Society for Research in Child Development Newsletter, 2002. INSTITUTION Society for Research in Child Development
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018
Developmental Psychologist DIVISION 7 NEWSLETTER WINTER 2018 Developmental Psychologist APA Division 7 Winter 2018 Presidential Column: Michael E. Lamb..................................................................................2 Call for “Research in the News”………………….....................................................................3 Mentor Award Winners: Alison Gopnik and Michael Chandler........................................4-5 Dissertation Grant Winner: April Gile Thomas ..................................................................6-7 Early Career Research Grant Winner: Allison A. DiBianca Fasoli.......................................8-9 Early Career Outstanding Paper Award Winner: Traci Kennedy....................................10-11 Early Career Outstanding Paper Award Winner: Cecilia Cheung............................. ......12-13 Dissertation Award Winner: Jessica Lougheed.......................................... .....................14-15 Dissertation Award Winner: Mark Wade…………………………………………………………………..16-17 Photos of Division 7 at APA 2017....................................................................................18-19 Boyd McCandless Award Nomination Information………………………………………………………..20 Division 7 Awards:Application and Nomination Information…….……………………………..21-23 Division 7 Funding Opportunities……………………………………………………………………………...….24 Contribute to the Young Scholars Fund…………………………………………………………………………25 APA 2018 Division 7 Program Preview…………………………….............................................26-29 Become a Division -
What Current Research Says to the Middle Level Practitioner. INSTITUTION National Middle School Association, Columbus, OH
DOCUMENT RESUME ED 427 847 PS 027 331 AUTHOR Irvin, Judith L., Ed. TITLE What Current Research Says to the Middle Level Practitioner. INSTITUTION National Middle School Association, Columbus, OH. ISBN ISBN-1-56090-120-9 PUB DATE 1997-00-00 NOTE 361p. AVAILABLE FROM National Middle School Association, 2600 Corporate Exchange Drive, Suite 370, Columbus, OH 43231; phone: 800-528-NMSA; fax: 614-895-4750 (NMSA Stock No. 1244). PUB TYPE Books (010)-- Information Analyses (070) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Ability Grouping; *Adolescent Development; Adolescents; Classroom Techniques; *Curriculum Development; Discipline Policy; Educational Environment; Educational Philosophy; Educational Research; Gifted; Higher Education; Inclusive Schools; Interdisciplinary Approach; Intermediate Grades; Junior High Schools; *Middle School Students; Middle School Teachers; *Middle Schools; Motivation; *School Organization; Self Esteem; Student Evaluation; *Teacher Education; Teaching Methods; Team Teaching; Urban Schools ABSTRACT This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); -
In Defense of Massive Modularity
3 In Defense of Massive Modularity Dan Sperber In October 1990, a psychologist, Susan Gelman, and three anthropolo- gists whose interest in cognition had been guided and encouraged by Jacques Mehler, Scott Atran, Larry Hirschfeld, and myself, organized a conference on “Cultural Knowledge and Domain Specificity” (see Hirsch- feld and Gelman, 1994). Jacques advised us in the preparation of the conference, and while we failed to convince him to write a paper, he did play a major role in the discussions. A main issue at stake was the degree to which cognitive development, everyday cognition, and cultural knowledge are based on dedicated do- main-specific mechanisms, as opposed to a domain-general intelligence and learning capacity. Thanks in particular to the work of developmental psychologists such as Susan Carey, Rochel Gelman, Susan Gelman, Frank Keil, Alan Leslie, Jacques Mehler, Elizabeth Spelke (who were all there), the issue of domain-specificity—which, of course, Noam Chomsky had been the first to raise—was becoming a central one in cognitive psychol- ogy. Evolutionary psychology, represented at the