developmental psychology
46426486
Maslow's Unacknowledged Contributions to Developmental Psychology
Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow's call for holistic/systemic, phenomenological, and dynamic/relational developmental perspectives in psychology (all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow's dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provide empirical support for his ideas particularly those affiliated with characteristics of psychological health (i.e. self actualization) and the conditions that promote or inhibit it. We also explore Maslow's adaptation of Goldstein's concept of self actualization, in which he simultaneously: (a) explicated a theory of safety versus growth that accounts for the two steps forward one step back contiguous dynamic that realistically characterizes the ongoing processes of being in becoming and psychological integration in human development/maturity and (b) emphasized being in the world with others with the intent of facilitating the development of an ideal society by promoting protective factors that illustrate Maslow's safety, belonging, and esteem needs. Finally, we dialogue with the extant literature to clarify common misgivings about Maslow's ideas.
Andrew M Bland Eugene M DeRobertis
221779526
Cross cultural, developmental psychology: integrating approaches and key insights
Like psychology more broadly, developmental psychology has long suffered from a narrow focus on children fromWEIRD societies or those that are Western, Educated, Industrialized, Rich, and Democratic. In this review, we discuss how developmental scientists have sought to correct this bias through two complementary approaches: one centered on detailed, ethnographic investigations of child development within populations (increasing the depth of our understanding) and one focused on larger, multi site studies that test children on standardized tasks across populations (increasing breadth) We review key papers from each of these approaches, describe how they are currently practiced, and discuss their strengths and weaknesses. Next, we highlight exemplary papers from the adult literature that offer useful insights, namely the importance of formal modeling and a greater focus on studying variation at multiple levels of analysis. We end by outlining best practices for future waves of cross cultural, developmental science. Overall, we argue that a more integrated perspective, combining the strengths of the breadth depth approaches, can help better elucidate the developmental origins of human behavioral diversity.
Dorsa Amir Katherine McAuli
225632213
Toward greater cultural sensitivity in developmental psychology
Abstract With the increased attention given to culture in recent years in developmental psychology, there remains a need to overcome limitations of certain existing approaches. Such limitations include tendencies to adopt approaches to culture that are overly global, ignore its symbolic aspects, and that reduce culture to an individual difference variable that can be assessed by conventional psychological scale measures. In the present article, we focus on theoretical and methodological challenges involved in conceptualizing and measuring culture. In the first section, we discuss theoretical work on culture, including how to define culture and considerations to take into account when operationalizing culture, such as attending to its symbolic aspects, its embodiment in everyday social practices, and its dynamic nature. In the second section, we describe the theoretical and methodological approaches that we have adopted in incorporating culture in our own cross cultural developmental research. Finally, in conclusion, we identify key challenges that arise in integrating attention to culture with psychological work in neuroscience, making the case for the continued importance of attention to culture even with the move toward neurologically based accounts of developmental processes.
Joan G Miller Jessica L Engelbrecht Zhenlan Wang Gen Tsudaka
221052639
The Manichean division in children's experience: Developmental psychology in an anti Black world
Recent research in developmental psychology situates human development in ecological systems. While culturally sensitive variants of ecological systems theory take important strides in identifying how racialization structures the world in which youth develop, limits remain for critical researchers interested in humanity transformation projects. A fundamental error is being made when modern/colonial capitalist Man remains the unquestioned representative of the human. Accordingly, we discuss the case of anti Blackness in the ecology of Black youth's development and its origins with the natural slave, arguing that the child adult trajectory is distorted for Black youth. We argue that anti Blackness is inextricably tied to capitalism's historical development and that developmental psychologists concerned with humanization can adopt a decolonial attitude in service of that goal. For developmental psychologists concerned with humanity transformation, we propose a step back from the dominant approach in developmental psychology to better afford an actional stance.
