Child and Adolescent Development
A Behavioral Systems Approach
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Go to College Publishing WebsiteDescription
"The book very nicely incorporates behavior analysis and modern developmental theories. . . . Another nice feature is that it is not encyclopedic; it organizes the disparate developmental phenomena in terms of principles and mechanisms. . . . The writing style is easy to follow and suitable for college students. The scholarship and coverage are excellent."
—Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."
—Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
—Philip N. Hineline, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
—Jacob L. Gewirtz, Florida International
"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
—Pete Peterson, Johnson County Community College
There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.
Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.
The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.
Features of this text:
Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.
—Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."
—Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
—Philip N. Hineline, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
—Jacob L. Gewirtz, Florida International
"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
—Pete Peterson, Johnson County Community College
There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.
Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.
The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.
Features of this text:
- Unique. Connects development with learning concepts, a topic neglected in most developmental psychology books.
- Concise. Provides a coherent framework for exploring selected features of development in greater depth and detail rather than an encyclopedic volume of facts, figures, and theories. Accessible. Written in an engaging style that clearly conveys even sophisticated theoretical material and difficult, advanced topics.
- Pedagogical. Includes highlight boxes, chapter-opening outlines, chapter summaries, key words, and an end-of-book glossary that enhance student understanding.
Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
- 1. Introduction
- A Behavioral Systems Approach
- A Dynamical Systems Approach
- What Is Development?
- A Natural Science Approach to Development
- The Continuum of Scientific Disciplines
- Metaphors for Understanding Developmental Levels
- Reductionism and Antireductionism
- Behavioral Systems and Developmental Psychology
- The Central Role of Learning for Development
- The Evolutionary Significance of Learning
- A Parallelism Between Evolution and Learning
- What Do Developmental Psychologists Do?
- Summary
- Note
- 2. Modern Developmental Theory
- The Importance of Theory
- Four Dimensions on Which Theories Differ
- Judging Developmental Theories: Seven Criteria
- Research Designs in Behavioral Development
- A Behavioral Systems Approach
- Principles of Dynamical Systems
- Organism-Environment Model
- Developmental Questions for Research
- Summary
- Notes
- 3. Behavior Genetics
- The Human Genome
- Controversy: The Role of Genetics in Development
- Behavior Genetics: The Structures
- Genetic Functions
- Genetic Variability
- Sources of Development: The Combined Roles of Heredity and Environment
- Does Behavioral Development Result From Interactions?
- What Factors Transact In Human Development?
- How Do Genes and Environment Interact?
- A Behavioral View: Person-Environment Interactions
- A Behavioral Systems Approach
- Summary
- Notes
- 4. Prenatal, Birth, and Postnatal Periods
- Periods of Prenatal Development
- Principles of Prenatal Development
- The Earliest Environment
- A Closer Look at Teratogens
- Reproductive Risk Versus Caretaking Casuality
- Getting Ready for the World
- Postnatal Development: The Remarkable Newborn
- The Neonate's Ability to Respond to the Environment
- Sensory Abilities
- Perceptual Abilities as Universal Behaviors
- Reflexes as Universal Behaviors
- How Do Reflexes Change?
- Summary
- Note
- 5. Learning I: Habituation and Respondent Learning
- Learning as a Natural Selection Process
- Classifying Stimuli
- Functional Stimulus Classes
- Types of Learning
- Habituation
- Contiguity and Learning
- Respondent Learning
- The Treatment of Fears and Phobias: An Application of Respondent Learning
- Operant Learning
- Response Classes and Operants
- How Do Operants and Respondents Differ?
- Summary
- Notes
- 6. Operant Learning
- The Contributions of B. F. Skinner (1904-1990)
- What Is a Contingency?
