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Добірка наукової літератури з теми "5201 Applied and developmental psychology"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "5201 Applied and developmental psychology"

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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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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Avolio, Bruce J., and Sean T. Hannah. "Leader Developmental Readiness." Industrial and Organizational Psychology 2, no. 3 (September 2009): 284–87. http://dx.doi.org/10.1111/j.1754-9434.2009.01150.x.

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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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SHEN, YU-CUN, MING-YUAN ZHANG, YUE-QIN HUANG, YAN-LING HE, ZHAO-RUI LIU, HUI CHENG, ADLEY TSANG, SING LEE, and RONALD C. KESSLER. "Twelve-month prevalence, severity, and unmet need for treatment of mental disorders in metropolitan China." Psychological Medicine 36, no. 2 (December 7, 2005): 257–67. http://dx.doi.org/10.1017/s0033291705006367.

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Background. Psychiatric epidemiological surveys in China have repeatedly found much lower prevalence estimates than in most other parts of the world.Method. Face-to-face household interviews of 5201 subjects (2633 in Beijing and 2568 in Shanghai respectively) were conducted from November 2001 to February 2002 using a multistage household probability sampling method. A Chinese version of the World Health Organization Composite International Diagnostic Interview (CIDI) was used for assessment.Results. Twelve-month prevalence of any DSM-IV mental disorder in metropolitan China is estimated to be 7·0%, with major depressive disorder (2·0%), specific phobia (1·9%), and intermittent explosive disorder (1·7%) the most common disorders. Of these, 13·9% are classified as serious, 32·6% moderate, and 53·5% mild. Only 3·4% of respondents with any disorder sought treatment within the previous 12 months.Conclusions. Although the general pattern of disorders, risk factors, and unmet need for treatment are similar to those in other countries, a low prevalence of mental disorders is found in metropolitan China. Resolving methodological problems that cause downward bias in estimates, such as stigma-related under-reporting and diagnostic incongruity with a somatopsychic mode of symptom presentation may lead to more accurate and probably higher prevalence estimates in future epidemiological studies. As a low prevalence still translates into an enormous number of people in China, measures are urgently needed to address the huge unmet need for treatment of mental disorders.

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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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Дисертації з теми "5201 Applied and developmental psychology"

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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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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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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McDowell, Logan S. "Video Modeling for Teaching Imitation to Young Children With Autism: A Treatment Comparison and Analysis of Potential Predictors of Success." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2178.

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Imitation is a prerequisite for the development of several important abilities. Children with Autism Spectrum Disorder (ASD) exhibit a distinct deficit in imitation. There has been a considerable amount of research into the most effective ways to teach this crucial skill. Unfortunately, there are drawbacks to many prevalent teaching strategies including difficulty with implementation and lack of generalization. The present study sought to determine whether video modeling (VM) might function as a successful alternative for teaching imitation to young children with ASD. The literature on VM has demonstrated that it can be a highly effective technique for teaching a variety of skills to individuals with ASD. Additionally, VM has been identified as easy to implement and has lead to improved generalization when compared to other treatments. However, there are still a number of questions about when, and for whom, VM is most effective. The current study begins to answer some of these questions by analyzing a treatment comparison between VM and live modeling (LM). Eight children were taught to imitate two equivalent behaviors each, one using VM and the other using LM. The trials to criterion required to learn the behaviors were then compared. Results indicated that there was a significant difference between the two treatment types, and that six of the participants were more successful with VM. Neither social skills nor technological literacy were significant predictors of treatment success. However, pre-treatment imitative abilities were shown to significantly predict success. Those children with the fewest imitative abilities were shown to be more successful with the VM technique, while those children with more imitative abilities were more successful with LM. An additional analysis was conducted to evaluate the predictive relationship between social skills and imitation. Results indicated that social skills significantly predict imitative abilities. These results could have widespread implications for imitation training, as they verify the relationship between social skills and imitation, demonstrate that VM can be an effective treatment for teaching young children with ASD to imitate, and further indicate that a pre-treatment imitation assessment may help to identify the most effective and efficient treatment for each child.

