Developmental Psychology Essays and Research Papers

Instructions for Developmental Psychology College Essay Examples

Title: Lifespan development and personality paper

  • Total Pages: 4
  • Words: 1234
  • Works Cited:2
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Developmental psychology seeks to address various aspects of human development, including physical, cognitive, social, moral, and personality development.

Discuss the influences on physical and cognitive development in a 1,050word paper.

? Infancy (birth to 1 year)

Address the following in relationship to the stage of development selected:

? What factors affect physical development? Consider both hereditary and environmental influences. Provide examples.
? What factors affect cognitive development? Consider both hereditary and environmental influences. Provide examples.
? What factors affect social, moral, and personality development? Describe the factors by explaining at least two theoretical perspectives associated with moral, social, and personality development.

Format your paper consistent with APA guidelines. Include at least two references from the University Library.

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Works Cited:


Campos, J.J., et al. (2008). Rediscovering development in infancy. Child Development, 79(6), 1625-1632

Greenwood, C.R., et al. (2002). Developing a general outcome measure of growth in movement for infants and toddlers. Topics in Early Childhood Special Education, 22(3), 143-157

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Title: Developmental Psychology

  • Total Pages: 20
  • Words: 5850
  • Bibliography:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: I am interested in the development of body image, both healthy and pathological (with a focus on anorexia) in relation to hope/trust (of self and others). The focus of this paper should be grounded in psychodynamic and existential theories of development and should incorporate recent research in the psychological development of body image and eating disorders.

The focus of this paper should be on developmental psychology.
No internet sources should be cited.
Please try to use predominantly primary sources.
No direct quotes should be used unless absolutely necessary.

Here are some texts that are extremely useful:
Bruch, H. (1988). Conversations with anorexics. New York, NY: Basic Books.
Cooper, S. H. (2000). Objects of hope: Exploring possibility and limit in psychoanalysis. Hillsdale, NJ:
The Analytic Press.
Erikson, E. H. (1950, 1963). Childhood and society. New York, NY: W. W. Norton.
Erikson, E. H. (1968). Identity: Youth in crisis. New York, NY: W. W. Norton.
Fromm, E. (1968). The revolution of hope: Toward a humanized psychology. New York, NY: Bantam
Kierkegaard, S. (1980). The concept of anxiety. Princeton, NJ: Princeton University Press.
-----------(1980). The sickness unto death. Princeton, NJ: Princeton University Press.
Krueger, D. W. (2002). Integrating body self and psychological self: Creating a new story in
psychoanalysis and psychotherapy. New York, NY: Brunner-Routledge.
May, R. (1983). The discovery of being. New York, NY: W. W. Norton.
Mitchell, S. A. (1993). Hope and dread in psychoanalysis. New York, NY: Basic Books.
Schachtel, E. G. (1959). Metamorphosis: On the development of affect, perception, attention, and memory.
New York, NY: Da Capo Press.
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 4, 249-275.
Winnicott, D. W. (1965). The maturational processes and the facilitating environment. London, England:
Winnicott, D. W. (1984). Deprivation and delinquency. New York, NY: Routledge.
Winnicott, D. W. (2002). Winnicott on the child. Cambridge, MA: Perseus Publishing.

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Works Cited

American Psychiatric Association. (1996). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington, DC: American Psychiatric Association (APA).

Bohen, S. (October, 2001). Psychiatric emergencies. Eau Claire, WI: Pesi Healthcare, LLC.

Corey, G. (1996). Theory and practice of counseling and psychotherapy (5th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.

Feindler, E.L. & Ecton, R.B. (1986). Adolescent anger control: Cognitive-behavior therapy. New York: Pergamon Books, Inc.

Frank, J.B., & Thomas, C.D. (2003, July). Externalized self-perceptions, self-silencing, and the prediction of eating pathology. Canadian Journal of Behavioral Science, 35(3), 219-228.

Galotti, H.M. (1994). Cognitive psychology in and out of the laboratory. Pacific Grove, CA: Brooks/Cole Publishing Company.

