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Author: Martin Woodhead
Publisher: Psychology Press
ISBN: 9780415058254
Category : Child development
Languages : en
Pages : 372
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Book Description
First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
Author: University of California, San Diego. Laboratory of Comparative Human Cognition
Publisher:
ISBN:
Category : Cognition
Languages : en
Pages : 172
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Book Description
Author: Martin Woodhead
Publisher: Psychology Press
ISBN: 9780415058254
Category : Child development
Languages : en
Pages : 372
Get Book Here
Book Description
First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Paul Light
Publisher: Routledge
ISBN: 1317835824
Category : Education
Languages : en
Pages : 367
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Book Description
First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
Author: P.L. Dann
Publisher: Springer Science & Business Media
ISBN: 9401133220
Category : Education
Languages : en
Pages : 459
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Book Description
Author: Elaine Fletcher-Janzen
Publisher: Springer Science & Business Media
ISBN: 1461542197
Category : Psychology
Languages : en
Pages : 370
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Book Description
Historically, relatively few investigations in neuropsychology have been sensitive to the analysis of cultural variables. This handbook will assist the neuropsychologist interested in cultural competence and help increase understanding of the link between cultural competence in assessment and intervention and good treatment outcomes. The handbook authors provide an in-depth discussion of the current status of multicultural training in neuropsychology; specific information on diverse groups (age, gender, ethnicity, etc.), assessment instruments, and clinical populations (HIV infected, seizure disorders, brain injuries); and unique analysis of immigration patterns, forensics, and psychopharmacology. This volume is the first to summarize the cultural data available in neuropsychology. A valuable resource for clinical neuropsychologists, school psychologists and rehabilitation professionals.
Author: Anastasia Tryphon
Publisher: Psychology Press
ISBN: 1317775155
Category : Psychology
Languages : en
Pages : 228
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Book Description
This book is the outcome of a long and passionate debate among world experts about two of the most pivotal figures of psychology: Jean Piaget and Lev Vygotksy. The occasion was a week-long advanced course held at the Jean Piaget Archives in Geneva. The most interesting outcome of the meeting is that, in spite of differences in aims and scopes (epistemogenesis versus psychogenesis), in units of analysis (events versus action) and in social contents (Swiss capitalism versus Soviet communism) both Piaget and Vygotsky reached a similar conclusion: knowledge is constructed within a specific material and social context. Moreover, their views complement each other perfectly: where Vygotsky insists on varieties of psychological experiences, Piaget shows how, out of diversity, grows universality, so much so that the most communist of the two is not necessarily the one who was so labelled. This book is not only of interest to developmental, social and learning psychologists, but also deals with issues pertinent to education, epistemology, language, thought and cognition, anthropology and philosophy. It is likely to shed some light on the state of affairs in psychology for the general reader too, because it is clear and precise, straightforward and uses virtually no jargon.
Author: Heidi Keller
Publisher: Psychology Press
ISBN: 1135592357
Category : Psychology
Languages : en
Pages : 344
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Book Description
Cultures of Infancy presents the first systematic analysis of culturally informed developmental pathways, synthesizing evolutionary and cultural psychological perspectives for a broader understanding of human development. In this compelling book, author Heidi Keller utilizes ethnographic reports, as well as quantitative and qualitative analyses, to illustrate how humans resolve universal developmental tasks in particular sociodemographic contexts. These contexts are represented in cultural models, and three distinct models are addressed throughout the text: the model of independence with autonomy as developmental organizer; the model of interdependence with relatedness as the developmental organizer; and the model of autonomous relatedness representing particular mixtures of autonomy and relatedness. The book offers an empirical examination of the first integrative developmental task-relationship formation during the early months of life. Keller shows that early parenting experiences shape the basic foundation of the self within particular models of parenting that are influenced by culturally informed socialization goals. With distinct patterns of results the studies have revealed, Cultures of Infancy will help redefine developmental psychology as part of a culturally informed science based on evolutionary ground work. Scholars interested in a broad perspective on human development and culture will benefit from this pioneering volume.
Author: Patricia Murphy
Publisher: SAGE
ISBN: 144620569X
Category : Education
Languages : en
Pages : 226
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Book Description
By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners′ identities, as forms of competency, are transformed. The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment. Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment. It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.
Author: John W. Berry
Publisher: Springer Science & Business Media
ISBN: 1489921516
Category : Science
Languages : en
Pages : 666
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Book Description
Against the background of NATO's Istanbul conference of 1971 (Cronbach and Drenth, 1972), the Kingston conference shows that great progress has been made by the community of cross-cultural psychologists. The progress is as much in the psychology of the investigators as in the investigations being reported. In 1971 the investigators were mostly strangers to each other. Behind their reports lay radically different field experiences, disparate research traditions, and mutually contradictory social ideals. Istanbul was not a Tower of Babel, but participants did speak past each other. Now a community exists, thanks to the meetings of NATO and the International Association for Cross-Cultural Psychology, to flourishing journals, and the Triandis et a1. (1980) Handbook. The members tend to know each other, can anticipate how their formu lations will fallon the ears of others, and accept superficially divergent approaches as making up a collective enterprise. Ten years ago there was open conflict between those who con fronted exotic peoples with traditional tests and applied tradi tional interpretations to the responses, and the relativists who insisted that tasks, test taking, and interpretation cannot be "standardized" in the ways that matter. Today's investigators are conscious of the need to revalidate tasks carried into alien settings; they often prefer to redesign the mode of presentation and to attune the subject to test taking. They face the diffi culties squarely and recognize that even the best means of coping are only partially successful.
Author: Marie-Cécile Bertau
Publisher: Lehmanns Media
ISBN: 3865410561
Category : Gent 2002
Languages : en
Pages : 198
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Book Description
Aspects of the Dialogical Self is, at the core, a documentation of the outcome of a symposium held at the Second International Connference on the Dialogical Self (2002). Starting from a psycholinguistical and socio-cultural approach, its aim was to present several perspectives on the phenomenon of (inner) speech on the borders of communication and cognition and of individual and social performances. The symposium was concerned with the concept of development in different respects: in regard to the relation between inner speech and literacy (Juan Daniel Ramirez), to questions and their special role for the dialogical self (Marie-Cécile Bertau), and to the role of mutuality in psychological growth (Vera John-Steiner). The contributions are each followed by comments, thereby conveying some orality and "voicedness". This core is surrounded by an introductory part depicting the theory of the dialogical self accompanied by a proposition on modeling (Marie-Cécile Bertau), and by an additional topic which is a quite important and complex issue for the dialogical self: addressivity. The first contribution tries to open up the horizon in which addressivity could be placed, departing from philosophical considerations, going via conversational analysis to developmental aspects (Marie-Cécile Bertau). This general approach is supplied by two contributions dealing with specific moments of addressivity: the first one focuses on the special cases of open states of talk, faked multiple addressing, and self-talk (Heike Baldauf-Quilliatre). The second contribution (Marta Soler-Gallart) could well be read as a complement to Ramirez's article since it deals with dialogical reading, stating the transformative force of addressing. Thus, the book offers specific as well as general vistas of the dialogical self and of related questions such as ontogenetic and microgenetic development and conceptions of addressivity.
