Key People in Developmental Psychology PDF

KEY PEOPLE IN DEVELOPMENTAL PSYCHOLOGY Compiled by Aya (@hiraya_rpm01) Reference: Santrock, J. W. (2006). Life-span development (10th ed.). McGraw-Hill. INTRODUCTION: The Life-Span Perspective Jean-Jacques Rousseau: Chi...

KEY PEOPLE IN DEVELOPMENTAL PSYCHOLOGY Compiled by Aya (@hiraya_rpm01) Reference: Santrock, J. W. (2006). Life-span development (10th ed.). McGraw-Hill. INTRODUCTION: The Life-Span Perspective Jean-Jacques Rousseau: Children are innately good. John Locke: Children are like blank slates and grow through experience. Paul Baltes: The life span perspective has seven fundamental contentions or characteristic beliefs. Duane Rudy and Joan Grusec: One culture may benefit from a parenting style that is detrimental to another cultural group. CHAPTER 1: Foundations of Life-Span Development Jerome Kagan: Early and later life experiences contribute to development. Bernice Neugarten: We are becoming age-irrelevant society Carol Gilligan: Men and Women have differing moral and psychological tendencies. Harriet Lerner: The rigidity of corporate culture disadvantages both the male and female ability to manage and sustain relationship Jean Baker Miller: All life has been underdeveloped and distorted because of our past explanations have been created by only one half of the human species. CHAPTER 2: Prominent Approaches in Life-Span Development Sigmund Freud: Personality has three structures: id, ego, superego Erik Erikson: Humans develop in psychosocial stages Jean Piaget: Children actively construct their understanding of the world in four stages. Lev Vygotsky: Language is used as a tool that helps children plan activities and solve problems. Robert Siegler: Thinking involved perceiving, encoding, representing, storing, and retrieving information. Karen Horney: The child's reaction to parental indifferences leads to child to develop coping strategies, and neurosis may develop as the child matures. Ivan Pavlov: Discovered the principle of classical conditioning B.F. Skinner: Rewards and punishment shape individuals' development.  Albert Bandura: People cognitively represent the behavior of others and sometimes adopt it themselves. Urie Brofenbrenner: He developed ecological theory. Konrad Lorenz: Behavior is strongly influenced by biology. Charles Darwin: He theorized about the connection between humans and the resr of the animal kingdom. John Bolwby: He is considered the father of attachment theory. Eric Fromm: Human nature is influenced by dysfunctional social patterns. Carl Jung: The psyche includes, the ego, the personal unconscious, and the collective unconscious. Abraham Maslow: He was the creative founder of the humanist approach to psychology. Carl Rogers: He introduced a fully-client centered therapy. CHAPTER 3: Biological Beginnings David Buss: Evolution pervasively influences our fears, how aggressive we are, and how we make decisions. Thomas Bouchard: Minnesota Study of Twins Reared Apart Charles Darwin: He presented the ideas of natural selection and survival of the fittest. Albert Bandura: Social behaviour is not the product of evolved biology. Theodore Dobzhansky: The human species has been selected for learnability and plasticity. Judith Harris: What parents do does not make a difference in children's behaviour. Robert Plomin: Children reared in the same environment often have different personalities. Arthur Jensen: Intelligence is primarily inherited. Paul Baltes: The benefits of evolutionary selection decrease following the decline in reproductive capacity. J. R. Flynn: Intelligence scores between races can be accounted for by environmental differences, not genetic qualities. Steven Jay Gould: In most domains of human functioning, biology allows a broad range of cultural possibilities. Michael Peters: An examination of individuals' brains found more variation within each "racial" grouping than between them.  Phillippe Rushton: Genetic differences exist between racial groups for the heritable nature of such factors as intelligence. Sandra Scarr: Each individual has a range of potential but will not exceed that range. Anne-Marie Ambert: The position of the adopted person in our society is a socially constructed one. Gilbert Gottlieb: Development is the result of an ongoing, bi-directional interchange between heredity and the environment Ernest McCulloch and James Till: The discovery of the first stem cell lead to the implementation of bone marrow transplantation to treat blood cancers. CHAPTER 4: Prenatal Development and Birth Fernand Lamaze: He is the French obstetrician who developed prepared childbirth. T. Berry Brazelton: He developed a neonatal assessment of neurological development. Grantley Dick-Read: He is the English obstetrician who developed natural childbirth. Frederick Leboyer: He opposed the standard techniques of childbirth and advocated "birth without violence." CHAPTER 5: Physical and Cognitive Development in Infancy Charles Nelson: He measured babies' brain activity to determine the role it plays in memory development. Esther Thelen: She is a proponent of the developmental biodynamics view of infant motor development. Robert Fantz: He used looking chambers to determine infants' visual preferences. Eleanor Gibson and James J. Gibson: They used the visual cliff to study infant depth perception. Marshall Haith: Infants develop expectations about future events in their world by the time they are three months of age. Richard Walk: He investigated how early infants can perceive depth. Elizabeth Spelke: Infants have biological core knowledge of the perceptual world. Fred Genesee: Children learn to be bilingual with the same relative ease as they learn to be monolingual.  