Developmental Psychology and Social Change: Research, History and Policy

Cover......Page 1
Half-title......Page 3
Series-title......Page 5
Title......Page 7
Copyright......Page 8
Contents......Page 9
Preface......Page 11
Contributors......Page 13
Introduction: What Kind of Science Is Developmental Psychology?......Page 15
From the Past toward the Future: Historical Analysis of Developmental Psychology......Page 17
Enlarging Developmental Psychology's Perspective: Some Modest Proposals......Page 18
Organization of This Book......Page 19
Reference......Page 21
PART ONE The Developing Child: Global and Historical Perspectives......Page 23
1 The Globalization of Developmental Psychology......Page 25
References......Page 43
2 A Socio-historical Perspective on Autobiographical Memory Development......Page 48
Proximal Influences on Autobiographical Memory......Page 49
Government-Directed Autobiographical Writing......Page 55
Government Policies on Family Structure......Page 58
Cohort Effects......Page 60
Cultural Differences......Page 62
Urban/Rural Differences......Page 66
Conclusions......Page 67
References......Page 69
Introduction......Page 73
The Learning Theory Tradition and Child Psychology (1970)......Page 78
Psychology in All Sorts of Places (1980)......Page 79
Proposals for a Second Psychology (Cahan and White, 1992)......Page 82
Developmental Psychology As a Human Enterprise (2001)......Page 83
Cooperative Empiricisms in the Human Sciences: Nomothetic, Historical, and Experiential......Page 85
Conclusion......Page 90
References......Page 92
PART TWO Designing Child and Family Policies......Page 95
4 The Effects of Welfare Reform and Poverty Policies on Children and Families......Page 97
Historical Patterns of Poverty, Employment, Family Structure, and Welfare Changes in the Lives of  U.S. Children......Page 98
Developmental Study of Family Income Effects......Page 99
Income......Page 100
Employment and Welfare Experiments......Page 101
New Hope......Page 103
The Next Generation......Page 107
Contributions to Developmental Science......Page 110
Acknowledgments......Page 113
References......Page 114
5 The Disconnect between Research and Policy on Child Care......Page 118
What Is Child Care?......Page 119
Federal Child Care As an Emergency Service......Page 120
Child Care and Maternal Employment......Page 121
The Comprehensive Child Development Act......Page 123
Contemporary Child Care Policy......Page 124
Research Waves......Page 125
Policy Research......Page 129
Statistical Significance and Practical Importance......Page 132
Roles Played by Developmental Psychologists......Page 133
Representation......Page 134
Demonstration......Page 137
Idealization......Page 139
Evaluation......Page 140
Lessons Learned and Opportunities for the Future......Page 142
Acknowledgments......Page 146
References......Page 147
6 Child Development and Child-Care Policy......Page 154
Head Start......Page 155
Child Development Act of 1971......Page 159
Federal Interagency Day Care Requirements (FIDCR)......Page 162
Welfare Reform Legislation of 1988......Page 165
Child-Care Legislation of 1990......Page 167
Welfare Reform Legislation of 1996......Page 170
Dual Track Day-Care and Preschool Policy......Page 171
Federal Regulations......Page 173
Parent Choice......Page 175
Religious Providers......Page 177
Spending......Page 178
Conclusion......Page 181
References......Page 182
PART THREE Designing Child Health Policies......Page 185
Introduction......Page 187
History and Overview......Page 192
Follow-up of the Providence Cohort of the NCPP......Page 194
The Importance of Early Life Events for Adult Disorders......Page 195
Multiple Component Causes......Page 200
Examining Temporal Sequences......Page 203
Developmental Taxonomies......Page 205
Conclusion......Page 209
References......Page 210
8 Ignoring Behavioral Science......Page 217
Suicide and Other Behavioral Causes of Death......Page 221
Other Risk Behaviors......Page 224
Behavioral Risks and Risk-Taking......Page 225
Crib Death: A Case of Neglect by Behavior Science......Page 226
References......Page 233
PART FOUR Designing Effective Learning Environments for Children and Adolescents......Page 237
