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Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Attachment--and loss.

Despite their disadvantaged generalizability relative to probability samples, nonprobability convenience samples are the standard within developmental science, and likely will remain so because probability samples are cost-prohibitive and most available probability samples are ill-suited to examine developmental questions. In lieu of focusing on how to eliminate or sharply reduce reliance on convenience samples within developmental science, here we propose how to augment their advantages when it comes to understanding population effects as well as subpopulation differences. Although all convenience samples have less clear generalizability than probability samples, we argue that homogeneous convenience samples have clearer generalizability relative to conventional convenience samples. Therefore, when researchers are limited to convenience samples, they should consider homogeneous convenience samples as a positive alternative to conventional (or heterogeneous) convenience samples. We discuss future directions as well as potential obstacles to expanding the use of homogeneous convenience samples in developmental science.

Ii. more than just convenient: the scientific merits of homogeneous convenience samples.

Sampling in Developmental Science: Situations, Shortcomings, Solutions, and Standards

"Developmental Psychology" provides a perspective that illuminates substantive phenomena in psychology, applies across the life span, and has its own value as well as manifest relevance to everyday life. It is for these reasons that the editors undertook the study of developmental psychology and organized this introduction for advanced students. The chapters represent original, comprehensive, and topical treatments of major areas of developmental psychology that have been tailored into a uniquely broad and useful text for graduate and advanced undergraduate developmental psychology students. The success of the first two editions encouraged the editors to prepare and update this third edition. All chapters have been extensively revised, the section on methods has been streamlined, the section on social and personality development has been recast to highlight the development of the child in interaction with parents, peers, and institutions, and a chapter on cross-cultural developmental psychology has been added to the last section. Readers will obtain a new perspective on psychology, a greater appreciation of the varied phenomena that constitute psychology, and a fundamental grounding in developmental psychology itself.

Developmental psychology : an advanced textbook

Maternal responsiveness toward infants in the middle of the first year of life influences the growth of cognitive competence, apart from mothers' nonresponsive stimulation as well as infants' own information-processing capacities.

Maternal responsiveness and cognitive development in children

Responsiveness defines the prompt, contingent, and appropriate reactions parents display to their children in the context of everyday exchanges. Maternal responsiveness occupies a theoretically central position in developmental science and possesses meaningful predictive validity over diverse domains of children's development, yet basic psychometric features of maternal responsiveness are still poorly understood. In this prospective longitudinal study, the authors examined structure, individual variation, and continuity of multiple dimensions of responsiveness in 40 mothers to their infants' activities at 10, 14, and 21 months during natural home-based play interactions. Both age-general and age-specific patterns emerged in maternal responding. The study's developmental results support the multidimensionality, modularity, and specificity of this central parenting construct.

/pdf/maternal-responsiveness-to-young-children-at-three-ages-4j5xeehfgx.pdf

Marc H. Bornstein

Papers

Ii. more than just convenient: the scientific merits of homogeneous convenience samples.

Sampling in Developmental Science: Situations, Shortcomings, Solutions, and Standards

Developmental psychology : an advanced textbook

Maternal responsiveness and cognitive development in children

Maternal Responsiveness to Young Children at Three Ages: Longitudinal Analysis of a Multidimensional, Modular, and Specific Parenting Construct