Science and Social Accountability: Issues Related to South African Developmental Psychology

1990 ◽  
Vol 20 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Christine Liddell ◽  
Jane Kvalsvig
2018 ◽  
Vol 33 (3) ◽  
pp. 291-294
Author(s):  
Elizabeth Du Toit ◽  
Shanene Olivera ◽  
Kegan Topper ◽  
Riaan van de Venter ◽  
Maggie Williams ◽  
...  

2018 ◽  
Vol 28 (3) ◽  
pp. 390-408 ◽  
Author(s):  
Elmien Lesch ◽  
Alberta SJ van der Watt

Worldwide, societies continue to privilege the ideology of couplehood to the detriment of other relationship states, like singlehood, that are steadily increasing in number. Furthermore, according to developmental psychology theory, the formation of a committed romantic relationship is viewed as an important psychosocial developmental task in adulthood. It is therefore not surprising that women’s experience of being single has generally been neglected by psychological theory and research. Situated in a feminist-phenomenological perspective, this study explored the experiences of tertiary-educated, child-free, never-married, White, South African women between the ages of 30 and 40. Giorgi’s descriptive-phenomenological method was used to analyse the individual interview data. In this article, we discuss four of the prominent themes that best reflect the collective views and multi-faceted experiences of the participants: singlehood brings both freedom and loneliness; career as both fulfilment and singlehood coping mechanism; committed partners as sources of both restriction and connection; and hoping for a committed relationship. We highlight how the notion of a committed sexual relationship as the ultimate relationship that provides effortless connectedness and companionship underpins all of these themes. We argue that alternative discourses and mechanisms of connection that accommodate people who live as single adults, should be fostered.


Author(s):  
Azwihangwisi Muthivhi

The present study, located in the socio-cultural tradition of research in developmental psychology, uses experimental tasks, adapted from the groundbreaking Lurian study (Luria, 1979, 1976) to investigate South African children’s acquisition and development of thinking and concepts – involving classification and generalisation, and how these concepts are linked to the specific cultural context of their manifestation.The paper provides new ways of understanding possible causes of contemporary problems that children encounter during classroom learning by examining the developmental roots of the specific modes of thinking and concept development in their concrete learning and developmental settings and specific tradition of learning within their schooling.


2013 ◽  
Vol 23 (2) ◽  
pp. 305-309 ◽  
Author(s):  
Annelize Bonthuys ◽  
Itumeleng P. Khumalo ◽  
Lynette Flusk

1991 ◽  
Vol 14 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Christine Liddell ◽  
Jane Kvalsvig ◽  
Agnes Shababala ◽  
Pauline Masilela

Historical perspectives are discussed in terms of their relevance to contemporary developmental psychology in South Africa. It is argued that historical viewpoints shed new light on the image of black children in South African society, and on the current status of developmental psychology as it is practised and researched in South Africa.


2013 ◽  
Vol 3 (2) ◽  
pp. 21 ◽  
Author(s):  
Elizabeth Henning

The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.


2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.


Author(s):  
N. H. Olson ◽  
T. S. Baker ◽  
Wu Bo Mu ◽  
J. E. Johnson ◽  
D. A. Hendry

Nudaurelia capensis β virus (NβV) is an RNA virus of the South African Pine Emperor moth, Nudaurelia cytherea capensis (Lepidoptera: Saturniidae). The NβV capsid is a T = 4 icosahedron that contains 60T = 240 subunits of the coat protein (Mr = 61,000). A three-dimensional reconstruction of the NβV capsid was previously computed from visions embedded in negative stain suspended over holes in a carbon film. We have re-examined the three-dimensional structure of NβV, using cryo-microscopy to examine the native, unstained structure of the virion and to provide a initial phasing model for high-resolution x-ray crystallographic studiesNβV was purified and prepared for cryo-microscopy as described. Micrographs were recorded ∼1 - 2 μm underfocus at a magnification of 49,000X with a total electron dose of about 1800 e-/nm2.


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