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Relevant bibliographies by topics / Developmental psychology Differentiation (Developmental psychology) Child psychology

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Academic literature on the topic 'Developmental psychology Differentiation (Developmental psychology) Child psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Developmental psychology Differentiation (Developmental psychology) Child psychology"

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Vihman, Marilyn May. "Language differentiation by the bilingual infant." Journal of Child Language 12, no. 2 (June 1985): 297–324. http://dx.doi.org/10.1017/s0305000900006450.

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ABSTRACTThis paper traces the process involved in the bilingual infant's gradual differentiation of his two languages, beginning with the acquisition of a dual lexicon. Word combination is at first based indiscriminately on this dual language source; function words account for a disproportionately large number of tokens used in mixed-language utterances. Universal principles of child syntax are at first applied; later, rules specific to each of the languages are developed separately. The development of self-awareness and sensitivity to standards in the second year provides the essential cognitive underpinning for the child to begin to avoid mixed-language utterances and to choose his language according to his interlocutor. At a still later point the bilingual older child may begin to make use of code-switching strategies appropriate to his or her bilingual community.

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Sharabany, Ruth, Ofra Mayseless, Gilat Edri, and Doron Lulav. "Ecology, childhood experiences, and adult attachment styles of women in the kibbutz." International Journal of Behavioral Development 25, no. 3 (May 2001): 214–25. http://dx.doi.org/10.1080/01650250042000230.

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The present study exploited a “natural experiment” which covered variations in child-rearing conditions within the communal setting of the Israeli kibbutz. The long-term effects of these variations and of childhood experiences on attachment styles of adults were examined. Three groups of mothers who were raised in the kibbutz participated: (1) a Communal group, mothers raised communally and now raising their child communally; (2) a Familial group, mothers raised in the family and now raising their child in the family, and (3) a Non-continuous group, mothers raised communally and now raising their child in the family. In keeping with studies with infants, we expected the familial group to show the most security, the communal group to show the least security, and the non-continuous to be in between. Participants were 152 women with school-age children. They reported on their attachment styles and availability of significant others during childhood. Additionally, they evaluated the child-rearing context of themselves and of their children. The three groups did not differ in their attachment security or in the reported availability of significant others in childhood. They differed in their evaluations of their own and their children’s child-rearing contexts. Specifically, they had negative evaluations regarding the communal sleeping arrangement. Security of attachment was related to reported availability of significant others in childhood. These results are discussed in view of the differentiation between contextual-distal variables and process-proximal variables.

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MONTANARI, SIMONA. "Pragmatic differentiation in early trilingual development." Journal of Child Language 36, no. 3 (November 12, 2008): 597–627. http://dx.doi.org/10.1017/s0305000908009112.

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ABSTRACTThis study examines pragmatic differentiation in early trilingual development through a longitudinal analysis of language choice in a developing Tagalog–Spanish–English trilingual child. The child's patterns of language choice with different language users are analyzed at age 1 ; 10 and 2 ; 4 to examine: (1) whether evidence for pragmatic differentiation can be found even before age two and in simultaneous interactions with distinct language users; (2) whether lexical gaps determine the child's choice of one language over another; and (3) whether her patterns of language choice are affected by the interlocutors language use and their responses to mixing. The results indicate that the child was capable of selecting the appropriate language according to the interlocutors' language from the earliest sessions. However, switches to inappropriate languages were common due to vocabulary gaps, the interlocutors' acceptance of mixing and the possibilities determined by the existence of multiple lexical resources and multiple language users.

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KLINE, REX B., ANDREW MALTZ, DAVID LACHAR, STEVE SPECTOR, and JOSEPH FISCHHOFF. "Differentiation of Infantile Autistic, Child‐onset Pervasive Developmental Disorder, and Mentally Retarded Children, With the Personality Inventory for Children." Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 6 (November 1987): 839–43. http://dx.doi.org/10.1097/00004583-198726060-00007.

