Bøger i Perspectives in Developmental Psychology serien

This volume is an attempt to integrate the theory and data of social and personality development within a modem evolutionary framework. Chapter 2, on temperament and person ality development, is particularly central to the rest of the volume because these processes are repeatedly invoked as explanatory concepts at later points in the volume.

Integrating a wide range of research approaches, Hart assesses personality trait, structural-developmental, and crisis-transformational factors in the study of lives followed over time. The author then develops an original framework for understanding the psychological similarities and differences in men's lives.

For example, recent meta-analyses of the effectiveness of child psychotherapy draw on less than 30 non behavioral studies of child psychotherapy conducted over a 30-year period.

We are well aware of the impor tance of infants to their mothers and of mothers to their infants. We were concerned about the theories that underlie the advice given to mothers and also about the assumption that mothers appear to be generic.

Surprisingl~ however, since 1969, when Rand McNally published Goslin's Handbook of Socialization, no comprehensive statement of the field has appeared in book form. Finall~ we thank Eliot Werner, Executive Editor at Plenum, for his willingness to publish and for his tolerance for the delays inevitable in the development of a large handbook.

Unlike other books that identify the causes of learning disabilities in children or that detail society's impact on the so-called helpless child, The Risks of Knowing is an in-depth study of young people who for reasons of intrapsychic conflicts and of intellectual development make a nega tive decision about the learning process.

Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part.

This is a book about the development of action and skill in the first years of life. In effect, this vol ume suggests that the development of cognitive, perceptual, and motor skills needs to be reexamined in relation to the goals and contexts that are inherently associated with these skills.

Like the lines of a secret map made dimly apparent by the chemical potion brushed on a piece of paper from a child's detective kit, the outlines of what may be a substantial behavioral biology of human life seem to be coming clear.

For example, recent meta-analyses of the effectiveness of child psychotherapy draw on less than 30 non behavioral studies of child psychotherapy conducted over a 30-year period.

Surprisingl~ however, since 1969, when Rand McNally published Goslin's Handbook of Socialization, no comprehensive statement of the field has appeared in book form. Finall~ we thank Eliot Werner, Executive Editor at Plenum, for his willingness to publish and for his tolerance for the delays inevitable in the development of a large handbook.

Our knowledge of the cognitive and social-emotional functioning of developmentally disabled infants and preschoolers derives, in large part, from our assessment of such children. Of special note in the development of this edited book is that it is divided into four major parts with interrelated chapters in each part.

Integrating a wide range of research approaches, Hart assesses personality trait, structural-developmental, and crisis-transformational factors in the study of lives followed over time. The author then develops an original framework for understanding the psychological similarities and differences in men's lives.

Unlike other books that identify the causes of learning disabilities in children or that detail society's impact on the so-called helpless child, The Risks of Knowing is an in-depth study of young people who for reasons of intrapsychic conflicts and of intellectual development make a nega tive decision about the learning process.

This is a book about the development of action and skill in the first years of life. In effect, this vol ume suggests that the development of cognitive, perceptual, and motor skills needs to be reexamined in relation to the goals and contexts that are inherently associated with these skills.

We are well aware of the impor tance of infants to their mothers and of mothers to their infants. We were concerned about the theories that underlie the advice given to mothers and also about the assumption that mothers appear to be generic.

This book documents my return to a topic that has always been one of my closest interests: the systematic study of intellectual and political history. Before I began my studies in psychology and philosophy, I spent al most two years in physics and mathematics.