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Elsevier

Books in Developmental and educational psychology general

  • Movement and Action in Learning and Development

    Clinical Implications for Pervasive Developmental Disorders
    • 1st Edition
    • Ida Stockman
    • English
    This book presents theories and clinical practices for dealing with children diagnosed with pervasive developmental disability or PDD. These are children who have a wide range of disabilities that affect their participation in even the most routine events of daily life, such as eating, dressing, bathing, and so on. Unlike many who are diagnosed with classic autism, however, these children seem to have normal social behavior, normal physical appearance, the ability to learn, hear, see, and move their bodies at will—in other words, none of the well-known reasons that cause autistic and other children to develop differently. These children have the use of all their senses, but their brains are unable to process the information that is fed through them. While much new research is being done in genetics and neurobiology to explain why something in these children has gone fundamentally wrong with their development, clinicians and therapists who deal with them on a daily basis have needed to develop practical therapies based on how the children react to their environments. Movement and Action in Learning and Development suggests that when therapists plan treatment strategies, children's experiences and interactions with the world should be given the same consideration as the limits of their biological makeups. Too often children diagnosed with PDD are lumped into therapy groups for the classically autistic, where the focus tends to be on the distance senses—hearing and vision. Case studies presented in the first half of the book suggest that for children with PDD, there is a disconnect between the brain and the tactile-kinesthetic senses that involve body movement and physical interaction with the world. Movement, in turn, seems to be connected to perception, interpretation of the world around, and ultimately, the acquisition of knowledge. For children with PDD, "normal" learning seems to be limited not only by their tactile-kinesthetic sense but also by the lack of collaboration between all the senses. The second half of the book demonstrates how these new theories translate into clinical practices.

  • International Review of Research in Mental Retardation

    Language and Communication in Mental Retardation
    • 1st Edition
    • Volume 27
    • English
    Language and communication problems have long figured prominently in the definition of mental retardation. Volume 27 of the International Review of Research in Mental Retardation focuses exclusively on these language and communication issues. The pace of research on language learning and use in mental retardation has increased in recent years and taken new direction. This revitalization has been fueled by three factors: 1) advances in genetic technologies allowing investigation of the behavioral phenotypes of well-defined syndromes, 2) an increased emphasis on maximizing abilities of individuals with mental retardation to live and succeed in a broader range of contexts and settings, and 3) theoretical debates concerning the mechanisms of language development and the nature of the human mind. Contents in Language and Communication in Mental Retardation include syndromes (e.g., Down syndrome, Williams syndrome), domains of language skill (e.g., reading), and intervention strategies.

  • International Review of Research in Mental Retardation

    • 1st Edition
    • Volume 26
    • Laraine Masters Glidden
    • English
    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.

  • Handbook on Firesetting in Children and Youth

    • 1st Edition
    • David J. Kolko
    • English
    This text reference provides state-of-the-art information on juvenile firesetters and reviews the current research on youthful firesetters and arsonists. The work illustrates methods of fire scene investigation and assessment relating to child-parent and family factors. This information is then used to prescribe interventions with the individual along with community-wide programs. The work also provides current information on fire safety education and curricula, with explicit training materials. Finally, the book addresses the need for residential treatment centers and training schools on methods for handling firesetting youth and maintaining a fire safe environment.

  • International Review of Research in Mental Retardation

    • 1st Edition
    • Volume 25
    • English
    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.

  • Development of Achievement Motivation

    • 1st Edition
    • Volume .
    • Allan Wigfield + 1 more
    • English
    This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance.

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 28
    • English
    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 with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 28 discusses variability in reasoning, dual processes in memory, reasoning, and cognitive neuroscience, language and cognition, and adolescent depression.

  • Learning and Teaching on the World Wide Web

    • 1st Edition
    • Volume -
    • Christopher R. Wolfe
    • English
    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
    • English
    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
    • N. Singh + 2 more
    • English
    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
    • English
    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
    • English
    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.

  • Encyclopedia of Gerontology

    Age, Aging, and the Aged
    • 1st Edition
    • Victor W. Marshall + 7 more
    • English
    Edited by James Birren, one of the world's leading researchers in gerontology, this two-volume work is the most comprehensive work on age, aging, and the aged available. This entirely new encyclopedia covers the latest research on the biology, psychology, and sociology of aging in addition to covering how aging is depicted in the humanities. This dynamic field has grown over the years to encompass fascinating studies of development and change with age. This encyclopedia provides a reference source for identifying major areas of investigation and our knowledge to date. Prepared for a college- and professional-level readership, each article provides depth and breadth of coverage, including theory and summaries of empirical findings. Every article contains a definition paragraph, describing the subject at hand, a glossary of unfamiliar terms, and a bibliography of suggested readings. The set is fully cross-referenced and contains a complete subject index.

  • Categorical Variables in Developmental Research

    Methods of Analysis
    • 1st Edition
    • Alexander von Eye + 1 more
    • English
    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

    Theory and Research
    • 1st Edition
    • Volume 112
    • P. Rochat
    • English
    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
    • G.J.P. Savelsbergh
    • English
    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.Contributor... 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
    • English
    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.

