| Description |
1 online resource (xii, 399 pages) : illustrations |
| Series |
Cambridge studies in social and emotional development |
|
Cambridge studies in social and emotional development.
|
| Contents |
Introduction : What kind of science is developmental psychology? / Sheldon H. White, David B. Pillemer -- The Globalization of developmental psychology / Charles M. Super -- A socio-historical perspective on autobiographical memory development / Michelle D. Leichtman, Qi Wang -- Toward a better story of psychology : Sheldon White's contributions to the history of psychology, a personal perspective / William McKinley Runyan -- The effects of welfare reform and poverty policies on children and families / Aletha C. Huston -- The disconnect between research and policy on child care / Deborah Phillips, Kathleen McCartney -- Child development and child-care policy : modest impacts / Ron Haskins -- Developmental epidemiology : the role of developmental psychology for public health in the 21st Century / Stephen L. Buka -- Ignoring behavioral science : practices and perils / Lewis P. Lipsitt -- A cultural/historical view of schooling in human development / Barbara Rogoff, Maricela Correa-Chavez, Marta Navichoc Cotuc -- The rise of the American Nursery School : laboratory for a science of child development / Barara Beatty -- Actualizing potentials : learning through psychology's recurrent crises / Michael Cole, Jaan Valsiner -- The rise of a right-wing culture among German Youth : the effects of social transformation, identity construction, and context / Wolfgang Edelstein -- Learning potential assessment : where is the paradigm shift? / Alex Kozulin -- Teaching as a natural cognitive ability : implications for classroom practice and teacher education / Sidney Strauss |
| Summary |
"The chapters in this collection present the view that research, history, and policy are essential and interlocking components of a mature developmental psychology. Patterns of human development differ markedly across historical epochs, cultures, and social circumstances. Major societal changes examined by contributing authors - the advent of universal compulsory schooling, the adoption of a one-child policy in China, U.S. policy shifts in healthcare, welfare and child care - present "natural experiments" in social design. Authors challenge the idea of a clear distinction between basic and applied developmental research. In sharp contrast with the view that science is value-neutral, developmental psychologists have from the outset pursued the betterment of children and families through educational, child-care, and health initiatives. An historical perspective reveals the beneficial, if sometimes contentious, interplay between empirical research and social programs and policies."--Jacket |
| Analysis |
Social changes |
| Notes |
The conference, titled Developmental Psychology and the Social Changes of Our Time, was held at Wellesley College, June 20-22, 2002, in honor of Professor Sheldon White |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Social change -- Congresses
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Developmental psychology -- Congresses
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Social change.
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Developmental psychology.
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Social Change
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SOCIAL SCIENCE -- General.
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Developmental psychology
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Social change
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Entwicklungspsychologie
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Sozialer Prozess
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| Genre/Form |
proceedings (reports)
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Festschriften
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Conference papers and proceedings
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Conference papers and proceedings.
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Festschriften.
|
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Actes de congrès.
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| Form |
Electronic book
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| Author |
Pillemer, David B., 1950-
|
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White, Sheldon H. (Sheldon Harold), 1928-2005.
|
| ISBN |
9780511610400 |
|
0511610408 |
|
9780511225512 |
|
0511225512 |
|
9780511226083 |
|
051122608X |
|
9780511222832 |
|
0511222831 |
|
9780511242533 |
|
0511242530 |
|
9780511224171 |
|
0511224176 |
|
9786610541300 |
|
6610541302 |
|