Michelle Patterson and Janet Werker: Eight-month-old infants are able to match gender, sound, and faces correctly in experiments of auditory and visual intermodal perception. Elaine Wang: Giving new mothers formula samples upon discharge from hospital decreases the likelihood that these mothers will breast-feed their children. Arnold Gesell: He developed a clinical measure to assess potential abnormality in infants. Carol Rovee-Collier: Two to three-month-old infants are capable of detailed memory. Nancy Bayley: She devised the most commonly used infant intelligence test Andrew Meltzoff: He studied infants' imitation and deferred imitation. Roger Brown: There is no evidence to support the claim that reinforcement is responsible for language rule systems. Jean Piaget: He contributed to cognitive theory by observing the development of his three children. Jean Mandler: Explicit memory is not evident until the second half of the first year of life, Noam Chomsky: Humans are biologically prewired to learn language. Eleanor Gibson: Infants' perceptual abilities are highly developed very early in development. Elizabeth Spelke: Infants as young as four months of age have intermodal perception. Betty Hart and Todd Risley: They observed the language environments and language development of children from middle-income professional backgrounds and welfare backgrounds. Renee Baillargeon: Infants as young as four months expect objects to be substantial and permanent. Esther Thelen: The dynamic systems theory seeks to explain how motor behaviours are assembled for perceiving and acting CHAPTER 6: Socio-emotional Development in Infancy Carroll Izard: Maximally Discriminative Facial Movement Coding System Mary Ainsworth: She devised the Strange Situation to measure attachment in children. John Bowlby: Attachment has a biological basis. Margaret Mahler: Children go through separation and individuation. Jerom Kagan: Infants are evolutionarily equipped to stay on a positive developmental course.  Harry Harlow and Robert Zimmerman: They observed the attachment behaviour of monkeys in the laboratory. Mary Rothbart and John Bates: Temperament classifications focus on affect, approach, and control. Erik Erikson: The first year of life is characterized by the trust-versus-mistrust stage of development. John Watson: Parents spend too much time responding to infant crying. Alexander Chess and Stella Thomas: Infants demonstrate easy, difficult, and slow-to- warm-up temperaments. Anne Bigelow: Joint attention observed in blind infants signals their awareness of their role as an agent in the environment CHAPTER 7: Physical and Cognitive Development in Early Childhood Jean Berko: She used fictional words to test children's understanding of language rules. Lev Vygotsky: Language and thought are initially independent and eventually merge. Jean Piaget: Preoperational thought moves from the primitive to sophisticated use of symbols. Rochel Gelman: : She used the information-processing approach to analyze children's inability to conserve. Maria Montessori: She revolutionized teaching by allowing children freedom and spontaneity. Diane Poulin-Dubois and Giselle Heroux: Adults and children considered an object that could move as "more alive than one that could not. Barbel Inhelder: He studied young children's egocentrism by devising the three mountains task. Carole Peterson: She studies issues around children's narrative (story-telling) skills. Zhe Chen and Robert Siegler: Children as young as two can learn problem-solving strategies, Geoffrey Hull and Susan Graham: Young children know the difference between adjectives and proper nouns. CHAPTER 8: Socio-emotional Development in Early Childhood  Lawrence Kohlberg: Gender constancy develops in concert with conservation at around six to seven years of age. Mildred Parten: Children's play can be classified according to the amount of social interaction that occurs. Diana Baumrind: Parenting style is related to children's socioemotional development. Sigmund Freud: The child's superego develops as he or she resolves the Oedipus conflict and identifies with the same-sex parent. Jean Piaget: Children think in two distinctly different ways about morality, depending on their developmental maturity. James A. Russell: The acquisition of the understanding of some emotions does not go from a complete lack of comprehension to full knowledge; rather, the path is gradual. Lev Vygotsky: Play is an excellent setting for cognitive development. Erik Erikson: The crisis of early childhood is one of initiative versus guilt. Michael Perlman and Hildy Ross: Disputes between two- and four-year-old siblings occur an average of 6.3 times per hour and parents intervene in about 57 percent of these disputes. CHAPTER 9: Physical and Cognitive Development in Middle and Late Childhood Alfred Binet: He created the first test to determine which children would do well in school. Howard Gardner: He proposed a theory of seven kinds of intelligence. David Wechsler: He created the major alternative to the Stanford-Binet intelligence test. Ellen Winner: She described gifted children in terms of precocity, marching to own drummer, and passion. Robert Sternberg: He developed the triarchic theory of intelligence. Ellen Bialystok: Children who are fluent in two languages perform better than their single- language counterparts on tests of cognitive abilities. J. P. Gilford: He distinguished between convergent thinking and divergent thinking. Wallace Lambert: He developed a number of model French immersion programs for English-speaking children. Jean Piaget: Concrete operational thought is made up of mental actions that allow children to do mentally what they have previously done physically.  