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White, Jane P. "Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-Opposite and More Than-Less Than Relations in Children with Autism." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5403.

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Relational Frame Theory provides an analysis of verbal behavior involving a focus on the development of relational operants which are seen as a basis for language. From this basis, a framework is provided for establishing relational networks in individuals who lack derived relational ability. Establishment of relational frames may increase the probability of responding relationally to novel instances and use of the specific relational frames during social interactions; therefore, training verbal relations in accordance with an RFT approach may enhance intraverbal responding and facilitate the emergence of untrained responses. The purpose of this study was to evaluate the emergence of specific relationships in the context of intraverbal responding as a collateral effect of training on relational networks in four children with Autism Spectrum Disorder. Two participants demonstrated mastery of derived relational responding (DRR) without training, one participant demonstrated mastery of DRR following training, and a fourth participant demonstrated mutual entailment and some combinatorial entailment. Increases in vocal verbal behavior during generalization probes were observed, although increased use of all target relations was not observed in all participants. Further research is needed to evaluate specific deficits in derived relational responding among individuals with ASD, as well as the correlation between DRR and language ability.

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Rodriguez, Paloma. "Operant and Respondent Procedures to Establish Social Stimuli as Reinforcers in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/961.

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According to the DSM-IV- TR (American Psychiatric Association, 2000), one of the core deficits in autism is in the impairment of social interaction. Some have suggested that underlying these deficits is the reality that individuals with autism do not find social stimuli to be as reinforcing as other types of stimuli (Dawson, 2008). An interesting and growing body of literature supports the notion that symptoms in autism may be caused by a general reduction in social motivation (Chevallier et al., 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral or ineffective stimuli, including tokens (Ayllon & Azrin, 1968), facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and praise (Dozier et al., 2012). The current study aimed to use operant and respondent procedures to condition social stimuli that were empirically shown to not be reinforcing prior to conditioning. Further, this study aimed to compare the two procedures in their effectiveness to condition social stimuli to function as reinforcers, and in their maintenance of effects over time. Using a multiple-baseline, multi-element design, one social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Finally, the study sought to determine if conditioning social stimuli to function as reinforcers had any effect on the social functioning of young children with autism. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (Sd procedure). Results of a social communication assessment (ESCS, Mundy et al., 2003) before and after conditioning demonstrate gains in all areas of social communication, particularly in the areas of initiating and responding to joint attention.

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Christianson, Erika Nicole. "Program Evaluation of Behavior Management Training for Preschool Teachers: Child Outcomes." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1305.

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Due to the immense challenges faced by young children who exhibit emotion regulation problems, prevention programs have been designed to train teachers on strategies useful for improving classroom behavior. The current study examines the effects of a prevention program implemented in a blended Head Start/daycare setting and evaluates the outcomes of the training on children’s cognitive/preliteracy skills, selfregulation, and social competence in the fall and spring following teacher training. The intervention group (Western Kentucky University Child Care Center) and control group (Bryant Way Child Care Center) were part of a blended Head Start/child care preschool program. Children’s self-regulation, social competence, and cognitive/preliteracy skills were assessed in the Fall and Spring of the school year. Children in the intervention group exhibited better cognitive/preliteracy skills as shown by results on Woodcock- Johnson subtests. Teacher ratings on the ERC showed that girls improved in teacher reported self-regulation, the control group received higher scores on teacher rated lability than did the intervention group, and boys were rated higher on the lability scale than were girls. In addition, Head Start children were rated higher in emotional lability than were daycare children. Teacher ratings on the SCBE scale indicated that children received higher teacher ratings of social competence in the Spring than in the Fall and girls were rated higher than were boys. Additionally, children received lower internalizing behavior problem ratings in the Fall than in the Spring, Head Start children were rated higher in internalizing behavior problems than children in daycare, and boys in the control group received higher ratings of internalizing problem behaviors than those received by any other group. Furthermore, children in the control group were rated higher than children in the intervention group in externalizing problem behaviors in both Fall and Spring, but neither group showed a significant change in externalizing problem behaviors from Fall to Spring. Self-regulation enables children to inhibit inappropriate emotional outbursts as well as control their reactions to situations. Understanding children’s self-regulation skills is of vast importance to individuals in the field of education as the information provides practitioners the opportunity to improve children’s self-regulation in the preschool years.

