Table of contents (expand)
- Developmental psychology as a science: subject and sections
- Problems and directions in the development of developmental psychology
- Sections of developmental psychology
- Relationship of developmental psychology with other sciences
- Developmental psychology research methods and their characteristics
- The concept of development in developmental psychology
- Periodization of human development
- The influence of society on the development of man and his psyche
- Periods of mental development of children
- The stage of child development and its composition
- Intrauterine development of the child and its features
- Development of sensory and motor skills in infancy. "Revitalization Complex" and its contents
- Child personality development (psychoanalysis, sociodynamic theory)
- Cognitive schema and its content
- Forms of communication during infancy. Criteria of M. I. Lisina
- Problems of prenatal psychology
- Life "acquisitions" of a child in early childhood
- Semantic function and its meaning for children
- Features of the reproductive activity of children
- Crisis of the 1st year of a child's life
- Stages of sensory development of children of the 1st year of life
- Syncretism and the mechanism of transition to thinking
- Egocentrism and its meaning
- Crisis 3 years
- Play and its role in the mental development of the child
- Leading activity of the child towards the end of early childhood
- Central neoplasms of early childhood
- Preschool age (3-7 years). Development of perception, thinking and speech of the child
- Preschool age (3-7 years). Development of attention, memory and imagination
- Crisis 6-7 years. The structure of psychological readiness for learning
- Imitation and its role in child development
- Activities specific to preschool childhood
- Neoplasms of the initial period of school life
- Junior school age. Development of speech, thinking, perception, memory, attention
- The specifics of the mental and physiological development of adolescents (boys, girls)
- Teen personality development
- Chronological boundaries of early adolescence
- Youthful friendship and love. Self-esteem of high school students
- Central neoplasm of adolescence
- Worldview and the leading activity of youth
- Personal development in youth. youth crisis
- Self-determination and acquisition of social status in youth
- Classification of periods of adult life
- The social position of the individual and its significance
- Family and its importance for socialization. Family types
- The content of human communication
- Maturity. Typology and characteristics of the period of maturity
- Crises of 40 years, adulthood, biographical crisis
- Features of psychological changes associated with retirement
- Reasons for deviant behavior
- Standard installation of an elderly person
- Clinical forms of mental disorders of mature and old age
- The theory of intentionality and its content
- Mental abilities and memory of the elderly. Retirement stress and its manifestations
- The problem of loneliness in old age
- Natural-scientific and theological views on death
5. METHODS OF INVESTIGATION OF AGE PSYCHOLOGY AND THEIR CHARACTERISTICS
Methods of research of developmental psychology are:
1) observation;
2) survey;
3) experiment;
4) modeling.
Surveillance is external and internal. External observation is carried out by observing the subject, and the results obtained are recorded. Internal observation is self-observation, when a psychologist examines the phenomena occurring in his own mind. A similar method is used in the event of unreliable external factors affecting the conduct of the study. The method of observation involves the knowledge of the individual characteristics of the human psyche through the study of his behavior. According to objective externally expressed indicators, the psychologist judges the individual characteristics of the course of mental processes, the mental state of the child, his personality traits, temperament, and character. A characteristic feature of the method of observation is that the study of the external manifestations of the human psyche takes place in natural living conditions. Observations should be carried out systematically and according to a certain plan, scheme or program, which will provide the observer with the study of precisely those issues and facts that he had previously outlined.
The survey is conducted in order to study the answers to a series of questions asked. There are several types of surveys: oral survey and written survey-questionnaire. Applying tests, get quantitative and qualitative results. There are two types of tests - a test questionnaire and a test task. In the experimental method of research, for the most vivid manifestation of certain qualities necessary for the researcher, situations are created artificially (in which the experiment takes place).
In the experiment, the experimenter conducts an experiment, monitors mental phenomena, processes of the subject. If, during observation, the researcher passively waits for the manifestation of mental processes of interest to him, then in the experiment, without waiting for the processes of interest to him to come, he himself creates the necessary conditions to cause these processes in the subject. There are two types of experiment: natural and laboratory. They differ from each other in that they allow us to study the behavior of people in conditions that are remote or close to reality. An important advantage of the experiment is that for control it is possible to repeat the experiment many times, and also to interfere in the course of mental processes. The experimenter can vary the conditions of the experiment and observe the consequences of such a change, which makes it possible to find more rational methods in educational work with students.
The modeling method is used in case of unavailability of other research methods.
Author: Loshchenkova Z.B.
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