Developmental Psychology
Revisiting the Classic Studies
1st Edition
Published on 22. June 2012
Book
Hardback
240 pages
978-0-85702-757-3 (ISBN)
Description
Revisiting the Classic Studies is a series of texts that introduces readers to the studies in psychology that changed the way we think about core topics in the discipline today. It provokes students to ask more interesting and challenging questions about the field by encouraging a deeper level of engagement both with the details of the studies themselves and with the nature of their contribution. Edited by leading scholars in their field and written by researchers at the cutting edge of these developments, the chapters in each text provide details of the original works and their theoretical and empirical impact, and then discuss the ways in which thinking and research has advanced in the years since the studies were conducted. Revisiting the Classic Studies in Developmental Psychology traces 14 ground-breaking studies by researchers such as Harlow, Meltzoff & Moore, Kohlberg and Bandura to re-examine and reflect on their findings and engage in a lively discussion of the subsequent work that they have inspired.
Suitable for students on developmental psychology courses at all levels, as well as anyone with an enquiring mind.
Suitable for students on developmental psychology courses at all levels, as well as anyone with an enquiring mind.
Reviews / Votes
The chapters in this outstanding volume describe the rich insights provided by classic studies in developmental science and, in describing the subsequent research the studies fostered, document the remarkable progress in the field over the past few decades. It should prove valuable to students and professionals alikeRobert V. Kail
Distinguished Professor of Psychological Sciences, Purdue University
This volume puts classic studies in developmental psychology in their historical context and demonstrates their continued influence on current research. The fact that Slater and Quinn have recruited a group of world leading researchers to the project should make this a classic in its own right
J. Gavin Bremner
Professor of Developmental Psychology, Lancaster University
This volume enlivens the study of developmental psychology with accounts of how and why classic studies moved the field forward with respect to central questions about psychological development. Cases were astutely chosen and beautifully realized by the chapter authors
W. Andrew Collins
Distinguished University Teaching Professor, Institute of Child Development, University of Minnesota
'All 14 contributions are excellent, but the strongest include one on conditioning fear reactions and Usha Goswami's "Reading and Spelling: Revisiting Bradley and Bryant's Study," which describes the breakthrough studies concerning children's language acquisition. Of particular poignancy, given recent violence in the US, are essays that look at studies of children's memory and eyewitness testimony, imitation of aggression, and resilience after traumatic events. Taken as whole, these essays remind one of the importance of developmental psychology research and how it informs on a daily basis. Summing Up: Highly recommended. Upper-division undergraduates through faculty and professionals'
S. K Hall
University of Houston
More details
Series
Language
English
Place of publication
London
United Kingdom
Target group
College/higher education
Dimensions
Height: 242 mm
Width: 170 mm
Weight
545 gr
ISBN-13
978-0-85702-757-3 (9780857027573)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
12/2020
2nd Edition
SAGE Publications Ltd
€126.10
Shipment within 15-20 days
Persons
Alan Slater is Associate Professor in Developmental Psychology at the University of Exeter. He is the co-editor of The Blackwell Reader in Developmental Psychology (Blackwell, 1999), Theories of Infant Development (Blackwell Publishing, 2004) and An Introduction to Developmental Psychology (Wiley, 2017) as well as the the 5-volume reference work Infancy (SAGE, 2013). Paul C. Quinn is Trustees Distinguished Professor of Psychological and Brain Sciences at the University of Delaware, USA. He received his ScB and PhD degrees in Psychology from Brown University in 1981 and 1986. Dr. Quinn's research reflects an enduring interest in concept formation. His work over the last 20 years has been investigating how social category information is extracted from faces (e.g., gender, race) and has the goal of understanding how the early emergence of cognitive organization during infancy may impact subsequent conceptual and social development. This work has been supported by the National Institute of Child Health and Human Development and the National Science Foundation, and has generated over 225 journal and book chapter publications, along with a co-edited book, The Making of Human Concepts (2010, Oxford Series in Developmental Cognitive Neuroscience). Dr. Quinn is a Fellow of the American Psychological Association, Association for Psychological Science, and Psychonomic Society, and in 2013, he received the Francis Alison Award (the University of Delaware's highest faculty honor). He has been editor of Developmental Science since 2009.
Content
An Introduction to Classic Studies in Developmental Psychology - Alan M. Slater & Paul C. Quinn
Attachment and Early Social Deprivation: Revisiting Harlow's Monkey Studies - Roger Kobak
Conditioned Emotional Reactions: Revisiting Watson and Rayner's Little Albert - Thomas H. Ollendick et al
Infants on the Edge: Beyond the Visual Cliff - Karen E. Adolph and Kari S. Kretch
Revisiting Piaget: A Perspective from Studies of Children's Problem-Solving Abilities - David Klahr
Imitation in Infancy: Revisiting Meltzoff and Moore's (1977) Study - Alan M. Slater
Object Permanence in Infancy: Revisiting Baillargeon's Drawbridge Study - Denis Mareschal and Jordy Kaufman
Children's Eyewitness Memory and Suggestibility: Revisiting Ceci and Bruck's (1993) Review - Kelly McWilliams et al
How Much Can We Boost IQ?: An Updated Look at Jensen's (1969) Question and Answer - Wendy Johnson
Reading and Spelling: Revisiting Bradley and Bryant's Study - Usha Goswami
Theory of Mind and Autism: Revisiting Baron-Cohen et al's Sally-Anne Study - Coralie Chevallier
Moral Development: Revisiting Kohlberg's Stages - Gail D. Heyman and Kang Lee
Aggression: Revisiting Bandura's Bobo Doll Studies - Jennifer E. Lansford
Language Development: Revisiting Eimas et al's /ba/ and /pa/ Study - Richard N. Aslin
Resilience in Children: Vintage Rutter and Beyond - Ann S. Masten
Attachment and Early Social Deprivation: Revisiting Harlow's Monkey Studies - Roger Kobak
Conditioned Emotional Reactions: Revisiting Watson and Rayner's Little Albert - Thomas H. Ollendick et al
Infants on the Edge: Beyond the Visual Cliff - Karen E. Adolph and Kari S. Kretch
Revisiting Piaget: A Perspective from Studies of Children's Problem-Solving Abilities - David Klahr
Imitation in Infancy: Revisiting Meltzoff and Moore's (1977) Study - Alan M. Slater
Object Permanence in Infancy: Revisiting Baillargeon's Drawbridge Study - Denis Mareschal and Jordy Kaufman
Children's Eyewitness Memory and Suggestibility: Revisiting Ceci and Bruck's (1993) Review - Kelly McWilliams et al
How Much Can We Boost IQ?: An Updated Look at Jensen's (1969) Question and Answer - Wendy Johnson
Reading and Spelling: Revisiting Bradley and Bryant's Study - Usha Goswami
Theory of Mind and Autism: Revisiting Baron-Cohen et al's Sally-Anne Study - Coralie Chevallier
Moral Development: Revisiting Kohlberg's Stages - Gail D. Heyman and Kang Lee
Aggression: Revisiting Bandura's Bobo Doll Studies - Jennifer E. Lansford
Language Development: Revisiting Eimas et al's /ba/ and /pa/ Study - Richard N. Aslin
Resilience in Children: Vintage Rutter and Beyond - Ann S. Masten