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Richard M. Lerner - One of the best experts on this subject based on the ideXlab platform.
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On the Qualitative Transformation of Developmental Science: The Contributions of Qualitative Methods
Qualitative Psychology, 2016Co-Authors: Richard M. Lerner, Patrick H. TolanAbstract:The articles in this special issue underscore the contributions to Developmental theory and methodology that can be made by qualitative research elucidating the mutually influential relations between individuals and their contexts. The articles provide important, new information about how individuals, through active, positive engagement with their context can be active agents in their own, positive development. The articles illustrate that the nuances of how agentic youth contribute to their worlds, at the same time that they are influenced by their settings, would be difficult if not impossible to capture richly and scientifically with only quantitative methods. The articles in this special issue powerfully illustrate that, today, qualitative research is an essential part of mixed-method approaches to Developmental Science, and that such approaches are regarded as defining the cutting edge of methodological innovations needed to understand intra-individual change across the life span.
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Eliminating Genetic Reductionism from Developmental Science
Research in Human Development, 2015Co-Authors: Richard M. LernerAbstract:Genetic reductionist ideas, whether found in behavior genetics or in its methods (e.g., heritability analysis), human sociobiology, the Five Factor Theory of personality traits, or evolutionary psychology, share several egregious flaws, including problems of logic and of relying on using a counterfactual conception of genetic processes. These ideas constitute bad Science and problematic bases for applications to programs and policies. I discuss the use of theories and methods derived from the relational development systems (RDS) metatheory as a scientifically rigorous means to understand the mutually influential relations between genes and the multiple levels of their context and to derive applications of Developmental Science that may enhance individual development and social justice. I advocate for Developmental Science organizations to collaborate in creating a consensus statement about the failures of genetic reductionism and its applications, and about the research and applied usefulness of models fr...
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Promoting positive human development and social justice: Integrating theory, research and application in contemporary Developmental Science.
International journal of psychology : Journal international de psychologie, 2015Co-Authors: Richard M. LernerAbstract:The bold claim that Developmental Science can contribute to both enhancing positive development among diverse individuals across the life span and promoting social justice in their communities, nations and regions is supported by decades of theoretical, methodological and research contributions. To explain the basis of this claim, I describe the relational Developmental systems (RDS) metamodel that frames contemporary Developmental Science, and I present an example of a programme of research within the adolescent portion of the life span that is associated with this metamodel and is pertinent to promoting positive human development. I then discuss methodological issues associated with using RDS-based models as frames for research and application. Finally, I explain how the theoretical and methodological ideas associated with RDS thinking may provide the scholarly tools needed by Developmental scientists seeking to contribute to human thriving and to advance social justice in the Global South.
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handbook of child psychology and Developmental Science
