发展生态心理学:有机体-环境系统随时间的变化，第一部分

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EXPERIMENTAL

Ecological Psychology Pub Date : 2018-01-02 DOI:10.1080/10407413.2018.1410404

C. Read, A. Szokolszky

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引用次数: 4

摘要

摘要本文介绍了《生态心理学》两期特刊的第一部分，该特刊致力于加强发展生态学的研究和理论，并与更广泛的以生态关系为导向的发展科学找到共同点。《特刊》的动机是观察到发展生态心理学是一门仍在兴起的核心学科，它对生态心理学和发展科学中的其他生态动态关系方法都有很大的贡献。引言简要回顾了特刊第一部分的4篇文章，并敦促在发展生态心理学的框架下进一步开展理论和实证工作。我们强调，一种不包括发展理论和跨寿命和跨物种研究的生态心理学并不是一种完整的生态心理学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Developmental Ecological Psychology: Changes in Organism-Environment Systems Over Time, Part I

ABSTRACT This article introduces the first part of a 2-part Special Issue of Ecological Psychology dedicated to the enhancement of developmental ecological research and theory and to finding common ground with broader ecologically relationally oriented developmental science. The Special Issue has been motivated by the observation that Developmental Ecological Psychology is a still emerging core discipline that has much to offer both to Ecological Psychology and to other ecological-dynamical-relational approaches in developmental science. This introduction briefly reviews the 4 articles in the first part of the Special Issue and urges further theoretical and empirical work in the framework of Developmental Ecological Psychology. We emphasize that an Ecological Psychology that does not include developmental theory and research over the life span and across species is not a complete Ecological Psychology.

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来源期刊

Ecological Psychology PSYCHOLOGY, EXPERIMENTAL-

CiteScore

3.30

自引率

10.50%

发文量

期刊介绍： This unique journal publishes original articles that contribute to the understanding of psychological and behavioral processes as they occur within the ecological constraints of animal-environment systems. It focuses on problems of perception, action, cognition, communication, learning, development, and evolution in all species, to the extent that those problems derive from a consideration of whole animal-environment systems, rather than animals or their environments in isolation from each other. Significant contributions may come from such diverse fields as human experimental psychology, developmental/social psychology, animal behavior, human factors, fine arts, communication, computer science, philosophy, physical education and therapy, speech and hearing, and vision research.