- The Three-Term Contingency
- The Four-Term Contingency
- The First Term: The Response
- The Second Term: The Consequence
- The Third Term: The Discriminative Stimulus (Sd)
- The Fourth Term: The Setting Event (SE) or Establishing Operation (EO)
- What Changes? The Development of Acquired Reinforcing Stimuli
- Operant Learning and Dynamical Principles of Development
- Summary
- Notes
- 7. Cognitive Development
- Piaget's Theory of Cognitive Development
- Piaget's Stages of Cognitive Development
- Vygotsky's Theory of Cognitive Development
- Behavioral Approaches to Cognitive Development
- Fischer's Skill Learning Approach to Cognitive Development
- Skill Theory and Behavior Analysis
- Stimulus Equivalence and Cognitive Development
- Summary
- Notes
- 8. The Development of Communication
- Structure Versus Function: Clashing Theories
- A Structural Approach: Psycholinguistics
- A Functional Approach: The Analysis of Verbal Behavior
- Early Stages of Language Development
- Language Development as Skill Learning
- Summary
- 9. Personality and the Self
- Personality: Biological Theories
- Personality: Behavioral Approaches
- A Behavioral Systems Approach to Personality
- Gender Differences
- The Self
- Summary
- Note
- 10. Social and Emotional Development
- Why Study Social and Emotional Development?
- Processes in Social Behavior
- Social Behaviors as Reinforcers
- Observational Learning
- Prosocial Transactions: Intuitive Parenting
- The Origins of Social Phenomena
- The Power of Touch
- Fear
- Social Referencing
- Sibling Rivalry and Jealousy
- Social Cognition and Environment
- Prosocial Behaviors in Early Childhood
- The Development of Morality
- Summary
- Note
- 11. Development of Antisocial Behaviors
- What Are Antisocial Interactions?
- The Origins of Aggression
- A Behavioral Systems Approach
- Coercive Family Process: Basic Training of Antisocial Behavior in the Home
- The Development of Aggression
- Changing the Behavioral Systems: Parent Training
- Three Keys to Effective Parenting
- A Behavioral Systems View of Physical Child Abuse
- Summary
- 12. The Family System
- Families as the Mediators of Society and Culture
- The Universal Functions of Parenting
- The Social and Cultural Context of Families
- The Family as a System of Systems
- The Functions of Family Members
- Levels of Systems: How Society Influences Child Development
- What Happens When the Role is Absent or Changed?
- The Effects of Divorce
- Patterns of Family Discipline
- Children in the Context of Poverty
- Summary
- Note
- 13. Schools
- The Schools as Agents of Society and Culture
- The Functions of Education
- Type S and Type F Systems
- Learning and Teaching
- Teaching as Applied Developmental Psychology
- What Makes for Effective Teaching
- What and How to Teach: Final Comments
- Summary
- Notes
- 14. Adolescence
- What Is Adolescent Behavioral Development?
- Physical Development and Behavior
- Environmental Factors Affecting Puberty
- Moral Behavior and Reasoning
- Personality Development During Adolescence
- Parenting Style
- Family and Social Support Systems
- Behavioral Disorders During Adolescence
- Love and Romantic Relations
- Adolescent Attachment and Separation
- Summary
- 15. Behavior Disorders of Childhood
- What Are Behavioral Disorders?
- Behavior Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence
- What Causes Behavior Disorders?
- Assessment of Behavior Disorders
- Types of Behavioral Disorders
- Summary
Glossary
Glossary
References
References
Name Index
Name Index
Subject Index
Subject Index
Description
"The book very nicely incorporates behavior analysis and modern developmental theories. . . . Another nice feature is that it is not encyclopedic; it organizes the disparate developmental phenomena in terms of principles and mechanisms. . . . The writing style is easy to follow and suitable for college students. The scholarship and coverage are excellent."
—Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."
—Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
—Philip N. Hineline, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
—Jacob L. Gewirtz, Florida International
"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
—Pete Peterson, Johnson County Community College
There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.
Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.
The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.
Features of this text:
Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.
—Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."
—Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
—Philip N. Hineline, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
—Jacob L. Gewirtz, Florida International
"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
—Pete Peterson, Johnson County Community College
There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.
Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.
The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.
Features of this text:
- Unique. Connects development with learning concepts, a topic neglected in most developmental psychology books.
