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Journal articles on the topic 'Developmental psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Madhvi, Gumber. "DEVELOPMENTAL PSYCHOLOGY." Universal Research Reports 10, no. 2 (June 27, 2023): 12. https://doi.org/10.5281/zenodo.8086639.

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1. Introduction Developmental psychology is a scientific subject devoted to deciphering the complexity of human growth, transformation, and stability throughout a lifetime. It dives into the subtle evolution of a person's cognitive processes, emotional moods, and behavioral habits over time. Developmental psychology seeks to shed light on the variables that determine our development and the extraordinary journey of human maturity by investigating these characteristics. This field of research explores the interaction of many elements such as genetics, environment, culture, and individual experiences to understand how they impact the development of thinking, mood, and behavior. It acknowledges that as people grow from childhood to maturity and then into old age, they endure major changes and gain new talents and qualities.

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2

Callaghan, Tara C. "Developmental roots: How developmental psychology can inform psychology." Canadian Psychology/Psychologie canadienne 34, no. 3 (1993): 265–70. http://dx.doi.org/10.1037/h0078829.

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3

Callaghan, Tara C. "Developmental roots: How developmental psychology can inform psychology discussion." Canadian Psychology/Psychologie canadienne 34, no. 3 (1993): 315–16. http://dx.doi.org/10.1037/h0084703.

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4

Crafter, Sarah. "Cultural psychology andDeconstructing Developmental Psychology." Feminism & Psychology 25, no. 3 (February 23, 2015): 388–401. http://dx.doi.org/10.1177/0959353515572703.

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5

Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.

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6

Schoeman, R. A. "Review: Developmental Psychology." South African Journal of Psychology 27, no. 3 (September 1997): 196–97. http://dx.doi.org/10.1177/008124639702700312.

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7

Geary, David C., and David F. Bjorklund. "Evolutionary Developmental Psychology." Child Development 71, no. 1 (January 2000): 57–65. http://dx.doi.org/10.1111/1467-8624.00118.

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8

Bruck, Maggie, and Stephen Ceci. "Forensic Developmental Psychology." Current Directions in Psychological Science 13, no. 6 (December 2004): 229–32. http://dx.doi.org/10.1111/j.0963-7214.2004.00314.x.

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9

No authorship indicated. "Developmental psychology: Editor." Developmental Psychology 39, no. 1 (2003): C2. http://dx.doi.org/10.1037/0012-1649.39.1.c2.

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10

No authorship indicated. "Developmental Psychology: Editors." Developmental Psychology 39, no. 3 (2003): C2. http://dx.doi.org/10.1037/0012-1649.39.3.c2.

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11

No authorship indicated. "Developmental Psychology: Editor." Developmental Psychology 39, no. 4 (2003): C2. http://dx.doi.org/10.1037/0012-1649.39.4.c2.

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12

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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13

Bègue, Laurent. "When Justice Psychology Meets Developmental Psychology." European Psychologist 10, no. 3 (January 2005): 254–55. http://dx.doi.org/10.1027/1016-9040.10.3.254.

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14

McMahan, Ethan A. "Developmental Psychology: A Microcosm of General Psychology." Eye on Psi Chi Magazine 22, no. 4 (2018): 6–7. http://dx.doi.org/10.24839/2164-9812.eye22.4.6.

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15

Departamento, D. "Department of developmental Psychology and Educational Psychology." Quaderns de Psicologia, no. 11 (September 24, 2009): 197. http://dx.doi.org/10.5565/rev/qpsicologia.428.

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16

Yamamoto, Takiji, and Shinji Ishii. "Developmental and Environmental Psychology." Environment and Behavior 27, no. 1 (January 1995): 33–42. http://dx.doi.org/10.1177/001391659502700103.

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17

Nicholson, Jody S., Pascal R. Deboeck, and Waylon Howard. "Attrition in developmental psychology." International Journal of Behavioral Development 41, no. 1 (July 10, 2016): 143–53. http://dx.doi.org/10.1177/0165025415618275.