conference by Leda Cosmides and John Tooby, was putting forward new arguments for seeing human cognition as involving mostly domain- or task-specific evolved adaptations. We were a few anthropologists, far from the main- stream of our discipline, who also saw domain-specific cognitive pro- cesses as both constraining and contributing to cultural development. Taking for granted that domain-specific dispositions are an important feature of human cognition, three questions arise: 1. To what extent are these domain-specific dispositions based on truly autonomous mental mechanisms or “modules,” as opposed to being 48 D. -
The Idea of Universality in Linguistics and Human Rights
The Idea of Universality in Linguistics and Human Rights SPEAKER: Noam Chomsky Institute Professor; Professor of Linguistics SPEAKER: Elizabeth S. Spelke Professor of Psychology Co- Director, Mind, Brain, and Behavior Inter-faculty Initiative, Harvard University. The Idea of SPEAKERS: Universality in Noam Chomsky: Institute Professor; Professor of Linguistics Linguistics and Human Rights Elizabeth S. Spelke: Professor of Psychology Co-Director, Noam Chomsky Mind, Brain, and Behavior Inter-faculty Initiative, Harvard March 15,2005 University. Time 00:57:13 ABOUT THE LECTURE: If humans have a common, in-born capacity for language, and Audio Only: for such complex behaviors as morality, might the faculties be QuickTime – 28MB somehow linked? Noam Chomsky perceives a mere thread of MP3 - 70MB a connection. At breakneck speed, Chomsky leads us through Audio and Video: a history of language theory, concluding with the revolutionary QuickTime - 371MB model he championed: a universal grammar underpinning all WindowsMedia - 313MB languages that corresponds to an innate capacity of the human RealVideo - 101MB brain. While scientists may now have a “clearer grasp of the universals of language,” says Chomsky, notions of universality grow murky as we move “into domains of will, choice and judgment.” Chomsky cites the 1948 Universal Declaration of Human Rights as one example of “broad cross-cultural consensus.” But he brandishes examples of how “our moral and intellectual culture….forcefully rejects universal moral judgments” -- such as continued U.S. -
Contributors
Contributors Numbers in parentheses indicate the pages on which the authors' contributions begin. Elliot Aronson (209), Distinguished Visiting Professor, Stanford University, Stanford, California 94305 Joshua Aronson (279), Department of Applied Psychology, New York Univer~ sity, New York, New York 10003 K. Denise Bradley (363), Department of Educational Psychology, University of Texas at Austin, Austin, Texas 78712 Geoffrey L. Cohen (303), Department of Psychology, Yale University, New Haven, Connecticut 06520-8205 Michelle Damiani (89), University of Virginia, Charlottesville, Virginia 22904 Edward L. Deci (61), Department of Psychology, University of Rochester, Rochester, New York 14627 Carol S. Dweck (37), Department of Psychology, Columbia University, New York, New York 10027 Jacquelynne Eccles (159), University of Michigan, Ann Arbor, Michigan 48109 Andrew J. Elliot (xix), Department of Clinical Social Sciences in Psychology, University of Rochester, Rochester, New York 14727 Pamela J. Gaskill (185), The Ohio State University, Columbus, Ohio 43210 Amanda W. Harrist (363), Oklahoma State University, Stillwater, Oklahoma 74078 X~ XVi Contributors Mark R. Lepper (135), Department of Psychology, Stanford University, Stan~ ford, California 94305-2130 Stanley B. Malos (329), Department of Organization and Management, San Jose State University, San Jose, California 95192 Frank Pajares (3), Division of Educational Studies, Emory University, Atlanta, Georgia 30322 David A. Pizarro (247), Department of Psychology, Yale University, New Haven, Connecticut 06511 Anthony R. Pratkanis (329), Department of Psychology, University of Califor~ nia, Santa Cruz, Santa Cruz, California 95064 Frances H. Rauscher (267), Department of Psychology, University of Wiscon~ sin Oshkosh, Oshkosh, Wisconsin 54901 Frederick Rhodewalt (109), Department of Psychology, University of Utah, Salt Lake City, Utah 84112 Robert Rosenthal (25), Department of Psychology, University of California, Riverside, Riverside, California 92521 Richard M. -