Alfred Binet and Theophile Simon: In response to the Ministry of Education, a test was devised to identify children who were unable to learn in school. Charles Spearman: People have both a general intelligence and specific types of intelligence. William Stern: He created the concept of the intelligence quotient. Lewis Terman: Gifted children are not only academically gifted but also socially well adjusted. L. Thurstone: People have seven specific abilities related to intelligence. J. Berko-Gleason: Children who begin elementary school with a small vocabulary are at risk when it comes to learning to read Carol Mills: Teachers should be made aware of gifted children's cognitive styles and be willing to accommodate their needs. Chapter 10: Socio-emotional Development in Middle and Late Childhood Sandra Bem: She devised an inventory to measure gender orientation. Joyce Benenson: Children's sharing behavior is affected by both developmental factors and the immediate environment. Tim Collings: He invented the V-chip for televisions so that parents can filter out inappropriate shows. William Damon: He described a developmental model of children's altruism. Kenneth Dodge: He analyzed how children process information about peer relations. Erik Erikson: The stage of industry versus inferiority appears during middle and late childhood. Carol Gilligan: She distinguished between justice and care perspectives. Daniel Goleman: IQ as measured by standardized intelligence tests matters less than emotional intelligence. Willard Hartup: Friends can be cognitive and emotional resources from childhood through old age. Janet Shibley Hyde: The cognitive differences between females and males have been exaggerated. Lawrence Kohlberg: Moral development is based on moral reasoning.  Kang Lee: Children's moral judgment may be strongly related to culture. Eleanor Maccoby and Carol Jacklin: Males have better math and visuospatial skills, while females have better verbal abilities. Elliot Aronson: He created the concept of the jigsaw classroom. CHAPTER 11: Physical and Cognitive Development in Adolescence Jean Piaget: Adolescents can think about abstract ideas and hypothetical possibilities. David Elkind: Imaginary audience and personal fable are part of adolescent egocentrism. Lawrence Kohlberg: He recognized the importance of the moral atmosphere in schools. Jay Giedd: The frontal lobe undergoes the most complex change during adolescence. Richard Tonkin: He was a pioneer in the field of adolescent medicine. CHAPTER 12: Socio-emotional Development in Adolescence James Marcia: He described four identity statuses involving crisis and commitment. Erik Erikson: He developed the most comprehensive view of identity in adolescence. Reed Larson and Marsye Richards: They explored the hazards of contemporary life in families with adolescents. Stanley Sue: Value conflicts are often involved when individuals respond to ethnic issues. Alan Waterman: The most important identity changes take place in the college or university years. Harry Stack Sullivan: Intimacy needs intensify for teens and motivate them to have close friends. Mindy Bingham and Sandy Stryker: Control, commitment, and challenge are the foundation of socioemotional development for girls. Jean Phinney: Ethnic identity is an enduring, basic aspect of the self that includes a sense of membership in an ethnic group and the attitudes and feelings related to that membership. Bell Hooks: "Talking Back: Thinking Feminist, Thinking Black" Peggy Orenstein: Appearance is the most important determinant of self-worth in teenage girls. CHAPTER 13: Physical and Cognitive Development in Early Adulthood Jeffrey Arnett: Emerging adults explore a variety of possible directions for their life. William Perry: Our view of the world evolves from dualistic to relativistic. John Holland: He proposed the personality type theory of career development. K. Warner Schaie: How adults use intellect, not how they acquire information, progresses. Jean Piaget: An adolescent and an adult think qualitatively in the same way. Jean Baker Miller: All women grow up in a context that includes the threat of violence. CHAPTER 14: Socio-emotional Development in Early Adulthood Ellen Berscheid: Sexual desire is the most important ingredient of romantic love. Robert Sternberg: Love includes passion, intimacy, and commitment. Jean Baker Miller: Studying women's psychological development helps with the understanding of both male and female psychological development. Harriet Lerner: Women need to be