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Developmental Psychology

Developmental Psychology
Revisiting the Classic Studies

Edited by:

June 2012 | 240 pages | SAGE Publications Ltd
Developmental Psychology: Revisiting the Classic Studies traces 14 ground-breaking studies by researchers such as Harlow, Meltzoff & Moore, Kohlberg, and Bandura to re-examine and reflect on their findings and engage in a lively discussion of the subsequent work that they have inspired.

Revisiting the Classic Studies
 is a series of texts that introduces readers to the studies in psychology that changed the way we think about core topics in the discipline today. It provokes students to ask more interesting and challenging questions about the field by encouraging a deeper level of engagement, both with the details of the studies themselves and with the nature of their contribution.

Edited by leading scholars in their field and written by researchers at the cutting edge of these developments, the chapters in each text provide details of the original works and their theoretical and empirical impact, and then discuss the ways in which thinking and research has advanced in the years since the studies were conducted.
Alan M. Slater & Paul C. Quinn
An Introduction to Classic Studies in Developmental Psychology
Roger Kobak
Attachment and Early Social Deprivation: Revisiting Harlow's Monkey Studies
Thomas H. Ollendick et al
Conditioned Emotional Reactions: Revisiting Watson and Rayner's Little Albert
Karen E. Adolph and Kari S. Kretch
Infants on the Edge: Beyond the Visual Cliff
David Klahr
Revisiting Piaget: A Perspective from Studies of Children's Problem-Solving Abilities
Alan M. Slater
Imitation in Infancy: Revisiting Meltzoff and Moore's (1977) Study
Denis Mareschal and Jordy Kaufman
Object Permanence in Infancy: Revisiting Baillargeon's Drawbridge Study
Kelly McWilliams et al
Children's Eyewitness Memory and Suggestibility: Revisiting Ceci and Bruck's (1993) Review
Wendy Johnson
How Much Can We Boost IQ?: An Updated Look at Jensen's (1969) Question and Answer
Usha Goswami
Reading and Spelling: Revisiting Bradley and Bryant's Study
Coralie Chevallier
Theory of Mind and Autism: Revisiting Baron-Cohen et al's Sally-Anne Study
Gail D. Heyman and Kang Lee
Moral Development: Revisiting Kohlberg's Stages
Jennifer E. Lansford
Aggression: Revisiting Bandura's Bobo Doll Studies
Richard N. Aslin
Language Development: Revisiting Eimas et al's /ba/ and /pa/ Study
Ann S. Masten
Resilience in Children: Vintage Rutter and Beyond

The chapters in this outstanding volume describe the rich insights provided by classic studies in developmental science and, in describing the subsequent research the studies fostered, document the remarkable progress in the field over the past few decades. It should prove valuable to students and professionals alike
Robert V. Kail
Distinguished Professor of Psychological Sciences, Purdue Universit

This volume puts classic studies in developmental psychology in their historical context and demonstrates their continued influence on current research. The fact that Slater and Quinn have recruited a group of world leading researchers to the project should make this a classic in its own right
J. Gavin Bremner
Professor of Developmental Psychology, Lancaster Universit

This volume enlivens the study of developmental psychology with accounts of how and why classic studies moved the field forward with respect to central questions about psychological development. Cases were astutely chosen and beautifully realized by the chapter authors
W. Andrew Collins
Distinguished University Teaching Professor, Institute of Child Development, University of Minnesota

'All 14 contributions are excellent, but the strongest include one on conditioning fear reactions and Usha Goswami's "Reading and Spelling: Revisiting Bradley and Bryant's Study," which describes the breakthrough studies concerning children's language acquisition. Of particular poignancy, given recent violence in the US, are essays that look at studies of children's memory and eyewitness testimony, imitation of aggression, and resilience after traumatic events. Taken as whole, these essays remind one of the importance of developmental psychology research and how it informs on a daily basis. Summing Up: Highly recommended. Upper-division undergraduates through faculty and professionals'
S. K Hall
University of Houston

I am really pleased to have found this text and will certainly recommend 'Developmental Psychology Revisiting the classic studies' to my Education Studies and Early Childhood Studies undergraduate students.

Written in an accessible and engaging way, this text does what it says on the tin.

Through providing brief overviews of a number of influential studies, readers are not only encouraged to consider the impact of findings in relation to the field of developmental psychology and advances in our understanding but, perhaps more importantly, are provided with a model of how to 'critique' the research of others.

Such insights are important aspects of undergraduate development.

Mr Jonathan Reid
School of Education, Oxford Brookes University
March 3, 2015

Excellent textbook. Perfect for level one developmental psychology courses.

Dr Beth Bell
Faculty of Health and Life Sciences, York St John University College
May 7, 2014

Highly interesting text that offers a useful introduction to the classic studies in developmental psychology. Whilst these are not all appropriate to counselling, and therefore the foundation degree in counselling we teach, enough of the studies are relatable to the subject and offer a broader context for more grounded understanding of the material.

Mr Andrew Thorne
Bristol Centre For Care, Health & Educ, City of Bristol College
April 30, 2013

This is a very useful book which I will recommend to students wishing to supplement the lectures on developmental psychology as part of the specialist practice module and applied sciences module. It revisits the classic developmental psychology research and discusses their influence on contemporary developmental psychology.

Mrs Deborah Haydock
community & child health, Chester University
December 18, 2012

Useful background reading. Recommended for students who are interested in a particular area so that they can read more deeply about the original study (often described briefly in the lecture), and its impact on subsequent work. Very valuable resource, particularly for the more committed students, also for PhD students.

Dr David Whitebread
Psychology , Cambridge University
October 11, 2012

While I like the book, not enough material corresponds to this module's syllabus.

Dr Raya Jones
Cardiff School of Social Sciences, Cardiff University
August 20, 2012

Excellent book. Very student friendly. Explains original studies and subsequent research.

Dr Fiona McSweeney
Social Science , Dublin Institute of Technology
August 17, 2012

This is a very useful book which provides an up-to-date revisiting of classic developmental psychology research. I enjoyed reading the chapters, and found details of how these studies influenced directions of contemporary developmental psychology fascinating.

Dr Dario Pellegrini
Child and Family, Tavistock Centre
July 20, 2012

Alan M. Slater

Alan Slater is Associate Professor in Developmental Psychology at the University of Exeter. He is the co-editor of The Blackwell Reader in Developmental Psychology (Blackwell, 1999), Theories of Infant Development (Blackwell Publishing, 2004) and An Introduction to Developmental Psychology (Wiley, 2017) as well as the the 5-volume reference work Infancy (SAGE, 2013). More About Author

Paul C. Quinn

Paul C. Quinn is Trustees Distinguished Professor of Psychological and Brain Sciences at the University of Delaware, USA. He received his ScB and PhD degrees in Psychology from Brown University in 1981 and 1986. Dr. Quinn’s research reflects an enduring interest in concept formation. His work over the last 20 years has been investigating how social category information is extracted from faces (e.g., gender, race) and has the goal of understanding how the early emergence of cognitive organization during infancy may impact subsequent conceptual and social development. This work has been supported by the National Institute of Child... More About Author