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Theories of Development : Concepts and Applications

ISBN: 9780131849914 | 0131849913
Edition: 5th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2011

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SummaryTable of ContentsAuthor Biography
For undergraduate/graduate courses in Child Development, Lifespan Development, and Theories of Development. The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

This engaging book, written with the he... MORE
... MORE
Prefacexi
Introductionxv
Early Theories: Preformationism, Locke, and Rousseau
1(19)
Preformationism
1(3)
Locke's Environmentalism
4(6)
Rousseau's Romantic Naturalism
10(10)
Gesell's Maturational Theory
20(13)
Biographical Introduction
20(1)
Principles of Development
21(6)
Philosophy of Child Rearing
27(3)
Evaluation
30(3)
Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworth
33(32)
Darwin and the Theory of Evolution
33(3)
Modern Ethology: Lorenz and Tinbergen
36(8)
Bowlby and Ainsworth on Human Attachment
44(21)
Montessori's Educational Philosophy
65(22)
Biographical Introduction
65(2)
Theory of Development
67(3)
Early Education in the Home
70(2)
The Montessori School
72(11)
Evaluation
83(4)
Werner's Organismic and Comparative Theory
87(25)
Biographical Introduction
87(2)
Werner's View of Development
89(6)
Some Comparative Studies
95(5)
Symbol Formation: An Organismic View
100(2)
Theoretical Issues
102(5)
Practical Applications
107(2)
Evaluation
109(3)
Piaget's Cognitive-Developmental Theory
112(39)
Biographical Introduction
112(2)
Overview of the Theory
114(2)
Period I. Sensorimotor Intelligence (Birth to 2 Years)
116(5)
Periods II and III. Preoperational Thought (2 to 7) and Concrete Operations (7 to 11)
121(11)
Period IV. Formal Operations (11 to Adulthood)
132(2)
Theoretical Issues
134(3)
Implications for Education
137(4)
Evaluation
141(10)
Kohlberg's Stages of Moral Development
151(23)
Biographical Introduction
151(1)
Piaget's Stages of Moral Judgment
152(1)
Kohlberg's Method
153(1)
Kohlberg's Six Stages
154(5)
Theoretical Issues
159(8)
Gilligan on the Feminine Voice
167(2)
Implications for Education
169(3)
Evaluation
172(2)
Learning Theory: Pavlov, Watson, and Skinner
174(23)
Pavlov and Classical Conditioning
174(3)
Watson
177(4)
Skinner and Operant Conditioning
181(16)
Bandura's Social Learning Theory
197(20)
Biographical Introduction
197(1)
Basic Concepts
198(3)
Socialization Studies
201(5)
Self-Efficacy
206(2)
Abstract Modeling and Piaget's Stages
208(4)
Practical Implications
212(2)
Evaluation
214(3)
Vygotsky's Social-Historical Theory of Cognitive Development
217(31)
Biographical Introduction
217(2)
Marx's Views on Human Nature
219(2)
Vygotsky's Theory of Psychological Tools
221(4)
Memory Aids
225(1)
Speech
226(9)
Schooling
235(5)
Practical Applications
240(3)
Evaluation
243(5)
Freud's Psychoanalytic Theory
248(29)
Biographical Introduction
248(3)
The Stages of Psychosexual Development
251(13)
The Agencies of the Mind
264(7)
Practical Implications
271(2)
Evaluation
273(4)
Erikson and the Eight Stages of Life
277(26)
Biographical Introduction
277(2)
Erikson's Stage Theory
279(14)
Theoretical Issues
293(6)
Practical Implications
299(1)
Evaluation
300(3)
Mahler's Separation/Individuation Theory
303(14)
Biographical Introduction
303(1)
Overview of Concepts and Methods
304(2)
Phases of Normal Development
306(6)
Practical Applications
312(2)
Evaluation
314(3)
A Case Study in Psychoanalytic Treatment: Bettelheim on Autism
317(9)
Biographical Introduction
317(1)
The Autistic Syndrome
318(1)
Therapy
319(5)
Evaluation
324(2)
Schachtel on Childhood Experiences
326(9)
Biographical Introduction
326(1)
Basic Concepts
327(3)
Implications for Education
330(1)
Evaluation
331(4)
Jung's Theory of Adulthood
335(13)
Biographical Introduction
335(3)
Personality Structure
338(3)
Theory of Development
341(4)
Practical Implications
345(1)
Evaluation
346(2)
Chomsky's Theory of Language Development
348(21)
Biographical Introduction
348(1)
Basic Concepts
349(6)
Notes on the Growth of Grammar
355(4)
Chomsky and Learning Theory
359(5)
Chomsky and Piaget
364(1)
Implications for Education
365(2)
Evaluation
367(2)
Conclusion: Humanistic Psychology and Developmental Theory
369(12)
Humanistic Psychology
369(6)
Developmentalists as Humanists
375(6)
Epilogue: A Developmental Perspective on the Standards Movement
381(11)
The Standards Movement
381(3)
A Developmental Critique
384(8)
References392(20)
Name Index412(5)
Subject Index417
William Crain is professor of psychology at the City College of New York.

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