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.
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.
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 cognitive revolution was an intellectual movement that began in the 1950s as an interdisciplinary study of the mind and its processes. It later became known collectively as cognitive science. The relevant areas of interchange were between the fields of psychology, linguistics, computer science, anthropology, neuroscience, and philosophy. The approaches used were developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience. In the 1960s, the Harvard Center for Cognitive Studies and the Center for Human Information Processing at the University of California, San Diego were influential in developing the academic study of cognitive science. By the early 1970s, the cognitive movement had surpassed behaviorism as a psychological paradigm. Furthermore, by the early 1980s the cognitive approach had become the dominant line of research inquiry across most branches in the field of psychology.
Numerical cognition is a subdiscipline of cognitive science that studies the cognitive, developmental and neural bases of numbers and mathematics. As with many cognitive science endeavors, this is a highly interdisciplinary topic, and includes researchers in cognitive psychology, developmental psychology, neuroscience and cognitive linguistics. This discipline, although it may interact with questions in the philosophy of mathematics, is primarily concerned with empirical questions.
Domain specificity is a theoretical position in cognitive science that argues that many aspects of cognition are supported by specialized, presumably evolutionarily specified, learning devices. The position is a close relative of modularity of mind, but is considered more general in that it does not necessarily entail all the assumptions of Fodorian modularity. Instead, it is properly described as a variant of psychological nativism. Other cognitive scientists also hold the mind to be modular, without the modules necessarily possessing the characteristics of Fodorian modularity.
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.
Susan Tufts Fiske is an American psychologist who serves as the Eugene Higgins Professor of Psychology and Public Affairs in the Department of Psychology at Princeton University. She is a social psychologist known for her work on social cognition, stereotypes, and prejudice. Fiske leads the Intergroup Relations, Social Cognition, and Social Neuroscience Lab at Princeton University. Her theoretical contributions include the development of the stereotype content model, ambivalent sexism theory, power as control theory, and the continuum model of impression formation.
Shelley Elizabeth Taylor is an American psychologist. She serves as a distinguished professor of psychology at the University of California, Los Angeles. She received her Ph.D. from Yale University, and was formerly on the faculty at Harvard University. A prolific author of books and scholarly journal articles, Taylor has long been a leading figure in two subfields related to her primary discipline of social psychology: social cognition and health psychology. Her books include The Tending Instinct and Social Cognition, the latter by Susan Fiske and Shelley Taylor.
The variability hypothesis, also known as the greater male variability hypothesis, is the hypothesis that males generally display greater variability in traits than females do.
Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. Domain-general views instead suggest that children possess a "general developmental function" where skills are interrelated through a single cognitive system. Therefore, whereas domain-general theories would propose that acquisition of language and mathematical skill are developed by the same broad set of cognitive skills, domain-specific theories would propose that they are genetically, neurologically and computationally independent.
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).
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.
Renée Baillargeon is a Canadian American research psychologist. An Alumni Distinguished Professor of Psychology at the University of Illinois Urbana-Champaign. Baillargeon specializes in the development of cognition in infancy.
Georgene Hoffman Seward, an early feminist psychologist, was best known for her research on sex roles and sex behavior. Having experienced much sex discrimination in academia herself, she dedicated her life to researching sex differences and minority experiences, and encouraging women to pursue leadership in science.
The Department of Psychology at Harvard University is an academic department in Cambridge, Massachusetts, United States, that is part of the Harvard Faculty of Arts and Sciences. The department offers bachelor's, master's and doctorate degrees in psychology. Current research at the department focuses on clinical, cognitive, developmental, and social psychology. Notable psychologists that have been affiliated with the department include William James, B. F. Skinner, Gordon Allport, Jerome Bruner, George Miller, and Henry Murray, among others. The department ranks as one of the top psychology departments in the United States and the world.
Jeanne Brooks-Gunn is an American developmental psychologist and professor. She is currently the Virginia and Leonard Marx Professor of Child Development at Teachers College, Columbia University.
Kristina Reiss Olson is a psychologist and a professor at Princeton University. She is known for her research on the development of social categories, transgender youth, and variation in human gender development. Olson was recipient of the 2016 Janet Taylor Spence Award from the Association for Psychological Science for transformative early career contributions, and the 2014 SAGE Young Scholars Award. Olson received the Alan T. Waterman Award from the National Science Foundation in 2018, and was the first psychological scientist to receive this prestigious award honoring early-career scientists. Olson is a member of the 2018 cohort of MacArthur fellows.
Lisa Feigenson is Professor of Psychological and Brain Sciences at Johns Hopkins University and co-director of the Johns Hopkins University Laboratory for Child Development. Feigenson is known for her research on the development of numerical abilities, working memory, and early learning. She has served on the editorial board of Cognition and the Journal of Experimental Psychology: General.
Fei Xu is an American developmental psychologist and cognitive scientist who is currently a professor of psychology and the director of the Berkeley Early Learning Lab at UC Berkeley. Her research focuses on cognitive and language development, from infancy to middle childhood.
