A Century of Developmental Psychology
In a broad overview of theory, A Century of Developmental Psychology demonstrates how major scientific ideas are seasoned by time then savored for a greater and fuller interpretation at a later date.
This edited book of readings looks back over a century of developmental psychology and assesses the influence of key historical figures on current theory and research in the field. The chapters contain examinations of the work of Darwin, Hall, Baldwin, Dewey, Binet, Freud, Watson, Piaget, Stern, Werner, Vygotsky, Gesell, McGraw, Bowlby, Ainsworth, Bayley, Sears, Bandura, and E. J. Gibson. From these readings a clear sense emerges of the recurrent nature of many of the important theoretical, developmental, and methodological issues, in developmental psychology.
The readings are arranged chronologically by historical period and are divided into sections that cover the founding years, the consolidation of a separate science of development, the middle years, and the modern era. The context of these readings is set by the editors in the introductory chapter by providing an overview of the major themes and issues that have occupied developmentalists over the past 100 years.
The final section of the book contains a series of reflections on the future of the field by prominent developmental scientists. Except for the introductory material, all the chapters are reprinted from 1992 centennial issues of Developmental Psychology.
- The Past as Prologue: An Overview of a Century of Developmental Psychology
—Ross D. Parke, Peter A. Ornstein, John J. Rieser, and Carolyn Zahn-Waxler
I. The Founding Years of Developmental Psychology
- Charles Darwin and Developmental Psychology: Past and Present
—William R. Charlesworth
- G. Stanley Hall: From Philosophy to Developmental Psychology
—Sheldon H. White
- The Making of a Developmental Science: The Contributions and Intellectual Heritage of James Mark Baldwin
—Robert B. Cairns
- John Dewey and Human Development
—Emily D. Cahan
II. The Consolidation of a Separate Science of Development
- The Other Alfred Binet
—Robert S. Siegler
- Individual Meaning and Increasing Complexity: Contributions of Sigmund Freud and René Spitz to Developmental Psychology
—Robert N. Emde
- John B. Watson's Legacy: Learning and Environment
III. The Middle Years: Stages, Norms, and Culture
- Jean Piaget's Enduring Contribution to Developmental Psychology
- Heinz Werner's Relevance for Contemporary Developmental Psychology
—Joseph A. Glick
- William L. Stern: A Neglected Founder of Developmental Psychology
- Lev Semyonovich Vygotsky and Contemporary Developmental Psychology
—James V. Wertsch and Peeter Tulviste
- Arnold L. Gesell: The Paradox of Nature and Nurture
—Esther Thelen and Karen E. Adolph
- Myrtle B. McGraw: A Growth Scientist
—Victor W. Bergenn, Thomas C. Dalton, and Lewis P. Lipsitt
IV. The Modern Era (1960 to Present)
- The Origins of Attachment Theory: John Bowlby and Mary Ainsworth
- Social Learning Theory and Developmental Psychology: The Legacies of Robert R. Sears and Albert Bandura
—Joan E. Grusec
- A Singular Career: Nancy Bayley
—Judy F. Rosenblith
- Eleanor J. Gibson: Learning to Perceive and Perceiving to Learn
—Herbert L. Pick, Jr.
V. Reflections on a Century of Developmental Psychology
- Yesterday's Premises, Tomorrow's Promises
- Cognitive Development: Past, Present, and Future
—John H. Flavell
- The Role of Parents in the Socialization of Children: An Historical Overview
—Eleanor E. Maccoby
- Developmental Psychology in the Context of Other Behavioral Sciences
—Robert A. Hinde
About the Editors
Ross D. Parke is professor of psychology and director of the Center for Family Studies at the University of California, Riverside. He is a past president of Division 7, the Developmental Psychology Division, of the American Psychological Association (APA). He has been editor of Developmental Psychology and associate editor of Child Development. His research has focused on early social relationships in infancy and childhood. He is well known for his early work on the effects of punishment, aggression, and child abuse and for his work on the father's role in infancy and early childhood. His current work focuses on the links between family and peer social systems.
Peter A. Ornstein is professor of psychology and director of the Program on Developmental Psychology at the University of North Carolina as well as a member of the mentor faculty of the Carolina Consortium on Human Development. He serves as cochair of APA's Working Group on Memories of Childhood Abuse and has been associate editor of Developmental Psychology. His research concerns the development of memory and cognition, especially young children's long-term retention of salient, personally experienced events. His interest in the testimony of young children is paralleled by his concerns about the abilities of adults to remember accurately the details of traumatic events experienced in childhood.
John J. Rieser is professor of psychology and director of the developmental psychology area at Peabody College, Vanderbilt University. He was a member of the National Science Foundation review panel on cognition and perception and is an APA fellow and past associate editor of Developmental Psychology. Rieser is working on understanding how perception, representation, and action are linked and how the linkages change with development and with sensory or motor disability. He conducts research with toddlers, children, and adults to assess their perceptual-motor coordination, spatial orientation, imagining, and problem solving.
Carolyn Zahn-Waxler is a research psychologist at the National Institute of Mental Health. She is chief of the section on child behavioral disorders in the Laboratory of Developmental Psychology. Zahn-Waxler is the editor of Developmental Psychology and has previously served as its associate editor. She is a senior editor of the APA/Oxford University Press Encyclopedia of Psychology. She is a fellow of the APA, APS, and the American Association of Applied and Preventive Psychology. Her current research interests focus on the adaptive and maladaptive patterns of social and emotional development in childhood, and she is well known for her earlier work on the determinants of prosocial behavior in children.