Tienda online donde Comprar Developmental Psychology al precio 56,96 € de Mary Gauvain | Ross D. ... more Tienda online donde Comprar Developmental Psychology al precio 56,96 € de Mary Gauvain | Ross D. Parke | Andy Bremner | Patrick Leman, tienda de Libros de Medicina, Libros de Pediatria - Neurologia
UC Riverside Undergraduate Research Journal Submit, 2020
First-year college students, especially first-generation attendees (FGC; neither parent finished ... more First-year college students, especially first-generation attendees (FGC; neither parent finished college), often have difficulties adjusting to school. The present study examines the social and instrumental support these students receive during their first year of college and its role in their life satisfaction, a dimension of psychological well-being (Jenkins et al., 2013). In this study, 244 first-year college students (107 FGC) completed an online survey that asked about their perceived support and instrumental help from parents and on-and off-campus friends, as well as the students' overall life satisfaction. Results showed that, regardless of college-generation status, students reported feeling more social support than instrumental help from family and off-campus friends. For both FGC students and non-FGC students, there was a positive relationship between perceived social support and help from family and friends and student's satisfaction with life. The findings suggest that university professionals should try to involve families and other supportive persons, including on-and off-campus friends, in students' firstyear college experience to help students adjust to this new setting.
This study examined responses to questions oriented toward revealing the development of perspecti... more This study examined responses to questions oriented toward revealing the development of perspective taking. The sample comprised 180 threeto nine-year-old children in four traditional communities (in Belize, Kenya, Nepal, and American Samoa). Ten scenarios that asked the children about knowledge of handedness and also what was visible from their own and from another person’s perspective were used. In all groups, the proportion of correct answers improved with age. Degree of industrialization—which had predicted better cognitive performance in other testing with these same children—was also a predictor of perspective taking on some of the items. Discussion includes possible interpretation of the results.
Journal of College Student Retention: Research, Theory & Practice, 2019
The present study was an effulgent effort to compare the non-first generation learners and first ... more The present study was an effulgent effort to compare the non-first generation learners and first generation learners on various dimension of personality adjustment. The main objectives of the study were to compare the non-first generation learners and first generation learners on their personal and social adjustment. A sample of 100 (50 non-first generation learners and 50 first generation learners) were selected from Kashmir division, J&K. The investigator used the California test of personality adjustment scale to study the personal and social adjustment of the sample subjects. The results of the study revealed that the non-first generation learners were found to be personally well adjusted them first generation learners and also found that first generation learners have better academic achievement as compared to non-first generation learners.
The process of globalization is widespread, with consequences for social and psychological develo... more The process of globalization is widespread, with consequences for social and psychological development. Cultural changes associated with globalization are manifested in children's experiences-how they spend their time, interact with one another, and learn about the world. To illustrate, in this article, we describe findings from research that examined children's behaviors when formal schooling is established, the economic base changes, and small-scale traditional communities incorporate elements from industrialized societies. The effect of cultural change on children's development is a bidirectional process, and certain characteristics of childhood may make young people more likely to be early adopters of resources that are introduced during change. We conclude by stressing the need for more research and theory on children's contribution to cultural change. KEYWORDS-culture change; child development; child learning From the very beginning, [we] grow up. .. in the midst of objects and activity patterns designed by humans for human purpose. As everyday environments change, patterns of human growth change. (White & Pillemer, 2005, p. 4) Playing outside is OK, but inside is better because the electrical outlets are there.-10-year-old Los Angeles boy Connections between everyday experience and the cultural practices and tools that support them are not static-they change over time as culture changes. This dynamic process occurs throughout life. In this article, we focus on children. Much learning occurs during childhood, and children's engagement in new activities and tools (e.g., social media) has garnered societal concern. Indeed, researchers increasingly report on how experience with certain tools, such as screen-based technology, affects development (Barr & Linebarger, 2017). Yet a theoretical account is needed to integrate this research to discover what it tells us about children and cultural change and, perhaps, human development itself. Our work is motivated by globalization, which is rapidly transforming people and places worldwide. Cultural changes associated with globalization modify the work people do, how they carry out domestic activities, how children are cared for and educated, and links between the community and the world beyond. These changing conditions of life inform development because they expose children to new and recurrent modes of acting, interacting, and learning. Examining this process is important for understanding child development in industrialized and nonindustrialized societies, both of which are experiencing rapid changes associated with globalization. The focus on everyday experiences is important because through them, children develop the social and cognitive skills, attitudes, and values that form the interests, competencies, and commitments of the rising generation. Many regular experiences contribute to psychological growth, including routines, culturally organized behaviors, and rituals (Goodnow, Miller, & Kessel, 1995; Whiting & Edwards, 1988). The repeated and reinforced nature of these experiences makes them a powerful context for learning because they provide numerous opportunities (trials) to practice new behaviors, see other people (models) doing them, and obtain feedback regarding performance (instruction, guidance, reinforcement). Here, we describe these ideas and then suggest how developmental science can advance understanding of child development during cultural change.
