History Of Developmental Psychology Research Articles

Cognitive Functions—Attention

The concept of attention held a special place during the historical development of psychology (Cohen, Sparkling –Cohen & O' Donell, 1993). Although hundreds of articles dealing with the concept of attention are published each year (Whyte, 1992a), due to the lack of coherence at a conceptual, methodological and theoretical level, there continues to be disagreement among scientists (Anderson, Craik & Naveh-Benjamin, 1998. Van Zomeran & Brower, 1994) on the nature of attention. Aim: The main purpose of the article is the definition of attention. Method: a review of the literature was made and the most representative articles on the concept of attention were selected. Conclusions: Attention is a multifaceted concept. Its special nature leads to the non-existence of a unified psychological theory that will explain and include all its dimensions.

Образ современного ребенка в психолого-педагогических подходах к образованию и воспитанию дошкольников

In the history of developmental psychology, views on what the essence of childhood is have changed many times. The main variables guiding children’s development are usually considered to be ideas about the useful and harmful, about the necessary and sufficient, and the historical difference between these concepts is what exactly stands behind them. This review traces how the idea of Loris Malaguzzi about the image of the child influenced modern ideas of education, how the psychological and pedagogical approaches to the education of preschoolers are explained, what special attention is paid to and how these theories are applied in practice today. The result of upbringing depends on how adults interpret the child’s personality and what role they see in its development. It is shown that the central issue is the achievement of equality, the most complete conditions for the development of the child, regardless of where and how (s)he was born, what are the material conditions of education. By giving the children the right to decide what to do, how much time to spend on it, what questions to answer, adults should be more than ever ready to accompany them as experts on the surrounding world. Such aspects as emotional development, legislation, ethics, digitalization, taking into account the cognitive abilities of students, individualization of upbringing, constant profes- sional development in adults, participatory, safety, partnership with the family came to the fore. All of them are designed to ensure the education of a free and responsible personality.

Promoting the history of the discipline in Brazil: The new book series "Classics of psychology".

Most of the psychology programs in Brazil have mandatory courses on the history and foundations of psychology, whatever names such courses may receive. In any case, Brazilian psychology students are supposed to acquire knowledge about the historical development of psychological theories and psychology as a science and profession, which would allow them to adopt a critical perspective toward their own theoretical and practical choices. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

No developmental psychology without recapitulation theory

In this paper, the European roots of modern developmental psychology are described. The Enlightenment was concentrated on autonomous thinking (Kant) and natural development and education (Rousseau) that resulted in community schooling. After Prussia was defeated by Napoleon (the Battle of Jena, 1806), German Romanticism intensified, leading to a new interest in childhood, child development and education. In the second half of the nineteenth century this new interest in child development was biologized, in particular by Haeckel’s recapitulation theory. This theory is at the core of the work of the fathers of developmental psychology and education: Preyer, Hall, Baldwin and Piaget. Nowadays, although Haeckel and his theory do not play any role in developmental psychology, it is clear that they are of foundational relevance for understanding the history of developmental psychology.

Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities.

This essay is intended first as a contribution to historiography, and only second as a contribution to the history of developmental psychology. It is therefore a discussion--primarily--of the doing of the history of psychology, rather than of its content. Briefly put: American psychology, including its associated approaches to the history of psychology, is not adequately equipped to benefit fully from the contributions of foreign scholars. To make the resulting argument clear, two archive-driven microhistories are reviewed, contrasted, augmented with new archival research, and synthesized: Yeh Hsueh's (2004) examination of the nomination process at Harvard University that led to the awarding of an honorary doctorate to Jean Piaget in 1936, and Marc Ratcliff and Paloma Borella's (2013) examination-just recently published in French-of a similar process that resulted in Piaget's hiring at Geneva in 1929 and his eventual promotion in 1940. Comparing the authors' different approaches to similar content then affords this article's larger argument: we need to broaden our sensibilities so we can see high-quality foreign contributions for what they are. Several interesting insights result if we do. Among them: although Piaget's theory is today mistakenly criticized for being asocial, and this serves as justification for countering his early works with Vygotsky's posthumous critique, it emerges from these archival studies that Piaget may have in fact chosen to present himself and his work as nonsociological (when this was not the case) for reasons unrelated to his intellectual project. Such examples then broaden the discussion of "neglect of the foreign invisible" to include suppression--even censorship (by self or other)--which in turn reflects the primary problem afforded by internationalization: by what standards are we to judge the contributions of "foreigners" into "our" discipline?