Granvold, D.K. (1994). Cognitive and behavior treatment: Methods and applications. Belmont, CA: Brooks/Cole Publishing Company A Division of Wadsworth, Inc.

Grilo, C.M., Masheb, R.M., & Wilson, G.T. (2001, April). A comparison of different methods for assessing the features of eating disorders in patients with binge eating disorder. Journal of Consulting Clinical Psychology, 69(2), 317-322.

Gurman, A.S., & Kniskern, D.P. (1991). Handbook of family therapy (Vol.2). New York, NY: Brunner/Mazel, Publishers.

Harris, S.M. (1995). Body image attitudes and the psychosocial development of college women. The Journal of Psychology, 129: 315-330.

Johnson, J.G., Cohen, P., Kotler, L., Kasen, S., & Brook, J.S. (2002, October). Psychiatric disorders associated with risk for the development of eating disorders during adolescence and early adulthood. Journal of Consulting and Clinical Psychology, 70(5), 1119-1128.

Jongsma, A.E., & Peterson, L.M. (1995). The complete psychotherapy treatment planner. New York, NY: John Wiley & Sons, Inc.

Kaplan, J.S. & Carter, J. (1995). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school (3rd ed.). Austin, TX: Library of Congress Cataloging-in-Publication Data.

Keel, P.K., & Klump K.L. (2003, September). Are eating disorders culture-bound syndromes? Implications for conceptualizing their etiology. Psychological Bulletin, 129(5), 747-769.

Kirkpatrick, J. & Caldwell, P. (2001). Eating disorders: Everything you need to know. Buffalo, NY: Firefly Books.

Klump, K.L., McGue, M., & Iacono, W.G. (2002, May). Genetic relationships between personality and eating attitudes and behaviors. Journal of Abnormal Psychology, 111(2), 380-388.

Les Parrott III (1997). Counseling and psychotherapy. New York, NY: The McGraw-Hill Companies, Inc.

Maine, M. (2000). Body wars: Making peace with women's bodies. Carlsbad, CA: Gurze Books.

Mallinckrodt, B., McCreary, B.A., & Robertson, A.K. (1995, April). Co-occurrence of eating disorders and incest the role of attachment; family environment, and social competencies. Counseling Psychology, 42(2), 178-186.

Manley, R.S., & Leichner, P. (2003, winter). Anguish and despair in adolescents with eating disorders: Helping to manage suicidal ideation and impulses. The Journal of Crisis Intervention and Suicide Prevention, 24(1), 32-36.

Mann, T., Nolen-Hoeksema, S., Huang, K., Burgard, D., Wright, A., & Hanson, K. (1997, May).

Are two interventions worse than none? Joint primary and secondary prevention of eating disorders in college females. Health Psychology, 16(3), 215-225.

National Institute of Mental Health (2001). Eating disorders: Facts about eating disorders and the search for solutions. Publication 01-4901. National Institute of Mental Health (NIMH). Retrieved December 3, 2004 from

Pike, K.M., & Rodin, J. (1991, May). Mothers, Daughters, and Disordered Eating. Journal of Abnormal Psychology, 100(2), 198-204.

Sands, S.H. (2003, Winter). The subjugation of the body in eating disorders: A particularly female solution. Psychoanalytic Psychology, 20, 103-116.

Sansone, R.A., & Levitt, J.L. (2002). Self-harm behaviors among those with eating disorders: An overview. Eating Disorders Review, 10, 205. Carlsbad, CA: Gurze Books.

Sansone, R.A., & Levitt, J.L., & Sansone, L.A. (May/June, 2003). Eating disorders and self-harm: A chaotic intersection. Eating Disorders Review, 14(3). Carlsbad, CA: Gurze Books.

Stice, E., Presnell, K., & Bearman, S.K. (2001, September). Relation of early menarche to depression, eating disorders, substance abuse, and co morbid psychopathology among adolescent girls. Developmental Psychology, 37(5), 608-619.

