Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York ; London
Routledge
2018
|
| Edition: | Fourth edition |
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034326445&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Item Description: | First edition published by Addison-Wesley 1976, second edition published by Random House 1986, third edition published by Laurence Erlbaum Associates 2002. |
| Physical Description: | XXII, 605 Seiten Illustrationen, Diagramme 254 mm |
| ISBN: | 9780415818421 |
Staff View
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| 245 | 1 | 0 | |a Concepts and theories of human development |c Richard M. Lerner |
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Record in the Search Index
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| adam_text | Contents About the Author xiii Foreword xv Preface xvii 1 Three Moments of Analysis in the RDS Approach to Developmental Science 26 Developmental Regulations, Adaptive Developmental Regulations, and Human Agency in RDS Metatheory 28 Evolutionary Biology and Epigenetics 31 Epigenetics: An Overview 33 Epigenetics Invalidates Ideas of Genetic Reductionism 37 Epigenetics within the Context of RDS Metatheory 38 Conclusions 41 Person-Centered, Idiographic Methods and Systems Science Methodology 42 Econometric Methods 44 Applications of RDS-Based Research: The Promotion of Social Justice 44 Conclusions 45 The Future of Developmental Science 46 On the Primacy of Concepts and Theories 1 Philosophy, Theory, and Research 3 Some Reasons for Doing Research 4 This Book’s Approach 7 RDS-Based Theories and the Concept of Development 7 Sources of Action in Human Development 8 Philosophy, Theory, and the Work of Developmental Scientists 11 Conclusions 14 The Plan of This Book 15 2 Concepts and Theories within Contemporary Developmental Science: An Overview 17 Contemporary Foci of Developmental Science 17 The Past 19 The Present 21 The Relational Developmental Systems (RDS) Metatheory 23 3 Philosophical and Scientific Roots of Contemporary Developmental Science 48 The Historical Role of the Nature-Nurture Issue 49
VI · CONTENTS Philosophical Roots 51 Plato (427-347 B.c.) 51 Aristotle (384-322 b.c.) 52 The Medieval Christian Era 54 René Descartes (1596-1650) 54 John Locke (1632-1704) 55 Scientific Roots of Development 56 Charles Darwin (1809-1882) 56 G Stanley Hall (1844-1924) 58 The Contributions of Ernst Haeckel 59 Hall’s Theory of Recapitulation 60 Behaviorism and Learning Theory 63 World War II 64 The 1950s and 1960s 66 The 1970s, 1980s, and 1990s 69 Into the Twenty-First Century 82 4 Metatheoretical Models of Development 92 Philosophical Models and Developmental Science 92 The Mechanist Model 95 Translating the Mechanist Model into a Theory of Development 99 A Nurture, Mechanist Theory of Development 100 Problems of the Mechanist Model 106 The Organismic Model 107 Translating the Organismic Model into a Theory of Development 111 Mechanist and Organismic Models and Issues of Development 113 Elementárisra versus Holism 113 Antecedent-Consequent versus Structure-Function Relations 114 Behavioral versus Structural Change 115 Continuity versus Discontinuity 116 Stages of Development 117 Sources of Development 117 Conclusions 121 The Contextual Model 123 Contextualism and Probabilistic Epigenesis 124 The Concept of Development in Probabilistic Epigenesis 125 Probabilistic Epigenesis as a “Compromise” Conception 128 Limitations of the Concept of Probabilistic Epigenesis 132 Issues for Intervention 134 Conclusions 135 Implications of Philosophical Models of Development for Developmental Science 135 Conclusions 138 5 Theoretical Roots of Contemporary . Developmental Science: Nomothetic
(Stage), Differential, ancT . Idiographic (Ipsative) Approaches 139 The Stage Theory Approach to Development 140 The Definition of a Developmental Stage 141 The Issue of “Abruptness”: What Is the Nature of Stage Transition? 145 The Issue of “Concurrence:” Is There Synchrony in the Development of the Items within a Stage? 151 Individual Differences within Stage Theories 153 Relation of Concepts of Development to Stage Theories 153 Conclusions 155 The Differential Approach 155 Individual Differences within the Differential Approach 158 The Study of Development within the Differential Approach 158 Continuity-Discontinuity 160 Stability-Instability 160 Relation of Concepts of Development to the Differential Approach 162 Conclusions 162 The Idiographic (Ipsative) Approach to Development 162 Individual Differences within the Ipsative Approach 165
