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				<div style="text-align:left;margin-bottom:20px;">  		</div><span itemprop="name" class="title">Entwicklungspsychologie des Kindes- und Jugendalters für Bachelor<br></span><p>Autoren:<br><span itemprop="author" class="author"><b>Arnold Lohaus, Marc Vierhaus</b></span></p><p>Verlag:<br><b itemprop="publisher">Springer-Verlag </b>&nbsp;&nbsp;<a onclick="SearchPubl('Springer-Verlag ')" href="#">Weitere Titel dieses Verlages anzeigen</a></p>		
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<span class="notbold">Auflage: </span>3., überarbeitete Aufl. 2015<br><span class="notbold">Erschienen: </span>April 2015<br><span class="notbold">Seiten: </span>328<br><span class="notbold">Sprache: </span>Deutsch<br><span class="notbold">Preis: </span>32.99 €<br><span class="notbold">Illustration: </span>58 farbige Abbildungen, 29 farbige Tabellen,  Bibliographie
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						<h1><a href="_9783662455289_inhalt.html">Inhaltsverzeichnis</a></h1>
						<p><table><tr><td></td><td>
Inhaltsverzeichnis</td><td></td></tr><tr><td></td><td>A Grundbegriffe, Theorien</td><td></td></tr><tr><td></td><td>und Methoden</td><td></td></tr><tr><td>1</td><td>Grundbegriffe der Entwicklungspsychologie</td><td>2</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>1.1</td><td>Definition von Entwicklung</td><td>2</td></tr><tr><td>1.2</td><td>Gegenstand der Entwicklungspsychologie</td><td>3</td></tr><tr><td>1.3</td><td>Aufgaben der Entwicklungspsychologie</td><td>3</td></tr><tr><td>1.4</td><td>Zeitstrecken</td><td>5</td></tr><tr><td>1.5</td><td>Alter und Entwicklungsstand</td><td>6</td></tr><tr><td>1.6</td><td>Entwicklungsbereiche</td><td>6</td></tr><tr><td>1.7</td><td>Entwicklungsformen</td><td>7</td></tr><tr><td></td><td>1.8 Entwicklungssteuerung durch Anlage</td><td></td></tr><tr><td></td><td>und Umwelt</td><td>8</td></tr><tr><td>2</td><td>Theorien der Entwicklungspsychologie</td><td>10</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>2.1</td><td>Psychoanalyse</td><td>10</td></tr><tr><td>2.1.1</td><td>Die psychoanalytische Konzeption Sigmund Freuds</td><td>10</td></tr><tr><td>2.1.2</td><td>Die psychoanalytische Konzeption Erik Eriksons</td><td>12</td></tr><tr><td>2.1.3</td><td>Neuere Konzeptionen der Psychoanalyse</td><td>13</td></tr><tr><td>2.2</td><td>Psychobiologische Konzeptionen</td><td>14</td></tr><tr><td>2.2.1</td><td>Ethologische Ansätze</td><td>14</td></tr><tr><td>2.2.2</td><td>Soziobiologische Ansätze</td><td>15</td></tr><tr><td>2.3</td><td>Lerntheoretische Konzeptionen</td><td>15</td></tr><tr><td>2.3.1</td><td>Klassisches Konditionieren</td><td>16</td></tr><tr><td>2.3.2</td><td>Operantes Konditionieren</td><td>16</td></tr><tr><td>2.3.3</td><td>Beobachtungslernen</td><td>19</td></tr><tr><td>2.4</td><td>Anforderungs-Bewältigungs-Theorien</td><td>20</td></tr><tr><td>2.5</td><td>Die kognitive Theorie Jean Piagets</td><td>23</td></tr><tr><td>2.5.1</td><td>Akkommodation und