Child and Adolescent Development

A Behavioral Systems Approach

Häftad, Engelska, 2004

AvGary D. Novak,Martha Pelaez,Gary D Novak

4 729 kr

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"The book very nicely incorporates behavior analysis and modern developmental theories. . . . Another nice feature is that it is not encyclopedic; it organizes the disparate developmental phenomena in terms of principles and mechanisms. . . . The writing style is easy to follow and suitable for college students. The scholarship and coverage are excellent."

                                                    —Jesus Rosales-Ruiz, University of North Texas

"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."

                                                    —Michael W. Vasey, The Ohio State University

"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."

                                                             —Philip N. Hineline, Temple University

"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."

                                                       —Jacob L. Gewirtz, Florida International

"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."

                                        —Pete Peterson, Johnson County Community College

There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.

Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.

The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.

Features of this text:

Unique. Connects development with learning concepts, a topic neglected in most developmental psychology books.
Concise. Provides a coherent framework for exploring selected features of development in greater depth and detail rather than an encyclopedic volume of facts, figures, and theories. Accessible. Written in an engaging style that clearly conveys even sophisticated theoretical material and difficult, advanced topics.
Pedagogical. Includes highlight boxes, chapter-opening outlines, chapter summaries, key words, and an end-of-book glossary that enhance student understanding.

Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.

Produktinformation

Utgivningsdatum2004-01-21
Mått187 x 231 x 34 mm
Vikt1 100 g
FormatHäftad
SpråkEngelska
Antal sidor632
Upplaga1
FörlagSAGE Publications
ISBN9780761926986

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Gary Novak received his Ph.D. in developmental psychology from SUNY-Stony Brook. He is a Professor in the Department of Psychology and Child Development at California State University, Stanislaus, where he has taught since 1973, serving twice as department chair. He founded the campus Child Development Center and was recognized with the University’s Outstanding Professor Award. He has written many publications and has made numerous professional presentations on children′s language, cognitive, and behavioral development and on behavioral systems approaches to development. His research interests include language, cognitive, and literacy development. He is a Board Certified Behavior Analyst.Martha Pelaez received her Ph.D. in developmental psychology from Florida International University in 1992, winning the International Dissertation Award from the International Society for Infant Studies for her research on infant social referencing. She subsequently completed a Post-Doctoral Fellowship at the University of Miami Medical School before taking a position in the Department of Educational and Psychological Studies at Florida International University, where she is an Associate Professor. Her post-doctoral work studied the behavior of depressed mothers and the effects on infants′ social and cognitive development. Dr. Peláez has conducted numerous investigations on infant learning phenomena, including attachment, social referencing, fear of strangers, fear of dark, moral development, rule-governed behavior, and stimulus equivalence. She is a Fellow of the American Psychological Association and a past Program Chair of APA Division 25. She has also served as a program co-chair for the Association for Behavior Analysis. She is a Board Certified Behavior Analyst.

