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Heinz Werner (1890-1964) was one of the three key developmental psychologists of the 20th century – along with Jean Piaget and Lev Vygotsky. This book is a new exploration of Werner’s ideas and their social contexts – in Vienna in his student years, in Hamburg up to 1933, followed by the years of transit as an immigrant to America at times of economic depression, finally culminating in his establishment of the prominent "Clark tradition" in American psychology in the 1950s. The book offers an in-depth analysis of Werner’s ideas as they were originally formulated in Vienna and Hamburg, and how they were changed by North American influences. Werner’s pivotal role between European and American intellectual traditions is illuminated through the use of rich memories of his former students, unique documents from Werner’s personal library at Clark, and analyses of links with other European traditions in philosophy and biological sciences. The European period (prior to 1933) in Werner’s academic life is found to be definitive for Werner’s contributions to science. The ideas developed in his early career continued in the form of a productive empirical research program in the 1950s at Clark. An analysis of the social-intellectual climate of the development of psychology in America in the 1950s is a special feature of this book that will further enhance an understanding of Werner’s unique contribution This book will be of interest to developmental psychologists, sociologists and historians of science, philosophers, practitioners working in special education and neuropsychology, and for general readers interested in the history of ideas and life courses of scientists.
A classic in the field, this third edition will continue to be the book of choice for advanced undergraduate and graduate-level courses in theories of human development in departments of psychology and human development. This volume has been substantially revised with an eye toward supporting applied developmental science and the developmental systems perspectives. Since the publication of the second edition, developmental systems theories have taken center stage in contemporary developmental science and have provided compelling alternatives to reductionist theoretical accounts having either a nature or nurture emphasis. As a consequence, a developmental systems orientation frames the presentation in this edition. This new edition has been expanded substantially in comparison to the second edition. Special features include: * A separate chapter focuses on the historical roots of concepts and theories of human development, on philosophical models of development, and on developmental contextualism. * Two new chapters surrounding the discussion of developmental contextualism--one on developmental systems theories wherein several exemplars of such models are discussed and a corresponding chapter wherein key instances of such theories--life span, life course, bioecological, and action theoretical ones--are presented. * A new chapter on cognition and development is included, contrasting systems' approaches to cognitive development with neo-nativist perspectives. * A more differentiated treatment of nature-oriented theories of development is provided. There are separate chapters on behavior genetics, the controversy surrounding the study of the heritability of intelligence, work on the instinctual theory of Konrad Lorenz, and a new chapter on sociobiology. * A new chapter concentrates on applied developmental science.
Utilizing an informal, sometimes humorous style of writing, this book brings to life 16 developmental psychologists who made a significant contribution to their field. Written by noted scholars, each chapter provides a glimpse into the personal and scholarly lives of these innovative "pioneers". Some of the chapters are based on the contributor's personal acquaintance with a pioneer allowing for the introduction of previously unavailable information. Suggested Readings allow readers to delve deeper into the material and a tabular list of subjects and authors helps instructors supplement their courses in substantive areas of psychology with ease. The introductory essay prepares the reader for a deeper understanding of the contributions of each of the pioneers. Mamie Phipps Clark had a profound impact on the education of American children. Robert W. White pioneered a new approach to the study of persons across the lifespan. Lois Barclay Murphy’s perspective on the strengths of developing children foreshadowed later developments in positive psychology. Florence Goodenough pioneered new testing methods for children. John Paul Scott was a pioneer in the field of behavior genetics. The book also highlights the many contributions of European pioneers: Jean Piaget, Charlotte Bühler, Heinz Werner, and Lev Vygotsky. Their contributions were carried forward by J. McVicker Hunt in the U.S. and Helena Antipoff in Brazil. Arnold Gesell’s film studies of children’s development remain a landmark accomplishment. Lawrence Kohlberg pioneered the study of moral development across the lifespan. Roger Barker’s studies on aggression and leadership among children eventually led to the development of ecological psychology. Eleanor "Jackie" Gibson was famous for her work on the "visual cliff" and for her research on perception and development. Finally, Sidney Bijou had a long career delineating ways to improve the lives of children. Pickren’s concluding essay draws connections between the pioneers and how they contributed to the advancement of the field. Intended as a supplementary text for undergraduate and/or graduate courses in the history of psychology and/or developmental, child, or lifespan psychology taught in psychology, education, and human development, this engaging book also appeals to those interested in and/or teaching these subject areas. Each of the 7 volumes in the Portraits of Pioneers Series contain different profiles bringing more than 140 of psychology’s pioneers to life.
All psychological processes—like biological and social ones—are dynamic. Phenomena of nature, society, and the human psyche are context bound, constantly changing, and variable. This feature of reality is often not recognized in the social sciences where we operate with averaged data and with homogeneous stereotypes, and consider our consistency to be the cornerstone of rational being. Yet we are all inconsistent in our actions within a day, or from, one day to the next, and much of such inconsistency is of positive value for our survival and development. Our inconsistent behaviors and thoughts may appear chaotic, yet there is generality within this highly variable dynamic. The task of scientific methodologies—qualitative and quantitative—is to find out what that generality is. It is the aim of this handbook to bring into one framework various directions of construction of methodology of the dynamic processes that exist in the social sciences at the beginning of the 21st century. This handbook is set up to bring together pertinent methodological scholarship from all over the world, and equally from the quantitative and qualitative orientations to methodology. In addition to consolidating the pertinent knowledge base for the purposes of its further growth, this book serves the major educational role of bringing practitioners—students, researchers, and professionals interested in applications—the state of the art know-how about how to think about extracting evidence from single cases, and about the formal mathematical-statistical tools to use for these purposes.
First published in 1984. The authors’ basic aim in this volume has been to set forth a certain perspective on psychological phenomena and to show how this perspective enables one to order and integrate data on symbolization and language behavior—data obtained by a variety of methods and garnered from domains that are too often treated in isolation from each other.
This handbook provides a comprehensive survey of what is now known about psychological development, from birth to biological maturity, and it highlights how cultural, social, cognitive, neural, and molecular processes work together to yield human behavior and changes in human behavior.
Representing Development presents the different social representations that have formed the idea of development in Western thinking over the past three centuries. Offering an acute perspective on the current state of developmental science and providing constructive insights into future pathways, the book draws together twelve contributors with a variety of multidisciplinary and international perspectives to focus upon development in fields including biology, psychology and sociology. Chapters and commentaries in this volume present a variety of perspectives surrounding social representation and development, addressing their contemporary enactments and reflecting on future theoretical and empirical directions. The first section of the book provides an historical account of early representations of development that, having come from life science, has shaped the way in which developmental science has approached development. Section two focuses upon the contemporary issues of developmental psychology, neuroscience and developmental science at large. The final section offers a series of commentaries pointing to the questions opened by the previous chapters, looking to outline the future lines of developmental thinking. This book will be of particular interest to child psychologists, educational psychologists and sociologists or historians of science, as well as academics and students interested in developmental and life sciences.
This classic work, first published in German in 1926 and subsequently in English in 1940, was the first comprehensive introduction to the field of comparative developmental psychology. In her new prologue to this reprint of the revised edition, originally published by International Universities Press in 1948, Margery Franklin sketches the key events in Werner's life, the major themes in his concept of development, and relevant issues for today's scholars.