Relevant bibliographies by topics / Applied and developmental psychology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Applied and developmental psychology'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Applied and developmental psychology"

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Pellegrini, Anthony D. "Applied developmental psychology." Journal of Applied Developmental Psychology 16, no. 2 (April 1995): 309–17. http://dx.doi.org/10.1016/0193-3973(95)90039-x.

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Aldridge, Jerry. "Constructivism, Contextualism, and Applied Developmental Psychology." Perceptual and Motor Skills 76, no. 3_suppl (June 1993): 1242. http://dx.doi.org/10.2466/pms.1993.76.3c.1242.

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Constructivism and contextualism name two models for research in applied developmental psychology. Recommendations are made for including both the constructivist and contextualist perspectives in research.
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Ginsburg, Herbert P. "What Is Applied Developmental Psychology, Anyway?" Contemporary Psychology: A Journal of Reviews 31, no. 4 (April 1986): 288–89. http://dx.doi.org/10.1037/024725.

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Glenwick, David S., and Nancy A. Busch-Rossnagel. "Co-Teaching a Joint Graduate Practicum in Community and Applied Developmental Psychology." Teaching of Psychology 20, no. 3 (October 1993): 141–43. http://dx.doi.org/10.1207/s15328023top2003_2.

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A graduate practicum combining community psychology and applied developmental psychology perspectives is described. Through classroom and practicum components, we attempted to provide clinical/ community and developmental psychology students with an appreciation of the importance of incorporating and integrating community constructs (e.g., primary prevention and competence building) and developmental constructs (e.g., life-span orientation and developmental processes), as well as constructs common to both (e.g., systems-based analyses), in designing applied interventions. Evaluation data indicated the course was generally successful in increasing the value of conceptual frameworks, knowledge bases, and professional skills of community and applied developmental psychology for both clinical/community and developmental psychology students. Implications for graduate training and the promotion of integrationism in psychology are considered.
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Graham, Theresa. "Erratum to “Applied Developmental Psychology in Japan: From Unique to Universal” [Journal of Applied Developmental Psychology 27 (2006) 598–601]." Journal of Applied Developmental Psychology 28, no. 3 (May 2007): 283. http://dx.doi.org/10.1016/j.appdev.2007.01.001.

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McGillicuddy-De Lisi, Ann, and Merry Bullock. "Ethnic prejudice: A challenge to applied developmental–social psychology." Journal of Applied Developmental Psychology 26, no. 6 (November 2005): 613–15. http://dx.doi.org/10.1016/j.appdev.2005.08.001.

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Graham, Theresa. "Applied developmental psychology in Japan: From unique to universal." Journal of Applied Developmental Psychology 27, no. 6 (November 2006): 598–601. http://dx.doi.org/10.1016/j.appdev.2006.08.007.

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Fisher, Celia B., Jean-Marie B. Rau, and Elizabeth Colapietro. "The Fordham University doctoral specialization in applied developmental psychology." Journal of Applied Developmental Psychology 14, no. 3 (July 1993): 289–302. http://dx.doi.org/10.1016/0193-3973(93)90011-j.

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Nickerson, Raymond S. "Applied Experimental Psychology." Applied Psychology 47, no. 2 (April 1998): 155–73. http://dx.doi.org/10.1111/j.1464-0597.1998.tb00019.x.

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Gerstein, Lawrence H. "Counseling Psychology's Commitment to Strengths: Rhetoric or Reality?" Counseling Psychologist 34, no. 2 (March 2006): 276–92. http://dx.doi.org/10.1177/0011000005283518.

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A positive psychology framework is consistent with counseling psychology's historic claim of focusing on strengths and optimal human functioning. The major articles in this issue of The Counseling Psychologist introduced many innovative, provocative, pragmatic, and useful ideas, strategies, and models related to this framework. For the most part, these articles failed, however, to integrate cultural factors, developmental concepts and interventions, and other strategies (e.g., social justice, psycho-education, prevention, program development, consultation) in their discussion of paradigms grounded in positive psychology. The current author discusses this omission and critiques the positive psychology framework described in these articles. The author presents a few steps to overcome the obstacles hindering the genuine implementation of a strength-based, developmental paradigm of counseling as well.
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Dissertations / Theses on the topic "Applied and developmental psychology"

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Espanola, Elaine. "A Randomized Comparison of Two Instructional Sequences for Imitation Intervention for Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2490.