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Inherent in applied developmental sciences is the threat to validity and generalizability due to missing data as a result of participant drop-out. The current paper provides an overview of how attrition should be reported, which tests can examine the potential of bias due to attrition (e.g., t-tests, logistic regression, Little's MCAR test, sensitivity analysis), and how it is best corrected through modern missing data analyses. To amend this discussion of best practices in managing and reporting attrition, an assessment of how developmental sciences currently handle attrition was conducted. Longitudinal studies ( n = 541) published from 2009–2012 in major developmental journals were reviewed for attrition reporting practices and how authors handled missing data based on recommendations in the Publication Manual of the American Psychological Association (APA, 2010). Results suggest attrition reporting is not following APA recommendations, quality of reporting did not improve since the APA publication, and a low proportion of authors provided sufficient information to convey that data properly met the MAR assumption. An example based on simulated data demonstrates bias that may result from various missing data mechanisms in longitudinal data, the utility of auxiliary variables for the MAR assumption, and the need for viewing missingness along a continuum from MAR to MNAR.

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18

Meacham, Jack. "Not My Developmental Psychology!" Contemporary Psychology: A Journal of Reviews 41, no. 4 (April 1996): 334–36. http://dx.doi.org/10.1037/002859.

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19

Townsend, Loraine. "Book Review: Developmental Psychology." South African Journal of Psychology 32, no. 4 (December 2002): 64–65. http://dx.doi.org/10.1177/008124630203200409.

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20

Horowitz, Frances Degen. "Review of Developmental Psychology." Contemporary Psychology: A Journal of Reviews 33, no. 4 (April 1988): 374. http://dx.doi.org/10.1037/025653.

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21

Plomin, Robert. "Genetics and Developmental Psychology." Merrill-Palmer Quarterly 50, no. 3 (2004): 341–52. http://dx.doi.org/10.1353/mpq.2004.0024.

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22

Plunkett, Kim, Annette Karmiloff-Smith, Elizabeth Bates, Jeffrey L. Elman, and Mark H. Johnson. "Connectionism and Developmental Psychology." Journal of Child Psychology and Psychiatry 38, no. 1 (January 1997): 53–80. http://dx.doi.org/10.1111/j.1469-7610.1997.tb01505.x.

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23

Gaigg, Sebastian B. "Handbook of developmental psychology." Journal of Child Psychology and Psychiatry 45, no. 6 (September 2004): 1181. http://dx.doi.org/10.1111/j.1469-7610.2004.310_3.x.

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24

Blank, Thomas O. "Defining Developmental Social Psychology." Contemporary Psychology: A Journal of Reviews 42, no. 8 (August 1997): 731–32. http://dx.doi.org/10.1037/000168.

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25

Keating, Daniel P. "Developmental Psychology: Principled Applications." Contemporary Psychology: A Journal of Reviews 37, no. 9 (September 1992): 902–3. http://dx.doi.org/10.1037/032573.

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26

Tardif, Twila, and Xiaochun Miao. "Developmental psychology in China." International Journal of Behavioral Development 24, no. 1 (March 2000): 68–72. http://dx.doi.org/10.1080/016502500383485.

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27

Trapp, Annie. "Developmental Psychology Teaching Network." Developmental Psychology Forum 1, no. 70 (2008): 11. http://dx.doi.org/10.53841/bpsdev.2008.1.70.11.

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28

Moore, David S., and Chris Moore. "Homology in developmental psychology." Developmental Psychobiology 55, no. 1 (July 20, 2012): 1–3. http://dx.doi.org/10.1002/dev.21062.

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29

Vandenplas-Holper, Christiane. "Theories of developmental psychology." Behavioural Processes 29, no. 1-2 (April 1993): 155–56. http://dx.doi.org/10.1016/0376-6357(93)90081-2.

