Developmental psychology

What does it mean to say that one child is more intelligent than another? Does it really make a difference if we talk to babies even though they can’t understand us? Why do children with the same parents have different characters? At what age are children likely to become involved in cyberbullying? Developmental Psychology second edition provides a clear and lively coverage of the main topics and concepts required by the British Psychological Society (BPS). The book is organised on broadly topical lines and addresses the social and cognitive strands of development. It provides an intuitive pathway through the core topics and includes a final section which focuses on the clinical and applied aspects of the subject. This second edition includes updated and expanded coverage of play, motor development, genetics and research methods The text has been pedagogically developed to encourage the reader to engage with empirical research, as well as theory, to make links between different areas of development, and to recognise common themes. Features include: Cutting edge boxes offer insight into research advances, new directions and applications. Lifespan boxes illustrate the ways in which development continues after childhood Nature / nurture interaction boxes explore the issues surrounding this debate highlighting its subtleties and complexity Research methods boxes outline and consider established methodologies or present new methodologies, considering its contribution to our understanding of a particular aspect of development Case studies provide real descriptions of behaviour, bringing more complex and abstract concepts and ideas to life. Throughout the text and at the end of chapters, ‘Stop and think’ and ‘Review’ questions encourage critical reflection of a topic and help students to organise and revise their thinking with respect to coursework and exam requirements. Cover......Page 1 Title Page......Page 4 Copyright Page......Page 5 Brief contents......Page 6 Contents......Page 8 Preface......Page 12 Authors and contributors......Page 16 Acknowledgements......Page 19 Section I Introduction to developmental psychology......Page 22 Learning outcomes......Page 23 Introduction......Page 24 The debates of developmental psychology......Page 25 Recommended websites......Page 32 Learning outcomes......Page 33 Introduction......Page 34 Theoretical perspectives......Page 35 Psychoanalytic perspective on development......Page 38 Biological perspectives on development......Page 45 Learning perspectives on development......Page 52 Cognitive perspective on development......Page 56 Integrative perspectives in developmental psychology......Page 62 Summary......Page 64 Recommended reading......Page 65 Recommended websites......Page 66 Learning outcomes......Page 67 Introduction......Page 68 The importance of understanding theoretical paradigms......Page 69 Methods in developmental psychology research......Page 71 Working with children......Page 81 Summary......Page 88 Recommended reading......Page 89 Recommended websites......Page 90 Section II Cognitive and linguistic development......Page 92 Learning outcomes......Page 93 Introduction......Page 94 How to grow a baby: the roles of nature and nurture in early development......Page 95 Prenatal development of the brain......Page 98 Prenatal states: foetal sleep and waking cycles......Page 102 Prenatal abilities and behaviours......Page 103 Risks to prenatal development: environmental teratogens and genetic errors......Page 104 Birth......Page 106 The neonate: basic states, movements and reflexes......Page 108 The postnatal development of the brain......Page 109 Infant vision......Page 112 Infant audition......Page 116 Infant touch, taste and smell abilities......Page 117 Motor abilities in infancy......Page 119 Cognitive abilities in infancy: general models and approaches......Page 120 Infant attention......Page 122 Infant learning and memory......Page 123 Basic knowledge and understanding in infancy......Page 125 Categorisation in infancy......Page 126 Reasoning and problem solving in infancy......Page 129 Summary......Page 131 Recommended reading......Page 132 Recommended websites......Page 133 Learning outcomes......Page 135 Introduction......Page 136 What communication is there before verbal communication?......Page 137 The four components of language......Page 140 How do infants’ early social interactions prepare them for later language?......Page 142 Theories of development......Page 143 Phonological development......Page 149 Semantic development......Page 152 Syntactic development......Page 157 The development of pragmatics......Page 159 Summary......Page 162 Recommended reading......Page 163 Recommended websites......Page 164 Learning outcomes......Page 165 Introduction......Page 166 What is memory?......Page 167 Memory in children......Page 169 Intelligence in children......Page 185 Summary......Page 192 