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Purpose: The aim of this study was to determine differences in effectiveness and rate of skill acquisition between a recently developed and empirically validated instructional sequence, Motor and Vocal Imitation Assessment (MVIA), and a commonly used instructional sequence in a curriculum guide, Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). Methods: Children with ASD were randomly assigned to two treatment groups to determine difference in imitation performance. The treatment group followed the instructional sequence proposed in the MVIA. The comparison group followed the instructional sequence proposed in the VB-MAPP. Initial levels of imitation were assessed via the MVIA. The intervention consisted of discrete trial training (DTT). A trained therapist presented a fixed number of stimuli in massed trial format. Prompted and unprompted imitative responses were reinforced using edibles. A most-to-least with a progressive time delay prompting strategy was used to help the learner engage in the target response. Results: Participants in the MVIA treatment group had significantly more skill acquisition than participants in the VB-MAPP comparison group. Participants in the MVIA treatment group also acquired these skills more efficiently, spent less time on skills that never reached mastery and demonstrated higher levels of responding. Additionally, pre-treatment imitation was found to predict autism severity and expressive language. Conclusions: These results indicate that the MVIA protocol provides an appropriate sequence ordered from simple to complex for selecting targets for intervention. These findings suggest that organizing and sequencing skills in increasing difficulty, as with the MVIA protocol, leads to more appropriate target selection. Targeting skills that are appropriate for the child’s current skill level, in turn leads to more effective and efficient intervention. Results also replicate previous findings that demonstrate that imitation performance plays a critical role in other areas of development.
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Kwiatkowski, Richard. "The contribution of ethical concepts to the development of professional applied psychology." Thesis, Cranfield University, 2009. http://dspace.lib.cranfield.ac.uk/handle/1826/6975.

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In this PhD by publication, the author’s work concerning what it is to be a psychologist operating - sometimes simultaneously - within different ethical domains will be examined using conference papers, journal publications and book chapters. This material, which spans a period of 20 years, demonstrates a fundamental concern with the normative ethical question of “what we ought to do” as psychologists in complex situations; it will be argued that this work has contributed to the academic debate and influenced policy and thus practice. In order to position the body of work, and to introduce Codes of Ethics (which seek to operationalise ethics within prescribed domains), the thesis begins by introducing normative ethics. It is argued that psychology’s stance is essentially deontological, whilst organisations are utilitarian in orientation. This implicit tension is addressed in the author’s contributions, which are examined within their (historic) academic context using a comparison of the British Psychological Society’s 1985 and the significantly revised 2006 Code of Ethics. These codes, rather than the more usual positioning within one specific literature, are used to provide a coherent narrative concerning the development of the author’s thinking in this domain, though, necessarily, different overlapping academic literatures are accessed depending on context. The cumulative academic contribution of the published work has been to advance ethical ideas in some areas of professional applied psychology. For example, in the 1985 code, the complexity of operating within organisational contexts was barely acknowledged; this has now significantly changed. The body of work examined here has emphasised how psychologists must consciously and deliberately coexist and act The contribution of ethical concepts to the development of professional applied psychology within overlapping, and sometimes competing, professional and organisational ethical contexts, domains and philosophical positions. In this synoptic piece, after the presentation, positioning, and examination of the contribution of extant published material, possible future directions for research and practice are indicated. For instance, preliminary material will be presented suggesting that, in occupational psychology, where complex differing ethical perspectives are present, public ethical debate appears to be relatively neglected; some hypothesis are presented. More theoretically, areas for development include the extension of recent philosophical ethical ideas to these particular domains of applied psychology, including thinking that suggests that ethical considerations precede other kinds of social obligation. Finally, and linking the academic more firmly to practice and policy, a brief theoretical examination of the possible impact of statutory registration on different branches of psychology is briefly attempted, and potential practical and philosophical ethical consequences for UK psychologists and psychology are briefly outlined.
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Thornton, Corinne. "DIRECT SUPPORT STAFF RETENTION AND TURNOVER IN THE FIELD OF APPLIED BEHAVIOR ANALYSIS: A NATIONAL SURVEY." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/531037.

