Concepts and Theories of Human Development

A classic in the field, this third edition will continue to be the book of choice for advanced undergraduate and graduate-level courses in theories of human development in departments of psychology and human development.

This volume has been substantially revised with an eye toward supporting applied developmental science and the developmental systems perspectives. Since the publication of the second edition, developmental systems theories have taken center stage in contemporary developmental science and have provided compelling alternatives to reductionist theoretical accounts having either a nature or nurture emphasis. As a consequence, a developmental systems orientation frames the presentation in this edition.

This new edition has been expanded substantially in comparison to the second edition. Special features include:

• A separate chapter focuses on the historical roots of concepts and theories of human development, on philosophical models of development, and on developmental contextualism.
• Two new chapters surrounding the discussion of developmental contextualism--one on developmental systems theories wherein several exemplars of such models are discussed and a corresponding chapter wherein key instances of such theories--life span, life course, bioecological, and action theoretical ones--are presented.
• A new chapter on cognition and development is included, contrasting systems' approaches to cognitive development with neo-nativist perspectives.
• A more differentiated treatment of nature-oriented theories of development is provided. There are separate chapters on behavior genetics, the controversy surrounding the study of the heritability of intelligence, work on the instinctual theory of Konrad Lorenz, and a new chapter on sociobiology.
• A new chapter concentrates on applied developmental science.

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Об авторе (2002)

Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Applied Developmental Science Institute in the Eliot-Pearson Department of Child Development at Tufts University. A developmental psychologist, Lerner received a Ph.D. in 1971 from the City University of New York. He has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, American Psychological Association, and American Psychological Society. Prior to joining Tufts University, he held administrative posts at Michigan State University, Pennsylvania State University, and Boston College, where he was the Anita L. Brennan Professor of Education and the Director of the Center for Child, Family, and Community Partnerships. In 1994-95, he held the Tyner Eminent Scholar Chair in the Human Sciences at Florida State University. He is author or editor of 55 books and more than 360 scholarly articles and chapters. He edited Volume 1 ("Theoretical Models of Human Development") for the fifth edition of the "Handbook of Child Psychology". He is the founding editor of the "Journal of Research on Adolescence" and "Applied Developmental Science". He is known for his theory of, and research about, relations between life-span human development and contextual or ecological change. Lerner has done foundational studies of adolescents' relations with their peer, family, school, and community contexts and is a leader in the study of public policies and community-based programs aimed at the promotion of positive youth development. With Sage, he authored "America's Youth in Crisis: Challenges and Options for Programs and Policies" (1995), co-edited the four-volume "Handbook of Applied Developmental Science", and is co-editing the two-volume "Encyclopedia of Applied Developmental Science".

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