CONTENTS · VII Developmental Changes within the Ipsative Approach 166 Relation of Concepts of Development to the Ipsative Approach 167 Conclusions 168 From Theory to Core Conceptual Issues 169 6 Toward Resolving the Nature-Nurture Controversy: Contributions and Implications of the Scholarship of Anne Anastasi 170 Anne Anastasi (1958): Heredity, Environment, and the Question “How?” 173 Heredity-Environment Relations 177 Nature Effects Are Indirect 177 Levels of the Environment 180 The Continuum of Indirectness 183 Nurture: The Continuum of Breadth 188 Conclusions about the Implications of Anastasi’s Contributions 191 The Norm of Reaction 192 Limitations of the Norm-of-Reaction Concept 194 Conclusions 196 7 Structure-Function Relations 202 Behavioral Stereotypy versus Behavioral Plasticity 204 Donald Hebb’s A/S Ratio 206 Ontogenetic Implications of Stereotypy-Plasticity and of the A/S Ratio 207 Intersensory Integration: An Illustration 208 Conclusions 211 Concepts Representing Development 213 A Definition of Development 213 The Role of Maturation«-»Experience Relations in Development 214 Conclusions 216 The Critical-Periods Hypothesis 217 Weak and Strong Versions of the Hypothesis 219 Conclusions 221 Instinct: Innate Behavior 221 Conclusions 223 Circular Functions and Self-Stimulation in Development 225 A “Third Source” of Development 225 Conclusions 227 Toward Resolving the Nature-Nurture Controversy: Contributions and Implications of the Scholarship of T. C. Schneirla 197 Moving Beyond the Concept of Interaction 198 Past Uses of the Term “Interaction” within Attempts to
Resolve the Nature-Nurture Controversy 199 The Contributions of T. C. Schneirla 201 8 The Orthogenetic Principle and the Resolution of the Continuity-Discontinuity Issue: Contributions and Implications of the Work of Heinz Werner 229 Defining the Issue 230 Descriptions of Intraindividual Change 230 Explanations of Intraindividual Change 231 Descriptive and Explanatory Combinations 231 Quantitative versus Qualitative Changes 233 Continuity-Discontinuity as a Theoretical Issue 234 The Role of Theory 235
VIII · CONTENTS Werner and the Conceptualization of Quantitative and Qualitative Change 239 Quantitative Change 240 Qualitative Change 241 The Orthogenetic Principle 242 The Orthogenetic Principle and the Continuity-Discontinuity Issue 243 The Phylogeny of Learning: Continuity or Discontinuity? 245 Ontogenetic Implications of the Continuity-Discontinuity Issue 249 The Presupposition of Limits and the Presupposition of Plasticity 250 Plasticity and Probabilistic Epigenesis 253 Parameters of Plasticity 254 Conclusions about Plasticity in Development 256 The Stability-Instability Issue 256 Relation of Continuity and Discontinuity to Stability and Instability 259 Changes Characteristic of Development 261 Continuity and Discontinuity in Development: Metatheoretical and Theoretical Proscriptions and Prescriptions 262 Conclusions 264 9 Relational Developmental Systems-Based Theories: Comparative, Evolutionary, and Ontogenetic Conceptions 266 Gilbert Gottlieb’s Theory of Developmental Systems 267 Returning to Gottlieb’s View of Epigenesis 268 Modes of Experiential Contribution 271 What Maintains the Split in the Study of Human Development? 273 Implications of Gottlieb’s Ideas for Developmental Methodology and Collaboration 275 The Multilevel Context of Probabilistic Epigenesis 276 Probabilistic Epigenesis and Human Evolution 277 Gould’s Views of Ontogeny and Phylogeny: Evolutionary Bases of Individual«-»Context Relations 278 Individuak-»Context Relations in Evolution: Paleoanthropological Perspectives 280 Conclusions 282 Ford And Lerner (1992) on Design Criteria for Developmental
Systems Theories 283 Human Development as a Living System 283 Design Criteria for RDS-Based Theories 286 Examples of RDS-Based Models 287 The Scholarship of Turiel and Nucci 289 The Scholarship of Walter Mischel 291 Conclusions 293 The Sample Case of Developmental Contextualism 293 From Developmental Contextualism to Positive Youth Development 297 Positive Youth Development 298 William Damon and the Study of Purpose 300 The Work of Pamela Ebstyne King 301 Margaret Beale Spencer and the PVEST Model 302 The Lerner and Lerner Model of PYD 304 Why Focus on the Lerner and Lemer Model? 305 The Five Cs Model of PYD 305 Tests of the Lerner and Lerner PYD Model 307 Extending the Assessment of the Lerner and Lerner Model of PYD to Global Youth 309 Future Directions 310 Conclusions 311