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Applied Behavioral Analysis
Ed.M.
This paper explores the current rates and correlates of turnover among direct support staff working with individuals with developmental disabilities. While the United State Department of Labor, Bureau of Labor Statistics collects data on annual separation rates by a variety of industry sectors, there is not a recognized sector for the field of Applied Behavior Analysis. Other data sources similarly do not include Applied Behavior Analysis as its own industry sector, which produces a gap in knowledge. This study uses data obtained from providers of services for individuals with developmental disabilities in a national online survey to obtain rates of turnover for the field of Applied Behavior Analysis. Results indicate a lower rate of turnover than what is reported in the fields of education, and social services in general. The results also indicate that pay rate and amount of supervision offered increase retention while training offered pre and post hire has little correlation to rate of turnover.
Temple University--Theses
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Graham, Rebecca. "Anxiety Sensitivity and its Association with Parenting Behaviors." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1740.

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The aim of this study was to examine the association between parent and child anxiety sensitivity in the context of parenting behaviors, specifically by testing parenting behaviors as moderators or mediators of the association between parent and child anxiety sensitivity. Past research implies that parent anxiety sensitivity may be more related to child anxiety sensitivity (moderation) in girls and in the context of certain parenting. Alternatively, parenting behaviors may better account for the association (mediate) between parent and child anxiety sensitivity. To test the hypotheses 191 families (n = 255 youth aged 6-17 and their parents) completed measures of child anxiety sensitivity (CASI) and parenting (APQ-C), and parents completed measures of their anxiety sensitivity (ASI) and parenting (APQ-P). Hypotheses were tested with hierarchical linear modeling. Results indicated that the child’s gender and the child’s report of their parent’s positive parenting behaviors moderated the association between parent and child anxiety sensitivity.
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Swope, Betsy Susannah. "Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91179.

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Psychology
Ph.D.
Autism is a neurological disorder that affects 1 in 110 children in the United States. Children with autism show deficits in the areas of language development, social skills, and behavioral and sensory functioning. One subset area of deficit involves joint attention skills. Joint attention entails the social sharing of new or novel information in the environment between two people using a gaze shift, vocalization, and/or gesture. The current research examines a behavior-analytic model suggesting that tacting is a central underlying mechanism of joint attention. Data from twenty-two participants in applied behavior-analytic instructional settings were analyzed based on relationships between tacting skills and joint attention abilities. Participants were separated into three groups based on joint attention responding and initiation skills - Joint Attention Responders (JAR), Joint Attention Initiators (JAI), and Pre-Joint Attention Participants (PJA). The tacting model suggests that the JAI group would show the highest joint attention scores, followed by the JAR group and then the PJA group. Current data support this hypothesis and also suggest potential curricular sequencing involving the earlier introduction or tacting, social and imitation skills. Further research utilizing standardized training of tacting repertoires with a larger number of children is recommended.
Temple University--Theses
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Haggins, Kristee Lynn. "An Investigation of Optimal Theory Applied to Identity Development." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391682899.

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Anderson, Ailsa Gillian. "The development of a model to evaluate the effectiveness of applied sport psychology practice." Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310627.

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Clements, Keith John. "The development of the Palmar Sweat Index as an applied measure in clinical psychology." Thesis, University of Plymouth, 1992. http://hdl.handle.net/10026.1/2502.

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Five studies are described, examining the validity of the Palmar Sweat Index (PSI) as an alternative to traditional measures of electrodermal activity (EDA). A review of research using the PSI identified tour topics which needed to be addressed, before the PSI could be accepted as an alternative to measures of EDA. The first of these topics concerns the reliability of the PSI. A preliminary analysis confirmed that the PSI could be scored reliably. The second topic to be examined, was the relationship between the PSI and measures of EDA. The PSI was found to correlate significantly with several parameters of EDA. These results provide some support for models of EDA involving a single effector. More importantly, the PSI response was observed to show rapid recovery, and in one study the PSI was observed to show adaptation over the course of the session, while skin conductance level did not. The difference in the temporal patterning of the responses shown by the two measures provides an explanation for previous reports of a dissociation between the PSI and EDA. The final topics to be examined concerned the effects of psychological stress and anxiety, respectively, on the PSI. Stressful cognitive tasks were observed to lead to increased palmar sweating. Previous claims that the PSI may decrease in response to stress were not supported. More ecologically-valid stressors were less consistently associated with elevated levels of sweat gland activity. There was some support for a relationship between the PSI and experienced anxiety. It is suggested that this may explain the raised sweat gland activity observed during stressful tasks. Data are also presented from three collaborative studies. This data was collected by other workers and demonstrates the utility of the PSI for applied clinical research.
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Sepulveda, Desiree J. "Evaluating the Effectiveness of Discrete Trial Procedures for Teaching Receptive Discrimination to Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1850.

