Life-Span Developmental Psychology - Research and Theory
von: L. R. Goulet, Paul B. Baltes
Elsevier Reference Monographs, 2013
ISBN: 9781483217949
Sprache: Englisch
609 Seiten, Download: 76358 KB
Format: PDF, auch als Online-Lesen
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| Life-Span Developmental Psychology: Research and Theory | 4 | ||
| Copyright Page | 5 | ||
| Table of Contents | 6 | ||
| List of Contributors | 12 | ||
| Preface | 14 | ||
| PART I: CONCEPTUAL STATUS AND HISTORY | 18 | ||
| Chapter 1. Status and Issues of a Life-Span Developmental Psychology | 20 | ||
| I. Introduction | 21 | ||
| II. Developmental Disciplines: The Study of Change | 21 | ||
| III. General Developmental Psychology | 23 | ||
| IV. Human Life-Span Developmental Psychology | 29 | ||
| V. Conclusions and Perspectives | 36 | ||
| Chapter 2. Historical Antecedents of Life-Span Developmental Psychology | 40 | ||
| I. Introduction | 41 | ||
| II. American Beginnings | 43 | ||
| III. Clinical Work with Children | 46 | ||
| IV. Educational Psychology | 52 | ||
| V. Behaviorism | 54 | ||
| VI. Developmental Psychology in the 1920s and 1930s | 55 | ||
| VII. Child-Study Institutes | 56 | ||
| VIII. Other Early Influences | 58 | ||
| IX. Maturity and Old Age | 60 | ||
| X. Child Psychology through the Middle of the Century | 62 | ||
| XI. Post World War II | 64 | ||
| XII. Who Studies the Life-Span? | 65 | ||
| XIII. Longitudinal Studies of the Life-Span | 65 | ||
| XIV. Conclusion | 68 | ||
| Chapter 3. Life-Span Developmental Psychology in Europe: Past and Present | 70 | ||
| I. Introduction | 71 | ||
| II. Prescientific Origins of Life-Span Developmental Psychology | 72 | ||
| III. Scientific Origins of Life-Span Developmental Psychology | 76 | ||
| IV. Concluding Remarks | 84 | ||
| PART II: THEORY CONSTRUCTION | 86 | ||
| Chapter 4. An Approach to Theory Construction in the Psychology of Development and Aging | 88 | ||
| I. Introduction | 89 | ||
| II. Evidence and Inference: A Case History and Commentary | 90 | ||
| III. The Deductive Function of Theories | 98 | ||
| IV. Theories and the Analysis of Arguments | 104 | ||
| V. A Simple Exercise in Theory Construction: The Internal Logic of a Theory of the Effects of Age on Creative Thinking | 110 | ||
| VI. A Difficult Exercise in Theory Construction: The Internal Logic of the Theory of Disengagement | 113 | ||
| VII. The Role of Models and Analogies in Theory Construction | 125 | ||
| VIII. Commentary on Birren's Counterpart Theory of Aging | 128 | ||
| IX. Conclusions | 131 | ||
| Chapter 5. Models of Development and Theories of Development | 132 | ||
| I. Introduction | 133 | ||
| II. Models and Theories | 134 | ||
| III. The Concept of Development | 143 | ||
| IV. The Mechanistic and Organismic Models of Development | 147 | ||
| V. Summary and Conclusions | 161 | ||
| PART III: GENERAL METHODOLOGY | 164 | ||
| Chapter 6. Methodology and Research Strategy in the Study of Developmental Change | 166 | ||
| I. Introduction: The Age Variable in Developmental Research | 167 | ||
| II. The Formulation and Assessment of the Dependent Variable in Developmental Studies | 168 | ||
| III. The Longitudinal Method: Its Value and Limitations and Some Compromise Solutions | 184 | ||
| IV. The Descriptive Analysis of Developmental Functions | 193 | ||
| V. The Study of Functional Relations among Developmental Variables | 197 | ||
| VI. The Study of Individual Differences within the Developmental-Functional Framework | 203 | ||
| VII. Conclusion | 207 | ||
| Chapter 7. Application of Multivariate Strategies to Problems of Measuring and Structuring Long-Term Change | 210 | ||
| I. Introduction | 211 | ||
| II. Implications of Multivariate Techniques for Studying Patterns of Change | 211 | ||
| III. Implications of Factor Analysis for Structuring Qualitative and Quantitative Change: Factor Loading Patterns and Factor Scores | 213 | ||
| IV. Correlational Techniques which Bear directly on the Problems of Structuring Change | 218 | ||