Wilson, G.T., & Fairburn, C.G. (1993, April). Cognitive treatments for eating disorders. Journal of Consulting and Clinical Psychology, 61(2), 261-269.

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Title: developmental psychology

  • Total Pages: 5
  • Words: 1291
  • Sources:14
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: there are five pars.t each part consists of 2 questions and I should choice one question and write about it (one page). so, from each part one question. the total would be 5 pages. I am attaching 13 lecture notes and 1 New York Times article and the name of my textbook.

"Developmental Psychology, Psychology 140
Rules for writing this essay questions:
1. Include a header at the top of each page stating “Psych 140, , your name, your GSI’s name and section time.

2. You are free to consult any of your notes and readings. No question should require consultation of materials other than those provided in the class. (I am sending lecture notes and the name of the textbook) and a New York Times article needed for writing one of the question)

5. Every essay question should be written on separate pieces of paper. , identify each question you answer and start new pages for each question. Make sure your name is on every page.. Double space your answers and use Times New Roman size 12 font, if you computer has that font. Don’t mess with the margins. Top bottom 1” Left Right ??" 1.25”

6. Keep your answers as succinct as possible, usually no more than two paragraph for an answer. Each answer should fit on one page MAX. Many of the questions have more than one right answer, but you should justify your answer when requested. Also, some answers are simply better than others, so be thoughtful about which answers you give. Assume that you should provide three examples unless asked otherwise. Writing lots and lots of information is not helpful- get to the point and move on.

7. Grammar and spelling count! You will lose 100 points for incorrectly spelling “definitely” or “separately” (well, maybe not 100 points, but you’ll lose something!). If you are not a native speaker of English (and even if you are!), please have a native speaker read your answers for clarity.

Answer one of the following (20 points):
1. Choose one of the major theoretical approaches to epistemology that we’ve discussed in this course (nativism and/or competent infant, empiricism, constructivism (Piaget)) and discuss how holding to a particular theory/theories might lead parents to make particular choices with regard to (a) education, (b) toys, (c) physical activity, (d) general exposure to others, etc. Discuss whether or not you believe that holding another view would lead parents to raise their infant “differently.” Why or why not? Finally, why is it important to continue to wrestle with these issues of how children gain (or don’t gain) knowledge.
2. At a conference on infancy studies, a food fight erupts between rival gangs of theorists. After the groups are separated, you are asked to moderate between The Hardcore Piagetian Constructivists and The Competent Ones. Wishing to maintain an atmosphere of good will and intellectual freedom, you try to point out how these seemingly opposite points of view may in fact live in harmony, rather than in harm’s way.
What are your major talking points? (Hint: you should list at least three)
What might each group say in response to these points?
Answer one of the following (20 points):
3. You are an experimenter who is very interested in the relationship between sleep and bonding in babies. You interview a whole bunch of mothers of 5 year olds about the sleep habits of their child when s/he was a baby. You also count the number of hugs the mother gives the child during the interview session. You find that mothers who typically drove their babies in the car to get them to sleep gave their child the most hugs during the interview session. The correlation is statistically significant at the .10 level. You publish a paper reporting that in order to increase the likelihood of having a secure bond with your child, you must drive your baby in the car when she needs to sleep.
A. Identify at least three reasons that this researcher may have found what she did.
B. Identify at least three research techniques or measures that the researcher should use in order to better demonstrate the findings.

4. Read the two excerpts from the New York Times about the use of forward-facing strollers. From what you know about infant development, what do you think are the consequences of using a forward-facing stroller rather than one where the baby faces the parent? Design a study that could investigate (some of) these consequences. You should be sure to mention research design, age of subjects, describe experimental group, control group, outcome measures, etc.
Answer one of the following (20 points):
5. You are a pediatrician who has a pregnant 16- year-old as a patient. What are some of the major concerns/risk factors you have for her pregnancy and for the developing fetus? What are three critically important pieces of information that

you will want to be sure she leaves your office with a thorough understanding? Why are these three the most critical?