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Research has found that children with autism spectrum disorders (ASD) show significant deficits in receptive language skills (Wiesmer, Lord, & Esler, 2010). One of the primary goals of applied behavior analytic intervention is to improve the communication skills of children with autism by teaching receptive discriminations. Both receptive discriminations and receptive language entail matching spoken words with corresponding objects, symbols (e.g., pictures or words), actions, people, and so on (Green, 2001). In order to develop receptive language skills, children with autism often undergo discrimination training within the context of discrete trial training. This training entails teaching the learner how to respond differentially to different stimuli (Green, 2001). It is through discrimination training that individuals with autism learn and develop language (Lovaas, 2003). The present study compares three procedures for teaching receptive discriminations: (1) simple/conditional (Procedure A), (2) conditional only (Procedure B), and (3) conditional discrimination of two target cards (Procedure C). Six children, ranging in age from 2-years-old to 5-years-old, with an autism diagnosis were taught how to receptively discriminate nine sets of stimuli. Results suggest that the extra training steps included in the simple/conditional and conditional only procedures may not be necessary to teach children with autism how to receptively discriminate. For all participants, Procedure C appeared to be the most efficient and effective procedure for teaching young children with autism receptive discriminations. Response maintenance and generalization probes conducted one-month following the end of training indicate that even though Procedure C resulted in less training sessions overall, no one procedure resulted in better maintenance and generalization than the others. In other words, more training sessions, as evident with the simple/conditional and conditional only procedures, did not facilitate participants’ ability to accurately respond or generalize one-month following training. The present study contributes to the literature on what is the most efficient and effective way to teach receptive discrimination during discrete trial training to children with ASD. These findings are critical as research shows that receptive language skills are predictive of better outcomes and adaptive behaviors in the future.
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Le, Blanc-Blanchard Michèle. "Toward a Cross-Disciplinary Analysis of Group Development Models: Intersecting Organizational Studies with Applied Sport Psychology." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20431.

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Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.
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Books on the topic "Applied and developmental psychology"

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B, Fisher Celia, and Lerner Richard M, eds. Applied developmental psychology. New York: McGraw-Hill, 1994.

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The Wiley handbook of developmental psychology in practice: Opportunities and obstacles in giving developmental psychology away. Chichester, West Sussex: Wiley-Blackwell, 2016.

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Applied child study: A developmental approach. 2nd ed. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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1949-, Bjorklund David F., ed. Applied child study: A developmental approach. 3rd ed. Mahwah, N.J: L. Erlbaum, 1998.

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Applied child study: A developmental approach. Hillsdale, N.J: L. Erlbaum Associates, 1987.

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Pellegrini, Anthony D. Applied child study: A developmental approach. Hillsdale, N.J: L. Erlbaum Associatie, 1987.

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Pellegrini, A. D. Applied child study: A developmental approach. 2nd ed. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Pellegrini, A. D. Applied child study: A developmental approach. Hillsdale, N.J: L. Erlbaum Associates, 1987.

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William, Bevan, and Kessel Frank S, eds. Psychology, science, and human affairs: Essays in honor of William Bevan. Boulder, CO: Westview Press, 1995.

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W, Shwalb David, Nakazawa Jun, and Shwalb Barbara J, eds. Applied developmental psychology: Theory, practice, and research from Japan. Greenwich, CT: Information Age Pub., 2005.

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Book chapters on the topic "Applied and developmental psychology"

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Nabuzoka, Dabie, and Janet M. Empson. "Culture in Applied Developmental Psychology." In Culture and Psychological Development, 247–301. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-26586-9_9.

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Ferrari, Michael. "Developmental Issues in Behavioral Pediatrics." In Applied Clinical Psychology, 29–47. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-0505-7_3.

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Nicolson, Paula, and Rowan Bayne. "Developmental Psychology and Socialisation: Understanding the Human Life Course." In Applied Psychology for Social Workers, 112–30. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20788-6_6.