Assimilation</td><td>23</td></tr><tr><td>2.5.2</td><td>Entwicklungsstufen</td><td>24</td></tr><tr><td>2.5.3</td><td>Weiterentwicklungen und neuere Ansätze</td><td>30</td></tr><tr><td>2.6</td><td>Informationsverarbeitungstheorien</td><td>31</td></tr><tr><td>2.6.1</td><td>Mehrspeichermodelle</td><td>31</td></tr><tr><td></td><td>2.6.2 Entwicklungsveränderungen bei der Informations-</td><td></td></tr><tr><td></td><td>verarbeitung</td><td>34</td></tr><tr><td></td><td>2.6.3 Sequenzielle versus parallele Informations-</td><td></td></tr><tr><td></td><td>verarbeitung</td><td>36</td></tr><tr><td>2.7</td><td>Theorien domänenspezifischer Entwicklung</td><td>36</td></tr><tr><td>2.8</td><td>Systemorientierte Theorien</td><td>38</td></tr><tr><td>2.8.1</td><td>Die Konzeption von Bronfenbrenner</td><td>38</td></tr><tr><td>2.8.2</td><td>Die Familie als Beispiel für ein Mikrosystem</td><td>39</td></tr><tr><td>2.8.3</td><td>Die Rolle der Kultur als Makrosystem</td><td>42</td></tr><tr><td>2.9</td><td>Abschließende Überlegungen</td><td>43</td></tr><tr><td>3</td><td>Methoden der Entwicklungspsychologie</td><td>45</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>3.1</td><td>Querschnittmethode</td><td>46</td></tr><tr><td>3.2</td><td>Längsschnittmethode</td><td>48</td></tr><tr><td>3.3</td><td>Konvergenzmodell</td><td>50</td></tr><tr><td></td><td>3.4 Datenerhebungsmethoden in der</td><td></td></tr><tr><td></td><td>frühen Kindheit</td><td>52</td></tr><tr><td></td><td>3.5 Datenerhebungsmethoden in</td><td></td></tr><tr><td></td><td>späteren Entwicklungsabschnitten</td><td>55</td></tr><tr><td>4</td><td>Anlage und Umwelt</td><td>57</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>4.1</td><td>Zwillingsstudien</td><td>58</td></tr><tr><td>4.2</td><td>Adoptionsstudien</td><td>62</td></tr><tr><td></td><td>4.3 Weitere Vorgehensweisen, grundsätzliche</td><td></td></tr><tr><td></td><td>Probleme und neuere Ansätze</td><td>63</td></tr><tr><td>5</td><td>Diagnose des Entwicklungsstandes</td><td>66</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>5.1</td><td>Methodische Grundlagen</td><td>67</td></tr><tr><td>5.1.1</td><td>Objektivität</td><td>68</td></tr><tr><td>5.1.2</td><td>Reliabilität</td><td>69</td></tr><tr><td>5.1.3</td><td>Validität</td><td>70</td></tr><tr><td>5.1.4</td><td>Normierung</td><td>71</td></tr><tr><td>5.2</td><td>Beispiele für Entwicklungstests</td><td>71</td></tr><tr><td>5.2.1</td><td>Screeningtests</td><td>71</td></tr><tr><td>5.2.2</td><td>Allgemeine Entwicklungstests</td><td>72</td></tr><tr><td>5.2.3</td><td>Spezielle Entwicklungstests</td><td>73</td></tr><tr><td></td><td>B Frühe Kindheit</td><td></td></tr><tr><td>6</td><td>Physische Entwicklung</td><td>78</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>6.1</td><td>Pränatale physische Entwicklung</td><td>78</td></tr><tr><td>6.1.1</td><td>Entwicklungsstadien</td><td>78</td></tr><tr><td>6.1.2</td><td>Pränatale Einflussfaktoren</td><td>80</td></tr><tr><td>6.1.3</td><td>Frühgeburten</td><td>81</td></tr><tr><td>6.2</td><td>Postnatale physische