assertive, independent, and authentic in relationships. Erik Erikson: Intimacy should come after individuals are well on their way to establishing stable and successful identities. Joseph Pleck: The contradictory, inconsistent male role creates role strain. John Gottman: He presented seven main principles to determine whether or not a marriage will work. Deborah Tannen: She analyzed the talk of women and men and distinguished rapport talk from report talk. John Bowlby: Children have attachment needs of trust and security that must be met by at least one caregiver. Enrico DiTomasso: Approximately 25 percent of us feel lonely at any given time Cindy Hazan and Phillip Shaver: They have examined the continuity between childhood attachment relationships and romantic relationships. E. Mavis Hetherington: Men and women take six common pathways out of divorce. Susan Johnson and Les Greenberg: They have developed a successful approach to therapy for couples called "Emotionally Focused Therapy".  Ron Levant: Every man should reconstruct his masculinity in more positive ways. Terrence Real: Baby boys are socialized to hide their emotions as early as birth, or perhaps even before. Theodore Wachs: Linkages between temperament in childhood and personality in adulthood might vary depending on the intervening contexts in an individual's experience. Kathleen White: She developed a model of relationship maturity that included at its highest level the goal of consideration for others. Urie Bronfenbrenner: He presented five moral orientations. Carol Gilligan: Women are more relationship-oriented than men. Jerome Kagan: Individuals with an inhibited temperament in childhood are less likely to be assertive as adults. CHAPTER 15: Physical and Cognitive Development in Middle Adulthood Meyer Friedman and Ray Rosenman: "Type A" personality John Horn: Some abilities decline in middle age while others increase. K. Warner Schaie: He is conducting an extensive study of intellectual abilities in the adult years. Victor Frankl: He emphasized each person's uniqueness and the finiteness of life. Roy Baumeister: The quest for a meaningful life can be understood in terms of four main needs for meaning. Gilbert Brim: The quest for a meaningful life can be understood in terms of four main needs for meaning. Rollo May: "The Courage to Create" CHAPTER 16: Socio-emotional Development in Middle Adulthood Daniel Levinson: Middle adulthood requires men to come to grips with four major conflicts. George Vaillant: Only a minority of adults experience a mid-life crisis. Bernice Neugarten: An age group's social environment can alter its social clock. Ravenna Helson: There is a mid-life consciousness, rather than crisis. Paul Costa and Robert McCrae: They found evidence for stability in the "big five" personality factors.  Erik Erikson: The crisis of middle age is generativity versus stagnation. Carol Ryff: Middle-aged adults are especially concerned about generativity and guiding younger adults. John Clausen: Too much attention is given to the role of discontinuity in adult development. Avshalom Caspi and Brent Roberts: Evidence does not support the notion that personality traits become completely fixed at a certain age in adulthood. Carol Gilligan: For women, strength is needed because mid-life is a period of transition. CHAPTER 17: Physical and Cognitive Development in Late Adulthood Judith Rodin: Perception of control may reduce stress and related hormones Ellen Langer: It is important for the aged to understand that they can choose the way they think. Richard Schultz: Nursing-home residents who control visitation are healthier. Stanley Rapaport: Old brains rewire themselves to compensate for losses. Paul Baltes: He distinguished aspects of the aging mind that decline from those that stay stable. K. Warner Schaie: Some diseases are linked to cognitive drop-off. Marilyn Albert: Some diseases are linked to cognitive drop-off. Fredda Blanchard-Fields: Older adults' competency in problem solving is most evident in everyday types of situations. Dolores Pushkar and Tannis Arbunckle: Adjustment problems are related to an increased likelihood of experiencing mental disorders in late adulthood. Geila Bar-David: The intense experience of caring for a relative with Alzheimer's facilitates the personal growth of the caregiver. David Conn: Ten to fifteen percent of community-dwelling seniors are depressed as defined by the occurrence of depression symptoms without a diagnosis of major depression. Sherry Willis and Carolyn Nesselroade: They examined the effectiveness of cognitive training on the maintenance of fluid intelligence with advancing age. CHAPTER 18: Socio-emotional Development in Late Adulthood Laura Carstensen: Adults who have several close people in their network seem content.  Erik Erikson: Late adulthood is characterized by integrity vs. despair Robert Peck: Older adults must pursue a set of valued activities. Robert Butler: Life review is set in motion by looking forward to death. Paul Baltes: Successful aging is related to selection, optimization, and compensation. CHAPTER 19: Death and Grieving Robert Kastenbaum: Most dying individuals want an opportunity to make some decisions regarding their own life and death. Elisabeth Kubler-Ross: The behavior and thinking of dying persons can be divided into five stages.