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Weiss, Bahr, and Barry Nurcombe. "Age, clinical severity, and the differentiation of depressive psychopathology: A test of the orthogenetic hypothesis." Development and Psychopathology 4, no. 1 (January 1992): 113–24. http://dx.doi.org/10.1017/s0954579400005599.

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AbstractWerner's orthogenetic principle states that human behavior proceeds from a state of global diffuseness to one of articulated complexity, and that as individuals develop, their responses to the environment become more specific and more differentiated. The present study evaluated this hypothesis, in relation to psychopathology in general and depression in particular. Child Behavior Checklist responses for 1, 345 outpatient and inpatient children and adolescents were compared along two developmental dimensions: age and clinical severity. Results failed to support the hypothesis that the psychopathology in general is more differentiated among older and more severely disturbed children. The findings did indicate, however, that depression was more distinct among the older, more severely disturbed subjects. Finally, little evidence of a categorical depression was found in any of the four age by severity groups.

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Olver, Rose R., Elizabeth Aries, and Joanna Batgos. "Self-Other Differentiation and the Mother-Child Relationship: The Effects of Sex and Birth Order." Journal of Genetic Psychology 150, no. 3 (September 1989): 311–22. http://dx.doi.org/10.1080/00221325.1989.9914600.

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Wong, Patsy PS, Veronica CM Wai, Raymond WS Chan, Cecilia NW Leung, and Patrick WL Leung. "Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent in Chinese population: Screening autism spectrum disorder against attention-deficit/hyperactivity disorder and typically developing peers." Autism 25, no. 7 (April 12, 2021): 1913–23. http://dx.doi.org/10.1177/13623613211003740.

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The Hong Kong Chinese version of the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were examined for their psychometric properties and specificity on screening autism spectrum disorder against attention-deficit/hyperactivity disorder. This study recruited three groups of participants: typically developing children; children with autism spectrum disorder and children with attention-deficit/hyperactivity disorder. Both the Autism-Spectrum Quotient questionnaires demonstrated satisfactory psychometric properties in terms of internal consistency, test–retest reliability and area under receiver operating characteristics curve in discriminating the autism spectrum disorder group from the attention-deficit/hyperactivity disorder and typically developing groups, separately and jointly. The optimal cutoff scores for both the Autism-Spectrum Quotient questionnaires were identified to be 76, with satisfactory sensitivity and specificity, for differentiating the autism spectrum disorder group from the typically developing group and from the typically developing and attention-deficit/hyperactivity disorder groups combined. On the contrary, both Autism-Spectrum Quotient questionnaires could not effectively differentiate the attention-deficit/hyperactivity disorder group from the typically developing group, or in other words, they did not misclassify attention-deficit/hyperactivity disorder as autism spectrum disorder because of their phenotypic overlap in social difficulties. These findings supported that both the Autism-Spectrum Quotient questionnaires were not general measures of child and adolescent psychopathology, but could claim to be more specific measures of autism spectrum disorder, given their success in identifying the autism spectrum disorder group from the attention-deficit/hyperactivity disorder/typically developing groups, while failing to differentiate the latter two groups. Lay abstract The Autism-Spectrum Quotient is a 50-item questionnaire developed to assess autistic symptoms in adults, adolescents and children. Its original version and others in different countries are known to be effective tools in identifying individuals with autism spectrum disorder. This study examined whether the Hong Kong Chinese versions of the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were effective in identifying autism spectrum disorder children and adolescents. On top of comparing them with their typically developing peers, this study also included a group of children/adolescents with attention deficit/hyperactivity disorder, a disorder with similar social difficulties as autism spectrum disorder. Results showed that both the Autism-Spectrum Quotient questionnaires were effective in differentiating the autism spectrum disorder group from the typically developing and attention-deficit/hyperactivity disorder groups, separately and jointly. On the contrary, they could not identify the attention-deficit/hyperactivity disorder group from the typically developing group so that they were not misclassifying attention-deficit/hyperactivity disorder as autism spectrum disorder. These findings supported that both the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were not general measures of child and adolescent psychopathology, but could claim to be specific measures of autism spectrum disorder. Such capability would enormously enhance their utility in clinical practice for identifying autism spectrum disorder children/adolescents from their typically developing peers and from those with attention-deficit/hyperactivity disorder. This is because, the latter is a common neurodevelopmental disorder frequently presented to child psychiatric clinics alongside with autism spectrum disorder.