Psychological Science in the Public Interest, 2018
Skill at solving complex problems in teams of people with varying backgrounds and expertise is ne... more Skill at solving complex problems in teams of people with varying backgrounds and expertise is needed to address many of the pressing social, environmental, health, resource, and economic problems in the world today. There are several indicators of this new reality. Social collaborative skills are increasingly valued in the workplace, and people with these skills make up a substantial part of the changing labor market in the United States (Deming, 2015). Team science is seen as instrumental for tackling real world "grand challenge"
This study investigated people's preferences for different water sources and factors that pre... more This study investigated people's preferences for different water sources and factors that predict such preferences using a blind taste test. Water preferences of 143 participants for one name-brand bottled water, one groundwater-sourced tap water, and one indirect potable reuse (IDR) water were assessed. For predictors of water preference, we measured each participant's PTC taste sensitivity and assessed two personality traits (Neuroticism, Openness to Experience). We also explored participants' descriptions of each water source. Results indicate a preference for water treated with Reverse Osmosis (RO) (bottled and IDR water) over groundwater-sourced water, which had higher pH levels and lower concentrations of Ca and HCO. PTC taste sensitivity did not predict preferences, while Openness to Experience and Neuroticism predicted preference for IDR water. Positive relations between Openness to Experience and preferences for bottled and IDR water were moderated by gender and...
for their help and guidance over the last decade in making the work described here possible. I am... more for their help and guidance over the last decade in making the work described here possible. I am also grateful to the support of my collaborators on the research described, especially Heidi Beebe McLaughlin and Daniel Harmon. Finally, I want to acknowledge the invaluable advice and encouragement from the late Michael Siegal during the early stages of the work described here.
International Perspectives in Psychology: Research, Practice, Consultation, 2016
Research on the development of contamination sensitivity, detecting when water or food is safe to... more Research on the development of contamination sensitivity, detecting when water or food is safe to consume, has been conducted mainly in western, industrialized settings. Little is known about it in the developing world where contamination is a significant health hazard. In this study, 48 children and adults (4 to 60 years of age) in rural Uganda were asked if 23 food and water items, shown in photographs or drawings and that varied in contamination status, would be safe to eat or drink. They were also interviewed about several of the photographs in more detail and asked how they learned about contamination. Analyses focused on age-group differences. Contamination knowledge, biological explanations of illness, and awareness of invisible contaminants (i.e., germs) were evident in all age-groups. The few age-related differences found pertained to water contamination and some vulnerabilities of young children (4–6-year-olds) were identified. Participants in all age-groups said they had ...
... This research will provide a glimpse of the social and cultural foundation of cognitive ... o... more ... This research will provide a glimpse of the social and cultural foundation of cognitive ... of this technology on children's thinking and learning have been shown (Packard Foundation, 2000). ... in which children learn by doing, receive feedback on their current understanding and skill ...
Abstract This chapter discusses the development of thinking from a sociocultural perspective. It ... more Abstract This chapter discusses the development of thinking from a sociocultural perspective. It describes several areas of contemporary psychological research that provide a conceptual foundation for this approach, including Super and Harkness' notion of the developmental niche, the cultural practice approach to cognition, Soviet Activity Theory, and Cole's sociohistoncal and cultural perspective. Four cultural processes that may play a role in organizing and directing cognitive development are presented and illustrated with research. The chapter concludes with a discussion of some of the pragmatic and conceptual challenges of this approach.