- Concise. Provides a coherent framework for exploring selected features of development in greater depth and detail rather than an encyclopedic volume of facts, figures, and theories. Accessible. Written in an engaging style that clearly conveys even sophisticated theoretical material and difficult, advanced topics.
- Pedagogical. Includes highlight boxes, chapter-opening outlines, chapter summaries, key words, and an end-of-book glossary that enhance student understanding.
Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
- 1. Introduction
- A Behavioral Systems Approach
- A Dynamical Systems Approach
- What Is Development?
- A Natural Science Approach to Development
- The Continuum of Scientific Disciplines
- Metaphors for Understanding Developmental Levels
- Reductionism and Antireductionism
- Behavioral Systems and Developmental Psychology
- The Central Role of Learning for Development
- The Evolutionary Significance of Learning
- A Parallelism Between Evolution and Learning
- What Do Developmental Psychologists Do?
- Summary
- Note
- 2. Modern Developmental Theory
- The Importance of Theory
- Four Dimensions on Which Theories Differ
- Judging Developmental Theories: Seven Criteria
- Research Designs in Behavioral Development
- A Behavioral Systems Approach
- Principles of Dynamical Systems
- Organism-Environment Model
- Developmental Questions for Research
- Summary
- Notes
- 3. Behavior Genetics
- The Human Genome
- Controversy: The Role of Genetics in Development
- Behavior Genetics: The Structures
- Genetic Functions
- Genetic Variability
- Sources of Development: The Combined Roles of Heredity and Environment
- Does Behavioral Development Result From Interactions?
- What Factors Transact In Human Development?
- How Do Genes and Environment Interact?
- A Behavioral View: Person-Environment Interactions
- A Behavioral Systems Approach
- Summary
- Notes
- 4. Prenatal, Birth, and Postnatal Periods
- Periods of Prenatal Development
- Principles of Prenatal Development
- The Earliest Environment
- A Closer Look at Teratogens
- Reproductive Risk Versus Caretaking Casuality
- Getting Ready for the World
- Postnatal Development: The Remarkable Newborn
- The Neonate's Ability to Respond to the Environment
- Sensory Abilities
- Perceptual Abilities as Universal Behaviors
- Reflexes as Universal Behaviors
- How Do Reflexes Change?
- Summary
- Note
- 5. Learning I: Habituation and Respondent Learning
- Learning as a Natural Selection Process
- Classifying Stimuli
- Functional Stimulus Classes
- Types of Learning
- Habituation
- Contiguity and Learning
- Respondent Learning
- The Treatment of Fears and Phobias: An Application of Respondent Learning
- Operant Learning
- Response Classes and Operants
- How Do Operants and Respondents Differ?
- Summary
- Notes
- 6. Operant Learning
- The Contributions of B. F. Skinner (1904-1990)
- What Is a Contingency?
- The Three-Term Contingency
- The Four-Term Contingency
- The First Term: The Response
- The Second Term: The Consequence
- The Third Term: The Discriminative Stimulus (Sd)
- The Fourth Term: The Setting Event (SE) or Establishing Operation (EO)
- What Changes? The Development of Acquired Reinforcing Stimuli
- Operant Learning and Dynamical Principles of Development
- Summary
- Notes
- 7. Cognitive Development
- Piaget's Theory of Cognitive Development
- Piaget's Stages of Cognitive Development
- Vygotsky's Theory of Cognitive Development
- Behavioral Approaches to Cognitive Development
- Fischer's Skill Learning Approach to Cognitive Development
- Skill Theory and Behavior Analysis
- Stimulus Equivalence and Cognitive Development
- Summary
- Notes
- 8. The Development of Communication
- Structure Versus Function: Clashing Theories
- A Structural Approach: Psycholinguistics
- A Functional Approach: The Analysis of Verbal Behavior
- Early Stages of Language Development
- Language Development as Skill Learning
- Summary
- 9. Personality and the Self
- Personality: Biological Theories
- Personality: Behavioral Approaches
- A Behavioral Systems Approach to Personality
- Gender Differences
- The Self
- Summary
- Note
- 10. Social and Emotional Development
- Why Study Social and Emotional Development?