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Hurwich-Reiss, Eliana, Colby Chlebowski, Teresa Lind, Kassandra Martinez, Karin M. Best, and Lauren Brookman-Frazee. "Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery." Autism 25, no. 6 (March 28, 2021): 1709–20. http://dx.doi.org/10.1177/13623613211001614.

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This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.

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Bitsika, Vicki, and Christopher F. Sharpley. "Stress, Anxiety and Depression Among Parents of Children With Autism Spectrum Disorder." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 151–61. http://dx.doi.org/10.1017/s1037291100002466.

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In a replication of a previous study of the incidence and contributing factors in anxiety, depression and stress in Victorian parents of a child with autism spectrum disorder (ASD), a sample of 107 Gold Coast parents completed a questionnaire that assessed their demographic backgrounds, anxiety and depression scores on standardised inventories, and also tapped several aspects of those factors that may have contributed to their wellbeing. Over 90% of parents reported that they were sometimes unable to deal effectively with their child's behaviour. Nearly half of the participants were severely anxious and nearly two thirds were clinically depressed. Factors that emerged as significant in differentiating between parents with high versus low levels of anxiety and depression included access to family support, parents' estimation of family caregivers' expertise in dealing with the behavioural difficulties of a child with ASD, and parental health. Parents' suggestions for personal support services are reported, and some comparisons across the data from the two states are made, with suggestions for further research into parent support mechanisms.

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Kayle, Mariam, David I. Chu, Alexa Stern, Wei Pan, and Grayson N. Holmbeck. "Predictors of Distinct Trajectories of Medical Responsibility in Youth with Spina Bifida." Journal of Pediatric Psychology 45, no. 10 (September 8, 2020): 1153–65. http://dx.doi.org/10.1093/jpepsy/jsaa065.

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Abstract Objective To determine if there are distinct developmental trajectories of medical responsibility in youth with spina bifida (SB) across ages 8–17 years and to identify condition-related, parental, and family systems predictors of membership in these trajectory groups. Methods Participants were 140 youth with SB and their parents who participated in four waves of a longitudinal study across 6 years (ages 8–15 years at Time 1). Multi-method (questionnaires and observed family interactions) and multi-respondent assessments were conducted during home visits. Results Findings revealed that there were two distinct developmental trajectories that characterized this sample, with one being labeled “high increasing” (two thirds of the sample) and one labeled “low increasing” (one third of the sample). Most predictor variables were significantly associated with trajectory group membership, with the exception of ethnicity, SES, and measures of conflict. When all significant univariate predictors were included in the same model, only intelligence quotient (IQ), family stress, and gender were retained as significant. Conclusions Most youth exhibited relatively rapid increases in responsibility over the course of late childhood and adolescence, but there was a smaller portion of the sample that did not exhibit this type of developmental trajectory. The magnitude of the IQ effect on group differentiation appeared to attenuate the effects of most other predictors. It will be important for clinicians working with youth with SB to recognize that the transfer of medical responsibility from parent to child cannot be expected to unfold in the same manner for all families of youth with SB.

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Dissertations / Theses on the topic "Developmental psychology Differentiation (Developmental psychology) Child psychology"

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Diederich, Marcia C. "Cultural determinants in Chinese and American preschool children's understanding of physical laws and social rules." Menomonie, WI : University of Wisconsin--Stout, 2008. http://www.uwstout.edu/lib/thesis/2008/2008diederichm.pdf.

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Klein, Tamara Lynn Nezu Christine Maguth. "Differentiating between developmentally disabled child molesters and perpetrators of adult sexual molestation using penile plethysmography /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/400.

