Abstract
The state of developmental psychology in Italy is analyzed from the points of view of (a) professional education, (b) resources for research, (c) communication, and (d) current research trends. Current trends have been investigated by a multi-dimensional content analysis of the studies published or accepted for publication in qualified journals in the period 1978-May 1983.
As far as professional education is concerned, graduate studies having a curriculum based on developmental and educational psychology should be provided for by the reform of graduate studies in psychology now under discussion; post-graduate studies in developmental psychology will start in the academic year 1983/84. Developmental research has received inadequate financial support from the National Research Council, but the establishment of two large departments of developmental psychology should greatly improve the current standing of developmental psychology in the Italian psychological community. Three journals are specifically devoted to developmental or educational studies, whereas international communication is still too one-sided. As regards research trends, the main findings are the following: the cognitive theoretical paradigm is the one most often followed, but the interactional paradigm is increasing its influence; life-span and broad age-range studies are too poorly represented; studies conducted in natural settings predominated only in the interactional perspective; there is increasing evidence that a combination of manipulation of the setting and free-response observation is going to become one of the preferred research strategies; cognitive development, non-verbal communication, socio-emotional development and social interaction and reading are the most productive and promising research areas, whereas it is particularly striking that emotional and affective development (including personality) must be listed among the most often neglected areas.
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