This is the first book to provide a comprehensive overview of the history of developmental psychology, from the pre-scientific era to the present day. Covers the first research published in Germany, America, and France during the late 19th century Examines the work and influence of key international scholars in the area Incorporates the contributions of psychologists from diverse backgrounds Pays attention to the historical research on development in adulthood and old age Highlights the relationship between the growth of developmental psychology and renewed interest in child-rearing practices
Some of today's educational experts were asked to envision the year 2020, when technology has assumed a major role in elementary and secondary education. The informed conjecture that followed is contained in this volume; contributors offer visions of the future as well as specific steps that could turn those visions into realities. Innovative ideas for research, development, hardware, software, teacher training, technical assistance, organizational and cultural change are offered as a means to illuminate the potential role of technology in the educational systems of tomorrow. Technology in Education is a thought-provoking statement of what can and should be done to advance the application of technology to education over the next few decades. As such, it should be read by all researchers and professionals in educational technology.
This book aims to reach an understanding of how the mind carries out three sorts of thinking -- deduction, induction, and creation -- to consider what goes right and what goes wrong, and to explore computational models of these sorts of thinking. Written for students of the mind -- psychologists, computer scientists, philosophers, linguists, and other cognitive scientists -- it also provides general readers with a self-contained account of human and machine thinking. The author presents his point of view, rather than a review, as simply as possible so that no technical background is required. Like the field of research itself, it calls for hard thinking about thinking.
This book offers a unified theory of the major propertries of mind, including comprehension, inference, and consciousness. The author argues that we apprehend the world by building inner mental replicas of the relationships among objects and events that concern us. The mind is essentially a model-building device that can itself be modeled on a computer. The book provides a blueprint for building such a model and numberous important illustrations of how to do it.
This revised textbook is designed for undergraduate courses in cognitive psychology. It approaches cognitive psychology by asking what it says about how people carry out everyday activities: how people organize and use their knowledge in order to behave appropriately in the world in which they live.; Each chapter of the book starts with an example and then uses this to introduce some aspect of the overall cognitive system. Through such examples of cognition in action, important components of the cognitive system are identified, and their interrelationships highlighted. Thus the text demonstrates that each part of the cognitive system can only be understood properly in its place in the functioning of the whole.; This edition features increased coverage of neuropsychological and connectionist approaches to cognition.
Combining the efforts of sociologists and psychologists, this work, originally published in 1952 and revised in 1966, embraces these two disciplines to show how social-psychological problems must be viewed in individual as well as general terms. Human interaction is, therefore, the main theme of this authoritative and rewarding volume, which offers a more comprehensive viewpoint than texts written from with a strictly psychological or a strictly sociological approach. Whenever it can be shown that interaction intervenes between individual and group variables, the authors carefully note the manner in which this occurs. Well written yet succinct, the chapters are closely integrated to present continuously developing concepts of the time. Research illustrations are set off typographically but skilfully woven into the related text. Three appendixes, one on the measurement of individual attitudes, a second on survey research, and a third on Bale’s interaction process analysis, may be consulted without interrupting the flow of the other chapters.
This book presents climate adaptation and flood risk problems and solutions in coastal cities including an independent investigation of adaptation paths and problems in Rotterdam, New York and Jakarta. The comparison draws out lessons that each city can learn from the others. While the main focus is on coastal flooding, cities are also affected by climate change in other ways, including impacts that occur away from the coast. The New York City Water Supply System, for example, stretches as far as 120 miles upstate, and the New York City Department of Environmental Protection has undertaken extensive climate assessment not only for its coastal facilities, but also for its upstate facilities, which will be affected by rising temperatures, droughts, inland flooding and water quality changes. The authors examine key questions, such as: Are current city plans climate proof or do we need to finetune our ongoing investments? Can we develop a flood proof subway system? Can we develop new infrastructure in such a way that it serves flood protection, housing and natural values?
Images of disabled children are found throughout well-known works of literature, film, and even opera. Their characters range from sweet, to brave, to tragic. Disabled children are also a part of the reality of life either in personal ways or as poster girls and boys for drives and causes. Behind these images is a historical presence that has been created by the societies in which these children live and have lived. This work examines current knowledge about children's experience of physical, cognitive, and emotional/behavioral impairments from the Colonial period to the present, while revealing the social constructions of both disability and childhood throughout American history. Just as disability has been advanced as an essential consideration in other historical inquiries, such as that of gender, this is a work intended to demonstrate the critical role of disability with respect to the history of childhood.