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Gokaltun, Ayse Cici. "The impact of parental differentiation of self on positive family functioning." FIU Digital Commons, 2007. https://digitalcommons.fiu.edu/etd/3985.

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The purpose of this thesis was to investigate the impact of parental differentiation of self (less emotional reactivity, cutoff, fusion with others, and greater I position) on positive family functioning (family cohesion, adaptability, conflict and child attachment to mother). The participants included 47 mothers and their children between 5 and 13 years old who sought developmental assessment at the Youth and Family Developmental Program (YFDP) laboratory at Florida International University. Hierarchical multiple regression analyses revealed that less emotional reactivity predicted more family cohesion and adaptability, less emotional cutoff predicted more family cohesion, adaptability and less conflict, more fusion with others predicted more family cohesion and child attachment to mother, and greater I position predicted less family conflict. This study provides further support for parental influence on the family environment. Study results indicate that services for targeting families should target the parental differentiation of self as an influential factor for family functioning.

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Beurkens, Nicole M. "The impact of symptom severity on parent-child interaction and relationships among children with autism." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/812.

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Recent estimates indicate that 1 in 100 children in the United States is diagnosed on the autism spectrum. Although research has demonstrated the bidirectional nature of parentchild relations, the effect of child autism symptom severity on parent-child interaction and overall relationships has not yet been explored. This study examined the impact of child symptom severity in children ages 4-15 years, as measured by the Autism Diagnostic Observation Schedule (ADOS), on parent-child interaction, as measured by the Dyadic Coding Scale (DCS), and parent-child relationships, as measured by the Parent Child Relationship Inventory (PCRI). The bidirectional model of socialization informs the study, as it recognizes the mutual impact that parents and children have on one another in the context of parent-child relations. The sample included 25 parent-child dyads, each consisting of a child diagnosed on the autism spectrum and his/her primary parent. Relationships between autism symptom severity, parent-child interaction, and parent-child relationships were explored using multivariate regression analysis. Significant inverse relationships were found between autism symptom severity and parent-child interaction, but no relationship was found between symptom severity and parent-child relationship. Understanding the negative influence of autism symptom severity on parent-child interaction and the lack of impact on overall relationship allows for more effective treatment planning and monitoring of progress over time. Efforts to improve interactions and relationships for these children will lead to significant social change by increasing the effectiveness of treatment programs, enriching family relationships, and improving outcomes across the lifespan.

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Dixon, Wallace E. Jr, C. Shore, R. M. Bartlett, Page M. McIntyre, and K. E. Brakke. "Developmental Perspectives from the APA National Conference on Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4934.

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Perez, Daniela. "ADULTS’ KNOWLEDGE OF CHILD DEVELOPMENT AND CHILD GUIDANCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/438.

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Decades of research studies suggest that the quality of parenting skills and parenting knowledge about children’s development have profound effects on children’s development. Studies to date show that most adults lack knowledge of child development and developmentally-appropriate child guidance. These studies, however have focused on white, middle-class, well-educated women and are limited in the range of issues addressed. The purpose of this study was to gain a more accurate understanding about adults’ knowledge of child development and child guidance by assessing female and male adults using an ethnically diverse population. Data from 705 adult participants showed that adults knew more than expected about child development, but lacked knowledge about developmentally-appropriate child guidance. Knowledge also varied by the amount of child development coursework taken. Results also showed that females were more knowledgeable than males, and knowledge varied somewhat by ethnicity with European-Americans being more knowledgeable in both child development and child guidance than other ethnic groups. These findings suggest that more work needs to be done to disseminate research- and evidence-based findings about child development and child guidance as the implications of this knowledge for child well-being are profound. The results of this study help to inform the design and content of parent education classes and related interventions to address gaps in knowledge and skills.

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Syzdek, Brian M. "Adapting Parent-Child Interaction Therapy to Train Wilderness Therapy Camp Staff." Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637188.