Entwicklung</td><td>82</td></tr><tr><td></td><td>6.2.1 Prüfung der physischen Funktionsfähigkeit</td><td></td></tr><tr><td></td><td>und Säuglingssterblichkeit</td><td>82</td></tr><tr><td>6.2.2</td><td>Entwicklung zirkadianer Rhythmen</td><td>84</td></tr><tr><td>6.2.3</td><td>Gehirnentwicklung</td><td>86</td></tr><tr><td>6.2.4</td><td>Körperwachstum</td><td>90</td></tr><tr><td></td><td></td><td></td></tr><tr><td></td><td>Inhaltsverzeichnis</td><td></td></tr><tr><td>7</td><td>Motorik- und Sensorikentwicklung</td><td>92</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>7.1</td><td>Motorikentwicklung</td><td>92</td></tr><tr><td>7.2</td><td>Sensorikentwicklung</td><td>96</td></tr><tr><td>7.2.1</td><td>Visuelle Wahrnehmung</td><td>97</td></tr><tr><td>7.2.2</td><td>Auditive Wahrnehmung</td><td>102</td></tr><tr><td>7.2.3</td><td>Intermodale Wahrnehmung</td><td>103</td></tr><tr><td>8</td><td>Frühe Eltern-Kind-Interaktion und Bindung</td><td>105</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>8.1</td><td>Frühe Eltern-Kind-Interaktion</td><td>105</td></tr><tr><td>8.1.1</td><td>Bindungs-und Fürsorgesystem</td><td>106</td></tr><tr><td>8.1.2</td><td>Aktivierung des Fürsorgesystems</td><td>106</td></tr><tr><td>8.1.3</td><td>Intuitives Elternprogramm</td><td>108</td></tr><tr><td>8.2</td><td>Bindung</td><td>109</td></tr><tr><td>8.2.1</td><td>Bindungsentwicklung</td><td>109</td></tr><tr><td>8.2.2</td><td>Bindungsqualität</td><td>110</td></tr><tr><td>8.2.3</td><td>Bedeutung früher Bindungserfahrungen</td><td>114</td></tr><tr><td></td><td>C Entwicklung in einzelnen</td><td></td></tr><tr><td></td><td>Funktionsbereichen</td><td></td></tr><tr><td>9</td><td>Kognition</td><td>116</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>9.1</td><td>Frühkindliche Lern- und Gedächtnisleistungen</td><td>117</td></tr><tr><td>9.1.1</td><td>Habituation</td><td>117</td></tr><tr><td>9.1.2</td><td>Assoziationslernen</td><td>117</td></tr><tr><td>9.1.3</td><td>Kontingenzlernen</td><td>118</td></tr><tr><td></td><td>9.2 Intuitives physikalisches, biologisches und</td><td></td></tr><tr><td></td><td>psychologisches Wissen in der frühen Kindheit</td><td>118</td></tr><tr><td>9.2.1</td><td>Frühkindliches physikalisches Wissen</td><td>118</td></tr><tr><td>9.2.2</td><td>Frühkindliches biologisches Wissen</td><td>119</td></tr><tr><td>9.2.3</td><td>Frühkindliches psychologisches Wissen</td><td>121</td></tr><tr><td></td><td>9.3 Strukturierung des Denkens: Kategorisierung,</td><td></td></tr><tr><td></td><td>Konzeptbildung und die Entwicklung von</td><td></td></tr><tr><td></td><td>Klassenhierarchien</td><td>122</td></tr><tr><td>9.4</td><td>Kausales Denken</td><td>123</td></tr><tr><td>9.5</td><td>Schlussfolgerndes Denken</td><td>125</td></tr><tr><td>9.6</td><td>Metakognitive Fähigkeiten</td><td>128</td></tr><tr><td></td><td>9.7 Individuelle Unterschiede in der