Running Head: PARENT BELIEFS and YOUTH CHOICES 1
Running head: PARENT BELIEFS AND YOUTH CHOICES 1 The Role of Parents in The Ontogeny of Achievement-related Motivation and Behavioral Choices Sandra D. Simpkins Arizona State University Jennifer A. Fredricks Connecticut College Jacquelynne S. Eccles University of Michigan and University of California at Irvine Author Note Sandra D. Simpkins, T. Denny Sanford School of Social and Family Dynamics, Arizona State University; Jennifer Fredricks, Department of Human Development, Connecticut College; and Jacquelynne S. Eccles, School of Education, University of California at Irvine. This research was supported by Grant HD17553 from the National Institute for Child Health and Human Development to Jacquelynne Eccles, Allan Wigfield, Phyllis Blumenfeld, and Rena Harold, Grant 0089972 from the National Science Foundation to Jacquelynne Eccles and Pamela Davis-Kean, and grants from the MacArthur Network on Successful Pathways through Middle Childhood to Eccles. We would like to thank the principals, teachers, students, and parents of the cooperating school districts for their participation in this project. We would also like to thank the following people for their work on the project: Amy Arbreton, Phyllis Blumenfeld, Carol Freedman-Doan, Rena Harold, Janis Jacobs, Toby Jayaratne, Mina Vida, Allan Wigfield, and Kwang Suk Yoon. Simpkins’ work on this monograph was also supported Running head: PARENT BELIEFS AND YOUTH CHOICES 2 by a William T. Grant Young Scholars Award (#7936) and a CAREER grant from the National Science Foundation (DRL-1054798). Correspondence concerning this article should be addressed to Sandra Simpkins, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, 85287. Email: [email protected]. -
Independent Research Group 234
Impressum © 2003 Max Planck Institute for Human Development, Berlin Design: Grafisches Atelier Rudolf J. Schmitt, Berlin Realization: Jürgen Baumgarten, Ivonne Bratke, Renate Hoffmann, Ulrich Kuhnert, Yvonne Misun, Erna Schiwietz, Peter Wittek of the Max Planck Institute for Human Development Printed 2003 by DruckVerlag Kettler GmbH, Bönen/Westfalen, Germany Board of Directors Paul B. Baltes Jürgen Baumert Gerd Gigerenzer (Managing Director, January–December 2001) Karl Ulrich Mayer (Managing Director, January–December 2002) Board of External Scientific Advisers Marlis Buchmann Laura L. Carstensen Leda Cosmides Jacquelynne S. Eccles Klaus Fiedler Andreas Krapp Herbert W. Marsh Walter Müller Jürgen Oelkers Anik de Ribaupierre-Bobillier Contents Introduction 6 Highlights 12 Cooperation with Universities 16 Center for Adaptive Behavior and Cognition 24 Center for Educational Research 60 Center for Lifespan Psychology 128 Center for Sociology and the Study of the Life Course 188 Independent Research Group 234 Service Units 248 Appendix 256 Introduction 8 Introduction Introduction The Max Planck Institute for Human Development is a multidisciplinary re- search establishment dedicated to the study of human development and ed- ucation. Its inquiries are broadly defined, but concentrate on the evolution- ary, social, historical, and institutional contexts of human development, as well as examining it from life-span and life-course perspectives. The disci- plines of education, psychology, and sociology reflect the current directors’ backgrounds, but the Institute’s scholarly spectrum is enriched by the work of colleagues from such fields as mathematics, economics, computer sci- ence, evolutionary biology, and the humanities. The Institute is one of about 80 research facilities financed by the Max Planck Society for the Advancement of Science (Max-Planck-Gesellschaft zur Förderung der Wissenschaften e.V.), the core support for which is pro- vided by the Federal Republic of Germany and its 16 states. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 458 019 PS 029 868 AUTHOR Reid, Pamela Trotman, Ed. TITLE Society for Research in Child Development Newsletter, 2001. INSTITUTION Society for Research in Child Development. PUB DATE 2001-00-00 NOTE 62p.; Published quarterly. For the 2000 issues, see ED 450 943. AVAILABLE FROM Society,for Research in Child Development, University of Michigan, 505 East Huron, Suite 301, Ann Arbor, MI 48104-1567. Tel: 734-998-6578; Fax: 734-998-6569; e-mail: [email protected]; Web site: http://srcd.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT Society for Research in Child Development Newsletter; v44 n1-4 2001 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Child Development; *Developmental Psychology; Information Dissemination; Newsletters; *Organizations (Groups); Program Descriptions IDENTIFIERS Foundation for Child Development; *Society for Research in Child Development ABSTRACT This document consists of the four 2001 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and .information concerning advancements in child growth and development research. Each issue of the newsletter includes announcements and notices of conferences, workshops, position openings, fellowships, and member obituaries. The first 2001 issue includes the following articles: (1) "A Student Speaks..."; and (2)"2001 Biennial Meeting." The second 2001 issue includes the following articles: (1) "Focus on Students and Internet Research"; (2) "Taking the Road -
Annual Report 2015/16
ANNUAL REPORT 2015/16 1 2 CONTENTS INTRODUCTION 3 PROGRAMME ACTIVITIES & TESTIMONIALS 4 PROFILES 8 Post-doctoral fellows Jake Anders Hanna Gaspard Richard Göllner Soobin Kim Terry Ng-Knight Maria Pavlova Nayssan Safavian Florencia Sortheix Alumni Håkan Andersson Kathryn Duckworth Jaime Puccioni Julie Ashby John Jerrim Sanna Read Meeta Banerjee Dylan Kneale Jennifer Symonds Miia Bask Clemens Lechner Martin Tomasik Justin Bruner Sointu Leikas Yi-Miau Tsai Jenna Cambria Mark Lyons-Amos Heta Tuominen-Soini Anna Katyn Chmielewski Julia Moeller Justina Judy Spicer Angela Chow Martin Obschonka Katja Upadyaya Elizabeth Covay Philip Parker Jaana Viljaranta Anna-Lena Dicke Nicola Pensiero Ming-Te Wang Julia Dietrich Lara Perez-Felkner Principal investigators Jacque Eccles Katariina Salmela-Aro Barbara Schneider Ingrid Schoon Rainer K. Silbereisen Ulrich Trautwein 3 INTRODUCTION The major aim of the PATHWAYS Post-Doctoral Training and mentoring is provided to the Fellows to Fellowship Programme is to stimulate innovative, enhance understanding of diverse approaches to the interdisciplinary, and comparative research of productive study of productive youth development and to engage in youth development. Participating institutions include the constructive debates with colleagues from different UCL Institute of Education in London, the Universities of disciplines. The Programme helps to foster international Helsinki, Jena, Tübingen, Stockhom, University of and interdisciplinary research and exchange of ideas. It California, Irvine and Michigan State University. The enables the Fellows to gain up-to-date skills for mission of the programme is to promote the next addressing research and policy questions that require generation developmental scientists and to facilitate a combined approaches and a synergy of ideas. -
Read the Full PDF
The Science on Women and Science The Science on Women and Science Christina Hoff Sommers Editor The AEI Press Publisher for the American Enterprise Institute WASHINGTON, D.C. Distributed to the Trade by National Book Network, 15200 NBN Way, Blue Ridge Summit, PA 17214. To order call toll free 1-800-462-6420 or 1-717-794-3800. For all other inquiries please contact the AEI Press, 1150 Seventeenth Street, N.W., Washington, D.C. 20036 or call 1-800-862-5801. Library of Congress Cataloging-in-Publication Data The science on women and science / Christina Hoff Sommers, editor. p. cm. Includes bibliographical references. ISBN-13: 978-0-8447-4281-6 ISBN-10: 0-8447-4281-3 1. Women in science. 2. Sex discrimination against women. 