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Wilderness therapy camps have been found to be effective for treating a number of youth issues and for generally improving youth functioning. In addition, wilderness therapy camps appear to address current treatment needs of reducing stigma in treatment and providing other benefits, such as physical and social health benefits. However, currently wilderness therapy camps lack systematic training for staff that has been deemed efficacious, utilizing evidence-based techniques. Parent-Child Interaction Therapy (PCIT) is an evidence-based therapy (EBT) for use with children with a variety of issues and backgrounds and in diverse settings, useful for reducing child problematic behaviors. Efforts have been made to expand the use of PCIT in a variety of settings, with promising results.

This dissertation proposes to describe how PCIT might be adapted to train wilderness therapy camp staff in evidence-based methods for working with youth, especially those with mental health needs, such as behavioral issues. The literature concerning PCIT and wilderness therapy camps is reviewed. A needs assessment was conducted, consisting of interviews with key informants, experts in the field of wilderness therapy, PCIT, and training methods. Based on information obtained, a full program for training camp staff, called Counselor-Camper Interaction Training (CCIT) is proposed. Finally a proposal to evaluate the efficacy of this program is put forth. As part of the proposed evaluation, a financial assessment was conducted on the program, with the results presented.

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Whitcher, Derick William. "The relationship between dyadic parent-child cohesion and adolescents' self-concept." Thesis, Alfred University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10145712.

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The current study investigated the relationships between mother-child, father-child, parent-cohesion, and children’s self-concept. Participants included 30 early adolescents (ages 10 to 15 years) from intact family arrangements. Children completed a modified version of the Family System Test (FAST) to assess levels of parent-child cohesion. The Piers-Harris 2 was used to evaluate dimensions of self-concept. A series of sequential multiple regressions were performed to determine the relationships parent-child cohesion variables had with self-concept constructs, after controlling for the children’s sex and typical grades. Only father-child cohesion scores significantly related to adolescents’ ratings on specific facets of self-concept (i.e., Behavioral Adjustment, Intellectual and School Status), suggesting that children who report feeling closer to their fathers also endorsed items reflecting less problematic behavior and more intellectual/academic competence. Findings suggest mothers and fathers contribute differentially to adolescents’ self-concept. Implications for parental education and ensuring children have a caring, male role model are discussed. Limitations to the study included issues with sample size, generalizability, and data collection.

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Berman, Steven L. "Making life choices : facilitating identity formation in young adults." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1766.

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This dissertation makes a contribution to the growing literature on identity formation by formulating, implementing, and testing the effectiveness of a psychosocial intervention, the Making Life Choices (MLC) Workshops, designed to facilitate the process of identity formation. More specifically, the MLC Workshops were designed to foster the development and use of critical cognitive and communicative skills and competencies in choosing and fulfilling life goals and values. The MLC Workshops consist of a psychosocial group intervention that includes both didactic and group experiential exercises. The primary research question for this study concerned the effectiveness of the MLC Workshop relative to a control condition. Effectiveness was evaluated on two levels: skills development and reduction of distress. First, the effectiveness of MLC in fostering the development of critical competencies was evaluated relative to a control condition, and no statistically significant differences were found. Second, the effectiveness of MLC in decreasing life distress was also evaluated relative to the control condition. While participants in the MLC workshop had no significant decrease in distress, they did have statistically significant improvement in life satisfaction in the Personal Domain.

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Bor, Elif. "Neighborhood quality, childcare quality, and children's early developmental outcomes." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2958.

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Thesis (M.A.)--George Mason University, 2007.
Title from PDF t.p. (viewed Jan. 17, 2008). Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Vita: p. 90. Includes bibliographical references (p. 84-89). Also available in print.

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Books on the topic "Developmental psychology Differentiation (Developmental psychology) Child psychology"

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Kail, Robert V. Developmental psychology. 5th ed. Englewood Cliffs, N.J: Prentice Hall, 1993.

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M, Hudson Lynne, and Biehler Robert F. 1927-, eds. Developmental psychology: An introduction. 3rd ed. Boston: Houghton Mifflin, 1986.

