Ellen A. Skinner, Thomas Kindermann, Andrew Mashburn
Lifespan Developmental Systems (eBook, ePUB)
Meta-theory, Methodology and the Study of Applied Problems
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Ellen A. Skinner, Thomas Kindermann, Andrew Mashburn
Lifespan Developmental Systems (eBook, ePUB)
Meta-theory, Methodology and the Study of Applied Problems
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This innovative textbook takes advanced undergraduate and graduate students "behind the curtain" of standard developmental science, so they can begin to appreciate the generative value and methodological challenges of a lifespan developmental systems perspective.
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- Größe: 8.54MB
This innovative textbook takes advanced undergraduate and graduate students "behind the curtain" of standard developmental science, so they can begin to appreciate the generative value and methodological challenges of a lifespan developmental systems perspective.
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Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 402
- Erscheinungstermin: 9. Mai 2019
- Englisch
- ISBN-13: 9780429820755
- Artikelnr.: 56760466
- Verlag: Taylor & Francis
- Seitenzahl: 402
- Erscheinungstermin: 9. Mai 2019
- Englisch
- ISBN-13: 9780429820755
- Artikelnr.: 56760466
Ellen A. Skinner, trained as a lifespan developmentalist, is a leading expert on the development of children's motivation, coping, and academic identity in school. She is a Professor of Human Development and Chair of the Psychology Department at Portland State University.
Thomas A. Kindermann is a lifespan developmental psychologist and Professor in the Psychology Department at Portland State University. He is a leading expert on children's peer affiliations in school and how they can foster or undermine children's academic development.
Andrew J. Mashburn, a Professor of Developmental Psychology at Portland State University, is a leading expert on the transition to kindergarten. He conducts research to describe, explain, and promote young children's school readiness and long-term academic success.
Thomas A. Kindermann is a lifespan developmental psychologist and Professor in the Psychology Department at Portland State University. He is a leading expert on children's peer affiliations in school and how they can foster or undermine children's academic development.
Andrew J. Mashburn, a Professor of Developmental Psychology at Portland State University, is a leading expert on the transition to kindergarten. He conducts research to describe, explain, and promote young children's school readiness and long-term academic success.
Preface: Welcome to the Journey
1 Getting Straight on the Goals of Developmental Science
LIFESPAN DEVELOPMENTAL SYSTEMS META-THEORIES
Section I: How Are Unexamined Assumptions Shaping Developmental Science?
2 "Understanding" Theories: Why It's Important and How to Do It
3 Dueling Theories of Attachment and Why They Are Fighting
4 Uncovering Assumptions We Hold about Human Development
5 Is Human Development a Tree, a Machine, a Butterfly, or a Dance?
6 Contrasting Meta-theories: Friends or Enemies?
Section II: How Can Contextual Approaches Enrich Our Understanding of
Development?
7 Lifespan Developmental Paradigm Shift: Developing People in Changing
Contexts
8 Ecological Revolutions: Alive and Well and Living in Multi-level
Partially Nested Contexts
9 The Bioecological Model Reinvented: Proximal Processes as the Engines of
Development
10 Transactional Dialectical Advice: Qualitative Shifts and the Ice Cream
Cone in a Can
Section III: What More Does a Lifespan Developmental Systems Perspective
Have to Offer?
11 Relational Developmental Systems Meta-theories: Walking with
Complementarities
12 Nonlinear Dynamic Systems Meta-theories: Much Convergence but Still
Feuding?
13 Putting It All Together I: The Big Developmental Systems Ideas of Levels
and Engines
14 Putting It All Together II: The Big Developmental Systems Idea of
Dynamics
LIFESPAN DEVELOPMENTAL SYSTEMS METHODOLOGIES
Section IV: What Tools Can We Use to Study Developmental Systems?
Description
15 The Assumptions in Your Hammer: How Meta-theories Shape Methods and Vice
Versa
16 Adding Development to Designs: Cross-sectional, Longitudinal, and
Cross-sequential Designs
17 Crossing Developmental Boundaries I: Sampling Equivalence and Selection
18 Crossing Developmental Boundaries II: Measurement Equivalence and
"Developmentally-friendly" Conceptualizations
Section V: What Tools Can We Use to Study Developmental Systems?