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 23
    • English

  • The Development of Timing Control and Temporal Organization in Coordinated Action

    Invariant Relative Timing, Rhythms and Coordination
    • 1st Edition
    • Volume 81
    • J. Fagard + 1 more
    • English
    This volume examines the development of timing in coordinated action from several different ontogenetic perspectives. Some chapters emphasize the qualitative changes in manifest motor behavior during the early growth years and examine the relation between temporal characteristics of pre- and perinatal movements and goal directed actions with qualitatively different rules of temporal organization. Other contributors stress the developmentally invariant timing characteristics of species-typical and perhaps genetically programmed motor patterns of nonhuman organisms.Also examined is the molecular machinery that generates circumscribed motor patterns with stable temporal characteristics, as well as the reversible influences of peripheral feedback on and the interactions among discrete pattern generators. Despite their basic theoretical differences, both formulations imply the same generic hypothesis: that the temporal characteristics of manifest movement or action are controlled by central agencies acting on the peripheral skeleto-muscular system in a hierarchic top-down mode.

  • International Review of Research in Mental Retardation

    • 1st Edition
    • Volume 16
    • English
    This volume addresses three important areas of current research in mental retardation: behavioral toxicology research and its implications for the cause and prevention of some types of mental retardation, cognitive processes in mentally retarded individuals and the significance of this issue for the further development of remediation techniques, and social adaptation and family functioning and the importance of these topics for the study of mental retardation.

  • The Development of Attention

    Research and Theory
    • 1st Edition
    • Volume 69
    • J.T. Enns
    • English
    This volume presents an up-to-date review of developmental aspects of human attention by leading researchers and theorists. The papers included in the first section consider the ways in which newborns are pretuned to visual, auditory, linguistic, and social features of their environment, as well as how selectivity to these features changes in the first year of life. The following section examines properties of the visual and auditory world that are attention-getting for children. Developmental increases in capacity and strategy are also examined in this section through the study of perception, memory, problem-solving and language. Section III explores several ways in which selective processing can fail in development (e.g. autism, hyperactivity, and psychopathy) while Section IV reports on those aspects of selectivity that are lost (and preserved) in the aging process.

  • Developmental Psychology

    Cognitive, Perceptuo-motor and Neuropsychological Perspectives
    • 1st Edition
    • Volume 64
    • C.-A. Hauert
    • English
    Since the end of the sixties, Piagetian general theory with its inherent power of unification has gradually given way to a multitude of more specific models which is in evidence today. In this volume the authors concentrate on three perspectives namely cognitive, perceptuo-motor and neuropsychological development and attempt to coordinate these traditionally separated views. Good illustrations of these theoretical connections can be found in different chapters although the persistent isolation of these three domains still remains. However the authors believe efforts in developmental psychology must continue in the direction of domain interaction, for theoretical concepts as well as methodological tools.

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 22
    • English

  • The Adolescent as Decision-Maker

    Applications to Development and Education
    • 1st Edition
    • English
    This book reviews current theories and research on adolescent development and their implications for education. It is organized around the theme of the adolescent as decision-maker, and covers areas of normal development that are crucial for the transition to independence. The issues raised by the thoughtful reviews will stimulate discussion and debate and will provide new perspectives on adolescence.

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 21
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 20
    • English

  • Psychobiology and Early Development

    • 1st Edition
    • Volume 46
    • H. Rauh + 1 more
    • English
    This volume is the outcome of an international symposium held in Berlin, FRG, which brought together researchers in the field of infant development.The contributors are from Europe and North America, and have as their primary professional interest either pediatrics, biology or psychology. These fields, in spite of common involvement and large overlap, still have to overcome communication problems and differences in scientific approaches. The emphasis of this book is on the efforts of the participants towards reaching a mutual understanding. In spite of disciplinary diversity, the papers in this book complement each other, and set the scene for future multidisciplinary research and exchange in the field of infant development.

  • Theory Building in Developmental Psychology

    • 1st Edition
    • Volume 36
    • P. van Geert
    • English
    Discussing (from various viewpoints) problems in theory building and theory evaluation, this book starts from the assumption that theories of development are particular ways of defining the concept of psychological development in terms of a specific conceptual framework, as well as in terms of a specific empirical range (nature of the explained phenomena, prototypical experiments and applications, etc.).The first three parts deal with basic problems in modern developmental psychology, namely ways of describing development and how they direct theory formation; causes and conditions of development in relation with learning and the problem of precursors; and the individual and the socio-cultural dimension in theory building. The fourth part demonstrates three different forms of theory building, while the final part deals with an old philosophical problem in developmental psychology, the rationalism-empirici... controversy.

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 19
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 18
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 17
    • English
    Advances in Child Development and Behavior is intended to provide scholarly technical articles that serve as reference material and provide a forum for scholarly speculation. In these documented critical reviews, recent advances in the field are summarized and integrated; complexities are exposed; and fresh viewpoints are offered. They should be useful not only to the expert in the area but also to the general reader.

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 16
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 13
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 15
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 14
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 12
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 11
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 10
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 9
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 8
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 7
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 6
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 5
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 4
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 3
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 2
    • English

  • Advances in Child Development and Behavior

    • 1st Edition
    • Volume 1
    • English