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30

Perinat, Adolfo. "Developmental Psychology and Life-Span Developmental Psychology. An Integration Attempt in Discussion." Quaderns de Psicologia, no. 10 (September 21, 2009): 107. http://dx.doi.org/10.5565/rev/qpsicologia.402.

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31

Gama, Uberto Afonso Albuquerque da. "The contribution of developmental psychology in the teaching and learning process." Núcleo do Conhecimento 01, no. 08 (August 3, 2022): 157–206. https://doi.org/10.32749/nucleodoconhecimento.com.br/psychology/psychology-in-the-teaching.

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Pedagogical action is essential in the search for theoretical foundations and practical knowledge of knowledge and needs to be a permanent accomplishment in the work of the educator, so that he can resize his performance in an attempt to improve the teaching-learning process, contributing to the development of the human being. From this perspective, this article was based on the guiding question: what theoretical assumptions about Developmental Psychology applied to the teaching and learning process are in force in the literature? With this, the objective was to present an introductory and synthetic approach of the current theoretical assumptions in Development Psychology regarding the teaching and learning process. Therefore, this article used bibliographic research as a methodology, through which it was observed that, in view of the support that has been given to the systemic vision, enriched by dialectics, there is currently the opportunity to seek for a unifying structure of theoretical perspectives fragmented since the origins of Developmental Psychology, in order to contribute to society, building present, spiritual and ethical citizens.

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32

Hoppmann, Christiane A., and Michaela Riediger. "Ambulatory Assessment in Lifespan Psychology." European Psychologist 14, no. 2 (January 2009): 98–108. http://dx.doi.org/10.1027/1016-9040.14.2.98.

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Ambulatory assessment represents a powerful research tool in lifespan psychology because it allows assessing the within-person variability of developmental processes as it occurs within context-specific influences of people’s natural environments. Following a discussion of historical origins, we review four current research themes in developmentally relevant ambulatory assessment studies that use electronic devices as assessment instruments: (a) affective-motivational development, (b) social contexts of development, (c) age-related challenges and everyday functioning, and (d) cognitive development. Overall, the reviewed research demonstrates that ambulatory assessment complements traditional developmental study designs and laboratory assessments in important ways. Acknowledging the strengths and limitations of ambulatory assessment approaches, we propose that ambulatory assessment will benefit lifespan psychology most if it becomes an integral part of multimethod investigations of developmental phenomena that balance the external and internal validity of findings. Future research should strengthen the lifespan perspective in ambulatory assessment approaches, combine multiple indicators (subjective and objective) of successful development, and attend to the fact that individual development often interacts with significant others.

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33

Siekiera, Natalia, and Arkadiusz Białek. "Developmental Participation: The Necessity of Cultural Perspectives in Developmental Psychology." Roczniki Psychologiczne 23, no. 1 (September 10, 2020): 45–61. http://dx.doi.org/10.18290/rpsych20231-3.

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This main aim of this paper is to present some theoretical considerations about the need for a cultural approach in modern developmental psychology. Starting with a critique of the over-universalisation of developmental research in American psychology, the authors present a paradigm of a relational-developmental system, using the concept of embodiment and a cultural approach in psychological research, in which the principal object of analysis is person-in-action as a culturally inclusive alternative for developmental psychology. This approach will be exemplified by research on development through guided participation and the role of shame in moral and social development in Confucian culture.

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34

Swanwick, Keith, and David J. Hargreaves. "The Developmental Psychology of Music." British Journal of Educational Studies 35, no. 3 (October 1987): 289. http://dx.doi.org/10.2307/3121264.

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35

Gur Arye, Adam Weiler. "Reid, Hardness and Developmental Psychology." Journal of Scottish Philosophy 12, no. 2 (September 2014): 145–62. http://dx.doi.org/10.3366/jsp.2014.0068.