PrefaceAcknowledgmentsAbout the Authors1. IntroductionA Behavioral Systems ApproachA Dynamical Systems ApproachWhat Is Development?A Natural Science Approach to DevelopmentThe Continuum of Scientific DisciplinesMetaphors for Understanding Developmental LevelsReductionism and AntireductionismBehavioral Systems and Developmental PsychologyThe Central Role of Learning for DevelopmentThe Evolutionary Significance of LearningA Parallelism Between Evolution and LearningWhat Do Developmental Psychologists Do?SummaryNote2. Modern Developmental TheoryThe Importance of TheoryFour Dimensions on Which Theories DifferJudging Developmental Theories: Seven CriteriaResearch Designs in Behavioral DevelopmentA Behavioral Systems ApproachPrinciples of Dynamical SystemsOrganism-Environment ModelDevelopmental Questions for ResearchSummaryNotes3. Behavior GeneticsThe Human GenomeControversy: The Role of Genetics in DevelopmentBehavior Genetics: The StructuresGenetic FunctionsGenetic VariabilitySources of Development: The Combined Roles of Heredity and EnvironmentDoes Behavioral Development Result From Interactions?What Factors Transact In Human Development?How Do Genes and Environment Interact?A Behavioral View: Person-Environment InteractionsA Behavioral Systems ApproachSummaryNotes4. Prenatal, Birth, and Postnatal PeriodsPeriods of Prenatal DevelopmentPrinciples of Prenatal DevelopmentThe Earliest EnvironmentA Closer Look at TeratogensReproductive Risk Versus Caretaking CasualityGetting Ready for the WorldPostnatal Development: The Remarkable NewbornThe Neonate′s Ability to Respond to the EnvironmentSensory AbilitiesPerceptual Abilities as Universal BehaviorsReflexes as Universal BehaviorsHow Do Reflexes Change?SummaryNote5. Learning I: Habituation and Respondent LearningLearning as a Natural Selection ProcessClassifying StimuliFunctional Stimulus ClassesTypes of LearningHabituationContiguity and LearningRespondent LearningThe Treatment of Fears and Phobias: An Application of Respondent LearningOperant LearningResponse Classes and OperantsHow Do Operants and Respondents Differ?SummaryNotes6. Operant LearningThe Contributions of B. F. Skinner (1904-1990)What Is a Contingency?The Three-Term ContingencyThe Four-Term ContingencyThe First Term: The ResponseThe Second Term: The ConsequenceThe Third Term: The Discriminative Stimulus (Sd)The Fourth Term: The Setting Event (SE) or Establishing Operation (EO)What Changes? The Development of Acquired Reinforcing StimuliOperant Learning and Dynamical Principles of DevelopmentSummaryNotes7. Cognitive DevelopmentPiaget′s Theory of Cognitive DevelopmentPiaget′s Stages of Cognitive DevelopmentVygotsky′s Theory of Cognitive DevelopmentBehavioral Approaches to Cognitive DevelopmentFischer′s Skill Learning Approach to Cognitive DevelopmentSkill Theory and Behavior AnalysisStimulus Equivalence and Cognitive DevelopmentSummaryNotes8. The Development of CommunicationStructure Versus Function: Clashing TheoriesA Structural Approach: PsycholinguisticsA Functional Approach: The Analysis of Verbal BehaviorEarly Stages of Language DevelopmentLanguage Development as Skill LearningSummary9. Personality and the SelfPersonality: Biological TheoriesPersonality: Behavioral ApproachesA Behavioral Systems Approach to PersonalityGender DifferencesThe SelfSummaryNote10. Social and Emotional DevelopmentWhy Study Social and Emotional Development?Processes in Social BehaviorSocial Behaviors as ReinforcersObservational LearningProsocial Transactions: Intuitive ParentingThe Origins of Social PhenomenaThe Power of TouchFearSocial ReferencingSibling Rivalry and JealousySocial Cognition and EnvironmentProsocial Behaviors in Early ChildhoodThe Development of MoralitySummaryNote11. Development of Antisocial BehaviorsWhat Are Antisocial Interactions?The Origins of AggressionA Behavioral Systems ApproachCoercive Family Process: Basic Training of Antisocial Behavior in the HomeThe Development of AggressionChanging the Behavioral Systems: Parent TrainingThree Keys to Effective ParentingA Behavioral Systems View of Physical Child AbuseSummary12. The Family SystemFamilies as the Mediators of Society and CultureThe Universal Functions of ParentingThe Social and Cultural Context of FamiliesThe Family as a System of SystemsThe Functions of Family MembersLevels of Systems: How Society Influences Child DevelopmentWhat Happens When the Role is Absent or Changed?The Effects of DivorcePatterns of Family DisciplineChildren in the Context of PovertySummaryNote13. SchoolsThe Schools as Agents of Society and CultureThe Functions of EducationType S and Type F SystemsLearning and TeachingTeaching as Applied Developmental PsychologyWhat Makes for Effective TeachingWhat and How to Teach: Final CommentsSummaryNotes14. AdolescenceWhat Is Adolescent Behavioral Development?Physical Development and BehaviorEnvironmental Factors Affecting PubertyMoral Behavior and ReasoningPersonality Development During AdolescenceParenting StyleFamily and Social Support SystemsBehavioral Disorders During AdolescenceLove and Romantic RelationsAdolescent Attachment and SeparationSummary15. Behavior Disorders of ChildhoodWhat Are Behavioral Disorders?Behavior Disorders Usually First Diagnosed in Infancy, Childhood, or AdolescenceWhat Causes Behavior Disorders?Assessment of Behavior DisordersTypes of Behavioral DisordersSummaryGlossaryReferencesName IndexSubject Index