| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DEVELOPMENTAL PSYCHOLOGY": |
|
|
Developmental Psychology, 2004.
An examination of the science of developmental psychology and the way it has helped in understanding the issue of childhood development.
3,214 words (approx. 12.9 pages), 18 sources, MLA, $ 92.95
»
Click here to show/hide summary
Abstract
The field of developmental psychology has made great strides by studying children's behavior. This information laid a solid foundation and structure and opened the door to numerous questions about evolving human development. This paper explains that as times change, however, new tools and methodology will have to be devised to keep abreast of changes in human makeup, societal and global alterations, and new technologies.
From the Paper
"The science of developmental psychology began over one hundred years ago, yet the field remains in its infancy. There is still much to learn about behaviour and mental processes. Also, since human societies continually evolve and become more multifaceted, it is more difficult to define consistencies. Complexity broadens further as development psychologists work hand-in-hand with anthropologists, biologists, sociologists and other scientists for additional information. Despite these challenges, developmental psychologists have provided a significant amount of valuable information on the basic nature of human beings, the stages of development that are consistent from one individual to the next, the causes of certain behaviours, the nature versus nurture conflict, universality and specificity of actions. However, the world is undergoing a major transformation?becoming increasingly multicultural and technologically sophisticated. Social science and science disciplines are either being modified or created anew to gain knowledge on the changes occurring. To continue their important contributions to the study of human behaviour, developmental psychologists will need to expand their focus as well. In fact, this is already being evidenced in the emphasis on lifespan studies as well as the integration of developmental psychology with newer fields such as neuropsychology."
| |
|
Developmental Psychology, 2006.
An in-depth look at developmental psychology.
2,511 words (approx. 10.0 pages), 6 sources, MLA, $ 76.95
»
Click here to show/hide summary
Abstract
This paper attempts to address the topic of developmental psychology, also known as human development. This scientific area of study within the field of psychology focuses on the study of the gradual psychological changes that take place in human beings as they mature. The paper discusses how, historically, this subject area dealt primarily with the psychological development in infants and children, and later expanded its focus to other periods of psychological and physical change, such as adolescence and aging.
Outline:
Introduction
History
Categorization by Age and Stage in the Lifecycle
Some Important Theories
Stage Theory
Incremental/Continuous Theories
Social Contextualism
Ecological Systems Theory
Methods Adopted in the Field
Conclusion
From the Paper
"The thoughts of the Soviet researcher Lev Vygotsky are gradually gaining more popularity in the field of American psychology. In the field of developmental psychology, in specific, his ground-breaking work relating to the significance of social interactions and the so-called "zone of proximal development" is now recognized. Vygotsy based his theory on three premises namely: (a) humans are associated with the physical world and each other by processes of cultural mediation that utilize both psychological and technical tools of the surrounding culture, (b) cultural mediation and, therefore, human psychological functions go through uninterrupted and lifelong alterations, and (c) human psychological functions arise from practical activity in specific contexts. Thus cultural groups have a significant impact on cognition and its development and cognition is a dynamic activity in which the individual both shapes and is shaped by the environmental surroundings. (The Vygotsky Project)"
| |
|
Developmental Psychology, 2008.
An application of Kathleen Stassen Berger's developmental theories to the writer's personal development.
1,124 words (approx. 4.5 pages), 1 source, MLA, $ 38.95
»
Click here to show/hide summary
Abstract
The paper explains how Kathleen Stassen Berger, in her book "The Developing Person Through the Life Span", considers how each stage leads to the next and how biological and sociological causes affect the psychological development of any individual. The writer considers events from her own life in light of Berger's theories in order to determine the ways in which her own personal development has been a result of a string of causes and effects throughout the stages of her life. The writer looks at her infancy and preschool years, school years and adolescence and finally, adulthood.
From the Paper
"In her book "The Developing Person Through the Life Span," Kathleen Stassen Berger outlines the stages of growth from infancy to adulthood and discusses the psychological impacts of each stage. She shows how each stage leads to the next and considers how both biological and sociological effect the psychological development of any individual. Using a concept called the "butterfly effect", she shows how small and seemingly unimportant developments in any single stage can compound through successive stages to result in specific types of personality development. (The "butterfly effect" is borrowed from the concept in environmental science in which it is said that when a butterfly beats its wings in one part of the world, a storm can occur in another part of world. The interconnectedness of events is the key concept here.)"
| |
|
"Babyhood", 2002.