Karlyn R Adams-Wiggins Daphne V Taylor-Garcia
225298096
Cross cultural, developmental psychology: integrating approaches and key insights
Abstract Like psychology more broadly, developmental psychology has long suffered from a narrow focus on children from WEIRD societies or those that are Western, Educated, Industrialized, Rich, and Democratic. In this review, we discuss how developmental scientists have sought to correct this bias through two complementary approaches: one centered on detailed, ethnographic investigations of child development within populations (increasing the depth of our understanding) and one focused on larger, multi site studies that test children on standardized tasks across populations (increasing breadth) We review key papers from each of these approaches, describe how they are currently practiced, and discuss their strengths and weaknesses. Next, we highlight exemplary papers from the adult literature that offer useful insights, namely the importance of formal modeling and a greater focus on studying variation at multiple levels of analysis. We end by outlining best practices for future waves of cross cultural, developmental science. Overall, we argue that a more integrated perspective, combining the strengths of the breadth depth approaches, can help better elucidate the developmental origins of human behavioral diversity.
Dorsa Amir Katherine McAuliffe
220506402
The Importance of Worldviews for Developmental Psychology
This article aims to examine the impact of worldviews on research in developmental psychology. To do so, we use the notion of the epistemic framework and recover aspects of other epistemological approaches to meta theoretical problems. First, we differentiate the epistemic framework of the split from the relational epistemic framework which underlie different investigations. We argue in favour of the latter for the promotion of research on knowledge development. Then, we raise the question of ethical and political values and their epistemic significance for developmental psychology. After that, we specify the modalities of the intervention of ontological and epistemological presuppositions and values in the circumscription of the object of enquiry, the formulation of problems, and the definition of methodological aspects. In this respect, we reflect upon the social regulation of the intervention of epistemic frameworks. Finally, we discuss a central question: does giving a relevant space to values in research force us to abandon the objectivity of knowledge or to reformulate it in non positivist terms?
Jose Antonio Castorina
234738814
Premodernity, Modernity, Postmodernity, and Eu Modernity as the Four Stages of Civilizational Developmental Psychology: Comte's Parallel Human Civilizational Developments
In this paper, the Auguste Comte's parallel human civilizational developments in the early nineteenth century are broadened and updated for the twenty first century. Comte establishes the parallel between European civilizational development as the law of three stages (the theological stage, the metaphysical stage, and the positive scientific stage) and human development (childhood, adolescence, and adulthood) He holds that each individual human develops from the stage of a devout believer in childhood as in the theological stage, to a critical metaphysician to question the abstract notions of existence in adolescence as in the metaphysical stage, and to a natural philosopher in adulthood as in the positive scientific stage. The Comte's parallel human civilizational developments are broadened to include collectivism individualism, human evolution, and developmental psychology from Erikson's psychosocial development, and are updated to include the stages after the nineteenth century. The four stages of infancy, toddlerhood, childhood, and adulthood in the proposed human development are parallel to the four stages of premodernity, modernity, postmodernity, and eu modernity (post postmodernity) in the proposed civilizational development. Each individual human develops from believing infancy to believe in parent as believing premodernity to believe in authoritative religion, to autonomous toddlerhood to explore as rational autonomous modernity to explore, to diverse childhood to learn diversity as diverse postmodernity to learn diversity, and to eusocial adulthood to establish eusociality by interdependent division of labor, multigenerational generativity, and intergroup generosity as eusocial eu modernity to establish eusociality by interdependent division of labor between individualism and collectivism, multigenerational generativity for long term wellbeing, and intergroup generosity for long distance wellbeing. Eusocial eu modernity is the adulthood civilization.
Dingyu Chung
151110210
New developments in understanding morality: Between evolutionary psychology, developmental psychology, and control mastery theory.
Francesco Gazzillo Ramona Fimiani Emma De Luca Nino Dazzi John T Curtis Marshall Bush
211235545
Medical Psychology and Sociology: Developmental Psychology
Development: a dynamic process that begins with conception and ends with death. Developmental psychology deals with the changes that occur during the course of human life. In this article, we are going to discuss developmental processes and primary/secondary socialization as well as present the psychosexual theories of Freud and Erikson. With this, you will be optimally prepared for tricky questions about developmental psychology in your medical exams.
226501328
Developmental Psychology, Psychological Assessment and Research Methods: PSY 222E, Supplementary Examinations January 2020
Developmental Psychology, Psychological Assessment and Research Methods: PSY 222E, Supplementary Examinations January 2020
Jabulani Gilford Kheswa S Vasi A Khetsiwe E Essendrup