolescence, and scholars have not agreed upon a precise definition. Some definitions start as early as 10 and end as late as 25 or 26. The World Health Organization definition officially designates an adolescent as someone between the ages of 10 and 19.
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".
Intrapersonal communication is the process by which an individual communicates within themselves, acting as both sender and receiver of messages, and encompasses the use of unspoken words to consciously engage in self-talk and inner speech.
In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour.
Imaginary friends are a psychological and social phenomenon where a friendship or other interpersonal relationship takes place in the imagination rather than physical reality.
In the psychology of self, one's self-concept is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question "Who am I?".
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.
Richard A. Weinberg is an American developmental psychologist.
Paul B. Baltes was a German psychologist whose broad scientific agenda was devoted to establishing and promoting the life-span orientation of human development. He was also a theorist in the field of the psychology of aging. He has been described by American Psychologist as one of the most influential developmental psychologists.
Private speech is speech spoken to oneself for communication, self-guidance, and self-regulation of behaviour. It is between the ages of two and seven that children can be observed engaging in private speech. Although it is audible, it is neither intended for nor directed at others. Private speech was first studied by Lev Vygotsky (1934/1986) and Jean Piaget (1959); in the past 30 years private speech has received renewed attention from researchers. Researchers have noted a positive correlation between children's use of private speech and their task performance and achievement, a fact also noted previously by Vygotsky. It is when children begin school that their use of private speech decreases and "goes underground".
Anthony Stevens is a Jungian analyst, psychiatrist and prolific writer of books and articles on psychotherapy, evolutionary psychiatry and the scientific implications of Jung's theory of archetypes. A graduate of Oxford University, where he studied under Carolus Oldfield in the Department of Psychology in the 1950s, Stevens has two degrees in psychology in addition to a research doctorate (MD); during the 1950s Stevens also studied under Oldfield in the Department of Psychology at Reading. He is a member of the Royal College of Psychiatrists and a senior member of the Independent Group of Analytical Psychologists.
Meta-emotion is "an organized and structured set of emotions and cognitions about the emotions, both one's own emotions and the emotions of others". This broad definition of meta-emotion sparked psychologists' interest in the topic, particularly regarding parental meta-emotion philosophy.
Social emotions are emotions that depend upon the thoughts, feelings or actions of other people, "as experienced, recalled, anticipated or imagined at first hand". Examples are embarrassment, guilt, shame, jealousy, envy, elevation, empathy, and pride. In contrast, basic emotions such as happiness and sadness only require the awareness of one's own physical state. Therefore, the development of social emotions is tightly linked with the development of social cognition, the ability to imagine other people's mental states, which generally develops in adolescence. Studies have found that children as young as 2 to 3 years of age can express emotions resembling guilt and remorse. However, while five-year-old children are able to imagine situations in which basic emotions would be felt, the ability to describe situations in which social emotions might be experienced does not appear until seven years of age.
The theory of narrative identity postulates that individuals form an identity by integrating their life experiences into an internalized, evolving story of the self that provides the individual with a sense of unity and purpose in life. This life narrative integrates one's reconstructed past, perceived present, and imagined future. Furthermore, this narrative is a story – it has characters, episodes, imagery, a setting, plots, and themes and often follows the traditional model of a story, having a beginning, middle, and an end (denouement). Narrative identity is the focus of interdisciplinary research, with deep roots in psychology.
Darcia Narvaez is a Professor of Psychology Emerita at the University of Notre Dame who has written extensively on issues of character, moral development, and human flourishing.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a Professor of Education and Human Development at the Harvard Graduate School of Education, and a Professor of Psychology in Medicine at Harvard University. He is also known as the author of the 1980's G.I. Joe public service announcements.
Robyn Fivush is the Samuel Candler Dobbs Professor of Psychology and Director of the Institute for the Liberal Arts at Emory University, College of Arts and Sciences in Atlanta, GA. She is well known for her research on parent-child narrative in relation to the development of autobiographical memory. Fivush is affiliated with the Departments of Psychology and Women's Studies at Emory.
In psychology and related fields, future orientation is broadly defined as the extent to which an individual thinks about the future, anticipates future consequences, and plans ahead before acting. Across development, future orientation is particularly important during periods of major changes, for example during the transition from adolescence to adulthood, when youth must make choices about social groups, academic paths, as well as risky behaviors like drug and alcohol use, and sexual activity. Several models have been developed to describe the various factors that combine to impact future orientation.
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.
References
- 1 2 Bloome; et al. (2004), Discourse analysis & the study of classroom language & literacy events: a microethnographic perspective, Routledge, p. 33, ISBN 978-0-8058-5320-9
- ↑ Habermas, T; Bluck, S (2000), "Getting a life: The development of the life story in adolescence", Psychological Bulletin, 126 (5): 748–769, doi:10.1037/0033-2909.126.5.748, PMID 10989622
- ↑ Fivush, Robyn; Haden, Catherine A (2003), Autobiographical memory and the construction of a narrative self: developmental and cultural perspectives, Routledge, p. 192, ISBN 978-0-8058-3756-8
- ↑ McAdams, Dan P (2006), The redemptive self: stories Americans live, Oxford University Press US, p. 86, ISBN 978-0-19-517693-3