2015Co-Authors: Richard M. LernerAbstract:Volume 1 1. Introduction Willis F. Overton and Peter C. M. Molenaar 2. Relational Developmental Systems and Developmental Science Willis F. Overton 3. Dynamic Systems and Developmental Science David C. Witherington 4. The Dynamic Development of Thinking, Feeling, and Acting: Infancy through Adulthood Michael F. Mascolo and Kurt W. Fischer 5. Biology, Development, and Human Systems| Robert Lickliter and Hunter Honeycutt 6. Human Evolution and Development: An Ethological Perspective Patrick Bateson 7. NeuroScience, Embodiment, and Development Peter J. Marshall 8. The Development of Agency Bryan W. Sokol, Stuart Hammond, Janet Kuebli, and Leah Sweetman 9. Dialectical Models of Socialization Leon Kuczynski and Jan De Mol 10. Human Development and Culture: Conceptual and Methodological Issues Jayanthi Mistry and Ranjana Dutta 11. Emotional Development and Consciousness Michael Lewis 12. Personal and Cultural Identities: Development and Persistence Michael J. Chandler and William L. Dunlop 13. Moral Development Elliot Turiel 14. Development and Self-Regulation Megan M. McClelland, G. John Geldhof, Claire E. Cameron, and Shannon B. Wanless 15. Developmental Psychopathology E. Mark Cummings and Kristin Valentino 16. Positive Youth Development: A Relational Developmental Systems Model Richard M. Lerner, Jacqueline V. Lerner, Edmond Bowers, and G. John Geldhof 17. Systems Methods for Developmental Research Peter C. M. Molenaar and John R. Nesselroade 18. Neuroscientific Methods with Children Michelle de Haan 19. Qualitative/Mixed Models Patrick H. Tolan, Steven M. Boker, and Nancy L. Deutsch 20. Growth Curve Modeling and Longitudinal Factor Analysis Nilam Ram and Kevin J. Grimm 21. Person-Oriented Methodological Approaches in Developmental Science Alexander von Eye, Lars R. Bergman, and Chueh-An Hsieh Volume 2 1. Introduction Lynn S. Liben and Ulrich M. Muller 2. Brain and Cognitive Development Joan Stiles, Timothy T. Brown, Frank Haist, and Terry L. Jernigan 3. Perceptual Development Scott P. Johnson and Erin E. Hannon 4. Motor development Karen Adolph 5. Attentional Development: The past, the present, and the future Jelena Ristic and James T. Enns 6. The Development of Symbolic Representation Tara Callaghan and John Corbit 7. Conceptual Development Vladimir Sloutsky 8. Language Development Brian MacWhinney 9. Early Literacy Christopher J. Lonigan 10. Nonverbal Communication: The Hand s Role in Talking and Thinking Susan Goldin-Meadow 11. Development of executive function Ulrich Muller and Kimberly Kerns 12. Development of Reasoning Robert B. Ricco 13. An Adaptive View of Memory Development Mark L. Howe 14. The Development of Mathematical Reasoning Terezinha Nunes and Peter Bryant 15. Development of spatial cognition Lynn Liben and Roger Downs 16. The Development of Play Angeline S. Lillard 17. The Developmental Psychology of Time Teresa McCormack 18. Development of scientific thinking Richard Lehrer and Leona Schauble 19. Artistic Development in the Visual Arts and Music Constance Milbrath, Gary McPherson, and Margaret Osborne 20. Cognitive Development through Media Daniel R. Anderson and Heather L. Kirkorian 21. The Development of Social Understanding Jeremy I. M. Carpendale and Charlie Lewis 22. Cognition in developing social identities and beliefs Rebecca Bigler 23. Gender Development from a Social-Cognitive Perspective Campbell Leaper 24. Cognitive Development in the Context of Culture Mary Gauvain and Susan Perez 25. Atypical Cognitive Development Bruce F. Pennington Volume 3 1. Unraveling the Processes that Underlie Social, Emotional, and Personality Development: A Preliminary Survey of the Terrain Michael E. Lamb 2. Measuring Socio-emotional Behavior and Development Celia A. Brownell, Elizabeth A. Lemerise, Kevin A. Pelphrey, and Glenn I. Roisman 3. The Prenatal Environment and its Implications for Development: An Evolutionary David A. Coall, Anna Callan, Thomas E. Dickins, and James S. Chisholm 4. Psychoneuroendocrinology of Stress: Normative Development and Individual Differences Megan R. Gunnar, Jenalee R. Doom, and Elisa A. Esposito 5. Temperament and Personality Xinyin Chen and Louis A. Schmidt 6. Relationships, Regulation, and Early Development Ross A. Thompson 7. Resilience in the Face of Adversities Suniya S. Luthar, Elizabeth J. Crossman, and Phillip J. Small 8. Socio-emotional consequences of illness and disability Keith Crnic and Cameron Neece 9. The Implications of Discrimination for Child and Adolescent Development Amy K. Marks, Kida Ejesi, Mary Beth McCullough, and Cynthia Garcia Coll 10. Race, class and ethnicity as they affect emergent adulthood Vonnie McLoyd, Kelly M. Purtell, and Cecily R. Hardaway 11. Socio-emotional Development in Changing Family Contexts Susan Golombok and Fiona Tasker 12. Children and the Law Michael E. Lamb, Lindsay C. Malloy, Irit Hershkowitz, and David La Rooy 13. A Multilevel Perspective on Child Maltreatment Dante Cicchetti and Sheree L. Toth 14. Individual Differences in Theory of Mind: A Social Perspective Claire Hughes and Rory T. Devine 15. Prosocial Development Nancy Eisenberg, Tracy L. Spinrad, & Ariel Knafo 16. Development of Achievement Motivation and Engagement Allan Wigfield, Jacquelynne S. Eccles, Jennifer Fredricks, Sandra Simpkins, Robert Roeser, and Ulrich Schiefele 