New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

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.

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

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From Neurons to Neighborhoods: The Science of Early Childhood Development

The adolescent brain and age-related behavioral manifestations

Introduction. The Nature of Parents' Ideas: Descriptions by Content. The Nature of Parents' Ideas: Descriptions by Quality. The Sources of Parents' Ideas. Consequences: Emphasis on Parents. Consequences: Emphasis on Children. Concluding Comments. References. Author Index. Subject Index.

Development according to parents: The nature, sources, and consequences of parents' ideas.

Autonomy development during adolescence.

In the past quarter century, research on adolescence has expanded from a near exclusive focus on intraindividual processes to a concern with individuals in an interpersonal context. Today, studies of the impact of relationships within families, with peers, and with romantic partners account for a large proportion of research in the field. This article outlines three features of this transformation: an increasing focus on the nature of, changes in, and the developmental impact of adolescents’ relationships with significant others; the expansion and diversification of networks of significant others during adolescence; and the recognition of significant interrelations among these relationships. Contemporary studies require research designs that encompass multiple significant relationships and that assess a broad range of relationship properties.

Changing Relationships, Changing Youth Interpersonal Contexts of Adolescent Development

An enduring hypothesis in the history of psychology is the notion that early caregiving experiences provide the prototype for later significant relationships. Although this hypothesis often has been extended to adult love relationships, compelling models of developmental processes that would account for continuity in relationship characteristics over so long a period are still needed. We propose a developmental view of the development of a capacity for intimacy in which distinct relational experiences are linked across time. Drawing on experiences and findings from a twenty-year longitudinal study of relationships and development, we illustrate evidence for intervening links during childhood and adolescence that eventually may predict the quality and significance of romantic relationships among young adults. We give particular attention to the importance of intervening links between early caregiving relationships and developing friendship capacities throughout middle childhood and adolescence. We then speculate about the links between the implications of different patterns of childhood closeness for adolescents' orientations to dating, romantic relationships, and transitory sexual liaisons. Finally, we propose criteria for future research that would advance understanding of the development of capacities for intimate relationships.

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Capacity for Intimate Relationships: A Developmental Construction

This study had three goals: (a) To investigate gender differences in relational aggression and victimization within young adults' romantic relationships, (b) to investigate associations between romantic relational aggression and victimization and perceptions of romantic relationship quality, and (c) to explore parent and peer predictors of romantic relational aggression and victimization. College students (70 females and 34 males) completed self-reports of romantic relational aggression and victimization, and parent, peer, and romantic relationship quality. Men and women reported equal levels of romantic relational aggression, and men reported higher levels of victimization than women. Aggression and victimization were positively correlated with negative romantic relationship qualities and negatively correlated with positive relationship qualities. Regression analyses indicated that both romantic relational victimization and romantic relational aggression explained variance in romantic relationship quality. There were several significant associations between parent and peer relationship quality and romantic relational aggression and victimization, which suggest that poor relationships with parents and peers may play a role in the development and maintenance of these behaviors.

Relational Aggression and Victimization in Young Adults' Romantic Relationships: Associations with Perceptions of Parent, Peer, and Romantic Relationship Quality

W. Andrew Collins

Papers

Development according to parents: The nature, sources, and consequences of parents' ideas.

Autonomy development during adolescence.

Changing Relationships, Changing Youth Interpersonal Contexts of Adolescent Development

Capacity for Intimate Relationships: A Developmental Construction

Relational Aggression and Victimization in Young Adults' Romantic Relationships: Associations with Perceptions of Parent, Peer, and Romantic Relationship Quality