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Books on the topic 'Trait development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

The perfectionist's handbook: Take risks, invite criticism, and make the most of your mistakes. Hoboken, N.J: Wiley, 2011.

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2

Mahapatra, Namita Kumari. Resiliency development among sightless children. New Delhi: SSDN Publishers & Distributors, 2015.

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3

Understanding human development: A multidimensional approach. 2nd ed. South Melbourne, Vic: Oxford University Press, 2010.

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4

author, Cairone Karen B., and Devereux Center for Resilient Children, eds. Promoting resilience for now and forever: A family guide for supporting the social and emotional development of preschool children. Lewiston, NC: Kaplan Early Learning Company, 2013.

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5

Understanding human development: A multidimensional approach. South Melbourne, Victoria: Oxford University Press, 2005.

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6

Joyal, Bruno. L'évolution graphique: Du premier trait gribouillé à l'œuvre plus complexe. Sainte-Foy, Québec: Presses de l'Université du Québec, 2003.

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7

Landy, Sarah. Understanding the contribution of multiple risk factors on child development at various ages. Hull, Quebec: Applied Research Branch, Strategic Policy, Human Resources Development Canada, 1998.

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8

Resilience in childhood: Perspectives, promise & practice. London: Palgrave Macmillan, 2016.

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9

Institute of Southeast Asian Studies, ed. Hearts of resilience: Singapore's Community Engagement Programme. Singapore: Institute of Southeast Asian Studies, 2011.

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10

Vivre et revivre: Comprendre la résilience. Paris: Laffont, 2006.

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11

B, Clarke A. D., ed. Human resilience: A fifty year quest. London: J. Kingsley Publishers, 2003.

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12

The bounce back book: Building resiliency skills in your preschooler. Edmonton, Alta: Alberta Mental Health Board, 2008.

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13

The mental immunity phenomenon: Constructive difficulties in the child's world. Lanham: University Press of America, 1998.

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14

The bounce back book: Birth to 2 years : laying the foundation for resiliency in your infant & toddler. Edmonton, Alta: Alberta Mental Health Board, 2008.

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15

B, Brooks Robert, ed. Raising resilient children: A curriculum to foster strength, hope, and optimism in children. Baltimore: Paul H. Brookes, 2002.

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16

Risk and resilience: Adaptations in changing times. New York: Cambridge University Press, 2006.

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17

United States. Forest Service. Rocky Mountain Region. Guide for mountain trail development. [Lakewood, Colo.?]: Forest Service, U.S. Dept. of Agriculture, Rocky Mountain Region, 1990.

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18

Gimba, Abubakar. Trail of sacrifice: Fiction. Ibadan, Oyo State, Nigeria: Kraft Books, 2006.

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19

Train up a child. Wheaton, Ill: Tyndale House Publishers, 1994.

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20

Gimba, Abubakar. Trail of sacrifice: Fiction. Ibadan, Oyo State, Nigeria: Kraft Books, 2006.

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21

Galatas, Roger. The Williams tract, Chesapeake, Virginia. Washington, D.C: ULI-the Urban Land Institute, 2003.

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22

Trail of sacrifice: A novel. Enugu, Anambra State, Nigeria: Delta of Nigeria, 1985.

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23

1952-, Goldstein Sam, ed. Pei yang xiao hai de cuo zhe ren shou li: Ru he jiao chu gao AQ de xiao hai = Raising resilient children : fostering strength, hope and optimism in your child. Taibei Shi: Tian xia za zhi gu fen you xian gong si, 2003.

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24

Brooks, Robert B. Raising resilient children: Fostering strength, hope, and optimism in your child. Lincolnwood, Ill: Contemporary Books, 2001.

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25

1952-, Goldstein Sam, ed. Raising resilient children: Fostering strength, hope, and optimism in your child. Lincolnwood, Ill: Contemporary Books, 2001.

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26

Brooks, Robert B. Cómo fortalecer el carácter de los niños: Fomente la fortaleza, la esperanza y el optimismo de sus hijos. Madrid: Edaf, 2003.

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27

Strasbourg), International Conference on New Developments in Power Train and Chassis Engineering (1987. New developments in power train and chassis engineering. Du sseldorf: Verein Deutscher Ingenieure, 1987.

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28

International Conference on New Developments in Power Train and Chassis Engineering (1987 Strasbourg). New developments in power train and chassis engineering. Du sseldorf: Verein Deutscher Ingenieure, 1987.

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29

Division, Whatcom County (Wash ). Land Use. Loomis Trail planned unit development: Final environmental impact statement. [Bellingham, Wash.]: Planning and Development Services, Land Use Division, Whatcom County, Washington, 1997.

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30

Beckles, Hilary. The brain train: Quality higher education and Caribbean development. Kingston, Jamaica: The University of the West Indies, 2002.

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31

F, Dugan Timothy, and Coles Robert, eds. The Child in our times: Studies in the development of resiliency. New York: Brunner/Mazel, 1989.

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32

Szymanski, Jeff. Perfectionist's Handbook: Take Risks, Invite Criticism, and Make the Most of Your Mistakes. Wiley & Sons, Incorporated, John, 2011.

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33

Szymanski, Jeff. Perfectionist's Handbook: Take Risks, Invite Criticism, and Make the Most of Your Mistakes. Wiley & Sons, Incorporated, John, 2011.

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34

Szymanski, Jeff. Perfectionist's Handbook: Take Risks, Invite Criticism, and Make the Most of Your Mistakes. Wiley & Sons, Incorporated, John, 2011.