Explanation
19 Building a Time Machine I: Lab and Field Experimental Designs
20 Building a Time Machine II: Naturalistic Designs and Causal Inferences
21 Looking under the Hood I: Proximal Processes and Sequential Observations
22 Looking under the Hood II: Intra-individual Time Series, Episodes, and
Trajectories
23 Whole Persons in Complex Contexts: Person-centered Approaches
Section VI: What Tools Can We Use to Study Developmental Systems?
Optimization
24 Developing Contexts: Weather, Co-adaptation, and Attunement
25 Developing Brains: Experience and Neuroplasticity
26 Developing Individuals: Transformations and Branching Cascades
27 Multiple Lines of Sight: Converging Operations and Open Minds
Afterword: The Journey Continues
Index
1 Getting Straight on the Goals of Developmental Science
LIFESPAN DEVELOPMENTAL SYSTEMS META-THEORIES
Section I: How Are Unexamined Assumptions Shaping Developmental Science?
2 "Understanding" Theories: Why It's Important and How to Do It
3 Dueling Theories of Attachment and Why They Are Fighting
4 Uncovering Assumptions We Hold about Human Development
5 Is Human Development a Tree, a Machine, a Butterfly, or a Dance?
6 Contrasting Meta-theories: Friends or Enemies?
Section II: How Can Contextual Approaches Enrich Our Understanding of
Development?
7 Lifespan Developmental Paradigm Shift: Developing People in Changing
Contexts
8 Ecological Revolutions: Alive and Well and Living in Multi-level
Partially Nested Contexts
9 The Bioecological Model Reinvented: Proximal Processes as the Engines of
Development
10 Transactional Dialectical Advice: Qualitative Shifts and the Ice Cream
Cone in a Can
Section III: What More Does a Lifespan Developmental Systems Perspective
Have to Offer?
11 Relational Developmental Systems Meta-theories: Walking with
Complementarities
12 Nonlinear Dynamic Systems Meta-theories: Much Convergence but Still
Feuding?
13 Putting It All Together I: The Big Developmental Systems Ideas of Levels
and Engines
14 Putting It All Together II: The Big Developmental Systems Idea of
Dynamics
LIFESPAN DEVELOPMENTAL SYSTEMS METHODOLOGIES
Section IV: What Tools Can We Use to Study Developmental Systems?
Description
15 The Assumptions in Your Hammer: How Meta-theories Shape Methods and Vice
Versa
16 Adding Development to Designs: Cross-sectional, Longitudinal, and
Cross-sequential Designs
17 Crossing Developmental Boundaries I: Sampling Equivalence and Selection
18 Crossing Developmental Boundaries II: Measurement Equivalence and
"Developmentally-friendly" Conceptualizations
Section V: What Tools Can We Use to Study Developmental Systems?
Explanation
19 Building a Time Machine I: Lab and Field Experimental Designs
20 Building a Time Machine II: Naturalistic Designs and Causal Inferences
21 Looking under the Hood I: Proximal Processes and Sequential Observations
22 Looking under the Hood II: Intra-individual Time Series, Episodes, and
Trajectories
23 Whole Persons in Complex Contexts: Person-centered Approaches
Section VI: What Tools Can We Use to Study Developmental Systems?
Optimization
24 Developing Contexts: Weather, Co-adaptation, and Attunement
25 Developing Brains: Experience and Neuroplasticity
26 Developing Individuals: Transformations and Branching Cascades
27 Multiple Lines of Sight: Converging Operations and Open Minds
Afterword: The Journey Continues
Index
Preface: Welcome to the Journey
1 Getting Straight on the Goals of Developmental Science
LIFESPAN DEVELOPMENTAL SYSTEMS META-THEORIES
Section I: How Are Unexamined Assumptions Shaping Developmental Science?
2 "Understanding" Theories: Why It's Important and How to Do It
3 Dueling Theories of Attachment and Why They Are Fighting
4 Uncovering Assumptions We Hold about Human Development
5 Is Human Development a Tree, a Machine, a Butterfly, or a Dance?
6 Contrasting Meta-theories: Friends or Enemies?
Section II: How Can Contextual Approaches Enrich Our Understanding of
Development?
7 Lifespan Developmental Paradigm Shift: Developing People in Changing
Contexts
8 Ecological Revolutions: Alive and Well and Living in Multi-level
Partially Nested Contexts
9 The Bioecological Model Reinvented: Proximal Processes as the Engines of
Development
10 Transactional Dialectical Advice: Qualitative Shifts and the Ice Cream
Cone in a Can
Section III: What More Does a Lifespan Developmental Systems Perspective
Have to Offer?
