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Abstract
How does a fertilized egg become a person? How do the processes which shape the common features of human development also produce the rich variety of individual diversity? Understanding Human Development explores these questions in a lively and wide-ranging survey of the subject, offering both a topical and a chronological view of development.
The author critically reviews research on human development from the earliest studies to the theories and issues of the 21st century, including recent breakthroughs in neuropsychology, cross-cultural psychology and in the application of dynamic systems theory. Coverage of methodology and ethics combined with thorough revision summaries in each chapter make this an invaluable introduction for students of developmental psychology.
'Thornton deftly draws us into the many intellectual puzzles that confront developmental psychologists. She communicates a vivid sense of the discipline's major achievements, but without neglecting the complexities and caveats that a sophisticated understanding of the field requires.' – Mark Bennett, Professor of Development Psychology, University of Dundee, UK, Editor of Infant and Child Development
'This refreshing introduction successfully integrates a wide variety of literatures. Thornton has done an excellent job framing this text in terms of broad developmental questions, and has created a text that is both engaging and provocative.' – Jessica Giles, Assistant Professor of Psychological Sciences, Vanderbilt University, USA
'A thorough and truly accessible review of developmental psychology as it has unfolded over past two centuries. This text is a remarkable achievement.' – Catherine O'Hanlon, Lecturer in Developmental Psychology, Newcastle University, UK
'...a comprehensive and rigorous review covering not only the classic issues of cognitive and social development, but many more pragmatic topics...' - Pete Henshaw, SecEd (The Voice for Secondary Education)
'Given the range, scope and complexity of child and human psychological development, any textbook on this subject is a massive undertaking...Stephanie Thornton is to be congratulated on tackling this as a single author. Understanding Human Development covers topics in more depth, and more recent research is included. In addition, the style is more thoughtful, intelligent comments are made, and the complexities and uncertainties are made apparent to the reader. I think Understanding Human Development is a much better buy for UK students who want to produce better-informed essays.' - Times Higher Education Textbook Guide, May 2008
How does a fertilized egg become a person? How do the processes which shape the common features of human development also produce the rich variety of individual diversity? Understanding Human Development (UHD) explores these questions in a lively and wide-ranging survey of the subject, offering both a topical and a chronological view of development. The author critically reviews research on human development from the earliest studies to the theories and issues of the 21st century, including recent breakthroughs in neuropsychology, cross-cultural psychology and in the application of dynamic systems theory. Coverage of methodology and ethics combined with thorough revision summaries in each chapter make this an invaluable introduction for students of developmental psychology.
STEPHANIE THORNTON, formerly Senior Lecturer in Psychology at the University of Sussex, UK, has researched and taught on developmental psychology for over 25 years. Her research has covered a broad range of topics in social and cognitive development, with a particular focus on the mechanism through which new ideas and new understanding develop in children's minds. She is the author of Children Solving Problems (Harvard 1995) and Growing Minds (Palgrave 2002).
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover | ||
Contents | vii | ||
List of figures | xix | ||
List of tables | xxi | ||
List of boxes | xxii | ||
Chapter 1 Studying human development | 1 | ||
Why study human development? | 1 | ||
A short history of developmental psychology | 4 | ||
Darwin and the theory of evolution | 5 | ||
Comparative psychology and ethology | 6 | ||
Sociobiology and evolutionary psychology | 9 | ||
Learning theory and behaviourism | 10 | ||
Social learning theory | 14 | ||
Vygotsky and social interactions in development | 14 | ||
Piaget and cognitive development | 15 | ||
Information processing and cognitive development | 18 | ||
Sigmund Freud | 21 | ||
Current research and the legacy of the 20th century | 25 | ||
Studying development scientifically | 25 | ||
The problem with 'facts' (and the nature of data) | 26 | ||
The trouble with truth (and the nature of theory) | 28 | ||
Data, theories and progress in science | 29 | ||