A review of the book "Babyhood" by Paul Reiser and its relationship with developmental psychology.
1,790 words (approx. 7.2 pages), 2 sources, MLA, $ 57.95
»
Click here to show/hide summary
Abstract
This paper reviews the book "Babyhood" by Paul Reiser which describes his experience of becoming a father and dealing with the role of parent. It shows how although the book is based primarily on his experience as a father, it also offers a description of his observations of his son. It analyzes these observations by comparing them to some of the theories of developmental psychology. It examines how Reiser not only observes his son but perceives him as well and how these perceptions are not always psychologically correct, but they are correct in as far as they represent what Reiser believes as the father. It is an interesting account of how the parent without an understanding of developmental psychology perceives their child.
From the Paper
"Reiser describes the continuing development of the baby as they develop to the playing stage. As Reiser (127) describes, ?It seems that the key parenting skill you need to develop when entertaining your new child is the ability to Distract.? Reiser (127) calls this ?Baby Point of View? based on the concept that everything is new to the child and therefore, interesting to the child. This observation can be related to Piaget?s theory of cognitive development, where at this stage, Piaget says that the child?s behavior is based on looking, seeing and feeling, rather than thinking. This theory of cognitive development effectively explains Reiser?s observation that the child is easily distracted based on the fact that this period is one of observation."
| |
|
Pervasive Developmental Disorder (PDD), 2007.
This paper discusses pervasive developmental disorder (PDD), the "umbrella term" for a group of disorders including autism, Asperger's disorder, childhood disintegrative disorder, Rett's disorder and non-specific pervasive developmental disorder.
1,550 words (approx. 6.2 pages), 9 sources, APA, $ 50.95
»
Click here to show/hide summary
Abstract
This paper explains that all PDD are neurological disorders, which is usually evident by age 3, with the child demonstrating severe and pervasive impairment in the development of social interaction and communication skills. The author points out that intervention programs not only address the child but also the parents and their role in the child developmental process. The paper relates that the Education for All Handicapped Children Act of 1975 and the 1990 amendments support special education by requiring that states provide free special education for all children with disabilities from birth to age 21 years and that children be taught in the "least restrictive environment" possible while also receiving the necessary attention for their special needs.
From the Paper
"A medical diagnosis can affect many areas of a child and the family's life because of the disorder itself and the attitude and barriers toward the disorder that are within society. When a child has a disorder, they are labeled most of the time disabled. Children who have disabilities face a variety of challenges within their personal lives. A physical disability makes it difficult to perform daily activities, such as performing personal hygiene routines, eating, and simply dressing themselves. These challenges can be overcome by providing a disabled child with assistive devices, help from others,..."
| |
|
Darwin on Psychology, 2003.
An examination of the influence of Charles Darwin on psychology.
920 words (approx. 3.7 pages), 6 sources, APA, $ 31.95
»
Click here to show/hide summary
Abstract
This paper examines the influence of Charles Darwin on psychology. The paper looks at Darwin's contribution toward developing a biological and evolutionary mode for human behavior. The paper relates this mode to the work of behavioral psychologist of Jean Piaget. The paper also discusses other developmental psychologists.
From the Paper
"We usually think of Charles Darwin as having made his most important contributions to the field of biology. But while his pioneering work in natural selection certainly changed the theory and practice of biology fundamentally and forever, the effect of his work..."
| |
|
Pervasive Developmental Disorders, 2002.
A detailed essay covering the diagnosis, symptoms, treatment, prevention and prognosis of each pervasive developmental disorder such as autism, Rett syndrome, etc.
4,075 words (approx. 16.3 pages), 6 sources, MLA, $ 109.95
»
Click here to show/hide summary
Abstract
A paper which covers the main points of Pervasive Developmental Disorders, including autism, Rett syndrome, childhood disintegrative disorder, Asperger's syndrome, and 'pervasive developmental disorder not otherwise specified' (PDDNOS). The treatment, prevention, diagnosis, signs and symptoms, and treatment of each disorder is covered.
Table of Contents:
Asperger's Syndrome
What is Asperger?s Syndrome?
Characteristics & Diagnosis
Diagnostic Criteria
Treatment
Autistic Disorder
What is Autism?
Causes, Incidence, Risk Factors
Prevention
Diagnosing Autism
Treatment
Prognosis
Childhood Disintegrative Disorder
What is Childhood Disintegrative Disorder?