11 Relational Developmental Systems Meta-theories: Walking with
Complementarities
12 Nonlinear Dynamic Systems Meta-theories: Much Convergence but Still
Feuding?
13 Putting It All Together I: The Big Developmental Systems Ideas of Levels
and Engines
14 Putting It All Together II: The Big Developmental Systems Idea of
Dynamics
LIFESPAN DEVELOPMENTAL SYSTEMS METHODOLOGIES
Section IV: What Tools Can We Use to Study Developmental Systems?
Description
15 The Assumptions in Your Hammer: How Meta-theories Shape Methods and Vice
Versa
16 Adding Development to Designs: Cross-sectional, Longitudinal, and
Cross-sequential Designs
17 Crossing Developmental Boundaries I: Sampling Equivalence and Selection
18 Crossing Developmental Boundaries II: Measurement Equivalence and
"Developmentally-friendly" Conceptualizations
Section V: What Tools Can We Use to Study Developmental Systems?
Explanation
19 Building a Time Machine I: Lab and Field Experimental Designs
20 Building a Time Machine II: Naturalistic Designs and Causal Inferences
21 Looking under the Hood I: Proximal Processes and Sequential Observations
22 Looking under the Hood II: Intra-individual Time Series, Episodes, and
Trajectories
23 Whole Persons in Complex Contexts: Person-centered Approaches
Section VI: What Tools Can We Use to Study Developmental Systems?
Optimization
24 Developing Contexts: Weather, Co-adaptation, and Attunement
25 Developing Brains: Experience and Neuroplasticity
26 Developing Individuals: Transformations and Branching Cascades
27 Multiple Lines of Sight: Converging Operations and Open Minds
Afterword: The Journey Continues
Index
1 Getting Straight on the Goals of Developmental Science
LIFESPAN DEVELOPMENTAL SYSTEMS META-THEORIES
Section I: How Are Unexamined Assumptions Shaping Developmental Science?
2 "Understanding" Theories: Why It's Important and How to Do It
3 Dueling Theories of Attachment and Why They Are Fighting
4 Uncovering Assumptions We Hold about Human Development
5 Is Human Development a Tree, a Machine, a Butterfly, or a Dance?
6 Contrasting Meta-theories: Friends or Enemies?
Section II: How Can Contextual Approaches Enrich Our Understanding of
Development?
7 Lifespan Developmental Paradigm Shift: Developing People in Changing
Contexts
8 Ecological Revolutions: Alive and Well and Living in Multi-level
Partially Nested Contexts
9 The Bioecological Model Reinvented: Proximal Processes as the Engines of
Development
10 Transactional Dialectical Advice: Qualitative Shifts and the Ice Cream
Cone in a Can
Section III: What More Does a Lifespan Developmental Systems Perspective
Have to Offer?
11 Relational Developmental Systems Meta-theories: Walking with
Complementarities
12 Nonlinear Dynamic Systems Meta-theories: Much Convergence but Still
Feuding?
13 Putting It All Together I: The Big Developmental Systems Ideas of Levels
and Engines
14 Putting It All Together II: The Big Developmental Systems Idea of
Dynamics
LIFESPAN DEVELOPMENTAL SYSTEMS METHODOLOGIES
Section IV: What Tools Can We Use to Study Developmental Systems?
Description
15 The Assumptions in Your Hammer: How Meta-theories Shape Methods and Vice
Versa
16 Adding Development to Designs: Cross-sectional, Longitudinal, and
Cross-sequential Designs
17 Crossing Developmental Boundaries I: Sampling Equivalence and Selection
18 Crossing Developmental Boundaries II: Measurement Equivalence and
"Developmentally-friendly" Conceptualizations
Section V: What Tools Can We Use to Study Developmental Systems?
Explanation
19 Building a Time Machine I: Lab and Field Experimental Designs
20 Building a Time Machine II: Naturalistic Designs and Causal Inferences
21 Looking under the Hood I: Proximal Processes and Sequential Observations
22 Looking under the Hood II: Intra-individual Time Series, Episodes, and
Trajectories
23 Whole Persons in Complex Contexts: Person-centered Approaches
Section VI: What Tools Can We Use to Study Developmental Systems?
Optimization
24 Developing Contexts: Weather, Co-adaptation, and Attunement
25 Developing Brains: Experience and Neuroplasticity
26 Developing Individuals: Transformations and Branching Cascades
27 Multiple Lines of Sight: Converging Operations and Open Minds
Afterword: The Journey Continues
Index