- Processes in Social Behavior
- Social Behaviors as Reinforcers
- Observational Learning
- Prosocial Transactions: Intuitive Parenting
- The Origins of Social Phenomena
- The Power of Touch
- Fear
- Social Referencing
- Sibling Rivalry and Jealousy
- Social Cognition and Environment
- Prosocial Behaviors in Early Childhood
- The Development of Morality
- Summary
- Note
- 11. Development of Antisocial Behaviors
- What Are Antisocial Interactions?
- The Origins of Aggression
- A Behavioral Systems Approach
- Coercive Family Process: Basic Training of Antisocial Behavior in the Home
- The Development of Aggression
- Changing the Behavioral Systems: Parent Training
- Three Keys to Effective Parenting
- A Behavioral Systems View of Physical Child Abuse
- Summary
- 12. The Family System
- Families as the Mediators of Society and Culture
- The Universal Functions of Parenting
- The Social and Cultural Context of Families
- The Family as a System of Systems
- The Functions of Family Members
- Levels of Systems: How Society Influences Child Development
- What Happens When the Role is Absent or Changed?
- The Effects of Divorce
- Patterns of Family Discipline
- Children in the Context of Poverty
- Summary
- Note
- 13. Schools
- The Schools as Agents of Society and Culture
- The Functions of Education
- Type S and Type F Systems
- Learning and Teaching
- Teaching as Applied Developmental Psychology
- What Makes for Effective Teaching
- What and How to Teach: Final Comments
- Summary
- Notes
- 14. Adolescence
- What Is Adolescent Behavioral Development?
- Physical Development and Behavior
- Environmental Factors Affecting Puberty
- Moral Behavior and Reasoning
- Personality Development During Adolescence
- Parenting Style
- Family and Social Support Systems
- Behavioral Disorders During Adolescence
- Love and Romantic Relations
- Adolescent Attachment and Separation
- Summary
- 15. Behavior Disorders of Childhood
- What Are Behavioral Disorders?
- Behavior Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence
- What Causes Behavior Disorders?
- Assessment of Behavior Disorders
- Types of Behavioral Disorders
- Summary
Glossary
Glossary
References
References
Name Index
Name Index
Subject Index
Subject Index
Reviews
Child and Adolescent Development
A Behavioral Systems Approach
November 2003 | 632 pages | Sage US
| Format | Published Date | ISBN | Price |
|---|
"The book very nicely incorporates behavior analysis and modern developmental theories. . . . Another nice feature is that it is not encyclopedic; it organizes the disparate developmental phenomena in terms of principles and mechanisms. . . . The writing style is easy to follow and suitable for college students. The scholarship and coverage are excellent."
—Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."
—Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
—Philip N. Hineline, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
—Jacob L. Gewirtz, Florida International
"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
—Pete Peterson, Johnson County Community College
There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.
Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.
The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.
Features of this text:
Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.
—Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children's development involves learning."
—Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
—Philip N. Hineline, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
—Jacob L. Gewirtz, Florida International
"This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors' writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
—Pete Peterson, Johnson County Community College
There are two fundamental questions in developmental psychology – what develops and how does it develop? The "what" is largely a question of developmental structure and describes development, while the "how" is primarily a question of function or process and explains development. Developmental psychology has become increasingly focused on the process aspect, but many texts do not provide readers with a clear perspective of how development actually occurs.
Child and Adolescent Development: A Behavioral Systems Approach integrates the views of dynamical systems concepts with a behavioral view of development. This combination of perspectives is unique and from it something new emerges – a "behavioral systems approach" to development. It is an approach that incorporates both personal and environmental influences and the constant reciprocal interactions between nature and nurture.
The book emphasizes learning as the major process for change in development and the integration of environmental influences with genetic and historical factors. Authors Gary Novak and Martha Pelaez provide a coherent understanding of the learning process in childhood and adolescence and present successful interventions to minimize typical problematic behavior during this period.
Features of this text:
- Unique. Connects development with learning concepts, a topic neglected in most developmental psychology books.
