Developmental Psychology and You

by Berryman, Julia C.; Smythe, Pamela K.; Taylor-Davies, Ann; Lamont, Alexandra; Joiner, Richard

• ISBN13: 9780631233893
• ISBN10: 063123389X
• Edition: 2nd
• Format: Hardcover
• Copyright: 2002-12-13
• Publisher: Wiley-Blackwell

Summary

What makes you the person you are today?How does a baby perceive the world?Is the person without love damaged forever?What can psychology tell us about the differences between the sexes? Discipline? Delinquency? Adolescent fads and fashions? Marriage and parenting? Ageing and later life?Developmental Psychology and You is a lively and accessible introduction to the psychology of human development. The authors, who all have extensive experience in teaching and research, have selected topics that will appeal to new students of this subject and have presented them in a way that demonstrates their relevance to everyday life.The fully revised second edition includes a new chapter on gender development and gender differences, while the material on adult life and growing older has been expanded. New material has also been added on:Developmental stagesCultural variationsEarly social interactionsThe measurement of intelligenceVygotsky's theory of cognitive development.As in the previous edition, the style and design of the text are accessible and user-friendly; key concepts are highlighted throughout, and each chapter contains objectives, exercises, self-assessment questions and recommendations for further reading. A glossary at the end defines all the technical terms.

Author Biography

Julia C Berryman is Senior Lecturer in Psychology in the School of Psychology and the Institute of Lifelong Learning at the University of Leicester. She has experience in teaching psychology at a variety of levels from adult education students to professional groups and undergraduates and postgraduates. She completed her first degree at the University of Aberdeen and her Ph.D.at the University of Leicester. She has researched and published widely in the fields of developmental psychology, sex and gender, and parenting and parenthood. Her publications include a number of textbooks including Psychology and You: An Informal Introduction (published in 1997) and books on more specialist topics. Her current research is on various aspects of parenthood and parenting and her work has included major longitudinal study of women's experience of pregnancy, birth and motherhood. She has frequently appeared on TV and is often interviewed on radio and in the press in connection with her research on parenthood.

Pamela K Smythehas been a researcher in the School of Psychology at Leicester University for the last decade. During this time she has also taught psychology at a number of levels, ranging from undergraduates and medical students to post-graduate and adult education students. Her teaching areas include developmental psychology, laterality, introductory statistics, health psychology and general psychology. Both here first degree and her Ph.D. were completed at Leicester University with the latter concerning aspects of phonological processing and handedness. Research interests and publications involve laterality of hand and brain, the processing of speech sounds and dyslexia.

Ann Taylor was educated in Suffolk and at the University of London, and has spent most of her working life at the University of Leicester, finishing her full-time career as Senior Lecturer and Head of Department. Principal teaching and research interests have been in cognitive psychology, language development and in particular the study of adult development and ageing. She has extensive teaching experience at all undergraduate levels and with students of all adult ages, and has co-authored a number of textbooks, both introductory and advanced. Early retirement has given her more time for writing, teaching and library research, other employment, charity work of various kinds, indulgence of her passions for music and the theatre (as performer and spectator) and family life.

Alexandra Lamont is currently a Lecturer in Psychology of Music at the Psychology Department at Keele University. She teaches across a broad range of different topics including musical development and education, music perception, and perceptual and cognitive development. She also teaches for the Open University as an associate lecturer on a Masters course in Child Development in Families, Schools and Society. She was formerly a lecturer in developmental psychology at the University of Leicester. Her research includes studies of infants' musical preferences and musical memories, children's cognitive understanding of music, music in the school curriculum, the effects of musical training and experience on children's development, and the ways that adults with different musical backgrounds listen to music in different styles.

Richard Joiner is a Lecturer in Psychology at the University of Bath. Formerly he was a Research Fellow in the Centre for Human Development and Learning at the Open University. He taught developmental psychology previously at Leicester University and the University of Hertfordshire to both undergraduates and post-graduates. He was also an associate lecturer at the Open University, where he taught child development to undergraduates. He is interested in children's use of communication technology. He is co-editor of ‘Rethinking collaborative learning'.

