This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention.
This fully revised fourth edition of Identity in Adolescence: The Balance Between Self and Other presents four theoretical perspectives on identity development during adolescence and young adulthood and their practical implications for intervention.
How do young people cope with the multitude of difficult situations and scenarios that are associated with growing up, like anxiety and depression, as well as illness, rejection and family breakdown?
How do young people cope with the multitude of difficult situations and scenarios that are associated with growing up, like anxiety and depression, as well as illness, rejection and family breakdown?
Assessment is a concept familiar across the field of education and is inherent to the work of professors, administrators, teachers, researchers, journalists, and scholars.
Assessment is a concept familiar across the field of education and is inherent to the work of professors, administrators, teachers, researchers, journalists, and scholars.
Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure.
Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure.
Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children.
Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children.
Executive Function: Development Across the Life Span presents perspectives from leading researchers and theorists on the development of executive function from infancy to late adulthood and the factors that shape its growth and decline.
Executive Function: Development Across the Life Span presents perspectives from leading researchers and theorists on the development of executive function from infancy to late adulthood and the factors that shape its growth and decline.
Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective uniquely incorporates dyslexia, dysgraphia, and ADHD into one volume, offering practical advice on how to manage each of these disorders.
Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective uniquely incorporates dyslexia, dysgraphia, and ADHD into one volume, offering practical advice on how to manage each of these disorders.
3-System Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development puts forward Olivier Houde's 3-System theory of the cognitive brain, based on numerous post-Piagetian psychological and brain imaging data acquired from children and adults.
3-System Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development puts forward Olivier Houde's 3-System theory of the cognitive brain, based on numerous post-Piagetian psychological and brain imaging data acquired from children and adults.
Offering the broadest review of psychological perspectives on human expertise to date, this volume covers behavioral, computational, neural, and genetic approaches to understanding complex skill.
Offering the broadest review of psychological perspectives on human expertise to date, this volume covers behavioral, computational, neural, and genetic approaches to understanding complex skill.
Since the 1970s researchers in the communicative development of infants and small children had rejected traditional models and began to explore the complex, dynamic properties of communicative exchanges.
Since the 1970s researchers in the communicative development of infants and small children had rejected traditional models and began to explore the complex, dynamic properties of communicative exchanges.
Our abilities to learn and remember are at the core of consciousness, cognition, and identity, and are based on the fundamental brain capacity to encode and store perceptual experience in abiding neural structures.
Our abilities to learn and remember are at the core of consciousness, cognition, and identity, and are based on the fundamental brain capacity to encode and store perceptual experience in abiding neural structures.
This volume brings together research on cyberbullying across contexts, age groups, and cultures to gain a fuller perspective of the prevalence and impact of electronic mistreatment on individual, group, and organizational outcomes.
This volume brings together research on cyberbullying across contexts, age groups, and cultures to gain a fuller perspective of the prevalence and impact of electronic mistreatment on individual, group, and organizational outcomes.
Originally published in 1976, this fourth and final volume in a series that met with critical acclaim is concerned with a certain kind of answer to the question "e;What distinguishes the concepts that are a natural part of human languages from those that are merely expressible in language?
Originally published in 1976, this fourth and final volume in a series that met with critical acclaim is concerned with a certain kind of answer to the question "e;What distinguishes the concepts that are a natural part of human languages from those that are merely expressible in language?
Originally published in 1974, the second volume of four (Logical Inference: Underlying Operations) provides a process-model for the solution of certain syllogistic reasoning problems.
Originally published in 1974, the second volume of four (Logical Inference: Underlying Operations) provides a process-model for the solution of certain syllogistic reasoning problems.
Originally published in 1924, this sixth edition published in 1930 is thoroughly revised and updated to take account of the important advances in the field of child psychology at the time.