kognitiven</td><td></td></tr><tr><td></td><td>Entwicklung</td><td>129</td></tr><tr><td>9.8</td><td>Fazit</td><td>130</td></tr><tr><td>10</td><td>Intelligenz</td><td>131</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>10.1</td><td>Definition</td><td>131</td></tr><tr><td>10.2</td><td>Intelligenzmodelle</td><td>132</td></tr><tr><td>10.2.1</td><td>Spearman: Generalfaktor der Intelligenz</td><td>132</td></tr><tr><td>10.2.2</td><td>Cattell: Fluide und kristalline Intelligenz</td><td>133</td></tr><tr><td>10.2.3</td><td>Thurstone: Primärfaktoren</td><td>133</td></tr><tr><td>10.2.4</td><td>Carroll: Three-Stratum-Theorie der Intelligenz</td><td>134</td></tr><tr><td>10.2.5</td><td>Alternative Modelle der Intelligenz</td><td>134</td></tr><tr><td>10.3</td><td>Intelligenzmessung</td><td>137</td></tr><tr><td>10.3.1</td><td>Frühe Intelligenzmessung</td><td>137</td></tr><tr><td>10.3.2</td><td>Normorientierte Intelligenzmessung</td><td>138</td></tr><tr><td>10.3.3</td><td>Intelligenzmessung in der Praxis</td><td>141</td></tr><tr><td>10.4</td><td>Einflussfaktoren auf die Intelligenz</td><td>143</td></tr><tr><td>10.4.1</td><td>Genetische Beiträge zur Intelligenz</td><td>143</td></tr><tr><td>10.4.2</td><td>Umwelteinflüsse und Intelligenz</td><td>143</td></tr><tr><td>10.5</td><td>Intelligenz und Erfolg im Leben</td><td>145</td></tr><tr><td>11</td><td>Emotion</td><td>147</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>11.1</td><td>Ansätze in der Emotionsforschung</td><td>147</td></tr><tr><td>11.1.1</td><td>Strukturalistischer Ansatz</td><td>148</td></tr><tr><td>11.1.2</td><td>Funktionalistischer Ansatz</td><td>149</td></tr><tr><td>11.1.3</td><td>Soziokultureller Ansatz</td><td>149</td></tr><tr><td>11.2</td><td>Entwicklung von Emotionen</td><td>150</td></tr><tr><td>11.2.1</td><td>Positive Emotionen</td><td>151</td></tr><tr><td>11.2.2</td><td>Negative Emotionen</td><td>152</td></tr><tr><td>11.2.3</td><td>Selbstbewusste Emotionen</td><td>155</td></tr><tr><td>11.3</td><td>Entwicklung der Regulierung von Emotionen</td><td>156</td></tr><tr><td>11.3.1</td><td>Temperament</td><td>156</td></tr><tr><td>11.3.2</td><td>Emotionsregulation in der Kindheit</td><td>160</td></tr><tr><td>11.3.3</td><td>Emotionsregulation in der Jugend</td><td>163</td></tr><tr><td></td><td>11.4 Entwicklung des Emotionswissens und</td><td></td></tr><tr><td></td><td>-Verständnisses</td><td>164</td></tr><tr><td>11.4.1</td><td>Verständnis von Emotionsauslösern</td><td>164</td></tr><tr><td>11.4.2</td><td>Verständnis von ambivalenten Emotionen</td><td>165</td></tr><tr><td>12</td><td>Sprache</td><td>167</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>12.1</td><td>Komponenten der Sprachentwicklung</td><td>167</td></tr><tr><td>12.2</td><td>Sprache und Gehirnentwicklung</td><td>168</td></tr><tr><td></td><td>12.3 Voraussetzungen für den Spracherwerb:</td><td></td></tr><tr><td></td><td>Sprachwahrnehmungskompetenzen</td><td>169</td></tr><tr><td>12.3.1</td><td>Kategoriale Wahrnehmung von Sprachlauten</td><td>170</td></tr><tr><td>12.3.2</td><td>Eingrenzung der unterscheidbaren Sprachlaute</td><td>170</td></tr><tr><td>12.3.3</td><td>Abgrenzung von