Klaus Riegel, John Meacham
The Developing Individual in a Changing World
Volume 1, Historical and Cultural Issues
Klaus Riegel, John Meacham
The Developing Individual in a Changing World
Volume 1, Historical and Cultural Issues
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This two-volume work levels both criticism and challenge to traditional developmental psychology
Andere Kunden interessierten sich auch für
![The Developing Individual in a Changing World]( "The Developing Individual in a Changing World")
Georgy GounevThe Developing Individual in a Changing World201,99 €![Changing the Subject]( "Changing the Subject")
Julian HenriquesChanging the Subject195,99 €![Educational Psychology in a Changing World]( "Educational Psychology in a Changing World")
Gerda SiannEducational Psychology in a Changing World163,99 €![Psychology and the Developing World]( "Psychology and the Developing World")
Stuart CarrPsychology and the Developing World102,99 €![Becoming a Solution Detective]( "Becoming a Solution Detective")
John SharryBecoming a Solution Detective156,99 €![Changing Habits of Mind]( "Changing Habits of Mind")
Zoltan GrossChanging Habits of Mind184,99 €![Archetype, Culture, and the Individual in Education]( "Archetype, Culture, and the Individual in Education")
Clifford MayesArchetype, Culture, and the Individual in Education184,99 €-
-
-
This two-volume work levels both criticism and challenge to traditional developmental psychology
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 472
- Erscheinungstermin: 14. August 2018
- Englisch
- Abmessung: 229mm x 152mm x 27mm
- Gewicht: 798g
- ISBN-13: 9781138535091
- ISBN-10: 1138535095
- Artikelnr.: 55982499
- Verlag: Taylor & Francis
- Seitenzahl: 472
- Erscheinungstermin: 14. August 2018
- Englisch
- Abmessung: 229mm x 152mm x 27mm
- Gewicht: 798g
- ISBN-13: 9781138535091
- ISBN-10: 1138535095
- Artikelnr.: 55982499
Klaus Riegel, John Meacham
I: Historical and theoretical issues in the development of the individual and society
1: Early European contributions to developmental psychology
A: Overview, Contexts, and Selections
B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1
C: The Real World of Alfred Binet
D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology
2: The development of women through history
A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions
B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis
C: Planned Obsolescence: Historical Perspectives on Aging Women
3: Formal models of development
A: Organization and Transformation
B: Conceptualizing Behavioral Development
C: C. A View of Cognition from A Formalist's Perspective
D: D. Some Ingredients for Constructing Developmental Models
II: Cognitivists' and socialists' inquiries into human development
1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries
A: Philosophy and Psychology in the Soviet Union
B: B. The Soviet Concept of Development and the Problem of Activity
C: Conditions and Determinants of Child Development in Contemporary Polish Psychology
2: Soviet developmental study of verbal self-regulation
A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour
B: Speech-For-Self as a Multiply Reafferent Human Action System
C: C. Developmental Aspects of Rhythm in Selfregulation
D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity
E: Soviet Research in the Psychophysiology of Individual Differences
F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation
3: Cognitive development through life: Research based on Piaget's system
A: Sensorimotor Period: The Source of Intellectual Development
B: The Role of Structures in Explaining Behavioral Development.
C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change
4: Theoretical viewpoints in perceptual development: The illusion as paradigm
A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach
B: Perceptual Development: A Distorted View
C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion
III: Cross-cultural differences in human development
1: The individual in developmental theory: Cross-cultural perspectives
A: A Conceptual Model for Study of Individual Development in Different Cultures
B: Erikson's Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third World' Communities
C: Thematic Structuration in Adolescence: Findings from Different European Countries
D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents
2: Problems of cross-cultural research
A: The Problem of the Packaged Variable
B: Situating the Experiment in Cross-Cultural Research
C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress
D: Cross-Cultural Piagetian Studies: What Can they Tell Us?