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I suggest two main ways of interpreting Reid's analysis of the perception of the quality of hardness: (1) Reid endorses two distinct concepts of hardness. The distinction between the two lies in a profoundly different relation between the sensation of hardness and the concept of hardness in each of them. The first concept, which I term as a “sensation-laden concept”, is “the quality that arises in us the sensation of hardness.” The second concept, which I call a “non-sensational concept”, is “the cohesion of the parts of the body with more or less force.” (2) Reid is thinking like a developmental psychologist and postulates what I consider as a gradual development from one concept to the other according to which the initial sensation-laden concept of hardness, which we form during our early childhood, gradually develops into a mature non-sensational concept of hardness.

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36

Swanwick, Keith, and David J. Hargreaves. "The Developmental Psychology of Music." European Journal of Education 22, no. 3/4 (1987): 359. http://dx.doi.org/10.2307/1502908.

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37

Kashiwagi, Keiko. "Gender Perspective in Developmental Psychology." TRENDS IN THE SCIENCES 7, no. 4 (2002): 8–11. http://dx.doi.org/10.5363/tits.7.4_8.

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38

Howlin, Patricia. "A Century of Developmental Psychology." Psychiatric Services 47, no. 11 (November 1996): 1276. http://dx.doi.org/10.1176/ps.47.11.1276.

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39

Hargreaves, David J. "Developmental Psychology and Music Education." Psychology of Music 14, no. 2 (October 1986): 83–96. http://dx.doi.org/10.1177/0305735686142001.

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40

McGee, Anna‐Maria, and Andrew Sutton. "Conductive Education and Developmental Psychology." Educational Psychology 9, no. 4 (January 1989): 339–45. http://dx.doi.org/10.1080/0144341890090406.

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41

Burman, Erica. "Power, Gender and Developmental Psychology." Feminism & Psychology 1, no. 1 (February 1991): 141–53. http://dx.doi.org/10.1177/0959353591011018.

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42

Maras, Pam, and Louise Archer. "VII. Developmental/Educational Psychology: Theory." Feminism & Psychology 7, no. 2 (May 1997): 264–74. http://dx.doi.org/10.1177/0959353597072011.

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43

Martin, Conchi San. "Book Review: Deconstructing Developmental Psychology." Feminist Review 92, no. 1 (July 2009): 182–84. http://dx.doi.org/10.1057/fr.2009.17.

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44

Mareschal, Denis, and Michael S. C. Thomas. "Computational Modeling in Developmental Psychology." IEEE Transactions on Evolutionary Computation 11, no. 2 (April 2007): 137–50. http://dx.doi.org/10.1109/tevc.2006.890232.

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45

Legare, Cristine H., Jennifer M. Clegg, and Nicole J. Wen. "Evolutionary Developmental Psychology: 2017 Redux." Child Development 89, no. 6 (January 16, 2018): 2282–87. http://dx.doi.org/10.1111/cdev.13018.

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46

Nurmi, Jari-Erik. "Modeling Developmental Processes in Psychology." Perspectives on Science 21, no. 2 (June 2013): 181–95. http://dx.doi.org/10.1162/posc_a_00092.

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47

Goldfield, Eugene C. "TOWARD A DEVELOPMENTAL ECOLOGICAL PSYCHOLOGY." Monographs of the Society for Research in Child Development 62, no. 3 (June 1997): 152–58. http://dx.doi.org/10.1111/mono.1997.62.4.152.

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48

Cossette-Ricard, Marcelle. "Developmental Psychology: The French World." Contemporary Psychology: A Journal of Reviews 30, no. 1 (January 1985): 50–51. http://dx.doi.org/10.1037/023484.

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49

Gullickson, Terri. "Review of Lifespan Developmental Psychology." Contemporary Psychology: A Journal of Reviews 40, no. 2 (February 1995): 176–77. http://dx.doi.org/10.1037/003446.

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50

Crook, Charles. "European Society for Developmental Psychology." European Psychologist 2, no. 2 (January 1997): 178. http://dx.doi.org/10.1027/1016-9040.2.2.178.

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