The Experts below are selected from a list of 246 Experts worldwide ranked by ideXlab platform
Leonid Tiokhin - One of the best experts on this subject based on the ideXlab platform.
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Bridging Evolutionary Biology and Developmental Psychology: Toward An Enduring Theoretical Infrastructure.
Child development, 2018Co-Authors: Willem E. Frankenhuis, Leonid TiokhinAbstract:Bjorklund synthesizes promising research directions in Developmental Psychology using an evolutionary framework. In general terms, we agree with Bjorklund: Evolutionary theory has the potential to serve as a metatheory for Developmental Psychology. However, as currently used in Psychology, evolutionary theory is far from reaching this potential. In evolutionary biology, formal mathematical models are the norm. In Developmental Psychology, verbal models are the norm. In order to reach its potential, evolutionary Developmental Psychology needs to embrace formal modeling.
Willem E. Frankenhuis - One of the best experts on this subject based on the ideXlab platform.
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Bridging Evolutionary Biology and Developmental Psychology: Toward An Enduring Theoretical Infrastructure.
Child development, 2018Co-Authors: Willem E. Frankenhuis, Leonid TiokhinAbstract:Bjorklund synthesizes promising research directions in Developmental Psychology using an evolutionary framework. In general terms, we agree with Bjorklund: Evolutionary theory has the potential to serve as a metatheory for Developmental Psychology. However, as currently used in Psychology, evolutionary theory is far from reaching this potential. In evolutionary biology, formal mathematical models are the norm. In Developmental Psychology, verbal models are the norm. In order to reach its potential, evolutionary Developmental Psychology needs to embrace formal modeling.
Michael S. C. Thomas - One of the best experts on this subject based on the ideXlab platform.
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Computational Modeling in Developmental Psychology
IEEE Transactions on Evolutionary Computation, 2007Co-Authors: Denis Mareschal, Michael S. C. ThomasAbstract:This manuscript surveys computational modeling efforts by researchers in Developmental Psychology. Developmental Psychology is ready to blossom into a modern science that focuses on causal mechanistic explanations of development rather than just describing and classifying behaviors. Computational modeling is the key to this process. However, to be effective, models must not only mimic observed data. They must also be transparent, grounded, and plausible to be accepted by the Developmental Psychology community. Connectionist model provides one such example. Many Developmental features of typical and atypical perception, cognition, and language have been modeled using connectionist methods. Successful models are closely tied to the details of existing empirical studies and make concrete testable predictions. The success of such a project relies on the close collaboration of computational scientists with empirical psychologists
Nicole J. Wen - One of the best experts on this subject based on the ideXlab platform.
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Evolutionary Developmental Psychology: 2017 Redux
Child development, 2018Co-Authors: Cristine H. Legare, Jennifer M. Clegg, Nicole J. WenAbstract:The article introduce the special issue on evolutionary Developmental Psychology that represents a synthesis of modern evolutionary theory and Developmental Psychology, and helps to understand the development of human behavior and cognition. Also briefly discusses the history of this field and researchers provide a collection of theoretical and empirical articles that highlight recent findings and propose promising areas for future research.
F R Ferraro - One of the best experts on this subject based on the ideXlab platform.
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AN EXERCISE FOR INCREASING STUDENTS' UNDERSTANDING OF LIFE-SPAN Developmental Psychology '
Psychological Reports, 1995Co-Authors: F R FerraroAbstract:Strmmary.-During the First week of a class in Developmental Psychology, students listed 5 to 7 characterisucs they believed represent life-span Developmental characteristics for the categories of infants, young children, adolescents, middle-aged adults, and older adults. Students retained their Lists which were referred to during discussion throughout the course. Students reported this activity increased their understanding of topics central to life-span Developmental Psychology. Students from many varied disciphes, e.g., Psychology, nursing, occupational therapy, physical therapy, and sociology, enroll in Developmental Psychology courses. To take advantage of this variation, an exercise during the first week of class can identlfy students' perceptions and thoughts concerning Developmental Psychology. This exercise (a) allows students to elaborate on their conceptions of Developmental Psychology, (b) allows for an educational experience which can be referenced at any point during the course, and (c) increases students' understandmg of various components of Developmental Psychology. In particular, this exercise dustrates the subtle biases and stereotypes people hold, especially about elderly persons, e.g., ageism. For instance, one point made immediately after students turn in their lists of characteristics is how closely the characteristics of infants and older adults match, i.e., dependent, helpless, and fragile. As the semester progresses, we lscuss what ageism is and how it develops (Atchley, 1983; Butler, 1969). Students are reminded of the characteristics they listed earlier for older adults. We then &scuss how the students formed their particular views of elderly persons. During the first week of class (enrollment averages 165 students per semester), students write down the following five category headmgs: infants, young children, adolescents, middle-aged adults, and older adults. Next, they are instructed to list five to seven characteristics which typ& each of these categories. This exercise requires approximately 5 to 10 min. to complete. When finished, students hand in their responses for lscussion. Having talhed their replies, the next scheduled class period students' responses are returned for later reference with a summary of type and frequency of
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An exercise for increasing students' understanding of life-span Developmental Psychology.
Psychological reports, 1995Co-Authors: F R FerraroAbstract:During the first week of a class in Developmental Psychology, students listed 5 to 7 characteristics they believed represent life-span Developmental characteristics for the categories of infants, young children, adolescents, middle-aged adults, and older adults. Students retained their lists which were referred to during discussion throughout the course. Students reported this activity increased their understanding of topics central to life-span Developmental Psychology.