17. Morality: Origins and Development Melanie Killen and Judith G. Smetana 18. Conceptualizing the Self: Contributions of Normative Human Processes, Diverse Contexts and Opportunity Margaret Beale Spencer, Dena Phillips Swanson, and Vinay Harpalani 19. Aggressive and Violent Behavior Manuel Eisner and Tina Malti 20. Gendered development Melissa Hines 21. The Development of Sexuality Lisa M. Diamond, Susan B. Bonner, and Janna A. Dickenson 22. Friendships, Romantic Relationships, and Other Dyadic Peer Relationships in Childhood and Adolescence: A Unified Relational Perspective Wyndol Furman and Amanda J. Rose 23. The Nature and Functions of Religious and Spiritual Development in Childhood and Adolescence Pamela Ebstyne King and Chris J. Boyatzis Volume 4 1. Children in Bioecological Landscapes of Development Marc H. Bornstein and Tama Leventhal 2. Human Development in Time and Place Glen H. Elder, Jr., Michael J. Shanahan, and Julia A. Jennings 3. Children and their Parents Marc H. Bornstein 4. Children in Diverse Families Lawrence Ganong, Marilyn Coleman, and Luke Russell 5. Children in Peer Groups Kenneth H. Rubin, William M. Bukowski, and Julie Bowker 6. Early Child Care and Education Margaret Burchinal, Katherine Magnuson, Douglas Powell, and Sandra Soliday Hong 7. Children at School Robert Crosnoe and Aprile D. Benner 8. Children s Organized Activities Deborah Lowe Vandell, Reed W. Larson, Joseph L. Mahoney, and Tyler W. Watts 9. Children at Work Jeremy Staff, Arnaldo Mont'Alvao, and Jeylan T. Mortimer 10. Children and Digital Media Sandra L. Calvert 11. Children in Diverse Social Contexts Velma McBride Murry, Nancy E. Hill, Dawn Witherspoon, Cady Berkel, and Deborah Bartz 12. Children s Housing and Physical Environments Robert H. Bradley 13. Children in Neighborhoods Tama Leventhal, Veronique Dupere, and Elizabeth Shuey 14. Children and Socioeconomic Status Greg J. Duncan, and Katherine Magnuson, and Elizabeth Votruba-Drzal 15. Children in Medical Settings Barry Zuckerman and Robert D. Keder 16. Children and the Law Elizabeth Cauffman, Elizabeth Shulman, Jordan Bechtold, and Laurence Steinberg 17. Children and Government Kenneth A. Dodge and Ron Haskins 18. Children in War and Disaster Ann S. Masten, Angela J. Narayan, Wendy K. Silverman, and Joy D. Osofsky 19. Children and Cultural Context Jacqueline J. Goodnow and Jeanette A. Lawrence 20. Children in History Peter N. Stearns 21. Assessing Children from a Bioecological Perspective Theodore D. Wachs
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Developmental Science in 2025: A Predictive Review
Research in Human Development, 2014Co-Authors: Richard M. Lerner, Jennifer P. Agans, Lisette M. Desouza, Rachel M. HershbergAbstract:This article discusses the current and emerging status of contemporary Developmental Science and present predictions about the growth of the field by 2025. Key contemporary features of Developmental Science involve a theoretical focus on models derived from the relational Developmental systems, metamodel, a methodological focus on quantitative, qualitative, and mixed-methods analytic approaches. Emerging foci involve an integrative understanding of evolution and of epigenetics, methodological innovations predicated on the idiographic nature of intraindividual change and on the use of systems Science and econometric methods, and the use of relation Developmental systems-based evidence to enact applications to optimize human development and to promote social justice.
Linda P. Juang - One of the best experts on this subject based on the ideXlab platform.
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invisibility of racial ethnic minorities in Developmental Science implications for research and institutional practices
American Psychologist, 2018Co-Authors: Moin Syed, Carlos E. Santos, Hyung Chol Yoo, Linda P. JuangAbstract:Garcia Coll et al.'s (1996) integrative model was a landmark article for Developmental Science, and for psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances but also evaluate the integrative model in the context of present-day research practice within Developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to Developmental Science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991), we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, although our analysis is largely grounded in research and practices in Developmental psychology, it is also highly relevant to psychological Science as a whole. (PsycINFO Database Record
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Invisibility of racial/ethnic minorities in Developmental Science: Implications for research and institutional practices.