Recommended reading......Page 193 Recommended websites......Page 194 Learning outcomes......Page 195 Introduction......Page 196 What is mathematical thinking?......Page 198 Understanding number......Page 200 The number system as a tool for thinking......Page 207 Reasoning and solving problems with numbers......Page 214 The step into rational numbers......Page 227 Summary......Page 236 Answers to problems......Page 237 Review questions......Page 238 Recommended reading......Page 239 Recommended websites......Page 240 Learning outcomes......Page 241 Introduction......Page 242 What is theory of mind?......Page 243 How does theory of mind fit into a developmental perspective?......Page 251 Theories explaining theory of mind......Page 256 Theory of mind and children with autism......Page 260 Review questions......Page 263 Recommended websites......Page 264 Section III Social and emotional development......Page 266 Learning outcomes......Page 267 What is attachment?......Page 269 Measuring attachment......Page 278 Attachment and childcare......Page 284 Attachment beyond infancy......Page 291 Review questions......Page 296 Recommended websites......Page 297 Learning outcomes......Page 299 Introduction......Page 300 What is temperament?......Page 301 Studying and measuring temperament......Page 303 Explanations for differences in temperament......Page 318 Temperament in the long term......Page 325 Summary......Page 331 Recommended reading......Page 332 Recommended websites......Page 333 Learning outcomes......Page 335 Introduction......Page 336 Theories in the development of the self-concept......Page 337 Understanding of gender categories: children’s gender identity......Page 343 Summary......Page 363 Recommended websites......Page 364 Learning outcomes......Page 367 The peer group and peer interactions......Page 369 Play......Page 372 Children’s friendships......Page 387 Summary......Page 396 Review questions......Page 397 Recommended websites......Page 398 Learning outcomes......Page 399 Introduction......Page 400 A brief history of adolescence......Page 401 Physical changes during adolescence......Page 402 Cognitive development and changes in the teenage years......Page 406 Social development in the teenage years......Page 415 Mental health in adolescence......Page 420 Sex and relationship behaviour in adolescence......Page 422 Answers to puzzles......Page 424 Recommended reading......Page 425 Recommended websites......Page 426 Section IV Clinical/applied aspects......Page 428 Learning outcomes......Page 429 Understanding development within social contexts......Page 431 The application of developmental theory in classrooms......Page 433 Five themes of ‘developmentally appropriate provision’......Page 441 Summary......Page 459 Review questions......Page 460 Recommended websites......Page 461 Learning outcomes......Page 463 What is bullying?......Page 465 Involvement in bullying......Page 468 Theoretical perspectives on bullying......Page 483 Tackling bullying: methods of intervention and prevention......Page 490 Summary......Page 497 Review questions......Page 498 Recommended websites......Page 499 Learning outcomes......Page 501 Introduction......Page 502 What is atypical development?......Page 503 Assessment......Page 508 Disorders of development......Page 517 Therapy and intervention......Page 531 Summary......Page 537 Recommended reading......Page 538 Recommended websites......Page 539 Learning outcomes......Page 541 Introduction......Page 542 Introduction to attention deficit hyperactivity disorder......Page 543 ADHD across the lifespan......Page 545 Co-morbidity and associated impairments in ADHD......Page 549 What causes ADHD?......Page 551 Treatment for ADHD......Page 556 Future directions in ADHD research......Page 560 Summary......Page 562 Recommended websites......Page 563 Glossary......Page 564 Bibliography......Page 574 Index......Page 632 The full text downloaded to your 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Does it really make a difference if we talk to babies even though they can't understand us? What makes children with the same parents have different characters? At what age are children likely to become involved in cyberbullying? Developmental Psychology 2nd edition provides a clear and lively coverage of the main topics and concepts required by the British Psychological Society (BPS). The book takes a broadly topical organisation addressing the social and cognitive strands of development, providing an intuitive pathwa What does it mean to say that one child is more intelligent than another? Does it really make a difference if we talk to babies even though they can't understand us? What makes children with the same parents have different characters? At what age are children likely to become involved in cyberbullying? This book provides clear and lively coverage of the main topics and concepts required by the British Psychological Society (BPS)