Signs and Symptoms
Diagnostic Criteria
Causes, Incidence, Other Risk
Prevention
Diagnosis
Signs and Tests
Prognosis
Treatment
Monitoring the Condition
Pervasive Developmental Disorder Not Otherwise Specified
What is PPDNOS?
Symptoms
Diagnosis
Treatment
Prognosis
Rett Syndrome
What is Rett Syndrome?
Causes, Incidence
Diagnosis
Signs and Tests
Treatment
Prognosis
What we learned?
Bibliography
From the Paper
"Early diagnosis and appropriate educational programs are very important to children with autism or PDD. Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), includes autism as a disability category. From the age of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs. Educational programs for students with autism or PDD focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which can be carried out at home and school."
| |
|
Developmental Disabilities, 2005.
A look at various aspects of life for individuals with developmental disabilities and their caretakers.
2,319 words (approx. 9.3 pages), 6 sources, APA, $ 71.95
»
Click here to show/hide summary
Abstract
This paper considers the many challenges and obstacles encountered by individuals with developmental disabilities and the caretakers of those individuals. The paper discusses the stress of caring for someone with a developmental disability, the harmful effects caused by negative stereotyping of the developmentally disabled and functional difficulties that the developmentally disabled experience in society.
Outline
Societal View
Stereotypes
Challenges for Families
Functioning in Society
Assisting Transitions
From the Paper
"The societal view of people with developmental disabilities such as autism, down's syndrome, and mental retardation is complicated. On the one hand, there is a tradition in Western healthcare of institutionalizing these clients and keeping them separate from society. On the other hand, there is a growing movement for the integration of these individuals into productive roles into society through assisted living, independent living, and other alternatives stressing independence and empowerment of the disabled individual. This is sometimes known as the respective eras of institutionalization and deinstitutionalization in respect to individuals with developmental disabilities and how society views them. Seltzer et. al (2001) remark that "Many agencies that provide services to individuals with mental retardation were created in the era of deinstitutionalization (sic) and many still serve individuals who previously lived in state institutions whose families may not be highly involved."
| |
|
Developmental Disabilities, 2007.
An analysis of effective transition practices for students with developmental disabilities.
3,105 words (approx. 12.4 pages), 20 sources, MLA, $ 90.95
»
Click here to show/hide summary
Abstract
This paper discusses how the challenges experienced by individuals who have developmental disabilities necessitate accessibility to transition practices and services. It looks at how these services aid individuals through the fostering of skills and provision of support, which may improve the likelihood that developmental disabilities will not hold individuals back from living up to potential and achieving goals. It contends that providing the skills, resources and support to ensure successful transition to adult life for students with developmental disabilities should be a priority for educators, clinicians and parents. The process should be approached from a longitudinal perspective, beginning in elementary school and extending through high school, into working life, and should continually be monitored and attended to throughout adult life.
From the Paper
"It is important to evaluate what types of educational and transitional experiences are most conducive to optimal functioning by individuals with developmental disabilities in integrated, post-school settings (Neubert, Moon, Grigal, 2002). Key features of successful transition practices have been identified, such as age-appropriate social interactions with same-age peers, attending classes and social functions on college campuses, working in the community, as well as participation in community-based instruction during the last few years of school (Neubert et al., 2002). Research has indicated a specific need for specialized transition services for individuals with developmental disorders who are between the ages of 18 and 21, which must include choices in regards to education, career, and support services (Neubert et al., 2002). "
| |
|
Developmental Studies and Sociology, 2006.
Contrasts and compares the fields of scientific sociology and developmental studies.
2,551 words (approx. 10.2 pages), 3 sources, MLA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper examines the fields of scientific sociology and the broader field of developmental studies, examining both similarities and differences in the two fields. The paper explains that while the worlds of scientific sociological investigation and developmental studies are indeed closely related, the field of scientific sociology has yet to overcome a great deal of its "snobbery," before it can work effectively with the newer and broader field of developmental study.
Table of Contents
Thesis Statements
Comparisons and Contrasts of Sociology and Development
The Scientific Sociological Viewpoint
A Typical Example
The 4 S Society
Conclusions
From the Paper
"The Scientific Sociologist, Psychologists and other professionals in attendance at these various meetings received their "wake-up," calls where this issue was concerned. However, not all agreed that the events of the past quarter-century confirm Mead's precocious reasoning that academic scholars and professional societies have unwisely abdicated public education and cultural leadership to others. Putting it somewhat less politely, academic research relevant to the general public is a challenge that cannot be put off any longer."
| |
|
Childhood Developmental Stages, 2005.