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Mandel', Boris. Developmental psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1065840.

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The manual is a unique course that includes a work program with modular technology. Each Chapter is accompanied by a list of key words for memorization and repetition, questions and tasks. The textbook also contains a list of required and additional literature, about the themes of the seminars and practical training, the approximate list of questions for self-study for exams and credits, the modular division of the. Meets the requirements of Federal state educational standards of higher education of the last generation. For students and teachers of pedagogical universities, psychologists, pediatricians, and for anyone interested in child psychology and psychology of development as an integral part of General psychology.

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Miller, Patricia H. Theories of developmental psychology. 4th ed. New York: Worth Publishers, 2002.

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Theories of developmental psychology. 3rd ed. New York: W.H. Freeman, 1993.

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Theories of developmental psychology. 2nd ed. New York: W.H. Freeman, 1989.

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1951-, Harris Margaret, ed. Principles of developmental psychology. Hove, East Sussex, UK: L. Erlbaum Associates, 1994.

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A, Kuczaj Stan, ed. Developmental psychology: Childhood and adolescence. New York: Macmillan Pub. Co., 1991.

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Theories of developmental psychology. 5th ed. New York: Worth Publishers, 2011.

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Shaffer, David R. Developmental psychology: Childhood and adolescence. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co, 1992.

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Book chapters on the topic "Developmental psychology Differentiation (Developmental psychology) Child psychology"

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von Tetzchner, Stephen. "Developmental Psychology." In Child and Adolescent Psychology, 1–16. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-1.

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Schlinger, Henry D. "Developmental Psychology." In A Behavior Analytic View of Child Development, 15–30. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-8976-8_2.

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Conti-Ramsden, Gina, and Kevin Durkin. "Developmental Language Disorder." In Child Psychology and Psychiatry, 307–13. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch35.

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Kazdin, Alan E. "Developmental Differences in Depression." In Advances in Clinical Child Psychology, 193–219. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-9832-5_8.

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Volkmar, Fred R., and Donald J. Cohen. "Diagnosis of Pervasive Developmental Disorders." In Advances in Clinical Child Psychology, 249–84. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-9829-5_7.

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Rubenstein, John L. R., Linda Lotspeich, and Roland D. Ciaranello. "The Neurobiology of Developmental Disorders." In Advances in Clinical Child Psychology, 1–52. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-9835-6_1.

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Cicchetti, Dante, Sheree Toth, and Marcy Bush. "Developmental Psychopathology and Incompetence in Childhood." In Advances in Clinical Child Psychology, 1–71. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-9829-5_1.

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Burman, Erica. "Developmental Psychology and the Postmodern Child." In Postmodernism and the Social Sciences, 95–110. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22183-7_6.

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Masten, Ann S., and Norman Garmezy. "Risk, Vulnerability, and Protective Factors in Developmental Psychopathology." In Advances in Clinical Child Psychology, 1–52. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-9820-2_1.

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Borden, M. Christopher, and Thomas H. Ollendick. "The Development and Differentiation of Social Subtypes in Autism." In Advances in Clinical Child Psychology, 61–106. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4613-9838-7_3.

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Conference papers on the topic "Developmental psychology Differentiation (Developmental psychology) Child psychology"

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Burlakova, N. "“The Fashionable Child”: Particularities Of Self-Identity And Developmental Risks Of Children." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.16.

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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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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.