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Padover, Jessica. "Reducing Problem Behavior in Children with Autism by Implementing Relaxation Exercise Interventions at the Onset of Precursor Behavior." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1169.

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Many children diagnosed with autism spectrum disorder (ASD) engage in problem behaviors (e.g., aggression and self-injurious behavior) that present safety concerns for both the children themselves and others around them. Previous research has shown that treating precursor behaviors that precede problem behavior may prove to be an alternative, safer method for preventing and treating problem behavior. The present study used a multiple baseline design across subjects (n = 4) to assess the efficacy of relaxation interventions on reducing precursor behavior and preventing problem behavior in children with ASD. Researchers first identified precursor behaviors for all participants through observation. During the intervention phase, all four children were taught deep breathing relaxation exercises. After participants received relaxation training, researchers cued relaxation exercises when precursors occurred, and the frequency of precursor, problem, and on-task behavior was observed. Results showed that problem behavior decreased in all participants following the relaxation intervention. Additionally, for the majority of participants, precursor behavior decreased and on-task behavior increased post-intervention. Implications for practice and future research on interventions that target precursor behaviors are discussed.

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Книги з теми "5201 Applied and developmental psychology"

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

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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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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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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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Частини книг з теми "5201 Applied and developmental psychology"

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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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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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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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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Davis, Edward B., James M. Day, Philip A. Lindia, and Austin W. Lemke. "Religious/Spiritual Development and Positive Psychology: Toward an Integrative Theory." In Handbook of Positive Psychology, Religion, and Spirituality, 279–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10274-5_18.

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AbstractThroughout the history of psychology, scholars and practitioners have sought to understand religious/spiritual (R/S) development and its intersections with well-being. Several models of R/S development have been proposed, but they have neither been well-integrated with each other nor studied and applied broadly in the field of positive psychology. This chapter’s purpose is to draw on existing longitudinal research on R/S development to propose an integrative theory that can guide developmental science and practice on religion, spirituality, and positive psychology. This Positive Religious and Spiritual Development (PRSD) theory posits that people’s religiousness/spirituality (a) is motivated by goals designed to meet psychological needs (e.g., for acceptance, predictability, and competence); (b) consists of mental/neural representations (stored beliefs, emotions, action tendencies, and physiological responses) and R/S habits that develop and change through relational experiences at the micro-, meso-, and macrolevels; (c) is influenced by numerous contextual factors (e.g., age, sex/gender, culture, and faith tradition), including personal and sociocultural assets and liabilities (risk and resilience factors); and (d) interacts bidirectionally with people’s holistic well-being via psychological, social, behavioral, and physical pathways. We offer illustrative examples of PRSD theory, highlight some of its caveats and limitations, and discuss its applications for clinical practice and religious ministry.

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Jepsen, David A. "Developmental Counseling." In Encyclopedia of Applied Psychology, 601–6. Elsevier, 2004. http://dx.doi.org/10.1016/b0-12-657410-3/00545-6.

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"CONTRIBUTORS." In Applied Developmental Psychology, ii. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-041202-0.50001-8.

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"Front Matter." In Applied Developmental Psychology, iii. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-041202-0.50002-x.

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"Copyright." In Applied Developmental Psychology, iv. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-041202-0.50003-1.

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"CONTRIBUTORS." In Applied Developmental Psychology, ix—x. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-041202-0.50004-3.

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Тези доповідей конференцій з теми "5201 Applied and developmental psychology"

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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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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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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