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Misra, Girishwar, and Janak Pandey. "Psychology and Societal Development." In IAAP Handbook of Applied Psychology, 588–602. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395150.ch25.

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Turiel, Elliot. "Potential Relations between the Development of Social Reasoning and Childhood Aggression." In Applied Clinical Psychology, 95–114. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_5.

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Vandergoot, Sonya, Aspa Sarris, and Neil Kirby. "Factors That Influence the Training Transfer and Maintenance of Conflict Resolution Programs of Healthcare Training and Development Units: A Retrospective Study." In Applied Psychology Readings, 103–21. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8034-0_7.

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Higgins-D’Alessandro, Ann, and Celia Fisher. "Field Training in Applied Developmental Psychology: Fordham University’s Expanding Community Partnerships." In Serving Children and Families Through Community-University Partnerships: Success Stories, 261–68. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_37.

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Green, Suzy, Daniela Falecki, and Clive Leach. "Self-confidence and self-efficacy development in schools." In Applied Positive School Psychology, 29–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003228158-6.

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Nicolson, Paula, Rowan Bayne, and Jenny Owen. "Psychological development through the life course." In Applied Psychology for Social Workers, 34–50. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-28535-5_3.

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Cascio, Wayne F., and Herman Aguinis. "Training and Development Considerations in Design." In Applied Psychology in Talent Management, 377–402. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2019. http://dx.doi.org/10.4135/9781506375953.n18.

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Conference papers on the topic "Applied and developmental psychology"

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Gomez-Baya, Diego. "AN EXPERIENCE OF SUCCESSFUL EDUCATIONAL ACTION IN THE PSYCHOLOGY DEGREE: APPLIED RESEARCH METHODS TO UNDERSTAND THE COGNITIVE DEVELOPMENT IN THE SUBJECT DEVELOPMENTAL PSYCHOLOGY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1127.

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Gomez-Baya, Diego. "APPLIED RESEARCH METHODS TO UNDERSTAND THE SOCIAL AND EMOTIONAL DEVELOPMENT IN THE SUBJECT DEVELOPMENTAL PSYCHOLOGY: AN EXPERIENCE OF SUCCESSFUL EDUCATIONAL ACTION IN THE PSYCHOLOGY DEGREE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1130.

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Liu, Xingjuan. "Reflection on Improving Personnel Development of Applied Psychology Specialty." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.72.

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Cardenas-Castro, Carol, Jenny Carolina Gil Julio, and Paula Rodriguez. "Soft Skills Training: Performance Psychology Applied to Software Development." In 2019 IEEE/ACM 12th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2019. http://dx.doi.org/10.1109/chase.2019.00034.

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Boediman, Lia M,, and Mayang Gita Mardian. "Using a Developmental-relationship-based Approach for Improving the Joint Attention of a Child with Autism: A Single-case Design." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.7.

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Anokhina, Alexey, Igor Gorodetskiyb, Vladimir Lvovc, and Pavel Padernod. "Education and Professional Development of Ergonomists in Russia." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100789.

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The paper describes current state of education and professional development of specialists in human factors and ergonomics in Russia. University education in Russia is regulated by the fixed list of specialities and by the State learning standards. Currently, there are four university specialities that can serve as “umbrella” for education of ergonomists, namely: “System Analysis and Control”, “Biotechnical Systems and Technologies”, “Psychology”, “Design”. Two Russian leading universities offer bachelor and master programs on ergonomics. Postgraduate ergonomics education is available in the form of training courses and courses for preparation of candidate or doctoral dissertation. Any dissertation must be attributed to one of the predetermined scientific specialities. The most relevant speciality is “Occupational psychology, engineering psychology, ergonomics”. Nearly half of all candidates and doctors of sciences who have defended research work on ergonomics have degree in technology, one third – in psychology. Currently, Russian ergonomics society is elaborating procedure for certification of professional ergonomists following the CREE (Centre for Registration of European Ergonomists) model. As a first step to this target, the Standard for certification of the specialists designing human-machine systems has been developed. This standard establishes three evaluation criteria concerning of applicant’s educational level, professional experience, and professional development and self-education.
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Gomez-Baya, Diego. "SUCCESSFUL EDUCATIONAL ACTIONS IN THE BILINGUAL DUAL-DEGREE IN PRE-SCHOOL AND PRIMARY EDUCATION: "APPLIED RESEARCH METHODS" IN THE SUBJECT DEVELOPMENTAL PSYCHOLOGY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2060.