The American psychologist, 2018Co-Authors: Moin Syed, Carlos E. Santos, Hyung Chol Yoo, Linda P. JuangAbstract:Garcia Coll et al.'s (1996) integrative model was a landmark article for Developmental Science, and for psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances but also evaluate the integrative model in the context of present-day research practice within Developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to Developmental Science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991), we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, although our analysis is largely grounded in research and practices in Developmental psychology, it is also highly relevant to psychological Science as a whole. (PsycINFO Database Record
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Invisibility of Racial/Ethnic Minorities in Developmental Science: Implications for Research and Institutional Practices
2017Co-Authors: Moin Syed, Carlos E. Santos, Hyung Chol Yoo, Linda P. JuangAbstract:García Coll and colleagues’ (1996) integrative model was a landmark paper for Developmental Science, and psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances, but also to evaluate the integrative model in the context of present-day research practice within Developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to Developmental Science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991) we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, whereas our analysis is largely grounded in research and practices in Developmental psychology, it is also highly relevant to psychological Science as a whole.
Sandra Graham - One of the best experts on this subject based on the ideXlab platform.
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Commentary: The Role of Race/Ethnicity in a Developmental Science of Equity and Justice
Child development, 2016Co-Authors: Sandra GrahamAbstract:This commentary makes a case for the role of school racial/ethnic diversity in a new Developmental Science of equity and justice with a focus on intergroup attitudes, discrimination, and social exclusion. Creative ways to conceptualize and measure ethnic diversity as a multifaceted, dynamic, and fluid construct that changes across time and space are discussed. The commentary concludes with policy implications of this approach for improving the lives of children growing up in an increasingly multiracial/multiethnic society.
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commentary the role of race ethnicity in a Developmental Science of equity and justice
Child Development, 2016Co-Authors: Sandra GrahamAbstract:This commentary makes a case for the role of school racial/ethnic diversity in a new Developmental Science of equity and justice with a focus on intergroup attitudes, discrimination, and social exclusion. Creative ways to conceptualize and measure ethnic diversity as a multifaceted, dynamic, and fluid construct that changes across time and space are discussed. The commentary concludes with policy implications of this approach for improving the lives of children growing up in an increasingly multiracial/multiethnic society.
Moin Syed - One of the best experts on this subject based on the ideXlab platform.
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invisibility of racial ethnic minorities in Developmental Science implications for research and institutional practices
American Psychologist, 2018Co-Authors: Moin Syed, Carlos E. Santos, Hyung Chol Yoo, Linda P. JuangAbstract:Garcia Coll et al.'s (1996) integrative model was a landmark article for Developmental Science, and for psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances but also evaluate the integrative model in the context of present-day research practice within Developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to Developmental Science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991), we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, although our analysis is largely grounded in research and practices in Developmental psychology, it is also highly relevant to psychological Science as a whole. (PsycINFO Database Record
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Invisibility of racial/ethnic minorities in Developmental Science: Implications for research and institutional practices.
The American psychologist, 2018Co-Authors: Moin Syed, Carlos E. Santos, Hyung Chol Yoo, Linda P. JuangAbstract:Garcia Coll et al.'s (1996) integrative model was a landmark article for Developmental Science, and for psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances but also evaluate the integrative model in the context of present-day research practice within Developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to Developmental Science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991), we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, although our analysis is largely grounded in research and practices in Developmental psychology, it is also highly relevant to psychological Science as a whole. (PsycINFO Database Record
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Invisibility of Racial/Ethnic Minorities in Developmental Science: Implications for Research and Institutional Practices
2017Co-Authors: Moin Syed, Carlos E. Santos, Hyung Chol Yoo, Linda P. JuangAbstract:García Coll and colleagues’ (1996) integrative model was a landmark paper for Developmental Science, and psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances, but also to evaluate the integrative model in the context of present-day research practice within Developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to Developmental Science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991) we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, whereas our analysis is largely grounded in research and practices in Developmental psychology, it is also highly relevant to psychological Science as a whole.
Willis F. Overton - One of the best experts on this subject based on the ideXlab platform.