Spracheinheiten</td><td>171</td></tr><tr><td>12.3.4</td><td>Bildung von Begriffskategorien</td><td>172</td></tr><tr><td>12.3.5</td><td>Zuordnung von Sprache zu Begriffskategorien</td><td>172</td></tr><tr><td>12.4</td><td>Sprachproduktion</td><td>173</td></tr><tr><td>12.4.1</td><td>Vorsprachliche Phase: Kommunikation mit Gesten</td><td>173</td></tr><tr><td>12.4.2</td><td>Erste Worte</td><td>174</td></tr><tr><td>12.4.3</td><td>Zusammenstellung von Worten zu Sätzen</td><td>175</td></tr><tr><td></td><td>12.4.4 Unterstützende Maßnahmen durch die soziale</td><td></td></tr><tr><td></td><td>Umgebung</td><td>175</td></tr><tr><td>12.4.5</td><td>Entwicklung der syntaktischen Struktur</td><td>176</td></tr><tr><td>12.4.6</td><td>Entwicklung der Sprachpragmatik</td><td>177</td></tr><tr><td>12.5</td><td>Spezielle Probleme der Sprachentwicklung</td><td>177</td></tr><tr><td>12.5.1</td><td>Bilinguale Entwicklung</td><td>177</td></tr><tr><td>12.5.2</td><td>Gehörlosigkeit</td><td>178</td></tr><tr><td>13</td><td>Selbstkonzept</td><td>180</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td></td><td>13.1 Theoretische Ansätze der Selbstkonzept-</td><td></td></tr><tr><td></td><td>forschung</td><td>181</td></tr><tr><td>13.1.1</td><td>Frühe Ansätze</td><td>181</td></tr><tr><td>13.1.2</td><td>Aktuelle Ansätze</td><td>183</td></tr><tr><td>13.2</td><td>Entwicklung des Selbstkonzepts</td><td>188</td></tr><tr><td>13.2.1</td><td>Das Selbst in der Kindheit</td><td>188</td></tr><tr><td>13.2.2</td><td>Das Selbst in der Jugend</td><td>190</td></tr><tr><td></td><td>13.3 Entwicklungspsychologische Aspekte</td><td></td></tr><tr><td></td><td>des Selbstwertes</td><td>192</td></tr><tr><td>14</td><td>Geschlechtstypisierung</td><td>195</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>14.1</td><td>Bedeutsamkeit von Geschlechtsunterschieden</td><td>195</td></tr><tr><td>14.1.1</td><td>Unterschiede in motorischen Fähigkeiten</td><td>196</td></tr><tr><td>14.1.2</td><td>Unterschiede in intellektuellen Fähigkeiten</td><td>197</td></tr><tr><td>14.1.3</td><td>Unterschiede im sozialen Verhalten</td><td>198</td></tr><tr><td>14.1.4</td><td>Unterschiede im Gesundheitsstatus</td><td>199</td></tr><tr><td></td><td>14.2 Theorien zur Erklärung von Geschlechts-</td><td></td></tr><tr><td></td><td>unterschieden</td><td>200</td></tr><tr><td>14.2.1</td><td>Biologische Grundlagen</td><td>200</td></tr><tr><td></td><td>14.2.2 Soziale Lerntheorie: Konditionierung und</td><td></td></tr><tr><td></td><td>Modelllernen</td><td>203</td></tr><tr><td></td><td>14.2.3 Kognitive Ansätze: Geschlechtskonstanz</td><td></td></tr><tr><td></td><td>und Geschlechtsschemata</td><td>205</td></tr><tr><td></td><td>14.3 Entwicklung von Merkmalen der Geschlechts-</td><td></td></tr><tr><td></td><td>typisierung</td><td>208</td></tr><tr><td>14.3.1</td><td>Geschlechtsrollenpräferenzen</td><td>208</td></tr><tr><td>14.3.2</td><td>Geschlechtsrollenstereotype</td><td>209</td></tr><tr><td>14.4</td><td>Fazit</td><td>210</td></tr><tr><td>15</td><td>Soziale