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Hutama, Erka T., James Atyeo, and Ike Anggraika Kuntoro. "Development and Validation of a Social Anxiety Scale (SAS)." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.18.

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Silor, Adelfa, and Gaudencio Alaya-Ay Jr. "Piaget’ Cognitive Development Theory as Applied in Computer-Based Mind Mapping Strategy: Its Effect to Students’ Academic Performance." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp59.

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Desmet, Pieter, Haian Xue, Xin Xin, and Wei Liu. "Emotion deep dive for designers: Seven propositions that operationalize emotions in design innovation." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001519.

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This paper presents a five-day intense course that teaches “emotion-driven design” (EDD) to graduate students with a broad variety of disciplinary backgrounds at the Faculty of Psychology, Beijing Normal University. We introduce seven principles drawn from design-relevant emotion knowledge that informed the design of the course’s overall structure, and explain how they guided the development of learning activities and materials. We envision that this paper will interest design educators who aspire teaching how to operationalize emotions in creative design processes to students with little preexisting expertise in (or scientific knowledge about) emotion psychology.
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Reports on the topic "Applied and developmental psychology"

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Corscadden, Louise, and Arpaporn Sutipatanasomboon. What Is Operant Behavior And How To Study It. Maze Engineers, December 2022. http://dx.doi.org/10.55157/me2022127.

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Operant behavior describes a type of voluntary goal-directed actions in animals based on the repercussions of previous occurrences. It develops when animals learn to specifically respond to recurring situations based on the outcome of their past experience. American psychologist B.F. Skinner was the first to use operant to describe the behaviors he observed in his landmark experiments in laboratory animals. Operant behavior and conditioning refine the nuance between conscious and unconscious behavioral responses, which influence psychology, and applied behavior analysis, and improve our understanding of addiction, substance dependence, child development, and decision-making.
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2

Scassellati, Brian. How Developmental Psychology and Robotics Complement Each Other. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada450318.

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Finley, Emily. A review of "longitudinal study" in developmental psychology. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2856.

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4

Schunn, C. D. A Review of Human Spatial Representations Computational, Neuroscience, Mathematical, Developmental, and Cognitive Psychology Considerations. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada440864.

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5

Crano, William D. International Applied Military Psychology Symposium (23rd) Held in Lisbon, Portugal on June 1-5, 1987. Fort Belvoir, VA: Defense Technical Information Center, December 1987. http://dx.doi.org/10.21236/ada209359.

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Crano, William D. The International Applied Military Psychology Symposium (24th) Held in Toronto, Canada on 30 June - 3 July 1988. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada294339.

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Malkinson, Mertyn, Richard Witter, and Irit Davidson. Reduction of Reticuloendotheliosis in Foundation Breeding Flocks of Chickens: A Combined Immunological and Molecular Biological Approach. United States Department of Agriculture, February 1996. http://dx.doi.org/10.32747/1996.7613026.bard.

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Reticuloendotheliosis virus (REV) is an avian retrovirus that can cause immunosuppression, growth retardation and tumors. An attempt to define the extent of the economic damage to the poultry industry that it causes is discussed in this report. In addition to losses experienced by commercial laying flocks, reduced rates of hatchability and embryo developmental disorders were demonstrable due to vertical transmission of the virus. I. Eradication of REV In this project a comprehensive national program was applied for the eradication of REV from Israeli breeding stocks by the elimination of antibody-positive birds from the breeding program. The prevention of REV-infected breeders entering Israel was also implemented by serological examination of imported day-old chickens and turkeys for maternal antibody. At the same time commercial breeding flocks in Israel were surveyed routinely to measure the extent of environmental exposure to REV throughout Israel. II. Economic factors associated with vertical transmission on breeders and progeny It was observed that on some poultry farms exposure of breeding flocks to viral infection, if it occurs when the birds are immunocompetent, leads only to a seroconvertion event. In these flocks no differences were demonstrated between the performances of seronegative and seropositive birds. When the F1 generation was selected according to seronegativity of the parents, all the progeny were seronegative, indicating that tolerantly infected birds did not form a significant proportion of the parent flock. In sharp contrast, breeding flocks that became exposed to the virus about the point of lay or during the laying period, shed virus vertically for a brief period of time through the egg. Our epizootiological observations lead us to conclude that the progeny (laying pullets) becomes tolerantly infected and are immunosuppressed as they increase in age. Increased mortality and susceptibility to intercurrent diseases were recorded.
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Treadwell, Jonathan R., Mingche Wu, and Amy Y. Tsou. Management of Infantile Epilepsies. Agency for Healthcare Research and Quality (AHRQ), October 2022. http://dx.doi.org/10.23970/ahrqepccer252.