Tienda online donde Comprar Developmental Psychology al precio 56,96 € de Mary Gauvain | Ross D. ... more Tienda online donde Comprar Developmental Psychology al precio 56,96 € de Mary Gauvain | Ross D. Parke | Andy Bremner | Patrick Leman, tienda de Libros de Medicina, Libros de Pediatria - Neurologia
UC Riverside Undergraduate Research Journal Submit, 2020
First-year college students, especially first-generation attendees (FGC; neither parent finished ... more First-year college students, especially first-generation attendees (FGC; neither parent finished college), often have difficulties adjusting to school. The present study examines the social and instrumental support these students receive during their first year of college and its role in their life satisfaction, a dimension of psychological well-being (Jenkins et al., 2013). In this study, 244 first-year college students (107 FGC) completed an online survey that asked about their perceived support and instrumental help from parents and on-and off-campus friends, as well as the students' overall life satisfaction. Results showed that, regardless of college-generation status, students reported feeling more social support than instrumental help from family and off-campus friends. For both FGC students and non-FGC students, there was a positive relationship between perceived social support and help from family and friends and student's satisfaction with life. The findings suggest that university professionals should try to involve families and other supportive persons, including on-and off-campus friends, in students' firstyear college experience to help students adjust to this new setting.
This study examined responses to questions oriented toward revealing the development of perspecti... more This study examined responses to questions oriented toward revealing the development of perspective taking. The sample comprised 180 threeto nine-year-old children in four traditional communities (in Belize, Kenya, Nepal, and American Samoa). Ten scenarios that asked the children about knowledge of handedness and also what was visible from their own and from another person’s perspective were used. In all groups, the proportion of correct answers improved with age. Degree of industrialization—which had predicted better cognitive performance in other testing with these same children—was also a predictor of perspective taking on some of the items. Discussion includes possible interpretation of the results.
Journal of College Student Retention: Research, Theory & Practice, 2019
The present study was an effulgent effort to compare the non-first generation learners and first ... more The present study was an effulgent effort to compare the non-first generation learners and first generation learners on various dimension of personality adjustment. The main objectives of the study were to compare the non-first generation learners and first generation learners on their personal and social adjustment. A sample of 100 (50 non-first generation learners and 50 first generation learners) were selected from Kashmir division, J&K. The investigator used the California test of personality adjustment scale to study the personal and social adjustment of the sample subjects. The results of the study revealed that the non-first generation learners were found to be personally well adjusted them first generation learners and also found that first generation learners have better academic achievement as compared to non-first generation learners.
The process of globalization is widespread, with consequences for social and psychological develo... more The process of globalization is widespread, with consequences for social and psychological development. Cultural changes associated with globalization are manifested in children's experiences-how they spend their time, interact with one another, and learn about the world. To illustrate, in this article, we describe findings from research that examined children's behaviors when formal schooling is established, the economic base changes, and small-scale traditional communities incorporate elements from industrialized societies. The effect of cultural change on children's development is a bidirectional process, and certain characteristics of childhood may make young people more likely to be early adopters of resources that are introduced during change. We conclude by stressing the need for more research and theory on children's contribution to cultural change. KEYWORDS-culture change; child development; child learning From the very beginning, [we] grow up. .. in the midst of objects and activity patterns designed by humans for human purpose. As everyday environments change, patterns of human growth change. (White & Pillemer, 2005, p. 4) Playing outside is OK, but inside is better because the electrical outlets are there.-10-year-old Los Angeles boy Connections between everyday experience and the cultural practices and tools that support them are not static-they change over time as culture changes. This dynamic process occurs throughout life. In this article, we focus on children. Much learning occurs during childhood, and children's engagement in new activities and tools (e.g., social media) has garnered societal concern. Indeed, researchers increasingly report on how experience with certain tools, such as screen-based technology, affects development (Barr & Linebarger, 2017). Yet a theoretical account is needed to integrate this research to discover what it tells us about children and cultural change and, perhaps, human development itself. Our work is motivated by globalization, which is rapidly transforming people and places worldwide. Cultural changes associated with globalization modify the work people do, how they carry out domestic activities, how children are cared for and educated, and links between the community and the world beyond. These changing conditions of life inform development because they expose children to new and recurrent modes of acting, interacting, and learning. Examining this process is important for understanding child development in industrialized and nonindustrialized societies, both of which are experiencing rapid changes associated with globalization. The focus on everyday experiences is important because through them, children develop the social and cognitive skills, attitudes, and values that form the interests, competencies, and commitments of the rising generation. Many regular experiences contribute to psychological growth, including routines, culturally organized behaviors, and rituals (Goodnow, Miller, & Kessel, 1995; Whiting & Edwards, 1988). The repeated and reinforced nature of these experiences makes them a powerful context for learning because they provide numerous opportunities (trials) to practice new behaviors, see other people (models) doing them, and obtain feedback regarding performance (instruction, guidance, reinforcement). Here, we describe these ideas and then suggest how developmental science can advance understanding of child development during cultural change.