CONTENTS · IX 10 Relational Developmental Systems-Based Theories: Sample Cases 312 Life-Span Developmental Theory 313 Concepts Framing Life-Span Developmental Scholarship 314 Ontogenetic and Historical Contextualism as Paradigm 316 The Baltes, Baltes, and Freund Selective Optimization with Compensation (SOC) Model 317 Conclusions Regarding Life-Span Developmental Theory 321 Action Theories of Human Development 321 Regulation and Plasticity in Human Development 322 The Contributions of Jochen Brandtstädter 323 Contextual and Developmental Constraints on Action 324 Conclusions Regarding the Ideas of Brandtstädter 325 Jutta Heckhausen’s Life-Span Theory of Control 326 Conclusions Regarding the Ideas of Heckhausen 328 Glen H. Elder, Jr. and Life-Course Theory 328 Constructing the Life Course 332 Conclusions about the Ideas of Elder 334 Urie Bronfenbrenner’s Bioecological Model of Human Development 335 Conclusions about Bronfenbrenner’s Bioecological Model 338 Thelen and Smith’s Dynamic Systems Theory 339 The Development of Novel Forms across Life 340 The Dynamics of the Developmental System 342 Stability and Change in Dynamic Systems 343 Transitions in Systems 344 Time Scales within Dynamic Systems 345 Conclusions about the Ideas of Thelen and Smith 345 Magnusson’s Holistic PersonoContext Interaction Theory 346 Causality in Holistic Relations 347 Features of the Person -»Environment System 348 Conclusions about the Ideas of Magnusson 351 Wapner’s Holistic, Developmental, Systems-Oriented Perspective 351 Person-in-Environment Functioning within the Holistic, Developmental System
354 Conclusions about the Ideas of Wapner 355 Kurt W. Fischer’s Dynamic Coactive Systems Theory 355 Dynamic Systems Theory as an Alternative to Neo-Nativism 356 The Concept of Dynamic Skill 360 Conclusions about the Ideas of Fischer and His Colleagues 363 Rogoffs Sociohistoric-Cultural Theory 363 Conclusions about the Ideas of Rogoff 367 Levels of Integration and the Explanation of Cognitive Development 368 Conclusions: Using RDS-Based Ideas as a Frame for Discussing Genetic Reductionist Models 369 11 Genetic Reductionism in Developmental Science: Sample Cases from the Twentieth Century 372 The Conceptual and Empirical Failures of Genetic Reductionism 373 Some Twentieth-Century Examples of Genetic Reductionism: 1. Konrad Lorenz 375 Lorenz’s Conception of “Instinct” 376 Criticisms of Lorenz’s Conception of Instinct 377 Lorenz’s Responses to His Critics 378
X · CONTENTS Lorenz’s Application to Humans of His Concept of Instinct 378 The Nazi-Era Work of Lorenz 380 Conclusions 386 The Science and Politics of Lorenz’s Work: Evaluating the Evidence 387 Lorenz’s Work after World War II 391 The Example of Human Aggression 393 Is There a Militant Enthusiasm Instinct? 395 Claims of Selection and Ethical Degeneration in Modern Civilization 396 Lorenz and Sociobiology 399 Some Twentieth-Century Examples of Genetic Reductionisme 2. The Work of Sir Cyril Burt and Arthur Jensen 400 The Genetic-Differences Hypothesis 401 Estimating the Heritability of Intelligence 403 The Work of Sir Cyril Burt 405 Reactions to Karnin’s (1974) Analysis and Subsequent Developments 409 Other Data in Purported Support of the Hereditarian Position 412 Correlations between IQ and Amplitude and Latency of Evoked Potentials 412 Reviews of Familial Studies of Intelligence after the Burt “Scandal” 414 Findings from Molecular Genetics Research 418 Other Problems with Twin Research 420 Continuing Misuses of the Heritability Concept in the Discussion of Race Differences in Intelligence 421 Conclusions 424 The Calculation of the Heritability of Intelligence: Models and Mistakes 424 Problems of Generalizing Heritability Estimates 425 Problems with Modeling Heritability 426 Conclusions 430 Conclusions about the Study of Heritability and Intelligence 433 The Continuation of Genetic Reduction 434 Genetic Reductionism in Developmental Science: Sample Cases from the Twentieth and TwentyFirst Centuries 436 The Field of Behavior Genetics 436 Fatal Flaws in the Behavior Genetics
