0521826187.Cambridge.University.Press.Developmental.Psychology.and.Social.Change.Research.History.and.Policy.Mar.2005.pdf

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Developmental Psychology and Social Change
What is the unique mission of developmental psychology? How has it
evolved historically? What are its current challenges? The chapters in
this collection present the view that research, history, and policy are
essential and ponents of a mature developmental psy-
chology. Patterns of human development differ markedly across histor-
ical epochs, cultures, and social circumstances. Major societal changes
examined by contributing authors – the advent of pulsory
schooling, the adoption of a one-child policy in China, . policy shifts
in healthcare, welfare and child care – present “natural experiments” in
social design. Authors challenge the idea of a clear distinction between
basic and applied developmental research. In sharp contrast with the
view that science is value-neutral, developmental psychologists have
from the outset pursued the betterment of children and families through
educational, child-care, and health initiatives. An historical perspec-
tive reveals the beneficial, if sometimes contentious, interplay between
empirical research and social programs and policies.
David B. Pillemer is the Dr. Samuel E. Paul Professor of Developmental
Psychology at the University of New Hampshire. His research specialty
is autobiographical memory across the life span. He has studied memory
development in children, memories of adolescence, “flashbulb” memo-
ries of momentous events, and memories of educational experiences.
Sheldon H. White is John Lindsey Professor of Psychology Emeritus
at Harvard University. A developmental psychologist, he has done re-
search on children’s learning, attention, and memory. He has chaired
committees concerned with the development of a research program for
Head Start. He also has been chair of the Board on Children and Families
of the National Research Council.
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