Social Cognition or Towards a Mental Psychology/Neurology as a Dialectical Synthesis of Faculty Psychology

Correspondence Address Dr. I. Hakan Gurvit, Istanbul Universitesi, Istanbul Tip Fakultesi, Noroloji Anabilim Dali, Davranis Norolojisi ve Hareket Bozukluklari Birimi, Turkiye Phone: +90 212 440 00 00 E-mail: drjohannesfaustus@gmail.com ©Copyright 2014 by Turkish Association of Neuropsychiatry The terms psychic, mental, and cognitive functions are frequently used interchangeably as equivalent terms in the daily language. Psyche is the French counterpart of the word psike (ψυχe), derived from the verb blow (psiki: ψυχι) meaning life in Greek and has gradually started to mean soul and life. Psychology and psychiatry were established as scientific disciplines that examined psyche and its disorders. This term means mind in the Anglo-American psychology. The words “mind” and “mental” were derived from “mens” in Latin. Considering the term “cognitive” equivalent to “mind” is the result of a transformation of this scientific discipline from a semi-philosophical discipline, which caused this scientific discipline to be undervalued as “chair psychology” in the origin to an empirical scientific discipline, the hypotheses of which can be experimentally tested like the other empirical scientific disciplines in the historical development of psychology. In terms of Hegel’s dialectic, experimental psychology can be considered an antithesis of faculty psychology, which was the previous thesis. In this dialectic horizon, the synthesis which returned to its own origins has not completed a circular journey but elevated its point of origin (thesis) to a new status (in Hegel’s language: “aufhebung”). In this article, it will be proposed that a relatively new scientific object which can be addressed by neuropsychology with the name of social cognition and cognitive neurosciences with the name of social neuroscience harbors the nuclei of such a synthesis, and the claim that clinical practices are a potential for a radical change in behavioral neurology on one side and for combined neurology and psychiatry in the future will be argued. In modern psychology, the tradition of dividing mental functions into three classes as cognitive, affective, and conative in a manner that can be stated to originate from Immanuel Kant (1724– 1804) has been forgotten to a great extent. Although the trinity of the mind goes back to Platon and Aristo in the antiquity, it was systematized in three large critics written by Kant between 1780 and 1790. “The Critic of the Pure Reason” (1781): cognition, “The Critic of the Practical Reason” (1788): conation, and “The Critic of Judgment” (1790): affection. After Kant, his main representatives Fichte, Schelling, and Hegel and the school of philosophy called German Idealism initiated the classical enlightenment period of the philosophy of the mind with their great works related with the occurrence of the human mind in the body. With the French Revolution, the human subject was no more subject to a master socio-politically, but transformed into a free citizen who was an equal member of the society. The word “subject” in English corresponds to the first status in the passive form (to be subjected), whereas it corresponds to the individual who is responsible of his/her acts realized with his/her own free will in the active form. As the subject of the experiences which are the counterpart of this change in the enlightment idea, the human being becomes a scientific object in addition to the philosophical importance he/she gains. Classification of the mind by dividing it according to its functions or faculties determined the name of the first psychology school in Germany in the begin-

Psychology of Religion in Turkey (1949-2012): An Overview

This article aims to introduce, in brief, studies on psychology of religion in Turkey from 1949 to 2012 using literature survey methodology. The historical development of psychology of religion in the West will first be presented before focusing on the historical development of such studies in Turkey. Thereafter, the number of academic psychologists of religion in Turkey is listed. In addition, some information is given about journals, articles and academic dissertations covering scientific studies on the psychology of religion in Turkey. Finally, information about professional conferences regarding this field of study held in Turkey will be given.