Beziehungen</td><td>211</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td></td><td>15.1 Grundlegende Konzeptionen der sozialen</td><td></td></tr><tr><td></td><td>Entwicklung</td><td>212</td></tr><tr><td></td><td>15.1.1 Soziale Entwicklung aus lerntheoretischer</td><td></td></tr><tr><td></td><td>und psychoanalytischer Sicht</td><td>212</td></tr><tr><td></td><td>15.1.2 Soziale Entwicklung aus kognitions-</td><td></td></tr><tr><td></td><td>und systemorientierter Sicht</td><td>213</td></tr><tr><td>15.2</td><td>Familiäre Beziehungen in der Kindheit</td><td>215</td></tr><tr><td>15.2.1</td><td>Eltern-Kind-Beziehung</td><td>215</td></tr><tr><td>15.2.2</td><td>Geschwisterbeziehungen</td><td>219</td></tr><tr><td>15.3</td><td>Gleichaltrige und Freunde in der Kindheit</td><td>221</td></tr><tr><td>15.3.1</td><td>Beziehung zu Gleichaltrigen</td><td>222</td></tr><tr><td>15.3.2</td><td>Entwicklung von Freundschaften</td><td>224</td></tr><tr><td>15.4</td><td>Soziale Entwicklung im Jugendalter</td><td>224</td></tr><tr><td>15.4.1</td><td>Eltern-Kind-Beziehung</td><td>224</td></tr><tr><td>15.4.2</td><td>Beziehung zu Gleichaltrigen</td><td>225</td></tr><tr><td></td><td>15.5 Ausblick: Soziale Entwicklung im</td><td></td></tr><tr><td></td><td>Erwachsenenalter</td><td>228</td></tr><tr><td>16</td><td>Moral</td><td>229</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>16.1</td><td>Moralische Kognitionen</td><td>230</td></tr><tr><td></td><td>16.1.1 Moralisches Denken des Kindes aus</td><td></td></tr><tr><td></td><td>Sicht Jean Piagets</td><td>230</td></tr><tr><td></td><td>16.1.2 Erweiterung des Ansatzes Piagets durch</td><td></td></tr><tr><td></td><td>Lawrence Kohlberg</td><td>232</td></tr><tr><td>16.1.3</td><td>Kritische Stimmen und Alternativmodelle</td><td>234</td></tr><tr><td>16.2</td><td>Moralische Emotionen</td><td>237</td></tr><tr><td>16.2.1</td><td>Affektive Ansätze vor der kognitiven Wende</td><td>238</td></tr><tr><td>16.2.2</td><td>Affektive Ansätze nach der kognitiven Wende</td><td>238</td></tr><tr><td>16.3</td><td>Moralisches Handeln</td><td>240</td></tr><tr><td></td><td>16.3.1 Die negative Perspektive: Das Unterdrücken</td><td></td></tr><tr><td></td><td>verbotenen Verhaltens</td><td>240</td></tr><tr><td></td><td>16.3.2 Die positive Perspektive:</td><td></td></tr><tr><td></td><td>Das Äußern prosozialen Verhaltens</td><td>241</td></tr><tr><td>16.4</td><td>Motivation moralischen Handelns</td><td>241</td></tr><tr><td></td><td>D Der Übergang vom Kindes-</td><td></td></tr><tr><td></td><td>zum Jugendalter</td><td></td></tr><tr><td></td><td>17 Entwicklungsveränderungen</td><td></td></tr><tr><td></td><td>im Jugendalter</td><td>246</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>17.1</td><td>Physische Veränderungen</td><td>247</td></tr><tr><td>17.1.1</td><td>Pubertätseintritt und körperliche Veränderungen</td><td>247</td></tr><tr><td>17.1.2</td><td>Neurobiologische Veränderungen</td><td>248</td></tr><tr><td>17.2</td><td>Psychische Veränderungen</td><td>250</td></tr><tr><td>17.2.1</td><td>Kognitive