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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of children with atypical development was carried out. The aim of the study was to highlight the manifestation of a deficit in joint attention, which prevents involvement in dyadic (bilateral) interactions with an adult, which are necessary for the comprehensive development and learning of a child. Methodology. In an experimental situation of real interaction of a child with an adult and with the help of an eye tracker, it was possible to fix eye movements as a marker of joint attention in real time. The specificity of the functional organization of oculomotor activity as an indicator of the child's participation in joint attention is highlighted. Results and its discussion. Methods of tracking eye movements made it possible to analyze critical shifts of attention, changes in focus of attention, gaze shifting, eye recognition as an informative sign and perception of the partner's gaze direction as a necessary condition for the effective establishment of an episode of joint attention. Conclusions. The following were recorded as diagnostic markers of joint attention disorders in preschoolers with different forms of atypical development: difficulties in following the direction of an adult's gaze; anticipatory actions of the child or decision-making by the method of "guessing" / "trial and error"; the predominance of the orientation of the child's attention to the object, and not to the adult; dispersion of fixations of visual attention; the use of additional multimodal means of establishing joint attention (head turn, gestures, speech, etc.); decrease in the accuracy of fixing visual attention.

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Świt-Jankowska, Barbara. "Let’s play with Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.891.

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Abstract: The research focuses on the possibility of transferring theoretical ideas of Le Corbusier into educational programs of the very young children – between three and six. The worldwide development of civilization changed the natural environment of the human. For the average European citizen a city is more natural place for living than a forest. Simultaneously, in these days many inhabitants present an extremely conformist approach to life and to the surrounding space. The participation of members of the society in the shaping of public spaces is possible only through the involvement and practice, but the democratic responsibility does not appears out of nowhere. It must be fostered and nurtured as early as in childhood. According to developmental psychology, children in the age of 3-6 are very susceptible to the acquisition of new skills and learn it in an intuitive way. The proper education program using Le Corbusier’s lectures and theory could help them to understand the space better. The seeming simplicity of above rules is an advantage in this case – thereby it can be explained to even such an audience as small children. On the other hand, some kind of abstract and hidden difficulty included in this theory becomes an opportunity to create a very absorbing and stimulating workshops that follow the needs of younger and older children. Le Corbusier’s legacy includes not only physical issues and can be used in many different ways. As Pablo Picasso once stated: every child is an artist, the problem is staying an artist when you grow up. For those reasons, incorporating such an innovative strategy for kids’ education reveals a great potential. Resumen: Los estudios realizados enfocan en comprobar las posibilidades de usar las ideas teóricas de Le Corbusier en los programas educativos para niños de tres a seis años. El desarrollo de la civilización ha cambiado el entorno natural del ser humano - una ciudad para el ciudadano promedio de Europa es un lugar más natural para vivir que el bosque. Al mismo tiempo, hay que reconocer que muchas personas muestran el enfoque muy conformista a la vida, tanto al espacio circundante. Esta situación se podría mejorar mediante la participación consciente de los miembros de la sociedad en la creación del espacio público, su compromiso y la práctica. Pero la responsabilidad democrática no aparece sola, se debe estimularla y nutrir ya en la infancia. De acuerdo con la psicología del desarrollo, los niños de 3 a 6 años son muy susceptibles a la adquisición de nuevas habilidades y aprenden de una manera intuitiva. Programa educativo que utiliza los cursos y la teoría de Le Corbusier puede ayudarles a entender mejor el medio ambiente. La aparente sencillez de los principios proclamados por él en este caso es una ventaja. La abstracción y escondidas dificultades incluidas en ellos,nos permiten a crear actividades estimulantes que correspondan a las necesidades de los niños pequeños, tanto y mayores. Como afirmo Pablo Picasso: "Todo niño es un artista. El problema es cómo mantenerse siendo niño una vez que se ha crecido". Keywords: Architectural education, children, Le Corbusier. Palabras clave: Enseñanza de la arquitectura, los niños, Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.891

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Reports on the topic "Developmental psychology Differentiation (Developmental psychology) Child psychology"

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What place should mental health costs play in the evaluation of public health interventions such as lockdown? In Conversation Professor Edmund Sonuga-Barke. ACAMH, June 2021. http://dx.doi.org/10.13056/acamh.15894.

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In this podcast we talk to Professor Edmund Sonuga-Barke, Professor of Developmental Psychology, Psychiatry and Neuroscience at King’s College London, and Editor in Chief of the Journal of Child Psychology and Psychiatry (JCPP).

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