The Logarithmic‐To‐Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales

ABSTRACTThe relation between short‐term and long‐term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct knowledge states; behaviorists such as Kendler and Kendler believed that the two involved similar patterns of continuous growth; Piaget believed that the two were basically dissimilar, with only development involving qualitative reorganization of existing knowledge and acquisition of new cognitive structures. This article examines the viability of these three accounts in accounting for the development of numerical representations. A review of this literature indicated that Werner's and Vygotsky's position (and that of modern dynamic systems and information processing theorists) provided the most accurate account of the data. In particular, both changes over periods of years and changes within a single experimental session indicated that children progress from logarithmic to linear representations of numerical magnitudes, at times showing abrupt changes across a large range of numbers. The pattern occurs with representations of whole number magnitudes at different ages for different numerical ranges; thus, children progress from logarithmic to linear representations of the 0–100 range between kindergarten and second grade, whereas they make the same transition in the 0–1,000 range between second and fourth grade. Similar changes are seen on tasks involving fractions; these changes yield the paradoxical finding that young children at times estimate fractional magnitudes more accurately than adults do. Several different educational interventions based on this analysis of changes in numerical representations have yielded promising results.

What’s Next?

One cannot predict the future of the sciences or that of psychology. The question “What’s next?” gives reason to think about which principles to which psychology has developed. In analyzing the historical development of psychology, one should differentiate between basic psychological research, psychological technology, and the structure of institutions. Historical changes of psychology occur slowly and continuously. These continuous changes are obviously a foil for short-term changes that we can refer to as discontinuities. The complex pattern of continuities and discontinuities is based on very different conditions. External and internal causes of the changes in the history of psychology are discussed.

Experimenting in Relation to Piaget: Education is a Chaperoned Process of Adaptation

This essay takes—as its point of departure—Cavicchi's (2006) argument that knowledge develops through experimentation, both in science and in educational settings. In attempting to support and extend her conclusions, which are drawn in part from the replication of some early tasks in the history of developmental psychology, the late realist-constructivist theory of Jean Piaget is presented and summarized. This is then turned back on the subjects of Cavicchi's larger enquiry (education and science) to offer a firmer foundation for future debate. Several of Piaget's “forgotten works” are discussed; their theoretical contributions synthesized to form a single interdisciplinary, crosspollinating narrative describing how it is that both children and scientists grow into the world. (In addition, translated excerpts from two related historical documents have been provided in an appendix, while detailed footnotes add further context and integrate the discussion with current advances in related fields.)

Psychology of education in the UK: development in the 1960s

This paper attempts an account and evaluation of the historical development of psychology of education in the 1960s in the UK. It contributes to both the history of the academic discipline of educational studies and to the history of higher education. Progress of the subject is introduced in the general context of university developments and the research environment of educational studies and then examines the growth of research and scholarship in psychology of education through an assessment of the contributions of individual psychologists, including the inheritance from pre‐1960s scholars, an analysis of the authorship of papers in the British Journal of Educational Psychology, and case studies of selected university centres of research excellence. A brief discussion of external research funding is followed by a consideration of advanced course development and the provision of suitable textbooks. The paper concludes with suggestions for further research.

Sheldon H. White (1928-2005).

Sheldon "Shep" Harold White, one of developmental psychology's most distinguished scholars, died on March 17, 2005, at the age of 76. He is perhaps best remembered for his sharp intellect, generous spirit, good humor, and warm compassion. Shep's principal work lay in three intermeshed areas: children's learning and cognitive development, social programs and policies, and the history of developmental psychology. Shep White is sorely missed by his family and friends, and countless children have unknowingly benefited from his research, scholarship, and contributions to public policy.