Veränderungen</td><td>250</td></tr><tr><td>17.2.2</td><td>Emotionale Veränderungen</td><td>251</td></tr><tr><td>17.2.3</td><td>Soziale Veränderungen</td><td>252</td></tr><tr><td>17.2.4</td><td>Anforderungen und Überforderungen</td><td>253</td></tr><tr><td></td><td>E Entwicklungsabweichungen</td><td></td></tr><tr><td></td><td>18 Entwicklungsabweichungen</td><td></td></tr><tr><td></td><td>im Kindesalter</td><td>264</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td></td><td>18.1 Entwicklungsabweichungen: Definition</td><td></td></tr><tr><td></td><td>und Klassifikation</td><td>265</td></tr><tr><td>18.2</td><td>Prävalenz</td><td>267</td></tr><tr><td>18.3</td><td>Risiko-und Schutzfaktoren</td><td>267</td></tr><tr><td>18.3.1</td><td>Generelle Aspekte</td><td>267</td></tr><tr><td>18.3.2</td><td>Interne Risiko-und Schutzfaktoren</td><td>268</td></tr><tr><td>18.3.3</td><td>Externe Risiko-und Schutzfaktoren</td><td>271</td></tr><tr><td>18.3.4</td><td>Integration verschiedener Faktoren</td><td>275</td></tr><tr><td>18.4</td><td>Diagnostik</td><td>275</td></tr><tr><td>18.4.1</td><td>Ziele der Diagnostik</td><td>276</td></tr><tr><td>18.4.2</td><td>Bestandteile der Diagnostik</td><td>276</td></tr><tr><td></td><td></td><td></td></tr><tr><td></td><td>Inhaltsverzeichnis</td><td></td></tr><tr><td>18.5</td><td>Prävention und Intervention</td><td>279</td></tr><tr><td>18.5.1</td><td>Präventionsansätze</td><td>279</td></tr><tr><td>18.5.2</td><td>Interventionsansätze</td><td>280</td></tr><tr><td>18.6</td><td>Beschreibung einzelner Störungsbilder</td><td>282</td></tr><tr><td></td><td>18.6.1 Regulationsstörungen im Säuglingsalter:</td><td></td></tr><tr><td></td><td>Schrei-, Schlaf-und Fütterstörungen</td><td>282</td></tr><tr><td>18.6.2</td><td>Enuresis und Enkopresis</td><td>283</td></tr><tr><td>18.6.3</td><td>Tiefgreifende Entwicklungsstörungen</td><td>284</td></tr><tr><td>18.6.4</td><td>Angststörungen</td><td>285</td></tr><tr><td>18.6.5</td><td>Hyperkinetische Störungen</td><td>286</td></tr><tr><td>18.6.6</td><td>Aggressiv-oppositionelles Verhalten</td><td>287</td></tr><tr><td>18.6.7</td><td>Umschriebene Entwicklungsstörungen</td><td>289</td></tr><tr><td></td><td>19 Entwickiungsabweichungen</td><td></td></tr><tr><td></td><td>im Jugendalter</td><td>291</td></tr><tr><td></td><td>Arnold Lohaus, Marc Vierhaus</td><td></td></tr><tr><td>19.1</td><td>Prävalenz und Geschlechtsunterschiede</td><td>292</td></tr><tr><td>19.2</td><td>Beschreibung einzelner Störungsbilder</td><td>292</td></tr><tr><td>19.2.1</td><td>Essstörungen</td><td>293</td></tr><tr><td>19.2.2</td><td>Depression</td><td>294</td></tr><tr><td>19.2.3</td><td>Substanzmissbrauch und-abhängigkeit</td><td>296</td></tr><tr><td>19.2.4</td><td>Aggressives und delinquentes Verhalten</td><td>298</td></tr><tr><td></td><td>Serviceteil</td><td></td></tr><tr><td></td><td>Literatur</td><td>302</td></tr><tr><td></td><td>Stichwortverzeichnis</td><td>324</td></tr><tr><td></td><td></td><td></td></tr></table></p>
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*/