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Objectives. Uncontrolled seizures in children 1 to 36 months old have serious short-term health risks and may be associated with substantial developmental, behavioral, and psychological impairments. We evaluated the effectiveness, comparative effectiveness, and harms of pharmacologic, dietary, surgical, neuromodulation, and gene therapy treatments for infantile epilepsies. Data sources. We searched Embase®, MEDLINE®, PubMed®, the Cochrane Library, and gray literature for studies published from January 1, 1999, to August 19, 2021. Review methods. Using standard Evidence-based Practice Center methods, we refined the scope and applied a priori inclusion criteria to the >10,000 articles identified. We ordered full text of any pediatric epilepsy articles to determine if they reported any data on those age 1 month to <36 months. We extracted key information from each included study, rated risk of bias, and rated the strength of evidence. We summarized the studies and outcomes narratively. Results. Forty-one studies (44 articles) met inclusion criteria. For pharmacotherapy, levetiracetam may cause seizure freedom in some patients (strength of evidence [SOE]: low), but data on other medications (topiramate, lamotrigine, phenytoin, vigabatrin, rufinamide, stiripentol) were insufficient to permit conclusions. Both ketogenic diet and the modified Atkins diet may reduce seizure frequency (SOE: low for both). In addition, the ketogenic diet may cause seizure freedom in some infants (SOE: low) and may be more likely than the modified Atkins diet to reduce seizure frequency (SOE: low). Both hemispherectomy/hemispherotomy and non-hemispheric surgical procedures may cause seizure freedom in some infants (SOE: low for both), but the precise proportion is too variable to estimate. For three medications (levetiracetam, topiramate, and lamotrigine), adverse effects may rarely be severe enough to warrant discontinuation (SOE: low). For topiramate, non-severe adverse effects include loss of appetite and upper respiratory tract infection (SOE: moderate). Harms of diets were sparsely reported. For surgical interventions, surgical mortality is rare for functional hemispherectomy/hemispherotomy and non-hemispheric procedures (SOE: low), but evidence was insufficient to permit quantitative estimates of mortality or morbidity risk. Hydrocephalus requiring shunt placement after multilobar, lobar, or focal resection is uncommon (SOE: low). No studies assessed neuromodulation or gene therapy. Conclusions. Levetiracetam, ketogenic diet, modified Atkins diet, and surgery all appear to be effective for some infants. However, the strength of the evidence is low for all of these modalities due to lack of control groups, low patient enrollment, and inconsistent reporting. Future studies should compare different pharmacologic treatments and compare pharmacotherapy with dietary therapy. Critical outcomes underrepresented in the literature include quality of life, sleep outcomes, and long-term development.
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Hodges, Thomas K., and David Gidoni. Regulated Expression of Yeast FLP Recombinase in Plant Cells. United States Department of Agriculture, September 2000. http://dx.doi.org/10.32747/2000.7574341.bard.