Psychological Science in the Public Interest, 2018
Skill at solving complex problems in teams of people with varying backgrounds and expertise is ne... more Skill at solving complex problems in teams of people with varying backgrounds and expertise is needed to address many of the pressing social, environmental, health, resource, and economic problems in the world today. There are several indicators of this new reality. Social collaborative skills are increasingly valued in the workplace, and people with these skills make up a substantial part of the changing labor market in the United States (Deming, 2015). Team science is seen as instrumental for tackling real world "grand challenge"
This study investigated people's preferences for different water sources and factors that pre... more This study investigated people's preferences for different water sources and factors that predict such preferences using a blind taste test. Water preferences of 143 participants for one name-brand bottled water, one groundwater-sourced tap water, and one indirect potable reuse (IDR) water were assessed. For predictors of water preference, we measured each participant's PTC taste sensitivity and assessed two personality traits (Neuroticism, Openness to Experience). We also explored participants' descriptions of each water source. Results indicate a preference for water treated with Reverse Osmosis (RO) (bottled and IDR water) over groundwater-sourced water, which had higher pH levels and lower concentrations of Ca and HCO. PTC taste sensitivity did not predict preferences, while Openness to Experience and Neuroticism predicted preference for IDR water. Positive relations between Openness to Experience and preferences for bottled and IDR water were moderated by gender and...
for their help and guidance over the last decade in making the work described here possible. I am... more for their help and guidance over the last decade in making the work described here possible. I am also grateful to the support of my collaborators on the research described, especially Heidi Beebe McLaughlin and Daniel Harmon. Finally, I want to acknowledge the invaluable advice and encouragement from the late Michael Siegal during the early stages of the work described here.
International Perspectives in Psychology: Research, Practice, Consultation, 2016
Research on the development of contamination sensitivity, detecting when water or food is safe to... more Research on the development of contamination sensitivity, detecting when water or food is safe to consume, has been conducted mainly in western, industrialized settings. Little is known about it in the developing world where contamination is a significant health hazard. In this study, 48 children and adults (4 to 60 years of age) in rural Uganda were asked if 23 food and water items, shown in photographs or drawings and that varied in contamination status, would be safe to eat or drink. They were also interviewed about several of the photographs in more detail and asked how they learned about contamination. Analyses focused on age-group differences. Contamination knowledge, biological explanations of illness, and awareness of invisible contaminants (i.e., germs) were evident in all age-groups. The few age-related differences found pertained to water contamination and some vulnerabilities of young children (4–6-year-olds) were identified. Participants in all age-groups said they had ...
... This research will provide a glimpse of the social and cultural foundation of cognitive ... o... more ... This research will provide a glimpse of the social and cultural foundation of cognitive ... of this technology on children's thinking and learning have been shown (Packard Foundation, 2000). ... in which children learn by doing, receive feedback on their current understanding and skill ...
Abstract This chapter discusses the development of thinking from a sociocultural perspective. It ... more Abstract This chapter discusses the development of thinking from a sociocultural perspective. It describes several areas of contemporary psychological research that provide a conceptual foundation for this approach, including Super and Harkness' notion of the developmental niche, the cultural practice approach to cognition, Soviet Activity Theory, and Cole's sociohistoncal and cultural perspective. Four cultural processes that may play a role in organizing and directing cognitive development are presented and illustrated with research. The chapter concludes with a discussion of some of the pragmatic and conceptual challenges of this approach.
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