Table of Contents

List of Exercises	xvi
List of Figures	xviii
List of Tables	xx
Preface and Acknowledgements	xxi
What is Developmental Psychology?	1	(10)
Studying development	2	(2)
What is normal development?	4	(1)
Methods in the Study of Development	5	(6)
Longitudinal and cross-sectional studies	5	(1)
Experiments in psychology	6	(1)
Asking questions and forming hypotheses	7	(1)
Ethical issues in research	8	(1)
Other research methods	9	(1)
What next?	9	(2)
First Views of the World	11	(22)
Studying Visual Perception	12	(1)
The Preference method	12	(1)
The habituation-dishabituation method	12	(1)
The use of reinforcement	13	(1)
Perception In Utero and in the Neonate	13	(4)
Auditory perception	13	(1)
Olfactory perception	14	(3)
Vision in Infants	17	(11)
Seeing colour	18	(1)
Pattern perception	19	(1)
Face perception and recognition	19	(5)
The perception of depth and distance	24	(1)
Object perception and size constancy	25	(1)
The perception of partly hidden objects	26	(2)
Critical Periods in Perceptual Development	28	(2)
Binocular vision	29	(1)
Seeing horizontals and verticals	29	(1)
Cultural Influences	30	(3)
In conclusion	30	(3)
First Relationships	33	(17)
Mother love	35	(1)
Maternal bonding	36	(1)
Fathers and babies	37	(1)
The Growth of Love	38	(3)
The signs of attachment	38	(1)
Measuring attachment	39	(1)
Cultural differences	40	(1)
Attachment to siblings	41	(1)
Short-term Separations	41	(2)
Protest and despair	41	(1)
Detachment	42	(1)
Maternal employment	42	(1)
Long-term Separations and Substitute Care	43	(1)
Adoption	43	(1)
Genealogical anxiety	44	(1)
The Failure to Form Bonds	44	(1)
Isolated monkeys	45	(1)
Isolated humans	45	(1)
Recovery from Early Deprivation or Privation	45	(5)
Romanian orphans	46	(4)
Early Influences and Personality	50	(25)
What do we mean by personality?	50	(1)
Self-awareness	51	(2)
Love and early relationships	51	(2)
Neglect	53	(1)
Biosocial Aspects	53	(4)
Prenatal influences	53	(3)
Severe distress in pregnancy	56	(1)
Long-term effects	57	(1)
Heredity and Environment: An Interaction	57	(4)
Genes plus environment	57	(1)
Phenotypes	57	(4)
Traits	61	(2)
Trait theories of personality	61	(1)
Personality dimensions	61	(2)
Early Environment	63	(2)
Environmental theories	64	(1)
Temperament	65	(1)
'Easy' and 'difficult' children	65	(1)
Early Experience	65	(5)
An impressionable age	65	(1)
The psychodynamic theory of personality	66	(1)
Traumatic experience	67	(1)
Personal constructs	67	(2)
Are Western models universal?	69	(1)
Different Styles of Child Rearing	70	(5)
Later parent-child relationships	70	(1)
Strategies of parenting	70	(2)
Personality disturbance	72	(3)
Playing and Learning	75	(16)
The Development of Children's Play	76	(4)
Piaget's theory of play	76	(3)
Sociocultural approaches to play	79	(1)
Girls and Boys at Play	80	(1)
Gender-typed preferences	80	(1)
Is gender typing in play inevitable?	80	(1)
The Purpose of Play	81	(1)
Freud's view of play	81	(1)
Are friends always real?	82	(1)
The Effects of Play: Prosocial Behaviour and Aggression	82	(5)
Disruptive children and bullies	83	(1)
Violent games and their effects	83	(4)
Playing or Learning?	87	(1)
General Summary	88	(3)
Developing Language	91	(18)
Is there an innate potential for language?	91	(2)
How Does Language Develop?	93	(7)
The beginnings of language	93	(1)
Babbling	94	(1)
Early words	94	(2)
Early sentences	96	(1)
Inflections	96	(1)
Complex sentences	97	(2)
Developing sign language	99	(1)
How Do Children Learn Language?	100	(9)
Babytalk	102	(2)
Imitation	104	(2)
Natural language interactions	106	(3)
Children's Thinking	109	(16)