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Research activities in both our laboratories were directed toward development of control of the FLP/frt recombination system for plants. As described in the text of the research proposal, the US lab has been engaged in developing regulatory strategies such as tissue-specific promoters and the steroid-inducible activation of the FLP enzyme while the main research activities in Israel have been directed toward the development and testing of a copper-regulated expression of flp recombinase in tobacco (this is an example of a promoter activation by metal ions). The Israeli lab hat additionally completed experiments of previous studies regarding factors affecting the efficiency of recombinase activity using both a gain-of-function assay (excisional-activation of a gusA marker) and loss of function assay (excision of a rolC marker) in tobacco. Site-specific recombinase systems, in particular the FLP/frt and R/RS systems of yeast and the Cre/lox system of bacteriophage P1, have become an essential component of targeted genetic transformation procedures both in animal and plant organisms. To provide more flexibility in transgene excisions by the recombinase systems as well as gene targeting, and to widen possible applications, the development of controlled or regulated recombination systems is highly desirable and was therefore the subject of this research proposal. There are a few possible mechanisms to regulate expression of a recombinase system. They include: 1) control of the recombination system by having the target sites (e.g. frt) in one plant and the flp recombinase gene in another, and bringing the two together by cross fertilization. 2) regulation of promoter activities by external stimuli such as temperature, chemicals, metal ions, etc. 3) regulation of promoter activities by internal signals, i.e. cell- or tissue-specific, or developmental regulation. 4) regulation of enzyme activity by providing cofactors essential for biochemical reactions to take place such as steroid molecules in conjunction with a steroid ligand-binding protein (domains). During the course of this research our major emphasis have been focused toward studying the feasibility of hybrid seed production in Arabidopsis, using FLP/frt. Male-sterility was induced using the antisence of a pollen- and tapetum-specific gene, bcp1, isolated from Arabidopsis. The sterility inducing gene was flanked by frt sites. Upon cross pollination of flowers of male-sterile plants with pollen from FLP-containing plants, viable seeds were produced, and the progeny hybrid plants developed normally. The major achievement from this work is the first demonstration of using a site-specific recombinase to restore fertility in male-sterile plants (see attached paper, Luo et al., Plant J 2000; 23:423-430). The implication from this finding is that site-specific recombination systems can be applied in crop plants as a useful alternative method for hybrid seed production.
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Watkins, Chris B., Susan Lurie, Amnon Lers, and Patricia L. Conklin. Involvement of Antioxidant Enzymes and Genes in the Resistance Mechanism to Postharvest Superficial Scald Development. United States Department of Agriculture, December 2004. http://dx.doi.org/10.32747/2004.7586539.bard.

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The objective of this research project was to evaluate the involvement of antioxidant enzymes and genes in the resistance mechanism to postharvest superficial scald development using two primary systems: 1. Resistant and susceptible progenies of an apple cross between a scald resistant crab apple, ‘White Angel’ and a scald susceptible cultivar, ‘Rome Beauty’; 2. Heat-treatment of ‘Granny Smith’, which is known to reduce scald development in this cultivar. In 2002 we asked for, and received (October 14), permission to revise our initial objectives. The US side decided to expand their results to include further work using commercial cultivars. Also, both sides wanted to include an emphasis on the interaction between these antioxidant enzymes and the á-farnesene pathway, with the cooperation of a third party, Dr. Bruce Whitaker, USDA-ARS, Beltsville. Background: Superficial scald is a physiological storage disorder that causes damage to the skin of apple and pear fruit. It is currently controlled by use of an antioxidant, diphenylamine (DPA), applied postharvest by drenching or dips, but concern exists about such chemical usage especially as it also involves application of fungicides. As a result, there has been increased emphasis on understanding of the underlying mechanisms involved in disorder development. Our approach was to focus on the oxidative processes that occur during scald development, and specifically on using the two model systems described above to determine if the levels of specific antioxidants and/or antioxidant enzyme activities correlated with the presence/absence of scald. It was hoped that information about the role of antioxidant-defense mechanisms would lead to identification of candidate genes for future transgenic manipulation. Major conclusions, solutions, achievements: Collectively, our results highlight the complexity of superficial scald developmental processes. Studies involving comparisons of antioxidant enzyme activities in different crab apple selection, commercial cultivars, and in response to postharvest heat and 1-methylcyclopropene (1-MCP) treatments, show no simple direct relationships with antioxidant contents and susceptibility of fruit to scald development. However, a correlative relationship was found between POX activity or isoenzyme number and scald resistance in most of the studies. This relationship, if confirmed, could be exploited in breeding for scald resistance. In addition, our investigations with key genes in the á-farnesenebiosynthetic pathway, together with antioxidant processes, are being followed up by analysis of exposed and shaded sides of fruit of cultivars that show different degrees of scald control by 1-MCP. These data may further reveal productive areas for future research that will lead to long term control of the disorder. However, given the complexity of scald development, the greatest research need is the production of transgenic fruit with down-regulated genes involved in á- farnesene biosynthesis in order to test the currently popular hypothesis for scald development.
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