| V. Overview of More Generalized Correlational Techniques | 221 | ||
| VI. Areas of Convergence between Multivariate Techniques and Developmental Concepts | 222 | ||
| VII. Conclusion | 224 | ||
| PART IV: PERCEPTION AND COGNITION | 226 | ||
| Chapter 8. Life-Span Changes in Visual Perception | 228 | ||
| I. Introduction | 228 | ||
| II. Visual Illusion | 229 | ||
| III. Spatial Orientation | 232 | ||
| IV. Part-Whole Differentiation | 238 | ||
| V. Perceptual Closure | 241 | ||
| VI. Speed of Recognition | 242 | ||
| VII. Conclusion | 243 | ||
| Chapter 9. Light Detection and Pattern Recognition: Some Comments on the Growth of Visual Sensation and Perception | 244 | ||
| I. Introduction | 245 | ||
| II. Some History of Sensation and Perception | 245 | ||
| III. The Mechanisms of Detection and Recognition | 246 | ||
| IV. Detection and Recognition in Neonates | 252 | ||
| V. Simultaneous Detection and Recognition | 254 | ||
| VI. Detection, Recognition, and Method | 255 | ||
| VII. Perception and Judgment | 256 | ||
| VIII. Detection Theory | 257 | ||
| IX. Muddy and Cloudy Developmental Data | 261 | ||
| Chapter 10. Cognitive Changes in Adulthood | 264 | ||
| I. Differences between Child and Adult Cognitive Changes | 265 | ||
| II. The Role of Experience in Adult Cognitive Change | 267 | ||
| PART V: LEARNING AND RETENTION | 272 | ||
| Chapter 11. Learning in Children and in Older Adults | 274 | ||
| I. Conditioning | 275 | ||
| II. Discrimination Learning | 286 | ||
| III. Paired-Associate and Serial Learning | 294 | ||
| IV. Incidental Learning | 296 | ||
| Chapter 12. The Experiential Origins of Human Behavior | 302 | ||
| I. Introduction | 302 | ||
| II. Unconditioned and Conditioned Behavior | 304 | ||
| III. A Brief Review of Selected Facts about Infant Behavior Plasticity | 310 | ||
| IV. Comments on the Concept of "State" | 318 | ||
| V. Summary | 319 | ||
| Chapter 13. Retention–Forgetting as a Nomological Network for Developmental Research | 322 | ||
| I. Introduction | 323 | ||
| II. Verbal Learning: Models, Processes, and Paradigms | 324 | ||
| III. A Nomological Network for Retention-Development Relationships | 331 | ||
| IV. Interference Theory and Retention-Development Relationships | 348 | ||
| V. Retention-Development Relationships for Recognition Learning | 367 | ||
| VI. Concluding Comments | 370 | ||
| PART VI: LANGUAGE | 372 | ||
| Chapter 14. The Language Acquisition Process: A Reinterpretation of Selected Research Findings | 374 | ||
| I. Introduction | 375 | ||
| II. Intralingual Relations | 384 | ||
| III. Psycholinguistic Operations | 407 | ||
| Chapter 15. Research on Language Acquisition: Do We Know Where We Are Going? | 418 | ||
| I. Historical Introduction | 418 | ||
| II. Psycholinguistics | 423 | ||
| PART VII: INTELLECTUAL ABILITIES | 438 | ||
| Chapter 16. Organization of Data on Life-Span Development of Human Abilities | 440 | ||
| I. Introduction | 441 | ||
| II. Unity and Differentiation among Abilities | 442 | ||
| III. Processes Basic to Intellectual Functioning | 445 | ||
| IV. Development of Abilities in Childhood | 448 | ||
| V. Development of Abilities in Adulthood and Old Age | 462 | ||
| VI. General Summary | 481 | ||
| Chapter 17. Comparative Factor Analytic Studies of Intelligence throughout The Human Life-Span | 484 | ||
| I. Introduction | 485 | ||
| II. Relevant Hypotheses and Results | 485 | ||
| III. Methodological Aspects and Problems | 492 | ||
| IV. Discussion and Conclusions | 496 | ||
| Chapter 18. A Reinterpretation of Age Related Changes in Cognitive Structure and Functioning | 502 | ||
| I. Introduction | 503 | ||
| II. Age Changes versus Age Differences versus Cultural Change | 503 | ||
| III. The Impact of Generational Differences | 509 | ||
| IV. Empirical Evidence Bearing upon Generation Differences in Intelligence | 515 | ||
| V. Conclusions | 523 | ||
| References | 526 | ||
| Author Index | 580 | ||
| Subject Index | 594 |