- Concise. Provides a coherent framework for exploring selected features of development in greater depth and detail rather than an encyclopedic volume of facts, figures, and theories. Accessible. Written in an engaging style that clearly conveys even sophisticated theoretical material and difficult, advanced topics.
- Pedagogical. Includes highlight boxes, chapter-opening outlines, chapter summaries, key words, and an end-of-book glossary that enhance student understanding.
Child and Adolescent Development is an exceptional, process oriented textbook for advanced undergraduate and graduate students taking child development and developmental psychology courses in Psychology, Human Development & Family Studies, Education, and related fields.
Table Of Contents:
- Preface
- Acknowledgments
- About the Authors
- 1. Introduction
- A Behavioral Systems Approach
- A Dynamical Systems Approach
- What Is Development?
- A Natural Science Approach to Development
- The Continuum of Scientific Disciplines
- Metaphors for Understanding Developmental Levels
- Reductionism and Antireductionism
- Behavioral Systems and Developmental Psychology
- The Central Role of Learning for Development
- The Evolutionary Significance of Learning
- A Parallelism Between Evolution and Learning
- What Do Developmental Psychologists Do?
- Summary
- Note
- 2. Modern Developmental Theory
- The Importance of Theory
- Four Dimensions on Which Theories Differ
- Judging Developmental Theories: Seven Criteria
- Research Designs in Behavioral Development
- A Behavioral Systems Approach
- Principles of Dynamical Systems
- Organism-Environment Model
- Developmental Questions for Research
- Summary
- Notes
- 3. Behavior Genetics
- The Human Genome
- Controversy: The Role of Genetics in Development
- Behavior Genetics: The Structures
- Genetic Functions
- Genetic Variability
- Sources of Development: The Combined Roles of Heredity and Environment
- Does Behavioral Development Result From Interactions?
- What Factors Transact In Human Development?
- How Do Genes and Environment Interact?
- A Behavioral View: Person-Environment Interactions
- A Behavioral Systems Approach
- Summary
- Notes
- 4. Prenatal, Birth, and Postnatal Periods
- Periods of Prenatal Development
- Principles of Prenatal Development
- The Earliest Environment
- A Closer Look at Teratogens
- Reproductive Risk Versus Caretaking Casuality
- Getting Ready for the World
- Postnatal Development: The Remarkable Newborn
- The Neonate's Ability to Respond to the Environment
- Sensory Abilities
- Perceptual Abilities as Universal Behaviors
- Reflexes as Universal Behaviors
- How Do Reflexes Change?
- Summary
- Note
- 5. Learning I: Habituation and Respondent Learning
- Learning as a Natural Selection Process
- Classifying Stimuli
- Functional Stimulus Classes
- Types of Learning
- Habituation
- Contiguity and Learning
- Respondent Learning
- The Treatment of Fears and Phobias: An Application of Respondent Learning
- Operant Learning
- Response Classes and Operants
- How Do Operants and Respondents Differ?
- Summary
- Notes
- 6. Operant Learning
- The Contributions of B. F. Skinner (1904-1990)
- What Is a Contingency?
- The Three-Term Contingency
- The Four-Term Contingency
- The First Term: The Response
- The Second Term: The Consequence
- The Third Term: The Discriminative Stimulus (Sd)
- The Fourth Term: The Setting Event (SE) or Establishing Operation (EO)
- What Changes? The Development of Acquired Reinforcing Stimuli
- Operant Learning and Dynamical Principles of Development
- Summary
- Notes
- 7. Cognitive Development
- Piaget's Theory of Cognitive Development
- Piaget's Stages of Cognitive Development
- Vygotsky's Theory of Cognitive Development
- Behavioral Approaches to Cognitive Development
- Fischer's Skill Learning Approach to Cognitive Development
- Skill Theory and Behavior Analysis
- Stimulus Equivalence and Cognitive Development
- Summary
- Notes
- 8. The Development of Communication
- Structure Versus Function: Clashing Theories
- A Structural Approach: Psycholinguistics
- A Functional Approach: The Analysis of Verbal Behavior
- Early Stages of Language Development
- Language Development as Skill Learning
- Summary
- 9. Personality and the Self
- Personality: Biological Theories
- Personality: Behavioral Approaches
- A Behavioral Systems Approach to Personality
- Gender Differences
- The Self
- Summary
- Note
- 10. Social and Emotional Development
- Why Study Social and Emotional Development?