Piaget's Theory of Cognitive Development	109	(8)
Schemes	110	(1)
Assimilation and accommodation	110	(1)
Equilibration	110	(1)
The stages of development	110	(6)
Educational implications: the active child and the teacher as facilitator	116	(1)
Vygotsky's Theory of Cognitive Development	117	(3)
Higher and elementary mental functions	117	(1)
The zone of proximal development	117	(1)
Scaffolding	118	(1)
The role of culture	118	(1)
Educational implications	119	(1)
Information Processing Theories of Cognitive Development	120	(2)
The structure of the information processing system	120	(1)
The processes of the information processing system	121	(1)
Children's eye witness testimony: an application of information processing theory	121	(1)
Information processing: in summary	122	(1)
General Summary	122	(3)
Intelligence and Experience	125	(23)
One Characteristic or Several?	126	(3)
The triarchic theory and practical intelligence	128	(1)
The Development of Intelligence Testing	129	(8)
Validity	132	(1)
Culture fairness	133	(2)
Gender differences and 'gender fairness'	135	(2)
The Development of Intelligence	137	(5)
Is intelligence stable over time?	137	(1)
The role of genetic factors	137	(2)
The role of environment	139	(1)
Compensatory education	140	(2)
Cognitive Changes in Adulthood and Old Age	142	(6)
Age changes or cohort differences?	142	(1)
Fluid and crystallized intelligence	143	(1)
The problem of 'age-fairness'	143	(1)
Experience: the advantage of being older	144	(4)
Creativity and Artistic Development	148	(20)
Changing attitudes to the arts?	149	(1)
The Nature of Artistic Development	150	(1)
The Making System	150	(8)
From scribbles to masterpieces: the development of children's drawing	151	(3)
From babbling to opera: the development of children's music making	154	(4)
'Once upon a time . . .': the development of children's story-telling	158	(1)
The Perceiving System	158	(5)
Looking at pictures	159	(1)
Listening to music	159	(2)
Reading stories	161	(2)
The Feeling System	163	(1)
The Effects of Artistic Activity	163	(1)
General Summary	164	(4)
Moral and Social Development	168	(27)
What is moral behaviour?	168	(1)
Why study moral behaviour?	169	(1)
The Voice of Conscience	169	(7)
Moral rules and moral values	169	(1)
Self-control	170	(2)
A 'learning theory' viewpoint	172	(1)
Identification and imitation	172	(1)
A social learning perspective: the role of modelling	172	(1)
Conformity and non-conformity	173	(1)
A variety of models	173	(2)
Inconsistent behaviour	175	(1)
Reasoning and Moral Development	176	(3)
Jean Piaget	176	(1)
Considering intentions	176	(1)
Piaget's stages of moral development	177	(1)
12-years-old and beyond	178	(1)
Criticisms of Piaget	179	(1)
Adolescent Moral Reasoning	179	(5)
Lawrence Kohlberg	179	(2)
Kohlberg's stages	181	(2)
Reasoning and moral behaviour	183	(1)
Criticisms of Kohlberg	183	(1)
Cultural influences	184	(1)
Caring or Justice-based Solutions?	184	(11)
Joan Miller, David Bersoff and cultural differences	184	(2)
Nancy Eisenberg and prosocial behaviour	186	(2)
Carol Gilligan and gender differences	188	(2)
Males care too	190	(2)
The development of conscience	192	(1)
Moral and social training	192	(3)
Gender Development and Gender Differences	195	(21)
Sex and gender	195	(1)
Gender Differences in Ability	196	(5)
Boys and visual spatial abilities	196	(2)
Verbal abilities: are girls better?	198	(1)
Are boys better at mathematics?	198	(1)
What is the cause of these ability differences?	198	(3)
Gender Identity Development	201	(5)
The biological approach	201	(3)
Psychoanalytic theory	204	(1)
