Using psychological and developmental principles to teach psychology

2011 ◽  
Author(s):  
Boyd Teemant
2018 ◽  
Vol 38 (9) ◽  
pp. 1205-1214 ◽  
Author(s):  
J. J. Cutuli ◽  
Janette E. Herbers

As an introduction to this special issue, we define resilience as the capacity of a dynamic system to adapt successfully to threatening circumstances, and we briefly note the history of resilience studies as embedded within the broader field of developmental science. We then elaborate on four developmental principles central for the study of resilience and highlight the importance of early adolescence as a developmental period of particular opportunity for change. Finally, we introduce the five articles of this special issue, each of which presents exciting new work on resilience processes during early adolescence and speaks to aspects of core developmental principles of resilience science.


Author(s):  
Nezahat Hamiden Karaca

The prenatal period is a vital process for the mother and father to become conscious about the development of the baby. Particularly in this process, in which mental and physical changes are observed in the mother, both the mother and father should be supported in order for the baby in the mother's womb to have a healthy gestation and to prevent a risky pregnancy. In this regard, particularly with the impact of recent technological innovations and with the increasing awareness of parents through increasing literacy, it is reported that the mortality rate is decreased; however, it is also reported that severe injuries during pregnancy and disabled babies still exist. From this point of view, the basic concepts related to development, developmental areas, developmental principles, factors affecting development and prenatal development will be explained in detail in the antenatal development section.


2007 ◽  
Vol 105 (1) ◽  
pp. 163-176 ◽  
Author(s):  
Robert Pasnak ◽  
Elise MacCubbin ◽  
Melissa Ferral-Like

In a yoked control design, 4-yr.-olds ( N = 39) in a Head Start program played numerous structured games involving either the oddity principle or letter identification and letter sounds. The children's mean age was 53.2 mo.; SD = 4.1 mo. Three were Middle Eastern, 14 were Latino, 7 were East African, and 15 were African American. Children showed better mastery of oddity after playing games directed at this concept, and numeracy scores on the Woodcock-Johnson III were better for children who had played this type of game. Woodcock-Johnson III Letter-Word scores for children who had played the oddity and seriation or letter games were equivalent. These results are consistent with other research indicating that the understanding of oddity relations may be a key transitional thinking which supports quantitative and verbal development at the preschool-kindergarten interface. The standardized test scores indicate that guided play directed at this aspect of cognitive growth or more narrowly directed at early literacy can produce equivalent knowledge of letters.


2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S229-S229
Author(s):  
Frank J Infurna

Abstract Lifespan developmental psychology has many guiding principles. My past, current, and future research has been influenced by the lifespan developmental principles of multidimensionality and multidirectionality and the premise that development is not entirely bound to chronological age, but to historical-, contextual-, non-normative event-, pathology- and mortality-related processes. The first part of my talk will discuss ways I have utilized these principles in my research examining individual’s ability to be resilient to diverse types of adversities (cancer diagnosis, unemployment, and bereavement) and resources they are drawing on to promote more positive outcomes, such as social support. The second part of my talk will focus on future research directions that aim to advance the conceptual and methodological significance of this research. Future directions include explicitly studying individuals in midlife, inclusion of outcomes beyond that of mental health and well-being, such as character strengths, and longitudinal research designs that assess people more frequently.


2010 ◽  
Vol 3 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Alexander J. Tymchuk ◽  
Linda Andron ◽  
Marilyn Tymchuk

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