Model of Gene Function 438 Behavior Genetics as the Emperor s New Clothes 440 Failures to Replicate 441 The Continuing Story of Shortcomings of Heritability Analysis 442 Calculating Heritability 443 Statistical Problems Associated with Heritability Analysis: GenotypeEnvironment Correlation 446 Heritability Does Not Mean Inherited 447 Criticisms of Behavior Genetics Have Increased, Not Diminished 449 Rewriting History 450 Conclusions 451 Sociobiology 452 The Scientific Goals of Sociobiology 452 Genetic Determinism as Sociobiology’s Key to Interdisciplinary Integration 453 Sociobiology and Human Aggression 454 Sex Differences in Gametic Potential 455 Gametic Potential and Social and Sexual Development 456 Sociobiology, Genetic Determinism, and Human Development 458 Evaluating Sociobiological Claims 458 Comparisons of Humans and Nonhumans:The Concept of Homology 460 Sociobiology and Heritability Analyses 461
CONTENTS · XI Are Adaptations Everywhere? 462 The Concept of “Exaptation” 464 The Role of the Organism in Its Own Evolution 466 The Relational Developmental System and the Role of the Concept of “Behavioral Neophenotypes” in Evolutionary Change 467 Conclusions about the Presence of Evidence in Support of the Sociobiological View of Human Development 468 The Work of J. Philippe Rushton 469 Rushton’s Tripartite Theory of Race, Evolution, and Behavior 470 Rushton’s Ideas about Different Reproductive Strategies across Race Groups 471 Evaluations of Rushton’s Evidence 472 Conclusions about the Quality of Rushton’s Hereditarian Views of Race Differences 473 Conclusions: Why Isn’t Nativism “Dead?” 473 Evolutionary Developmental Psychology 474 Two Approaches to Developmental Complexity 479 Conclusions about EDP 482 Conclusions about Genetic Reductionist Theories of Human Development 483 13 Some Implications of Relational Developmental Systems-Based Theories for Research Methods and for the Application of Developmental Science 486 Using RDS-Based Ideas as a Frame for Developmental Methods 487 Problematics in the Study of Change within RDS-Based Models 488 Variable versus Person-Centered Foci 489 Designs of Developmental Research: Problematics of Time and liming in the Longitudinal Study of Human Development 491 Three Bases of Methodological Decisions in Longitudinal Research 493 Dividing the x-Axis: The Temporal Spacing of Observations 494 Selection of Appropriate Ontogenetic Points to Index a Change Process 496 The Nonequivalent Temporal Metric: Relations among Levels within the
Relational Developmental System 497 Some Data Analysis Issues in Developmental Research 499 Problems with Aggregating Observational Points 501 The Importance of Qualitative Methods and of Mixed-Methods Research 504 Quantitative Innovations 505 The Decline of the RCT “Gold Standard” 506 Qualitative Innovations 507 Conclusions: From Research Methods to Application 510 Applied Developmental Science 511 The Emergence and Definition of Applied Developmental Science 514 RDS-Based Approaches to the Design of Program Evaluation: The Sample Case of Evolutionary Evaluation 517 Applied Developmental Science, the Future of Civil Society, and the Promotion of Social Justice 518 Conclusions: Towards the Future of Developmental Science 520 References 521 Photo Credits 586 Name Index 587 Subject Index 596
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| id | DE-604.BV049064360 |
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| indexdate | 2024-12-20T19:59:44Z |
| institution | BVB |
| isbn | 9780415818421 |
| language | English |
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| physical | XXII, 605 Seiten Illustrationen, Diagramme 254 mm |
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| spellingShingle | Lerner, Richard M. 1946- Concepts and theories of human development bicssc / Child & developmental psychology bisacsh / PSYCHOLOGY / Developmental / General Entwicklungspsychologie (DE-588)4014963-8 gnd Theorie (DE-588)4059787-8 gnd |
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| title | Concepts and theories of human development |
| title_auth | Concepts and theories of human development |
| title_exact_search | Concepts and theories of human development |
| title_full | Concepts and theories of human development Richard M. Lerner |
| title_fullStr | Concepts and theories of human development Richard M. Lerner |
| title_full_unstemmed | Concepts and theories of human development Richard M. Lerner |
| title_short | Concepts and theories of human development |
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| topic | bicssc / Child & developmental psychology bisacsh / PSYCHOLOGY / Developmental / General Entwicklungspsychologie (DE-588)4014963-8 gnd Theorie (DE-588)4059787-8 gnd |
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