After over three decades of continual publication in multiple editions, the Third Edition of Rethinking Psychological Anthropology, now with coauthor Stephen Leavitt, describes the latest interests, concepts, and approaches in the field with the inclusion of four new chapters and updates to earlier topics. The premise of the previous editions remains: that all anthropology is psychological and that the interplay between anthropological methods and the psychological theories existing in different times is dialectical. Psychological anthropologists have grappled with changing trends in both disciplines, including psychoanalytic, holistic, cognitive, interpretive, and developmental approaches. It is important to appreciate these currents of thought to understand the state of the field today. This text is thus a guide to that history along with a critique that may lead to a new synthesis. It is an ideal choice for courses in psychological anthropology, cross-cultural psychology, and the history of anthropology.
This up-to-date review of seed genomics, from basic seed biology to practical applications in crop science, provides a thorough background understanding of seed biology from a basic science perspective. A valuable resource for advanced graduate students, post-docs, researchers and professionals in the Plant and Crop Sciences, this book brings together top researchers in the field to cover three general themes: genomic approaches to studying seeds, genomic analysis of basic seed biology, and crop seed genomics. A valuable resource for advanced graduate students, post-docs, researchers and professionals in the Plant and Crop Sciences
This timely resource, written by a team of authors who are working at the forefront of the public sociology movement, provides a contemporary analysis of public sociology. The book highlights a variety of ways in which sociology brings about social change in community settings, assists nonprofit and social service organizations in their work, and influences policy at the local, regional, and national levels. The book also spotlights sociology that informs the general public on key policy issues through media and creates research centers that develop and carry out collaborative research.
Psychology in Social Context: Issues and Debates provides a critical perspective on debates and controversies that have divided opinion within psychology both past and present. Explores the history of psychology through examples of classic and contemporary debates that have split the discipline and sparked change, including race and IQ, psychology and gender, ethical issues in psychology, parapsychology and the nature-nurture debate Represents a unique approach to studying the nature of psychology by combining historical controversies with contemporary debates within the discipline Sets out a clear view of psychology as a reflexive human science, embedded in and shaped by particular socio-historical contexts Written in an accessible style using a range of pedagogical features - such as set learning outcomes, self-test questions, and further reading suggestions at the end of each chapter
Originally published in 1953 this book provided the first comprehensive account of methods of personality assessment by a British author. It starts with a short survey of personality theory, pointing out the difficulties in any method of testing or assessment. Next it describes the weaknesses of the common interview method. (Throughout the emphasis is on methods which are usable in educational or vocational guidance and selection, not on methods which are mainly of scientific interest.) Thereafter it takes up each main type of technique – tests based on physique or psychological measures, on expressive movement such as gestures and handwriting, tests of behaviour (including War Office Selection Board ‘house party’ methods), ratings and rating scales, questionnaires, and so-called projective techniques. The evidence for or against each test or method is surveyed and numerous references provided for relevant literature. Illustrative excerpts are given of many of the more promising tests, and some pictorial illustrations. British work in this field at the time is covered completely, and an attempt is made to provide a fair summary of the main contributions of American and other psychologists of the day.
In Within Walking Distance, journalist and urban critic Philip Langdon looks at why and how Americans are shifting toward a more human-scale way of building and living. He shows how people are creating, improving, and caring for walkable communities. To draw the most important lessons, Langdon spent time in six communities that differ in size, history, wealth, diversity, and education, yet share crucial traits: compactness, a mix of uses and activities, and human scale. To improve conditions and opportunities for everyone, Langdon argues that places where the best of life is within walking distance ought to be at the core of our thinking. This book is for anyone who wants to understand what can be done to build, rebuild, or improve a community while retaining the things that make it distinctive.
James B. Donovan (1916-70) was an intrepid lawyer and a skillful negotiator. In his defence of unpopular causes he has been likened to Thomas Erskine, who represented Thomas Paine during the French Revolution and Harold Medina, who defended an accused accomplice of Nazi saboteurs during World War II. His courage was apparent in facing down demonstrators, hecklers, racists, and pickets, and in dealing with calculating Russian agents, hostile Cuban officers, and angry students, writes Phil Bigger, in this exciting tale of Donovan's life.
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