- Processes in Social Behavior
- Social Behaviors as Reinforcers
- Observational Learning
- Prosocial Transactions: Intuitive Parenting
- The Origins of Social Phenomena
- The Power of Touch
- Fear
- Social Referencing
- Sibling Rivalry and Jealousy
- Social Cognition and Environment
- Prosocial Behaviors in Early Childhood
- The Development of Morality
- Summary
- Note
- 11. Development of Antisocial Behaviors
- What Are Antisocial Interactions?
- The Origins of Aggression
- A Behavioral Systems Approach
- Coercive Family Process: Basic Training of Antisocial Behavior in the Home
- The Development of Aggression
- Changing the Behavioral Systems: Parent Training
- Three Keys to Effective Parenting
- A Behavioral Systems View of Physical Child Abuse
- Summary
- 12. The Family System
- Families as the Mediators of Society and Culture
- The Universal Functions of Parenting
- The Social and Cultural Context of Families
- The Family as a System of Systems
- The Functions of Family Members
- Levels of Systems: How Society Influences Child Development
- What Happens When the Role is Absent or Changed?
- The Effects of Divorce
- Patterns of Family Discipline
- Children in the Context of Poverty
- Summary
- Note
- 13. Schools
- The Schools as Agents of Society and Culture
- The Functions of Education
- Type S and Type F Systems
- Learning and Teaching
- Teaching as Applied Developmental Psychology
- What Makes for Effective Teaching
- What and How to Teach: Final Comments
- Summary
- Notes
- 14. Adolescence
- What Is Adolescent Behavioral Development?
- Physical Development and Behavior
- Environmental Factors Affecting Puberty
- Moral Behavior and Reasoning
- Personality Development During Adolescence
- Parenting Style
- Family and Social Support Systems
- Behavioral Disorders During Adolescence
- Love and Romantic Relations
- Adolescent Attachment and Separation
- Summary
- 15. Behavior Disorders of Childhood
- What Are Behavioral Disorders?
- Behavior Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence
- What Causes Behavior Disorders?
- Assessment of Behavior Disorders
- Types of Behavioral Disorders
- Summary
- Glossary
- References
- Name Index
- Subject Index
Recent Product Reviews:
"The book very nicely incorporates behavior analysis and modern developmental theories. . . . Another nice feature is that it is not encyclopedic; it organizes the disparate developmental phenomena in terms of principles and mechanisms. . . . The writing style is easy to follow and suitable for college students. The scholarship and coverage are excellent."
Jesus Rosales-Ruiz, University of North Texas
"The book is a very good read. It is also truly unique in the field of developmental psychology…a field in which far too little attention is typically paid to the obvious fact that children’s development involves learning."
Michael W. Vasey, The Ohio State University
"Presents behavioral principles in a systematic and fairly sophisticated manner (as contrasted with the simplistic treatment those principles often receive in textbooks of introductory or developmental psychology), while linking up with contemporary conceptions of dynamic systems. . .straightforward and clear, accessible to undergraduates without coming across as simplistic."
Temple University, Temple University
"Most useful for the subset of college instructors who are process oriented and focus upon a sophisticated multilevel conceptual approach that considers the environmental impact on behavioral development and the concurrent impact of the developing individual upon the significant figures in its environment. . . . No other undergraduate text presents such a clear interweaving of developmental considerations and concepts with learning concepts."
Jacob L. Gewirtz, Florida International
“This book is unique because of its blending of behavior analysis and its dynamical systems point of view. . . . The authors’ writing style is very engaging and accessible to undergraduate level students [and] the level of scholarship is excellent, particularly in its depth when dealing with theoretical issues. . . . A cutting-edge look at a behavior analytic view of child and adolescent development."
Pete Peterson, Johnson County Community College