Is developmental psychology a science like physics? | 30 | ||
Methods for studying human development | 31 | ||
Common methodological issues in science | 31 | ||
Reliability and validity | 31 | ||
Generality | 31 | ||
Correlations and cause and effect | 32 | ||
Special issues for research on human development | 33 | ||
Studying change | 33 | ||
Making mental processes visible | 34 | ||
Studying development ethically | 36 | ||
About this book | 38 | ||
Exercises | 40 | ||
Suggested further reading | 40 | ||
Revision summary | 41 | ||
Part I: The beginning of life | 45 | ||
Overview | 45 | ||
Chapter 2 Bodies and brains | 47 | ||
Human evolution | 47 | ||
Dynamic systems theory | 54 | ||
Genes | 59 | ||
Prenatal development | 64 | ||
Methods for studying prenatal development in more detail | 68 | ||
Behaviour and learning in the womb | 70 | ||
Physical development after birth | 79 | ||
In conclusion | 86 | ||
Exercises | 87 | ||
Suggested further reading | 87 | ||
Revision summary | 87 | ||
Chapter 3 Infant minds: perception, inference and understanding in the first 18 months | 91 | ||
Is the newborn mind a 'blank slate'? | 92 | ||
Piaget's theory of infant cognition | 93 | ||
Gibson's theory | 97 | ||
Two views of infant minds | 99 | ||
Studying infant minds | 100 | ||
Current research on infant minds | 106 | ||
Alternative explanations for search errors | 117 | ||
In conclusion | 124 | ||
Exercises | 127 | ||
Suggested further reading | 127 | ||
Revision summary | 127 | ||
Chapter 4 Growing emotions: social and personal development in the first 18 months | 130 | ||
The beginnings of social responsiveness | 130 | ||
Recognizing people | 135 | ||
Distinguishing between living and inanimate things | 139 | ||
Understanding emotions | 141 | ||
Developing a concept of self | 148 | ||
Social relationships in infancy: attachment and development | 152 | ||
Temperament | 161 | ||
In conclusion | 167 | ||
Exercises | 171 | ||
Suggested further reading | 171 | ||
Revision summary | 171 | ||
Part II: Cognitive development from infancy to adulthood | 175 | ||
Overview | 175 | ||
Chapter 5 Language | 177 | ||
What is language? | 178 | ||
Patterns in language development | 180 | ||
Theories of language development | 197 | ||
In conclusion | 212 | ||
Exercises | 214 | ||
Suggested further reading | 214 | ||
Revision summary | 214 | ||
Chapter 6 Reasoning and conceptual understanding | 218 | ||
Logic, reasoning and development | 219 | ||
Heuristic reasoning | 241 | ||
The development of knowledge | 245 | ||
Developmental stages versus domain-specific knowledge | 258 | ||
In conclusion | 260 | ||
Exercises | 262 | ||
Suggested further reading | 262 | ||
Revision summary | 262 | ||
Chapter 7 Memory, problem solving and mechanisms of cognitive development | 265 | ||
The development of memory | 265 | ||
The development of problem-solving | 280 | ||
Mechanisms of cognitive change | 294 | ||
In conclusion | 314 | ||
Exercises | 316 | ||
Suggested further reading | 316 | ||
Revision summary | 316 | ||
Chapter 8 Individual differences in cognition | 320 | ||
Individual differences and IQ | 320 | ||
The concept of IQ | 321 | ||
Process accounts of individual differences in cognition | 337 | ||
Developing differently | 343 | ||
In conclusion | 348 | ||
Exercises | 350 | ||
Suggested further reading | 350 | ||
Revision summary | 350 | ||
Part III: Social and emotional development from infancy to adulthood | 353 | ||
Overview | 353 | ||
Chapter 9 Understanding other people | 355 | ||
Becoming a folk psychologist | 356 | ||
Empathy and sympathy | 381 | ||
In conclusion | 389 | ||
Exercises | 391 | ||
Suggested further reading | 391 | ||
Revision summary | 391 | ||
Chapter 10 Personality and identity | 394 | ||
The development of personality | 394 | ||
Developing a personal identity | 411 | ||
Culture, class, ethnicity, race, gender and identity | 423 | ||
In conclusion | 440 | ||
Exercises | 442 | ||
Suggested further reading | 442 | ||
Revision summary | 443 | ||
Chapter 11 Social relationships | 446 | ||
Families and development | 446 | ||
Peer relationships | 476 | ||
In conclusion | 501 | ||
Exercises | 503 | ||
Suggested further reading | 503 | ||
Revision summary | 503 | ||
Chapter 12 Prosocial and antisocial behaviour | 506 | ||
Evolutionary theories | 506 | ||
The importance of empathy | 508 | ||
The development of moral reasoning | 514 | ||
Conscience and moral identity | 537 | ||
Individual differences in prosocial and antisocial tendencies | 543 | ||
A dynamic systems perspective | 555 | ||
In conclusion | 559 | ||
Exercises | 560 | ||
Suggested further reading | 560 | ||
Revision summary | 560 | ||
A final comment | 563 | ||
Chapter 13 Toward a new view of development | 565 | ||
Exercises | 568 | ||
Suggested further reading | 568 | ||
References | 569 | ||
Name index | 629 | ||
Subject index | 647 |