By Robert N. Emde, Robert J. Harmon
"Continuities and Discontinuities in improvement" used to be the subject for the second one Biennial DPRG Retreat, a three-day assembly held at Estes Park, Colorado, in June 1982. The assembly was once subsidized by way of the Devel opmental Psychobiology examine workforce (DPRG) of the dept of Psychiatry on the collage of Colorado tuition of medication. The DPRG is a gaggle of people carrying out study in lots of parts of advance ment who meet frequently to offer and talk about their paintings and obtain suggestions and encouragement. In 1974, this crew was once offered an endowment fund via the provide beginning, the goals of that have been to facilitate the learn of younger investigators, to inspire new re seek, and to supply seed funds for collaborative ventures. a lot of the paintings said during this quantity and within the past quantity from the 1st DPRG Retreat is the results of that help. as well as the paintings of the participants of the DPRG, a decide upon team of visitors was once invited to take part within the assembly and give a contribution to this quantity. The chapters via William Greenough, Jerome Kagan, and Michael Rutter consequence from the participation of those students on the retreat. we wish to recognize the help of a couple of indi viduals who've been instrumental in helping the DPRG as an entire, in addition to those that contributed on to the second one Biennial Retreat and to the volume.
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Additional info for Continuities and Discontinuities in Development
A similar analysis may hold for the distress that often follows separation from the mother. The argument is that following the mother's departure the one-year-old generates from memory the schema of the parent's former presence in the room and compares that knowledge with the present situation and attempts to assimilate the inconsistency inherent in the two schemata. If the child cannot resolve the inconsistency-that is, assimilate the fact of mother absence with the retrieved schema of her former presence-the child becomes uncertain.
Most people believe that a 7-year-old who is relatively more talented, in comparison to other children his age, in reading, art, or mathematics, is more likely to remain more skilled, rather than plummet. That belief is 22 JEROME KAGAN true to some extent; the school-age child who gets off to a good start is likely, other things equal, to remain ahead because of the establishment of expectations that affect motivation and the opportunity for enriching school experiences. Parents assume that the half dozen years prior to school determine the teacher's initial evaluation and interpret the profile at age 7 as a complex derivative of all that has gone before.
Psychological Issues, Monograph Series, 1976, 10(37). Kagan, J. Change and continuity in infancy. New York: Wiley, 1971. , & Moss, H. A. Birth to Maturity. New York: Wiley, 1962. , & Zelazo, P. Infancy: Its place in human development. Cambridge, Massachusetts: Harvard University Press, 1978. , & Emde, R. N. Episodic growth in infancy: A preliminary report of length, head circumference and behavior. In K. ), New directions for child development: Levels and transitions in children's development. San Francisco: Jossey-Bass, 1983.