9 A Cultural/Historical View of Schooling in Human Development......Page 239
Compulsory Mass Schooling in European-American Communities......Page 242
Changes in the Role of Schooling in Children's Learning......Page 243
Use of Age As a Metric of Human Development......Page 246
Family Changes Associated with Increases in  U.S. Schooling......Page 249
Western Schooling's International Spread......Page 250
Growth of Schooling in Three Guatemalan Mayan Generations......Page 251
Schooling Does not Stand Alone......Page 254
Increases in Involvement in Schooling......Page 255
Greater Level of Schooling than Neighboring Mayan Towns......Page 257
Narrowed Age-Grading Accompanying Increased Schooling......Page 258
Aspirations for Schooling Rise Too......Page 259
Aspirations for Adult Occupation Transform with the Generations......Page 260
Adult Occupations Move from Agricultural and Home Production to Include Teaching and Other New Positions......Page 262
Possible Generational Changes in Schooling's Relation with Occupations......Page 263
Children's Work Contributions Decline......Page 264
Fertility and Infant Mortality Decline, and with Them, Number of Siblings......Page 266
More School-Like Adult–Child Interactions......Page 269
A Moment in Time?......Page 270
Authors' Note......Page 272
References......Page 273
10 The Rise of the American Nursery School......Page 278
Origins and Organization of the NSSE and NANE Bibliographies......Page 281
Health, Physical Growth, and Motor Development......Page 284
Mental Development and Language......Page 285
Social and Emotional Development......Page 288
Emotional and Behavioral Problems......Page 290
Parent Education and Parent Involvement......Page 291
Combining Marriage, Career Interests, and Motherhood......Page 293
Conclusion......Page 295
References......Page 298
The Nature of Knowledge in Science: From Crises to Potentials......Page 302
Episodic Openings in the History of Science......Page 304
Sheldon White's Historical Program......Page 306
Generality of Practice: How Can Science Deal with Everyday Life?......Page 307
Generalizing Knowledge to Specific New Settings......Page 308
Actualizing Potentials: Proximal Advancement of the Notion of Zone of Proximal Development......Page 309
Remediating Failures of Reading Acquisition......Page 310
Processes of Negotiation within  Obuchenie......Page 318
Conclusion: Ways to Actualize the Potentials of Psychology......Page 322
Acknowledgments......Page 324
References......Page 325
The Situation......Page 328
The Shift of Attention......Page 330
 Disaffection with Politics......Page 331
 Continuity or Cohort......Page 332
Reasons for Theory Selection and Strategy of Argumentation......Page 336
The Structure of the Macro–Micro Argument......Page 338
 Anomie Theory......Page 339
Modernization and the Rise of Individualism......Page 342
Identity Theory......Page 344
Collective Identity......Page 346
Negative Identity......Page 347
Rise of a Culture of Negative Group Identity......Page 348
Authoritarian Personality and Attachment Style......Page 350
Some Conclusions......Page 352
Social Class and Situational Factors......Page 356
Ethnocentrism......Page 357
Anti-Semitism......Page 358
Violence......Page 359
Inadequate Countermeasures......Page 360
References......Page 362
The Concept of LPA......Page 366
The First IQ Crisis and Operationalization of LPA......Page 371
New Assessment Orientations......Page 376
Conclusion......Page 377
References......Page 379
14 Teaching As a Natural Cognitive Ability......Page 382
Definitions of Teaching......Page 383
Teaching As a Natural Cognitive Ability......Page 385
Toddlers May Request Teaching......Page 389
Cognitive Prerequisites of Teaching......Page 390
Conditions for Teaching to Be Learned......Page 393
Research Agenda......Page 394
Adult Teachers' Resistance to Constructivist Teaching Methods......Page 396
The Roles of Pedagogical Content and Subject Matter Knowledge in Teaching: An Appeal to Separate Them......Page 397
Definitions of Subject Matter of Disciplines......Page 398
References......Page 400
Index......Page 403