3: Cultural differences in socialization techniques
A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador
B: A Test of the Universality of an 'Acculturation Gradient' in Three Culture-Triads
C: A Cross-Cultural View of Adult Life in the Extended Family
4: Subcultural differences in language aquisition
A: Some Theoretical Considerations of Subcultural Differences in Language Development
B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics
C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers
1: Early European contributions to developmental psychology
A: Overview, Contexts, and Selections
B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1
C: The Real World of Alfred Binet
D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology
2: The development of women through history
A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions
B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis
C: Planned Obsolescence: Historical Perspectives on Aging Women
3: Formal models of development
A: Organization and Transformation
B: Conceptualizing Behavioral Development
C: C. A View of Cognition from A Formalist's Perspective
D: D. Some Ingredients for Constructing Developmental Models
II: Cognitivists' and socialists' inquiries into human development
1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries
A: Philosophy and Psychology in the Soviet Union
B: B. The Soviet Concept of Development and the Problem of Activity
C: Conditions and Determinants of Child Development in Contemporary Polish Psychology
2: Soviet developmental study of verbal self-regulation
A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour
B: Speech-For-Self as a Multiply Reafferent Human Action System
C: C. Developmental Aspects of Rhythm in Selfregulation
D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity
E: Soviet Research in the Psychophysiology of Individual Differences
F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation
3: Cognitive development through life: Research based on Piaget's system
A: Sensorimotor Period: The Source of Intellectual Development
B: The Role of Structures in Explaining Behavioral Development.
C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change
4: Theoretical viewpoints in perceptual development: The illusion as paradigm
A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach
B: Perceptual Development: A Distorted View
C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion
III: Cross-cultural differences in human development
1: The individual in developmental theory: Cross-cultural perspectives
A: A Conceptual Model for Study of Individual Development in Different Cultures
B: Erikson's Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third World' Communities
C: Thematic Structuration in Adolescence: Findings from Different European Countries
D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents
2: Problems of cross-cultural research
A: The Problem of the Packaged Variable
B: Situating the Experiment in Cross-Cultural Research
C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress
D: Cross-Cultural Piagetian Studies: What Can they Tell Us?
3: Cultural differences in socialization techniques
A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador
B: A Test of the Universality of an 'Acculturation Gradient' in Three Culture-Triads
C: A Cross-Cultural View of Adult Life in the Extended Family
4: Subcultural differences in language aquisition
A: Some Theoretical Considerations of Subcultural Differences in Language Development
B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics
C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers
I: Historical and theoretical issues in the development of the individual and society
1: Early European contributions to developmental psychology
A: Overview, Contexts, and Selections
B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1
C: The Real World of Alfred Binet
D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology
2: The development of women through history
A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions
B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis
C: Planned Obsolescence: Historical Perspectives on Aging Women
3: Formal models of development
A: Organization and Transformation
B: Conceptualizing Behavioral Development
C: C. A View of Cognition from A Formalist's Perspective
D: D. Some Ingredients for Constructing Developmental Models
II: Cognitivists' and socialists' inquiries into human development
1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries
A: Philosophy and Psychology in the Soviet Union
B: B. The Soviet Concept of Development and the Problem of Activity
C: Conditions and Determinants of Child Development in Contemporary Polish Psychology
2: Soviet developmental study of verbal self-regulation
A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour
B: Speech-For-Self as a Multiply Reafferent Human Action System
C: C. Developmental Aspects of Rhythm in Selfregulation
D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity
E: Soviet Research in the Psychophysiology of Individual Differences
F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation
3: Cognitive development through life: Research based on Piaget's system
A: Sensorimotor Period: The Source of Intellectual Development
B: The Role of Structures in Explaining Behavioral Development.
C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change
4: Theoretical viewpoints in perceptual development: The illusion as paradigm
A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach
B: Perceptual Development: A Distorted View
C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion
III: Cross-cultural differences in human development
1: The individual in developmental theory: Cross-cultural perspectives
A: A Conceptual Model for Study of Individual Development in Different Cultures
B: Erikson's Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third World' Communities
C: Thematic Structuration in Adolescence: Findings from Different European Countries
D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents
2: Problems of cross-cultural research
A: The Problem of the Packaged Variable
B: Situating the Experiment in Cross-Cultural Research
C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress
D: Cross-Cultural Piagetian Studies: What Can they Tell Us?
