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This hugely popular textbook has established itself as the
topically organized textbook teachers and researchers trust for the
most up-to-date perspectives on child and adolescent development.
The authors, each a well-known scientist and educator-have earned
that trust by introducing core concepts and impactful discoveries
with an unparalleled integration of theory, cultural research, and
applications. All this is delivered in a style that is
authoritative yet immediately understandable and relevant. The new
edition includes a robust and carefully curated video program in
LaunchPad, called out within the margins of the text.
Dieses Standardwerk bietet allen, die sich beruflich oder privat
für die Entwicklung im Kindes- und Jugendalter interessieren,
umfassende Einblicke in den spannenden Prozess des
Erwachsenwerdens. Die Autor*innen sind renommierte Wissenschaftler
und Pädagogen. Sie haben diese Auflage grundlegend überarbeitet
und um wichtige neue Informationen zur sozialen und emotionalen
Entwicklung ergänzt. Studierende finden hier alles Wichtige für
die Prüfung im Modul Entwicklungspsychologie: einen umfassenden
Überblick über zentrale Konzepte, Theorien, Methoden und
Ergebnisse entwicklungspsychologischer Forschung; geschrieben in
einfacher und klar verständlicher Sprache; von Sabina Pauen,
Professorin für Entwicklungspsychologie, für den
deutschsprachigen Markt angepasst; mit Selbsttest-Fragen und
Antworten über die Flashcards-App und mit hilfreichen
Zusatzmaterialien über die Begleitwebseite. Eine Vielzahl an
Illustrationen, Fallbeispielen und Praxisbezügen helfen dabei, den
Stoff zu verstehen, zu strukturieren und zu verinnerlichen. So ist
dieses Lehrbuch der Entwicklungspsychologie ein echtes Lese- und
Lernvergnügen, auch für Laien. Die Inhalte des Werks gehen dabei
weit über den klassischen Lehrstoff für Bachelor-Prüfungen
hinaus; sie vermitteln ein vertieftes Verständnis dafür, wie die
Entwicklung in unterschiedlichen Bereichen zusammenhängt, von
welchen sozialen und gesellschaftlichen Rahmenbedingungen sie
abhängt und wie die Entstehung von Problemen verhindert werden
kann. Dieses Hintergrundwissen ist entscheidend für vielfältige
Anwendungsfelder. Das Lehrbuch dient damit auch als wichtiges
Nachschlagewerk im Master-Studium. Auch wenn Sie bereits beruflich
oder privat mit Kindern und Jugendlichen zu tun haben, wird Ihnen
das Buch Lust machen, mehr über die Prozesse und Mechanismen zu
erfahren, die Entwicklung erst möglich machen, sie unterstützen
oder auch behindern.Â
Originally published in 1989, this joint venture of American and
Polish psychologists provides an international perspective on the
psychological factors that make people attend to the well-being of
others and of society. The individual sections focus on:
theoretical perspectives in the nature of values; the development
of positive values; the place of values in various types of
decisions; the regulation of behaviors through values and the
relation of values to behavioral outcomes; and sociopolitical,
socioeconomic, and historical perspectives on values.
Originally published in 1986, this book was an effort to integrate
thinking and research concerning the role of emotion and cognition
in altruistic behaviour. Prior to publication there was a vast body
of research and theorizing concerning the development and
maintenance of prosocial (including altruistic) behaviour. This
book focusses primarily on a specific set of intrapsychic factors
involved in prosocial responding, especially emotions and
cognitions believed to play a major role in altruistic behaviour.
In the final chapters these intrapsychic factors are also discussed
in relation to a variety of other relevant factors including
socialization and situational influences on altruism.
Originally published in 1989, this joint venture of American and
Polish psychologists provides an international perspective on the
psychological factors that make people attend to the well-being of
others and of society. The individual sections focus on:
theoretical perspectives in the nature of values; the development
of positive values; the place of values in various types of
decisions; the regulation of behaviors through values and the
relation of values to behavioral outcomes; and sociopolitical,
socioeconomic, and historical perspectives on values.
Originally published in 1986, this book was an effort to integrate
thinking and research concerning the role of emotion and cognition
in altruistic behaviour. Prior to publication there was a vast body
of research and theorizing concerning the development and
maintenance of prosocial (including altruistic) behaviour. This
book focusses primarily on a specific set of intrapsychic factors
involved in prosocial responding, especially emotions and
cognitions believed to play a major role in altruistic behaviour.
In the final chapters these intrapsychic factors are also discussed
in relation to a variety of other relevant factors including
socialization and situational influences on altruism.
Published in cooperation with the Society for Personality and
Social Psychology To some degree, the issues raised by social
psychologists and developmentalists overlap, each of them offering
unique possibilities by which to explore questions of interest.
Social Development addresses this issue and attempts to foster an
awareness of the interesting research on the interface of social
and developmental psychology. Written by a cast of leading
researchers, this volume provides a multi-level perspective on the
common boundaries between social and developmental psychology with
an eye toward synthesizing research from many fields including
personality, education, social work, and family studies. The
contributors raise questions that are often not recognized by
investigators due to their lack of knowledge of work and ideas
outside their own discipline. Some of the specific subjects covered
are individual differences in predicting others' thoughts and
feelings, naturally occurring interpersonal expectancies,
self-conceptions and their development, and social development and
self-monitoring. Researchers and students involved in social
psychology, developmental psychology, personality, social work,
family studies, sociology, and adolescence will find Social
Development to be a lucid, insightful, and interesting volume.
What kinds of childbearing practices foster the development of
helping, sharing, and other prosocial behaviours? What roles do
biology and culture play in the development of prosocial behaviour?
In this book, Nancy Eisenberg and Paul Mussen review and summarize
scholarly research that has been devoted to the development of
prosocial behaviour in children, and examine the variety of
influences that contribute to children's prosocial development,
including the media, parents, peers, biology, culture, personal
characteristics, as well as situational determinants. The authors
argue that prosocial behaviour can be learned and is modifiable,
and they suggest ways that parents, teachers, and other can enhance
prosocial development. In addition, the authors attempt to
communicate the advances in the study of prosocial development that
have taken place over the last decade. The book highlights some
questions that have not yet been addressed adequately by
researchers, and suggests areas for future work.
Much of this century's empirical research in the social sciences
has been devoted to understanding the causes and contributing
factors of antisocial behavior. In studies of children's moral
reasoning and conduct, developmental psychologists have probed the
cognitive and social bases of aggression, conflict, delinquency,
and prejudice. In contrast to psychology's lengthy preoccupation
with negative behavior in children, the study of children's
altruistic, cooperative, and sharing behavior has a relatively
short history. The Caring Child provides the most up-to-date
account of our current understanding of the motivations behind
prosocial behaviors and how these motives develop and are elicited
in various situations. When do children first exhibit prosocial
behavior, particularly altruism? How do helping, sharing, and
comforting behaviors change with age? Why are some children more
caring than others? Are differences among children's prosocial
behaviors a result of hereditary factors, of how children are
raised, or both? Can prosocial tendencies be enhanced by parents'
and educators' deliberate attempts to instill altruistic motives
and to teach caring behaviors? Nancy Eisenberg broadens our concept
of the moral potential of children as she shifts the focus from
censoring antisocial behaviors to the active promotion of kindness
and caring in children.
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