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Robert Selman developed his developmental theory of role-taking ability based on four sources. [4] The first is the work of M. H. Feffer (1959, 1971), [5] [6] and Feffer and Gourevitch (1960), [7] which related role-taking ability to Piaget's theory of social decentering, and developed a projective test to assess children's ability to decenter as they mature. [4]
Perspective-taking is the act of perceiving a situation or understanding a concept from an alternative point of view, such as that of another individual. [1]A vast amount of scientific literature suggests that perspective-taking is crucial to human development [2] and that it may lead to a variety of beneficial outcomes.
While empathy is known as emotional perspective-taking, theory of mind is defined as cognitive perspective-taking. [19] Research on theory of mind, in humans and animals, adults and children, normally and atypically developing, has grown rapidly in the years since Premack and Guy Woodruff's 1978 paper, "Does the chimpanzee have a theory of mind?".
Two definitions of the field include: "the scientific study of human behavior and its transmission, taking into account the ways in which behaviors are shaped and influenced by social and cultural forces" [8] and "the empirical study of members of various cultural groups who have had different experiences that lead to predictable and significant differences in behavior". [9]
The term attitude with the psychological meaning of an internal state of preparedness for action was not used until the 19th century. [3]: 2 The American Psychological Association (APA) defines attitude as "a relatively enduring and general evaluation of an object, person, group, issue, or concept on a dimension ranging from negative to positive.
Wilhelm T. Preyer, a pioneer of child psychology, was heavily inspired by Darwin's work and approached the mental development of children from an evolutionary perspective. [14] However, evolutionary theory has had a limited impact on developmental psychology as a whole, [5] and some authors argue that even its early influence was minimal. [15]
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The psychiatric assessment of a child or adolescent starts with obtaining a psychiatric history by interviewing the young person and his/her parents or caregivers. The assessment includes a detailed exploration of the current concerns about the child's emotional or behavioral problems, the child's physical health and development, history of parental care (including possible abuse and neglect ...