Andy Bremner, University of Birmingham, UK
Developmental Psychology Second Edition
Patrick Leman, Andrew Bremner, Ross D. Parke, Mary Gauvain
ISBN: 9780077175191
The Second edition by this highly respected author team really delivers on the needs of developmental psychology instructors. It’s a highly flexible text that has student engagement and comprehension in mind, suitable for both first- and second-year undergraduate students.
The topical approach provides an accessible presentation of the theories that guide the research, without losing focus of the importance of data, while its international nature ensures students are provided a holistic introduction to the discipline.
What's new
Make it work for you
Whether you are teaching topical or chronological, child or lifespan, first- or second-year courses, the pedagogy and chapter structure is flexible enough to fit your needs. The international focus provides global coverage without neglecting key US studies, and classic theories have been retained while new research is added.
New and revised coverage
From diagnostics criteria aligned to the DSM-5, to the effects of puberty on the brain, the second edition has more than 15 sections added or updated. The coverage has been extensively revised to ensure the material is relevant, and provides students a solid foundation in the field of developmental psychology today.
Unlock critical thinking
We know that students struggle with the scientific-journal format and making connections between theory and real-world applications. The new edition tackles this through innovative pedagogical features and digital tools designed to keep students engaged and move them towards higher order critical thinking skills and analysis.
1 Developmental Psychology: Themes and Contexts
2 Theories in Developmental Psychology
3 Research Methods in Developmental Psychology
4 Physical Development: Growing a Body
5 The Biology of Development: Genes, Nervous System, Brain and Environment
6 Perceptual and Sensorimotor Development
7 Emotional Development and Attachment
8 Language and Communication
9 Cognitive Development: Origins of Knowledge
10 The Development of Cognitive Functions
11 Intelligence, Achievement and Learning
12 Parents, Peers and Social Relationships
13 Social Identities: Gender, Gender Roles and Ethnicity
14 Morality, Altruism and Aggression
15 Atypical Development with Alice Jones
16 Development in Adulthood
Chapter 2: Theories in Developmental Psychology
• Significant expansion of coverage of modern nativist theories of development (e.g., those of Spelke
and Gopnik).
• Increased coverage of computational models of development, incorporating connectionist, Bayesian models
of development as well as dynamical systems accounts.
Chapter 3: Research Methods in Developmental Psychology
• Updated Applied Developmental Psychology box on delayed gratification in response to recent and
significant
findings in this area.
• Updated Applied Developmental Psychology box on research addressing the effects of television use in
children to include the latest perspectives and data on the use of social media and tablets.
• A new structure and a thorough updating of the ‘Methods for Data Collection’ section.
viii PREFACE
Chapter 4: Physical Development: Growing a Body
• Thorough updates and additions to the section on ‘Risks in the Prenatal Environment’ to incorporate the
latest developments in this area of research. This includes new subsections on ‘Principles of teratogenesis’,
and ‘How do teratogens have their effects?’
• A new Applied Developmental Psychology box examining the effects of tactile contact on brain development
in preterm infants.
• A new section on embodied approaches to development.
• A new section on the effects of puberty on brain development.
Chapter 5: The Biology of Development: Genes, Nervous System, Brain and Environment
• Updated and more extensive coverage of polygenicity.
• An extensive update of the behavioural genetics section, including an analysis of critiques of behavioural
genetics methods.
• New Research Close-Up box on use of functional near infrared spectroscopy (fNIRS) for investigating the
social brain in infancy.
• A substantially updated section on brain plasticity.
Chapter 6: Perceptual and Sensorimotor Development
• Completely restructured chapter which captures current trends in the discipline, emphasizing the development
of a wider range of senses including touch and chemosensation, as well as multisensory interactions
among the senses.
• New material on the origins of an ability to perceive material properties of objects in infancy.
• New section capturing a wide range of research findings regarding how infants perceive their social world.
• New Research Close-Up box on human foetus’s in utero face preferences.
• New section on the development of self and body perception in infancy.
Chapter 7: Emotional Development and Attachment
• Expanded coverage of children’s understanding of facial expressions.
• Revised attachment coverage.
Chapter 8: Language and Communication
• Increased coverage of pointing, joint attention and crying.
• Additional coverage of phonological development, including research on dyslexia.
Chapter 9: Cognitive Development: Origins of Knowledge
• Enhanced coverage of Bruner and scaffolding.
• Updated coverage of language and internal speech.
• Updated coverage of perspective taking in children.
• Updated coverage of children’s trust in testimony.
• New coverage of recent controversies around early false belief abilities in infants.
Chapter 10: The Development of Cognitive Functions
• Substantially updated coverage of the development of imitation, controversies surrounding neonatal imitation
and rational imitation.
• Rewritten and updated section on models of cognition, with an increased emphasis on the working memory model.
• New section on the relevance and use of cognitive models.
• Considerable restructuring of the sections on the development of cognitive strategies and functions, placing a
greater emphasis on the development of executive function and the role of executive functions across domains.
PREFACE ix
Chapter 11: Intelligence, Achievement and Learning
• Expanded assessment coverage to include the Cognitive Assessment System and Raven’s Matrices.
• Individual differences in intelligence expanded.
• New coverage of executive functions and working memory in education.
• Expanded achievement coverage.
Chapter 12: Parents, Peers and Social Relationships
• Revised parents and family section.
• Expanded coverage of parental versus peer influence.
• Coverage of bullying included.
Chapter 13: Social Identities: Gender, Gender Roles and Ethnicity
• Extended biological coverage of gender differences.
• Revised section on media impact on gender identity.
• New coverage of ethnicity.
Chapter 14: Morality, Altruism and Aggression
• Extended section on Piaget’s theory.
• Neuropsychological and socioemotional approaches.
• Revised section on prosocial behaviour.
Chapter 15: Atypical Development
with Alice Jones
• This chapter has been renamed ‘atypical development’ (whereas previously it was developmental psychopathology)
to reflect a rebalancing of the coverage towards cognitive developmental disorders.
• Updated section on the principles of atypical development.
• Updating of all coverage to reflect revised diagnostic criteria and classification of disorders in DSM-5 (2013).
Chapter 16: Development in Adulthood
• Focus on the cognitive decline in intelligence, problem solving and memory.
• Social focus on relationships and happiness in later life, particularly with regard to romantic relationships.
Click here to view a sample chapter
About the authors
Patrick Leman
Patrick is Professor of Psychology and Dean of Education at the Institute of Psychiatry, Psychology and Neuroscience, King’s College London. He completed his undergraduate degree at the University of Oxford, followed by a PhD at the University of Cambridge in children’s understanding of authority and moral reasoning.
Patrick’s research spans several areas of social developmental psychology in childhood and adolescence and is a Fellow of the British Psychological Society, and formerly Chair of the British Psychological Society Developmental.
Andrew Bremner
Andrew is a Reader in Psychology in the School of Psychology, University of Birmingham, where he conducts research into a variety of questions surrounding perceptual and cognitive development and developmental cognitive neuroscience.
Andy completed his first degree and DPhil in experimental psychology at the University of Oxford supervised by Professor Peter Bryant, F.R.S. Following some postdoctoral appointments Andy spent 13 years at Goldsmiths, University of London, where he was latterly Head of Psychology.
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