Cognitive developmental theory	204	(1)
Social learning theory	205	(1)
Gender schema theory	205	(1)
Which theory is right?	206	(1)
Gender Differences in Adult Life	206	(10)
Young adulthood: the 'parental imperative'	206	(1)
Older adulthood: greater androgyny?	207	(1)
Is Gutmann's view 'old-fashioned'?	208	(1)
Studies of gender typing in older age	208	(1)
Projective tests, ratings and attitude scales	208	(3)
Measures of behaviour: who does the housework?	211	(1)
Conclusion: does gender typing diminish in late adulthood?	211	(5)
Childhood Problems	216	(21)
What is a Problem?	216	(3)
Perceptions of problems	217	(1)
Popular views	217	(1)
Different situations	218	(1)
A spectrum of emotions and behaviours	218	(1)
Normality	219	(6)
Norms	220	(1)
Rare behaviours	220	(1)
Working criteria	221	(3)
The child in the family	224	(1)
Self-image	224	(1)
The classification of problems	225	(1)
Conduct and Emotional Disorders	225	(2)
Conduct disorders	225	(1)
Are children with conduct disorders delinquent?	226	(1)
Emotional disorders	226	(1)
Continuity and Change	227	(1)
The Vulnerable Child	228	(9)
Cultural differences in coping	229	(1)
Learning	229	(1)
Punishment	230	(2)
Behaviour therapy	232	(1)
A case illustration	232	(2)
Alternative approaches	234	(3)
Puberty and Adolescence	237	(26)
Children or adults?	237	(1)
Timing	238	(1)
Duties and privileges	239	(1)
Culture	239	(2)
Puberty	241	(5)
The changes of puberty	241	(1)
The growth spurt	242	(1)
Other changes	242	(1)
Early and late development	242	(3)
Body image	245	(1)
A Sense of Identity	246	(8)
Identity crisis	248	(1)
Identity formation	249	(1)
Gender differences	249	(1)
Cultural differences	249	(4)
A crisis for all?	253	(1)
The normal majority	254	(1)
The Problems of Adolescence	254	(5)
Substance use and misuse	255	(1)
Sexual behaviour	256	(1)
Intellectual changes	257	(2)
Environment	259	(1)
Adoption	259	(1)
Parental Prejudice	260	(3)
Growing Older: Young and Middle Adulthood	263	(16)
Work and Leisure	264	(6)
Job satisfaction	265	(2)
Working women	267	(1)
Older workers	268	(1)
Unemployment	269	(1)
Marriage and Parenting	270	(9)
Romantic love and mate selection	272	(1)
The stages of marriage	272	(1)
Happiness in marriage	273	(1)
Do children make parents happy or unhappy?	274	(1)
Maternal employment	275	(1)
Is 'the family' declining?	276	(3)
Growing Old	279	(16)
Compensating for decline	281	(1)
Old age - the last developmental stage	281	(1)
Personality in Later Life	282	(1)
Activity and disengagement	283	(1)
Retirement and Leisure	283	(3)
Women's retirement	284	(1)
Stages of retirement	285	(1)
The importance of leisure activity	285	(1)
Families in Later Life	286	(3)
Parents and adult children	286	(1)
Grandparenting	287	(1)
Is grandparenting enjoyable?	288	(1)
The never married	288	(1)
Death and Dying	289	(6)
Death anxiety	289	(1)
Coping with bereavement	290	(1)
Coming to terms with dying	291	(1)
The stages of adaptation	291	(4)
Studying Development	295	(18)
Sit and watch	297	(1)
The hypothesis	297	(1)
Methods in Developmental Psychology	298	(5)
Correlational studies	298	(1)
The experimental method	298	(1)
The problems of experimental design	299	(1)
Longitudinal and cross-sectional studies	300	(1)
Schaie's 'most efficient design'	301	(1)
Baltes's approach	302	(1)
Studying Lifespan Development	303	(3)
Life's problems and crises	304	(2)
Other Research Methods	306	(4)
Studying twins	306	(2)
Case studies	308	(1)
Qualitative methods	308	(1)
Surveys	309	(1)
Reliability and Validity	310	(1)
In Conclusion	310	(3)
Glossary	313	(7)
Author Index	320	(9)
Subject Index	329