Books in Developmental and educational psychology general

101-110 of 143 results in All results

Learning and Teaching on the World Wide Web

• 1st Edition
• Volume -
• March 21, 2001
• Christopher R. Wolfe
• English
• eBook 978-0-08-051005-7

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This book is about using the Internet as a teaching tool. It starts with the psychology of the learner and looks at how best to fit technology to the student, rather than the other way around. The authors include leading authorities in many areas of psychology, and the book takes a broad look at learners as people. Thus, it includes a wide range of materials from how the eye "reads" moving graphs on a Web page to how people who have never met face-to-face can interact on the Internet and create "communities" of learners. The book considers many Internet technologies, but focuses on the World Wide Web and new "hybrid" technologies that integrate the Web with other communications technologies. This book is essential to researchers is psychology and education who are interested in learning. It is also used in college and graduate courses in departments of psychology and educational psychology. Teachers and trainers at any level who are using technology in their teaching (or thinking about it) find this book very useful.

International Review of Research in Mental Retardation

• 1st Edition
• Volume 24
• March 12, 2001
• Laraine Masters Glidden
• English
• eBook 978-0-08-054428-1

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International Review of Research in Mental Retardation is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of mental retardation. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

International Perspectives on Child and Adolescent Mental Health

• 1st Edition
• Volume 1
• June 1, 2000
• N. Singh + 2 more
• English
• eBook 978-0-08-052910-3

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There has been a major shift in the way we conceptualize and provide services to children and adolescents with mental health needs. We are moving away from the traditional disorder-oriented model of treatment to a child-centered, family-focused service delivery system that mandates mental health services in the context of the child's family and social ecology. This new system of care has spawned many variations of the model, including wraparound services, multisystemic treatment (MST), futures planning, and person-centred planning. As systems of care are different across countries and cultures, it is imperative that we share our knowledge and make explicit the lessons we have learned in our attempts to provide services to children and adolescents which focus on improving their quality of life rather than merely treating their psychiatric disorders and psychological problems. There is an urgent need to evaluate the various treatments being offered to children and adolescents with mental health needs. Empirical date on outcomes will determine the funding and delivery of services. As such, the latest research on treatment outcomes needs to be disseminated so that new and validated treatment methods can be implemented rapidly.

International Review of Research in Mental Retardation

• 1st Edition
• Volume 22
• May 28, 1999
• Laraine Masters Glidden
• English
• eBook 978-0-08-054611-7

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International Review of Research in Mental Retardation is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of mental retardation. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. Volume 22 is an eclectic volume with chapters on genetics, developmental skills, and methodological issues, as well as review chapters on the Savant Syndrome, and supported employment programs. Contributors for this volume are from the U.S., U.K., and Australia.

International Review of Research in Mental Retardation

• 1st Edition
• Volume 21
• April 1, 1997
• Norman W. Bray
• English
• eBook 978-0-08-085799-2

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This serial was established under the editorship of Dr. Norman R. Ellis in 1966. As a result of his editorial effort and the contributions of many authors, the serial is now recognized as the area's best source of reviews of behavioral research on mental retardation. From its inception, active research scientists and graduate students in mental retardation have looked to this serial as a major source of critical reviews of research and theory in the area.

Categorical Variables in Developmental Research

• 1st Edition
• January 19, 1996
• Alexander von Eye + 1 more
• English
• eBook 978-0-08-052871-7

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Categorical Variables in Developmental Research provides developmental researchers with the basic tools for understanding how to utilize categorical variables in their data analysis. Covering the measurement of individual differences in growth rates, the measurement of stage transitions, latent class and log-linear models, chi-square, and more, the book provides a means for developmental researchers to make use of categorical data.

The Self in Infancy

• 1st Edition
• Volume 112
• October 30, 1995
• P. Rochat
• English
• eBook 978-0-08-054263-8

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The origins of knowledge about the self is arguably the most fundamental problem of psychology. It is a classic theme that has preoccupied great psychologists, beginning with William James and Freud. On reading current literature, today's developmental psychologists and ethologists are clearly expressing a renewed interest in the topic. Furthermore, recent progress in the study of infant and animal behavior, provides important and genuinely new insights regarding the origins of self-knowledge.This book is a collection of current theoretical views and research on the self in early infancy, prior to self-identification and the well-documented emergence of mirror self-recognition. The focus is on the early sense of self of the young infant. Its aim is to provide an account of recent research substantiating the precursors of self-recognition and self-identification. By concentrating on early infancy, the book provides an updated look at the origins of self-knowledge.

The Development of Coordination in Infancy

• 1st Edition
• Volume 97
• March 12, 1993
• G.J.P. Savelsbergh
• English
• eBook 978-0-08-086751-9

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This volume attempts to bring together a collection of current approaches to, and related empirical investigations on, the development of coordination in the first two years of life. It will be of interest to scientists and students in, for example, biology, human movement sciences, kinesiology, psychology, pediatrics, physiology, physical education, physical therapy and robotics.Contributors include those with established reputations in the field, as well as young authors, who are beginning to make their mark. Their efforts resulted in twenty chapters, of which seventeen were invited. The chapters have been divided into four sections. The first chapter is intended to outline the structure of the book.

Advances in Child Development and Behavior

• 1st Edition
• Volume 24
• February 17, 1993
• Hayne W. Reese
• English
• eBook 978-0-08-056596-5

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Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles and a place for the publication of scholarly speculation. In these documented critical reviews, recent advances in the field are summarized and integrated, complexities are exposed, and fresh viewpoints are offered. The serial should be useful to experts it the area as well as graduate students. Each volume of Advances in Child Development and Behavior contains an index, and each chapter includes references.

Applications of Parallel Processing in Vision

• 1st Edition
• Volume 86
• January 23, 1992
• J.R. Brannan
• English
• eBook 978-0-08-086740-3

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Considerable evidence exists that visual sensory information is analyzed simultaneously along two or more independent pathways. In the past two decades, researchers have extensively used the concept of parallel visual channels as a framework to direct their explorations of human vision. More recently, basic and clinical scientists have found such a dichotomy applicable to the way we organize our knowledge of visual development, higher order perception, and visual disorders, to name just a few. This volume attempts to provide a forum for gathering these different perspectives.