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Theories of Development : Concepts and Applications
ISBN: 9780139554025 | 0139554025
Edition: 5thFormat: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2005
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For courses in Theories of Development at the undergraduate or graduate level. As a supplement to Child/Life Span/Adolescent Development courses or for any course where instructors need additional coverage of developmental theories. The result of extensive scholarship and consultation with leading scholars, written in an engaging narrative for undergraduates and graduates alike, this text introduces students to twenty-four different theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that follow and build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.
| Preface | ix | ||||
| Introduction | xi | ||||
| 1 | (19) | |||
| ... MORE | 1 | (3) | ||
| 4 | (7) | |||
| 11 | (9) | |||
| 20 | (13) | |||
| 20 | (1) | |||
| 21 | (6) | |||
| 27 | (3) | |||
| 30 | (3) | |||
| 33 | (31) | |||
| 33 | (3) | |||
| 36 | (8) | |||
| 44 | (20) | |||
| 64 | (22) | |||
| 64 | (2) | |||
| 66 | (3) | |||
| 69 | (2) | |||
| 71 | (11) | |||
| 82 | (4) | |||
| 86 | (24) | |||
| 86 | (2) | |||
| 88 | (6) | |||
| 94 | (5) | |||
| 99 | (2) | |||
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| 105 | (2) | |||
| 107 | (3) | |||
| 110 | (37) | |||
| 110 | (2) | |||
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| 114 | (5) | |||
| 119 | (11) | |||
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| 147 | (23) | |||
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| 170 | (3) | |||
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| 177 | (16) | |||
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| 194 | (3) | |||
| 197 | (5) | |||
| 202 | (2) | |||
| 204 | (4) | |||
| 208 | (2) | |||
| 210 | (3) | |||
| 213 | (31) | |||
| 213 | (2) | |||
| 215 | (2) | |||
| 217 | (4) | |||
| 221 | (1) | |||
| 222 | (9) | |||
| 231 | (6) | |||
| 237 | (2) | |||
| 239 | (5) | |||
| 244 | (27) | |||
| 244 | (3) | |||
| 247 | (13) | |||
| 260 | (6) | |||
| 266 | (1) | |||
| 267 | (4) | |||
| 271 | (26) | |||
| 271 | (2) | |||
| 273 | (14) | |||
| 287 | (5) | |||
| 292 | (2) | |||
| 294 | (3) | |||
| 297 | (14) | |||
| 297 | (1) | |||
| 298 | (2) | |||
| 300 | (6) | |||
| 306 | (2) | |||
| 308 | (3) | |||
| 311 | (9) | |||
| 311 | (1) | |||
| 312 | (1) | |||
| 313 | (5) | |||
| 318 | (2) | |||
| 320 | (7) | |||
| 320 | (1) | |||
| 321 | (3) | |||
| 324 | (1) | |||
| 325 | (2) | |||
| 327 | (13) | |||
| 327 | (3) | |||
| 330 | (3) | |||
| 333 | (4) | |||
| 337 | (1) | |||
| 338 | (2) | |||
| 340 | (21) | |||
| 340 | (1) | |||
| 341 | (6) | |||
| 347 | (4) | |||
| 351 | (5) | |||
| 356 | (2) | |||
| 358 | (1) | |||
| 359 | (2) | |||
| 361 | (13) | |||
| 361 | (7) | |||
| 368 | (6) | |||
| Epilogue: A Developmental Perspective on the Standards Movement | 374 | (11) | |||
| 374 | (3) | |||
| 377 | (8) | |||
| References | 385 | (19) | |||
| Name Index | 404 | (5) | |||
| Subject Index | 409 |
William Crain is professor of psychology at the City College of New York.