6. Compare and contrast a full-term infant with a premature infant with respect to physical, cognitive, social and behavioral abilities. What are some of the risk factors associated with prematurity and what can be done to minimize those risks?

Answer one of the following (20 points):
7. Your friend wants to adopt a child who was born addicted to cocaine and who has lived in a foster care home with 6 other infants for the past 6 months. From what you have learned about child development, discuss some of the physical, social, and cognitive issues that might present with this child. What should your friend do to minimize the long-term consequences of these issues?

8. Here is a vignette:

It’s Easter and baby Owen and his big sister Emma are getting ready to go Easter-egg hunting. Emma is dressed up as a princess and is showing Owen her glittery wand. Owen watches back and forth as she waves it slowly in front of him, but when she drops it on the ground and goes to find her shoes, he doesn’t look to where it fell. Mom puts Owen’s bunny hat on him and the floppy ears brush up against his cheek. He begins stroking the ears. Eventually he begins sucking on them. As Owen is loaded up in the stroller, his Mom also ties a festive toy chick to the top of the stroller. Owen accidentally hits his arm against the side of the stroller and chick swings back and forth and makes “cheeping” noises. Owen likes seeing the chick move, so he continues hitting his hand against the stroller and the chick swings back and forth to his delight. Then, the toy chick falls out of the infant’s sight but Owen continues to hit his hand against the stroller. Next, Mom sets Owen’s toy lamb in the stroller with him and he looks at it attentively. She also gives him a blanket, since it is cold outside and as she sets it in the stroller, the blanket partially covers up the toy lamb. Owen continues looking at the lamb and starts to reach for it, but then Mom adjusts the blanket and covers up the lamb, so that Owen cannot see it at all anymore. Owen immediately stops searching. Then, Emma drops her princess wand into Owen’s stroller, just out of his reach. He sees it lying on the blanket near his feet and tugs on the blanket until it’s just within reach. Then, he grabs the wand and starts banging it against the side of the stroller until Emma steals it away from him. Finally, everyone is ready to go easter egg hunting and they head outside to collect some candy.
A. Identify 4 Piagetian phenomena in the above scenario, using Piaget’s terminology.
B. What stage would you say Owen is in for each of the phenomena you identify? Why?
C. Is Owen showing decalage (different stages for different skills) in any of these observations? Yes or no? If yes, explain what the observation is demonstrating decalage, and why it is a decalage.

Answer one of the following (20 points):
9. Imagine that you are a child psychologist and one of your cases is a couple concerned that their 18 months old infant keeps staring at the parent’s finger when an object is pointed out to her and fails to discover what the finger is referring to. The parents are also concerned that their infant is not yet using words. Based on what you have learned about intersubjectivity: (a) how would you explain to the parents the possible developmental relationship between their two concerns? (b) What information would you ask parents for and why would that specific information help you understand this case? (c) the parents have brought you home videos of their child from when she was a baby what type of information would you look for in the home videos and why would it be relevant to understanding this case?

10. Some researchers are interested in parenting and plan to interview parents. However some theorists hold the view that parent’s roles may not be as important as expected. List some views and who may be the opponents? Based on the findings from Early Childhood Longitudinal Study (ECLS), what are some of the variables you think may be interesting to investigate? What are the variables that you would suggest the researchers control for in order to get a clearer picture? Since it is likely to be a correlational study, what are some disadvantages of this design and how would you eliminate these shortcomings?

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Title: Big issues in developmental psychology

  • Total Pages: 8
  • Words: 2178
  • References:13
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: Please write 4 pages for each question. Please write answers that are coherent, well-organized, data driven, and clearly articulated. There is an answer for each of these questions, and even a correct answer for some of them! However, there would not be perfect agreement among all developmental psychologists on many of these questions. Thus, your task is to build your case carefully using the most relevant arguments and data from your reading and from class discussion. Be sure to consider the quality of the empirical evidence you discuss, which involves considering sampling, measurement and design issues. Remember that the best essays assume a naïve, intelligent reader and contain an introduction, body and conclusion. Also, keep in mind that a “laundry list” approach to essay responses is rarely the best strategy. Finally, complete responses require synthesis/analysis/evaluation of all the relevant literature we read on a particular topic.