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Metatheory and the Primacy of Conceptual Analysis in Developmental Science
Human Development, 2018Co-Authors: David C. Witherington, Willis F. Overton, Robert Lickliter, Peter J. Marshall, Darcia NarvaezAbstract:The practice of Science entails more than just repeated cycles of theory construction, hypothesis generation, and empirical investigation. Broader, metatheoretical levels of conceptualization necessarily condition all aspects of the research process, establishing the very meaning and sensibility of Science’s empirical and theoretical activities. When debate arises at these metatheoretical levels, it is the subject of conceptual analysis, not empirical investigation. In this article, we examine the overarching metatheoretical divide that lies at the heart of many key theoretical debates in Science: the divide between a Cartesian-Split-Mechanistic research paradigm and a Process-Relational research paradigm. We instantiate this divide in terms of three prominent domains of inquiry within Developmental Science: the study of epigenesis (including epigenetics); the study of embodiment, specifically embodied cognition; and the study of baselines for human nature and development. We reveal how core issues and theoretical debates within these domains derive from metatheoretical, not theoretical, points of contention.
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Handbook of Child Psychology and Developmental Science - Processes, Relations, and Relational‐Developmental‐Systems
Handbook of Child Psychology and Developmental Science, 2015Co-Authors: Willis F. OvertonAbstract:Any Science, including Developmental Science, functions within a broad set of concepts that generally go unnoticed during day to day research activities. These background ideas constitute the conceptual framework or context within which day-to-day research activities operate. A conceptual framework that has until recently dominated virtually all of Science has been termed the Cartesian-Split-Mechanistic scientific research paradigm. In a number of scientific fields, including Developmental Science the inadequacies of this paradigm have become crystal clear, and new data has increasingly been highlighting these inadequacies. In this chapter this research paradigm is compared and contrasted with a newly emerged alternative scientific research paradigm termed the Process-Relational and Relational-Developmental-Systems paradigm. It has been said that Science is taking a relational turn. This chapter explores the nature of this turn, and its implications for theory and methods, especially in Developmental Science. Keywords: action; contextualism; Developmental change; embodiment; emergence; epigenesis; epistemology; holistic; intraindividual change; metatheory; ontology; organicism; paradigm; Process; Process-Relational; Relational-Developmental-Systems relation; scientific research paradigm; self-creating; self-organizing; transformational change; variational change
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Fundamental Concepts and Methods in Developmental Science: A Relational Perspective
Research in Human Development, 2014Co-Authors: Willis F. Overton, Richard M. LernerAbstract:The articles in this issue represent an advance towards the goal of articulating a coherent contemporary Developmental Science. Our commentary reflects on and elaborates each contribution. The articles demonstrate a commitment to the principles of the meta-theory of a scientific paradigm termed “Relationism.” After describing the ontological-epistemological assumptions of the relational model, we describe how these categories lead directly to a characterization of the organism and development that defines “relational Developmental systems.” The categories and characterizations result in a relational vocabulary; we discuss features of each of the articles in the context of this vocabulary.
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a new paradigm for Developmental Science relationism and relational Developmental systems
Applied Developmental Science, 2013Co-Authors: Willis F. OvertonAbstract:The Cartesian-Split-Mechanistic scientific paradigm that until recently functioned as the standard conceptual framework for sub-fields of Developmental Science (including inheritance, evolution, and organismic—pre-natal, cognitive, emotional, motivational, socio-cultural—development) has been progressively failing as a scientific research program. An alternative scientific paradigm composed of nested meta-theories with Relationism at the broadest level and Relational-Developmental-Systems as a mid-range meta-theory is offered as a more progressive conceptual framework for Developmental Science. Termed broadly the Relational-Developmental-Systems paradigm, this framework accounts for the findings that are anomalies for the old paradigm, accounts for the emergence of new findings, and points the way to future scientific productivity—and a more optimistic approach to evaluate-evidence-based applications aimed at promoting positive human development and social justice.
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relationism and relational Developmental systems a paradigm for Developmental Science in the post cartesian era
Advances in Child Development and Behavior, 2013Co-Authors: Willis F. OvertonAbstract:Abstract This chapter argues that the Cartesian-split-mechanistic scientific paradigm that until recently functioned as the standard conceptual framework for subfields of Developmental Science (including inheritance, evolution, and organismic—prenatal, cognitive, emotional, motivational, sociocultural—development) has been progressively failing as a scientific research program. An alternative scientific paradigm composed of nested metatheories with relationism at the broadest level and relational Developmental systems as a midrange metatheory is offered as a more progressive conceptual framework for Developmental Science. Termed broadly the relational Developmental systems paradigm , this framework accounts for the findings that are anomalies for the old paradigm; accounts for the emergence of new findings; and points the way to future scientific productivity.