This paper investigates the depiction in films of three childhood developmental stages.
920 words (approx. 3.7 pages), 2 sources, $ 31.95
»
Click here to show/hide summary
Abstract
This paper examines, using Erik Erikson's developmental model, infancy, toddlerhood, early childhood and middle childhood the way they are depicted in Hollywood movies. The author evaluates whether these stages are accurate depictions or whether they distort the psych-social crisis associated with the developmental stage. The paper includes films "Rebel without a Cause", "Man on Fire", "To Kill a Mockingbird", "The Straight Story" and "Sunset Boulevard".
From the Paper
"The purpose of this paper is to examine three developmental stages and the way they are depicted in the movies or on television programs emphasizing whether these depictions are accurate."
| |
|
Democracy and the Developmental State, 2005.
An analysis of the necessity of a democracy for a developmental economy in the non-Western world.
2,475 words (approx. 9.9 pages), 2 sources, $ 97.95
»
Click here to show/hide summary
Abstract
This paper discusses the question of whether democracy is a necessary precondition for a truly developmental state. This paper contends that although there exist valid arguments on both sides of this issue, democracy is not necessary for a developmental state within the parameters as it will be defined in this paper.
From the Paper
"Democracy and the Developmental State Introduction The question of whether democracy is a necessary precondition for a truly developmental state is one of the most important issues confronting developing economies in the non-Western world in the late twentieth and early twenty-first centuries. In this paper I contend that, although there exist valid arguments on both sides of this issue, democracy is not necessary for a developmental state within the parameters as it will be defined in this paper. As will be seen, the examples of the rapidly industrializing economies of Asia allow us unique insights into this question from a range of cultural perspectives."
| |
|
Developmental Theory, 2005.
An overview of developmental theory and its application to a student with hyperactivity disorder.
675 words (approx. 2.7 pages), 1 source, $ 26.95
»
Click here to show/hide summary
Abstract
This paper discusses developmental theory and applies it to a specific case of a student in elementary school with ADHD, hyperactivity disorder. Within the paper the practice of developmental theory is discussed, and then the theory is applied to the pertinent case. In this instance the child will need to be observed for what he is doing, and assessments made to provide him with a treatment plan.
From the Paper
"The concept of developmental theory relies on the examination of an individual's life experiences, as well as the person's emotional and physical growth within their society. While there may be standard expectations of growth within certain age groups, there are also elements of growth that can only be determined within each individual (Maier, 1994, p. 58). This is evident when it is considered that each person has varying experiences within life, and that these experiences have a direct affect on the development of every individual. Within the realm of developmental theory a child can be evaluated in several areas. These may include life transitions, personal values, attachments to others, personal interactions, and "trials and errors" (Maier, 1994 p. 59)."
| |
|
Child Psychology, 2008.
An overview of the basic psychological concepts of child development.
1,606 words (approx. 6.4 pages), 3 sources, APA, $ 52.95
»
Click here to show/hide summary
Abstract
This paper outlines the debate of nature vs. nurture, discusses the developmental milestones that assess a child's physical, social, mental and cognitive developments and looks at the importance of the environment with a child's development. The paper also examines how Jean Piaget explains the development of children's cognitive abilities and how Sigmund Freud's psychoanalytic theory explains gender identity. The writer relates that these concepts of child psychology have given him the knowledge to appropriately and effectively contribute to a child's progress. The writer points out, however, that these concepts serve as mere guidelines and not strict predictions on what to expect from children as they grow older.
From the Paper
"The development of human behavior begins as soon as a child is born into this world. The way he looks at his environment as sound and color surround him, the way he regards his mother, or how he cries or laughs over a stimulus gives us a clue of what he will be like once he communicates through words. Child psychology is the study of a child's cognitive, emotional, and social development of children from infancy up to puberty. It also associates how children learn to communicate at different stages of physical development. Taking this course was an opportunity for me to learn about how children's minds and bodies develop."
| |
|
Developmental Theories, 2002.
Examines several developmental theories and applies them to high school subjects.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
»
Click here to show/hide summary
Abstract
Using the developmental theories of Piaget, Erikson, Kohlberg, and Skinner, this paper explains how to use them with high school math, English, algebra, and science.
|
|
|