		// -----------------------------------------------------------------------------------
		//   Photoslider
		// -----------------------------------------------------------------------------------

				// Function for populating lists with placeholder items
				function populate(container, count, offset) {

					var output = '';

					offset = isNaN(offset) ? 0 : offset;

					for (var i = 0; i < count; i++) {
						output += '<li>' + (offset + i) + '</li>';
					}

					return $(output).appendTo(container);

				}

				// Populate list items
				$('ul[data-items]').each(function (i, element) {

					var items = parseInt($(element).data('items'), 10);

					//not needed at the moment, fills slider with Dummy data
					//populate(element, items);

				});


			
				
				
				// Call sly instances

					var $cont = $('#Photoscroll'),
						$frame = $cont.find(".sly"),
						$slidee = $frame.find("ul"),
						$scrollbar = $cont.find(".scrollbar"),
						$pagesbar = $cont.find(".pages"),
						options = {}, //$frame.data("options"),

						$controls = $cont.find(".controls"),
						$prevButton = $controls.find(".prev"),
						$nextButton = $controls.find(".next"),
						$prevPageButton = $controls.find(".prevPage"),
						$nextPageButton = $controls.find(".nextPage");

					$.extend(options, {
						itemNav: "forceCentered",
						horizontal:1,
						smart: 1,
						activateMiddle: 1,
						activateOn: 'click',
mouseDragging: 1,
touchDragging: 1,
interactive: ['a'],
releaseSwing: 1,
startAt: 0,
//scrollBy: 1, //enable mouse scroll
speed: 500,
elasticBounds: 1,
easing: 'easeOutBack',
dragHandle: 1,
dynamicHandle: 1,
clickBar: 1, 
 //data-options='{ "horizontal":1, "itemNav": "forceCentered", "dragHandle": 1,"dynamicHandle": 1, "dragging": 1, "mouseDragging": 1, "touchDragging": 1, "speed": 500, "clickBar":1, "easing": "easeOutBack"}'
 
 
 						scrollBar: $scrollbar,
						pagesBar: $pagesbar,

						prev: $prevButton,
						next: $nextButton,
						prevPage: $prevPageButton,
						nextPage: $nextPageButton,
						disabledClass: 'btn-disabled'
					});

					
var container = document.getElementById('Photoscroll');
var sly_timer = null;
var sly_img_timer = null;

//imagesLoaded(container, function(){					
					
					// Call sly
					$frame.sly(options, {
					move: function (evn) {
					  if (this.pos.cur > this.pos.end - 1000) CacheNextCovers();  //.max changed to .end
					  if (sly_img_timer) clearTimeout(sly_img_timer);
					  else $('#imgScroll').hide();
					  sly_img_timer = setTimeout(function() { 
						sly_img_timer = null;
						$('#imgScroll').css({width:0});
						$('#imgScroll').css({left:findRightCorner('.slidee li.active')});
						$('#imgScroll').show().animate({ width: 48}, 'fast');
						//$('#imgScroll').show(); 
					  }, 500);
					  for (var i=0; i<this.items.length; i++)
					    {
					    var pos = this.items[i].center - this.pos.cur;
					    if (pos > -3000 && pos < 3000)
					      {
					      $(this.items[i].el.firstChild.childNodes[1]).load(function () {$(this).addClass('imgloaded')});
					      this.items[i].el.firstChild.childNodes[1].src = $(this.items[i].el.firstChild.childNodes[1]).attr('url');
					      }
					    }
 					  }, 
					active: function (evn, item) {
					  if (sly_timer) clearTimeout(sly_timer);
					  sly_timer = setTimeout(function() { sly_timer = null; OpenNewCover()}, 250);
					  }
					});

					// Bind controls
					$cont.find("button").click(function () {

						var action = $(this).data('action'),
							arg = $(this).data('arg');

						switch (action) {
							case 'add':
								var children = $slidee.children().length,
									$item = $('<li>'+children+'</li>');
								$slidee.append($item);
								$frame.sly('reload');
							break;

							case 'remove':
								$slidee.children().slice(-1).remove();
								$frame.sly('reload');
							break;

							default:
								$frame.sly(action, arg);
						}
					});
//});

$().UItoTop({ easingType: 'easeOutQuart' }); 

//Dropdown plugin data
var ddData = [
    {
        text: "Suche in Titel, Autor, Verlag",
        value: 0,
        selected: false,
        description: "",
        imageSrc: ""
    },
    {
        text: "Suche auch im Buchinhalt",
        value: 1,
        selected: false,
        description: "Durchsucht auch Inhaltsverzeichnisse, Register, Klappentexte, Vorworte, Autoreninformationen",
        imageSrc: ""
    }
];

var SearchArea = 0;

$('#selectDropdown').ddslick({
    data: ddData,
    width: 100,
    imagePosition: "left",
    selectText: "Suche in",
        defaultSelectedIndex: 0,
        truncateDescription: true,
        showSelectedHTML: false,	
	
	
    onSelected: function (data) {
        if (SearchArea != data.selectedIndex)
          {
          SearchArea = data.selectedIndex;
          Search();
          }
    }
});

var GoToCart = 1;	// 0 = remember, 1 = direct
var NoCart = 0;
var count_max = 0;
var lang_filter = -1;
  
  </script>
  
  

  
  
  
  <!-- end scripts -->
</body>
</html>