Using Children’s Drawings as Data in Child-Centred Research

Abstract Child-centred research shows a respect for children and promotes their entitlement to be considered as persons of value and persons with rights. With the growing interest in this approach to psychological research, researchers are using new methods to help them access children’s perspectives. While drawings have been in use throughout the history of developmental psychology, they have more often been used as projective tests than as tools to access the views of children. This paper examines the use of drawings as data in child-centred psychological research, focusing on the benefits of this method and issues of data analysis, with reference to some of the existing literature in this area. The example at the heart of this paper explores the career aspirations of 151 Street Children from Kolkata (Calcutta), India, by asking them to draw a picture of ‘the sort of person you want to be when you grow up’. This method allowed the participation of children who are not literate, and was also seen as an unintimidating and even enjoyable activity for the children involved. Conclusions will be drawn around the potential and actual contribution of drawings to child-centred research.

A history of developmental psychology in autobiography

A history of developmental psychology in autobiography

Review of A History of Developmental Psychology in Autobiography.

Review of A History of Developmental Psychology in Autobiography.

The Development of the Individual, the Personality, the Subject of Activity, and Individuality During Adulthood and Aging

In the history of developmental psychology as a branch of psychological science, the characteristics of adults have served as standards against which the different periods of growth, maturation, and the shaping of the personality in childhood, adolescence, and youth have been measured. Adulthood itself has traditionally been regarded as a stable period. For example, the French psychologist E. Claperede [23] characterized maturity as a state of mental ossification in which development ceased. Ebbinghaus [56] distinguished three periods in the development of memory and regarded the period between the ages of 25 and 50 as invariable in terms of that particular mental function. Piaget [31] considered the principal stages in the development of intelligence to be the preschool and school-age periods, in which development of the operational mechanism of intellectual activity was completed.

Motor Development: Recognizing Our Roots, Charting Our Future

In this paper I explore the common history of developmental psychology and motor development, concluding that the field of motor development should be defined in a manner analogous to the way its parent field, developmental psychology, is defined. Therefore, I view the study of motor development as the study of change in motor behavior across the lifespan. This was the implicit definition used by the first textbook in the field, Espenschade and Eckert's (1967) Motor Development. Two implications of this definition are (a) with change in motor behavior as the focus of study, age becomes a “marker variable” in developmental research, and (b) the lifespan perspective frees (and forces) motor development researchers to reexamine causation. These implications further suggest that the organismic paradigm is no longer sufficient for the field of motor development. I propose that general systems theory, exemplified in the study of motor development by dynamical systems theory, is a possible, new paradigm for life...

ドイツにおける心理学の発展と現況

In this survey of the development of German psychology, the following topics are addressed: (1) the historical development of psychology in West Germany (the pre-World War II period, emigration of a number of prominent German psychologists during the 1930's, the academic vacuum following World War II, re-establishment in the 1960's), (2) contemporary German psychology (the university system, expansion of departments of psychology, increase in the number of students majoring in psychology, establishment of extrauniversity institutes for psychological research), (3) the contributions of contemporary German psychologists (increasing responsibilities to diverse areas of German society, contacts and cooperation at the international level). The article concludes by outlining plans for a cross-cultural study of “aggression”. Hope is expressed for a continuing dialogue between West German and Japanese psychologists.

Francis Hutcheson: An Important Irish Contributor to Eighteenth-Century Psychological Thought

Of all Irish writers, Francis Hutcheson (1694–1746) has arguably made the greatest contribution to the historical development of psychology. As a ‘never-to-be-forgotten’ teacher and a writer of books of solidworth, his influence was widely felt in the eighteenth century both as an innovator and a popularizer of psychological ideas. These views had been developed to serve as a foundation for discussions of those fields in which his major interests lay, ethics and aesthetics. Seldom a doctrinaire thinker, Hutcheson was a faculty theorist who also wrote positively about the association of ideas. An advocate of empiricism, he also attempted to mathematize his psychology. Ranging far beyond the epistemology which has so often been identified with eighteenth-century psychology, Hutcheson delved deeply into questions of motivation and social interaction.

Cheiron’sContribution to the History of Developmental Psychology

Cheiron’sContribution to the History of Developmental Psychology