3: Cultural differences in socialization techniques
A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador
B: A Test of the Universality of an 'Acculturation Gradient' in Three Culture-Triads
C: A Cross-Cultural View of Adult Life in the Extended Family
4: Subcultural differences in language aquisition
A: Some Theoretical Considerations of Subcultural Differences in Language Development
B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics
C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers
1: Early European contributions to developmental psychology
A: Overview, Contexts, and Selections
B: The Contribution of William and Clara Stern to the Onset of Developmental Psychology 1
C: The Real World of Alfred Binet
D: Development and Value Orientation: The Contribution of Eduard Spranger to a Differential Developmental Psychology
2: The development of women through history
A: Astarte Moses and Mary: Perspectives on the Sexual Dialectic in Canaanite, Judaic, and Christian Traditions
B: B. Two Types of Women Writers and Three Periods in Time: A Psychohistorical Analysis
C: Planned Obsolescence: Historical Perspectives on Aging Women
3: Formal models of development
A: Organization and Transformation
B: Conceptualizing Behavioral Development
C: C. A View of Cognition from A Formalist's Perspective
D: D. Some Ingredients for Constructing Developmental Models
II: Cognitivists' and socialists' inquiries into human development
1: The concept of development and the genetic approach in psychological theory of the Soviet Union and other socialist countries
A: Philosophy and Psychology in the Soviet Union
B: B. The Soviet Concept of Development and the Problem of Activity
C: Conditions and Determinants of Child Development in Contemporary Polish Psychology
2: Soviet developmental study of verbal self-regulation
A: Recent Developments in Soviet Research on the Verbal Control of Voluntary Motor Behaviour
B: Speech-For-Self as a Multiply Reafferent Human Action System
C: C. Developmental Aspects of Rhythm in Selfregulation
D: The Function of Speech Rhythms in the Regulation of Non-Speech Activity
E: Soviet Research in the Psychophysiology of Individual Differences
F: Life-Span Cognitive Development and the Soviet Theory of Self-Regulation
3: Cognitive development through life: Research based on Piaget's system
A: Sensorimotor Period: The Source of Intellectual Development
B: The Role of Structures in Explaining Behavioral Development.
C: Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change
4: Theoretical viewpoints in perceptual development: The illusion as paradigm
A: Illusions and Perceptual Development: A Tachis-Toscopic Psychophysical Approach
B: Perceptual Development: A Distorted View
C: Cross-Cultural and Personality Factors Influencing the Ponzo Perspective Illusion
III: Cross-cultural differences in human development
1: The individual in developmental theory: Cross-cultural perspectives
A: A Conceptual Model for Study of Individual Development in Different Cultures
B: Erikson's Theory in Cross-Cultural Perspective: Social Class and Ethnicity in Third World' Communities
C: Thematic Structuration in Adolescence: Findings from Different European Countries
D: Thematic Structuration in Adolescence: Findings From Pedi Adolescents
2: Problems of cross-cultural research
A: The Problem of the Packaged Variable
B: Situating the Experiment in Cross-Cultural Research
C: Cross-Cultural Research and Piagetian Theory: Paradox and Progress
D: Cross-Cultural Piagetian Studies: What Can they Tell Us?
3: Cultural differences in socialization techniques
A: Maternal Socialization Practices and Spatial-Perceptual Abilities in Newfoundland and Labrador
B: A Test of the Universality of an 'Acculturation Gradient' in Three Culture-Triads
C: A Cross-Cultural View of Adult Life in the Extended Family
4: Subcultural differences in language aquisition
A: Some Theoretical Considerations of Subcultural Differences in Language Development
B: An Information Processing Approach to Some Problems in Developmental Sociolinguistics
C: Some Psycholinguistic and Social Predictors of Dialect Usage Among Subjects and Their Most Preferred Peers