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Author: Janet W. Astington
Publisher: Harvard University Press
ISBN: 9780674116429
Category : Philosophy
Languages : en
Pages : 240
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Book Description
Three-year old Emily greets her grandfather at the front door: "We're having a surprise party for your birthday! And it's a secret!" We may smile at incidents like these, but they illustrate the beginning of an important transition in children's lives--their development of a "theory of mind." Emily certainly has some sense of her grandfather's feelings, but she clearly doesn't understand much about what he knows, and surprises--like secrets, tricks, and ties all depend on understanding and manipulating what others think and know. Jean Piaget investigated children's discovery of the mind in the 1920s and concluded that they had little understanding before the age of six. But over the last twenty years, researchers have begun to challenge his methods and revise his conclusions. In The Child's Discovery of the Mind, Janet Astington surveys this lively area of research in developmental psychology. Sometime between the ages of two and five, children begin to have insights into their own mental life and those of others. They begin to understand mental representation--that there is a difference between thoughts in the mind and things in the world, between thinking about eating a cookie and eating a cookie. This breakthrough reflects their emerging capacity to infer other people's thoughts, wants, feelings, and perceptions from words and actions. They come to understand why people act the way they do and can predict how they will act in the future, so that by the age of five, they are knowing participants in social interaction. Astington highlights how crucial children's discovery of the mind is in their social and intellectual development by including a chapter on autistic children, who fail to make this breakthrough. "Mind" is a cultural construct that children discover as they acquire the language and social practices of their culture, enabling them to make sense of the world. Astington provides a valuable overview of current research and of the consequences of this discovery for intellectual and social development.
Author: Janet W. Astington
Publisher: Harvard University Press
ISBN: 9780674116429
Category : Philosophy
Languages : en
Pages : 240
Get Book Here
Book Description
Three-year old Emily greets her grandfather at the front door: "We're having a surprise party for your birthday! And it's a secret!" We may smile at incidents like these, but they illustrate the beginning of an important transition in children's lives--their development of a "theory of mind." Emily certainly has some sense of her grandfather's feelings, but she clearly doesn't understand much about what he knows, and surprises--like secrets, tricks, and ties all depend on understanding and manipulating what others think and know. Jean Piaget investigated children's discovery of the mind in the 1920s and concluded that they had little understanding before the age of six. But over the last twenty years, researchers have begun to challenge his methods and revise his conclusions. In The Child's Discovery of the Mind, Janet Astington surveys this lively area of research in developmental psychology. Sometime between the ages of two and five, children begin to have insights into their own mental life and those of others. They begin to understand mental representation--that there is a difference between thoughts in the mind and things in the world, between thinking about eating a cookie and eating a cookie. This breakthrough reflects their emerging capacity to infer other people's thoughts, wants, feelings, and perceptions from words and actions. They come to understand why people act the way they do and can predict how they will act in the future, so that by the age of five, they are knowing participants in social interaction. Astington highlights how crucial children's discovery of the mind is in their social and intellectual development by including a chapter on autistic children, who fail to make this breakthrough. "Mind" is a cultural construct that children discover as they acquire the language and social practices of their culture, enabling them to make sense of the world. Astington provides a valuable overview of current research and of the consequences of this discovery for intellectual and social development.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309683378
Category : Medical
Languages : en
Pages : 93
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Book Description
With rapidly rising rates of mental health disorders, changing patterns of occurrence, and increasing levels of morbidity, the need for a better understanding of the developmental origins and influence of mental health on children’s behavioral health outcomes has become critical. This need for better understanding extends to both the growing prevalence of mental health disorders as well as the role and impact of neurodevelopmental pathways in their onset and expression. Addressing these changes in disease patterns and effects on children and families will require a multifaceted approach that goes beyond simply making changes to clinical care or adding personnel to the health services system. New policies, financing, and implementation can put established best practices and numerous research findings from around the country into action. The Maternal and Child Health Life Course Intervention Research Network and the Forum for Children's Well-Being at the National Academies of Sciences, Engineering, and Medicine jointly organized a webinar series to explore how mental health disorders develop over the life course, with a special emphasis on prenatal, early, middle, and later childhood development. This series centered on identifying gaps in our knowledge, exploring possible new strategies for using existing data to enhance understanding of the developmental origins of mental disorders, reviewing potential approaches to prevention and optimization, and proposing new ways of framing how to understand, address, and prevent these disorders from a life course development perspective. This publication summarizes the presentations and discussions from the series.
Author: Charles Wilfred Valentine
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 592
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Book Description
Author: Susan Sugarman
Publisher: Rowman & Littlefield Publishers
ISBN: 1442204052
Category : Psychology
Languages : en
Pages : 135
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Book Description
This book works to expose that vision and to demonstrate its fertility for further inquiry. It reconstructs several of Freud's works on ordinary mental life, tracking his method of inquiry, in particular his search for the child within the adult, and culminating in a deployment of his tools independently of his analyses. It shows how to read Freud for his insight and generativity and how to push beyond the confines of his analyses in pursuit of new lines of exploration. In this endeavor, in turn, it at once echoes and encourages the spirit of play with ideas so characteristic of, and so engaging in, Freud.
Author: Robert Sessions Woodworth
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 600
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Book Description
Author: National Probation Association (U.S.)
Publisher:
ISBN:
Category : Parole
Languages : en
Pages : 542
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Book Description
Author: Alison Gopnik
Publisher: Macmillan
ISBN: 0374231966
Category : Psychology
Languages : en
Pages : 300
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Book Description
A leading psychologist and philosopher, as well as a mother, explains the groundbreaking new psychological, neuroscientific, and philosophical developments as they relate to the development of very young children.
Author: William T. Preyer
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 400
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Book Description
Author:
Publisher: Rowman & Littlefield
ISBN: 1538175177
Category : Medical
Languages : en
Pages : 8099
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Book Description
The long-awaited Revised Standard Edition of the Complete Psychological Works of Sigmund Freud (RSE) is founded on the canonical Standard Edition (SE) translation from the German by James Strachey, while adding a new layer of revisions and translations. Conceptual and lexicographic ambiguities are clarified inextensive new annotations. Drawing on established conventions and intellectual traditions, the Revised Standard Edition supplements Freud’s writing with substantial editorial commentaries addressing controversial technical terms and translation issues through the lens of modern scholarship—a living text in dialogue with itself and the reader. The RSE also includes 56 essays and letters which were not included in the SE. In the RSE text and footnotes a subtle underlining distinguishes, in an easy and accessible way, Mark Solms’s revisions and additions, from the historical translation and commentaries of James Strachey’s Standard Edition. Readers can examine what Strachey contributed before the revisions in tandem with Solms’s updates, new translations, annotations, and commentaries, collectively bringing Freud’s text and Strachey’s translation into dialogue with five decades of research, including the most recent developments in the field. Commissioned by the British Psychoanalytical Society and co-published by Rowman & Littlefield, the Revised Standard Edition brings together decades of scholarly deliberation concerning the translation of Freudian technical terms while retaining the best of Strachey’s original English translation.This landmark work will captivate a wide audience, from interested lay readers to practicing clinicians to scientists and scholars in fields related to psychoanalysis.
Author:
Publisher:
ISBN:
Category : Psychoanalysis
Languages : en
Pages : 476
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Book Description