3. Sex differences in education. I. Sommers, Christina Hoff. Q130.S364 2009 2009022004 13 12 11 10 09 1 2 3 4 5 © 2009 by the American Enterprise Institute for Public Policy Research, Washington, D.C. All rights reserved. No part of this publication may be used or reproduced in any manner whatsoever without permission in writing from the American Enterprise Institute except in the case of brief quotations embodied in news articles, critical articles, or reviews. The views expressed in the publications of the American Enterprise Institute are those of the authors and do not necessarily reflect the views of the staff, advisory panels, officers, or trustees of AEI. Printed in the United States of America Contents INTRODUCTION: THE SCIENCE ON WOMEN IN SCIENCE, Christina Hoff Sommers 1 Notes 5 References 6 1WHY SO FEW WOMEN IN MATH AND SCIENCE? Simon Baron-Cohen 7 Sex Differences in the General Population 11 Female Advantage in Empathy 15 Culture and Biology 18 Conclusions 18 Notes 20 References 21 2GENDER, MATH, AND SCIENCE, Elizabeth S. -
Moira Rose (Molly) Dillon
Moira Rose Dillon Department of Psychology, New York University, 6 Washington Place, New York, NY 10003 Email – [email protected] Departmental Website – http://as.nyu.edu/psychology/people/faculty.Moira-Dillon.html Lab Website – https://www.labdevelopingmind.com Employment New York University New York, NY Assistant Professor, Department of Psychology, Faculty of Arts and Sciences (July 2017-present) Concurrent Positions New York University New York, NY Faculty Affiliate, Institute of Human Development and Social Change, Steinhardt School of Culture, Education, and Human Development (May 2019-present) Massachusetts Institute of Technology Cambridge, MA Invited Researcher, Abdul Latif Jameel Poverty Action Lab (J-PAL), Foundations of Learning (April 2021-present) Education Harvard University Cambridge, MA (August 2011-May 2017) Ph.D., Psychology (May 2017) A.M., Psychology (May 2014) Yale University New Haven, CT (August 2004-May 2008) B.A., Cognitive Science; Art (May 2008) Funding 2019-2024 National Science Foundation (PI: $1,718,437) CAREER: Becoming Euclid: Characterizing the geometric intuitions that support formal learning in mathematics (PI: $24,671) CLB: Career-Life Balance Faculty Early Career Development Program Supplement 2019-2023 DARPA (Co-PI; to NYU: $1,703,553; to Dillon: $871,874) Cognitive milestones for Machine Common Sense, Co-PI: Brenden Lake 2019-2021 Jacobs Foundation (PI: 150,000 CHF) Early Career Research Fellowship 2018-2019 Institute of Human Development and Social Change at NYU (PI: $14,848) The arc of geometric -
Developmental Psychopathology: Concepts and Challenges
Development and Psychopathology, 12 (2000), 265–296 Copyright 2000 Cambridge University Press Printed in the United States of America Developmental psychopathology: Concepts and challenges a b MICHAEL RUTTER AND L. ALAN SROUFE aUniversity of London; and bUniversity of Minnesota Abstract The defining features of developmental psychopathology concepts include attention to the understanding of causal processes, appreciation of the role of developmental mechanisms, and consideration of continuities and discontinuities between normality and psychopathology. Accomplishments with respect to these issues are reviewed in relation to attachment disorders, antisocial behavior, autism, depressive disorder, schizophrenia, and intellectual development. Major research challenges remain in relation to measurement issues, comorbidity, gender differences, cognitive processing, nature–nurture interplay, heterotypic continuity, continuities between normal variations and disorders, developmental programming, and therapeutic mechanisms in effective treatments. Origins of a Developmental of the processes underlying both continuity Psychopathology Perspective and change in patterns. The focus was on the how of developmental processes, rather than Karl Popper (1972), the distinguished philos- on the charting of age-related progressions. opher of science, made the astute point that Many, perhaps most, causal processes were definitions need to be read from right to left, viewed in terms of chain reactions operating and not left to right. In other words, it makes