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35

Fessler, Daniel M. T., and Edouard Machery. Culture and Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0021.

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The article provides an overview on the approaches used to study the relation between culture and cognition. Psychological universals can be defined as those traits, processes, dispositions, or functions that recur across cultures, with at least a subset of each population exhibiting the trait. The strongest test of the universality of a given psychological trait is to search for it across maximally disparate cultures because traits may recur across cultures due to cultural influences alone. One methodological concern, however, is that whether or not a trait is identified in different cultures will depend in part on how the trait is defined. Some traits may be psychological universals because they are homologies. A trait is generatively entrenched if its development is a necessary condition for the development of other traits. Most modifications of a generatively entrenched trait are selected against because they prevent the development of these other traits. The approximate number sense, evident in cultures as diverse as small-scale hunter-horticulturalist societies and modern, technologically complex societies, is also present in numerous animal species. A number of uniquely human psychological traits are also universal because their development has been canalized during the evolution of human cognition. Natural selection selects against development pathways that rely on specific environmental inputs when these environmental inputs vary, when variation in these environmental inputs cause the development of variable traits, and when there is a single optimally adaptive variant.
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36

Xu, Peng, Lior David, Paulino Martinez, and Gen Hua Yue, eds. Genetic Dissection of Important Traits in Aquaculture: Genome-scale Tools Development, Trait Localization and Regulatory Mechanism Exploration. Frontiers Media SA, 2020. http://dx.doi.org/10.3389/978-2-88963-914-4.

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37

Harms, Louise. Understanding Human Development: A Multidimensional Approach. Oxford University Press, USA, 2004.

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38

Ramsay, Jason T. The development of personality trait attribution in children: The importance of theory of mind. 2003.

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39

D, Glantz Meyer, and Johnson Jeannette L, eds. Resilience and development: Positive life adaptations. New York: Kluwer Academic/Plenum Publishers, 1999.

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40

Barbara, Tizard, Varma Ved P, Clarke Ann M, and Clarke A. D. B, eds. Vulnerability and resilience in human development: A festschrift for Ann and Alan Clarke. London: J. Kingsley Publishers, 1992.

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41

Beauchaine, Theodore P., Aimee R. Zisner, and Elizabeth P. Hayden. Neurobiological Mechanisms of Psychopathology and Treatment Action. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.54.

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In recent years, it has become increasingly clear that common forms of psychopathology derive from complex interactions among neurobiological vulnerabilities and environmental adversities. These interactions can alter neurobehavioral development to yield progressively intractable forms of psychopathology across childhood and adolescence. This chapter focuses on neurobiological mechanisms of trait impulsivity, trait anxiety, stress reactivity, and emotion regulation/executive function. How these traits confer vulnerability to externalizing disorders, internalizing disorders, heterotypic comorbidity, and heterotypic continuity is described. Next, neurobiological mechanisms of treatment response are considered. Trait impulsivity and trait anxiety are highly heritable and derive initially from subcortical structures that mature early in life. In contrast, emotion regulation and executive function, which modulate trait impulsivity and trait anxiety, are more sensitive to environmental influence and derive from cortical structures that mature into young adulthood. Neurobiological mechanisms of psychosocial treatment response are represented largely in the cortex and its neuromodulatory connections with the subcortex.
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42

Ordinary Magic: Resilience in Development. Guilford Publications, 2015.

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43

Ordinary Magic: Resilience in Development. Guilford Publications, 2014.

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44

Fernando, Chandima. Children of war in Sri Lanka: Promoting resilience through faith development. 2006.

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45

Nan Henderson (Other Contributor, Editor), Bonnie Benard (Editor), and Nancy Sharp-Light (Editor), eds. Resiliency in Action: Practical Ideas for Overcoming Risks & Building Strengths in Youth, Families & Communities. Resiliency in Action Inc., 1999.

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46

Shiner, Rebecca L., and Colin G. DeYoung. The Structure of Temperament and Personality Traits. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0006.

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In this chapter, we offer a developmental perspective on temperament and personality traits from early childhood through adulthood. First, we address the relationship between temperament and personality and the methods used to ascertain the structure of traits in these two research traditions. We argue that the temperament and personality traditions provide different ways of describing the same basic traits. Second, we describe the current status of the most prominent temperament models and the Big Five personality trait model. Third, we articulate a structural model that integrates contemporary findings on temperament and personality traits from early childhood through adulthood. Fourth, we discuss current research on the psychological and biological processes that underlie individual differences in the Big Five traits in childhood and adulthood. This is an exciting time in the study of personality development, in part because of the marked progress in uncovering the basic structure of traits across the lifespan.
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47

M, Lester Barry, Masten Ann S, McEwen Bruce S, and New York Academy of Sciences., eds. Resilience in children. Boston, Mass: Published by Blackwell Pub. on behalf of the New York Academy of Sciences, 2006.

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48

(Editor), Barry M. Lester, Ann Masten (Editor), and Bruce McEwen (Editor), eds. Annals of the New York Academcy of Sciences, Resilience in Children (Annals of the New York Academy of Sciences). Wiley-Blackwell, 2007.

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49

Piedmont, Ralph L. Overview and Development of a Trait-Based Measure of Numinous Constructs: The Assessment of Spirituality and Religious Sentiments (ASPIRES) Scale. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199729920.013.0007.

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50

Miller, Beth. Fostering resiliency in women who can identify with the feeling of being a victim/scapegoat. Ann Arbor, 2003.

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