Please make sure to use appropriate style, grammar, sentence construction and punctuation in your writing. Avoid incomplete sentences, misspelled words, and typographical errors. Reference to any of the articles should include the authors’ names and date using APA format. (No reference page is necessary.) If you use the words of the authors, those words must be in quotation marks & include page number. AVOID DIRECT QUOTATION WHENEVER POSSIBLE, HOWEVER.

* Please use all available relevant reading list resources to answer the questions, but ONLY USE THE SOURCES that are sent with this order and chapter 1 from Cole, M. (2005). Culture in development. In M. H. Bornstein & M.E. Lamb (Eds.)Developmental science: An advanced textbook (5th ed., pp. 3-43). Mahwah, NJ: Erlbaum.
*When providing examples and illustrating arguments with studies, please use the empirical studies sent, if possible, rather than examples provided in chapters.
*Citations must be in APA format. When describing a study based on a secondary source, indicate the authors and date of the original study followed by "as cited in ..." to identify your source.
* Appropriately credit the sources of ideas, concepts, etc.
* Don't paste the question at the top of the essay - use the page allotment for content.
* DO NOT take a specific stance, provide argument for both sides

QUESTIONS TO ANSWER: (4 pages max each)
1. How we view the “big issues” in developmental psychology influences what we study and how we study it. Describe your perspective on development. Justify and discuss your inclusion or exclusion of the following considerations as part of your approach: the role of theory, the roles of nature and nurture, plasticity and the role of early experience, and qualitative (discontinuity) and quantitative (continuity) change. Use empirical evidence to support your perspective where appropriate.

2. At its heart, developmental psychology is the study of how nature and nurture work together to produce the systematic changes and stabilities that characterize development across the lifespan. Describe the nature/nurture issue. Do you see this issue as controversial? Explain your answer. Using empirical evidence to illustrate your points, describe very specifically how nature interacts with nurture, how nurture interacts with nature, and how nature and nurture correlate.

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It is well documented that from infancy, children have innate temperaments that can be shaped by early care giving practices (Ainsworth, 2001; Baumrind, 2001). What is interesting is that these practices can actually act as stimuli that influence the expression of hormones responsible for certain behaviors. A recent study of 185 mother-infant tandems showed that maternal care giving behavior (MCB) could change the expression of hormones that regulate responses to new environments or situations among infants (Hane and Fox, 2006). In this study, it is demonstrated that infants who received low-quality MCB are more stress reactive -- showing fearfulness, less positive joint attention to a shared object, and low sociability -- in a new environment compared to those who received high -quality MCB. In another aspect of the study, in their natural home environments, those infants characterized as stress-reactive are inherently more distressed and prone to crying than the infants in the high MCB group. This observation prompted the investigators to surmise that the infants' temperament influence the mother-child relationship (Hane and Fox, 2006). Hence, this study not only demonstrates gene-environment interaction but also gene-environment correlation -- innate infant behavior altering the quality of maternal behavior - in child development.

Some adoption design studies portray similar GXE correlations. Research shows that adopted kids whose biological parents have a history of substance abuse/personality disorders are more likely to show problematic behavior such as lack of self-control and being antisocial compared to those adopted kids with untroubled biological parents (Ge et al., 1996 in Shakoff and Philips, 2000). More often than not, these behaviors in turn result in harshness and less nurturing from the adoptive parents. Hence, inherited characteristics can invoke complementary treatment from parents (Shakoff and Philips, 2000).

Contemporary views on nature-nurture interactions, as justified by molecular and behavioral genetics studies, only reiterate the complex and dynamic relationship between genes and environment in the actualization of attributes and behavior of human beings. However, these studies also improve understanding of some maladaptive behaviors and learning disabilities and provide a framework for the design of effective early intervention programs.

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