Suchergebnisse

Frontmatter -- CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- 1 INTRODUCTION -- 2 ORGANIZING A REVIEWING STRATEGY -- 3 QUANTITATIVE PROCEDURES -- 4 NUMBERS AND NARRATIVE: THE DIVISION OF LABOR -- 5 WHAT WE HAVE LEARNED -- 6 A CHECKLIST FOR EVALUATING REVIEWS -- REFERENCES -- INDEX

Introduction: what kind of science is developmental psychology? / Sheldon H. White and David B. Pillemer -- The Globalization of developmental psychology / Charles M. Super -- A socio-historical perspective on autobiographical memory development / Michelle D. Leichtman and Qi Wang -- Toward a better story of psychology: Sheldon White's contributions to the history of psychology, a personal perspective / William McKinley Runyan -- The effects of welfare reform and poverty policies on children and families / Aletha C. Huston -- The disconnect between research and policy on child care / deborah Phillips and Kathleen McCartney -- Child development and child-care policy: modest impacts / Ron Haskins -- Developmental epidemiology: the role of developmental psychology for public health in the 21st Century / Stephen L. Buka -- Ignoring behavioral science: practices and perils / Lewis P. Lipsitt -- A cultural/historical view of schooling in human development / Barbara Rogoff, Maricela Correa-Chavez, and Marta Navichoc Cotuc -- The rise of the American Nursery School: laboratory for a science of child development / Barara Beatty -- Actualizing potentials: learning through psychology's recurrent crises / Michael Cole and Jaan Valsiner -- The rise of a right-wing culture among German Youth: the effects of social transformation, identity construction, and context / Wolfgang Edelstein -- Learning potential assessment: where is the paradigm shift? / Alex Kozulin -- Teaching as a natural cognitive ability: implications for classroom practice and teacher education / Sidney Strauss.

Abstract
Thirty college students provided 20-min oral accounts of their first year in college. One week later, each participant divided a typed transcript of his or her memory narrative into self-defined chapters. Two independent coders also "chapterized" all 30 narratives according to their own self-defined criteria. There was considerable agreement among coders and participants in both the number of chapters per narrative and the location of chapter breaks within the narrative. The chapters were approximately the same length as written individual memories obtained in earlier questionnaire studies using similar subjects. In follow-up interviews about the chapterizing process, men were more likely than women to define memory chapters by topics, whereas women were more likely than men to define chapters by emotions. Although the overall incidence of specific memo-ries in the oral histories was low, specific memories were overrepresented in opening chapters and they tended to occur in close proximity to each other throughout the narratives. The memory chapter appears to be a useful and meaningful unit for detailed analysis of extended narratives. (Psychology)