Nesselroade / Reese Life-Span Developmental Psychology

Methodological Issues
1. Auflage 2013
ISBN: 978-1-4832-7475-1
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 380 Seiten, Web PDF

Life-Span Developmental Psychology: Methodological Issues is based on a conference, held at West Virginia University in 1971, that focused on the general topic of Life-Span Developmental Psychology. The conference provided a forum for the discussion of a variety of methodological issues related to the study of developmental processes over the life-span. The principal objectives of the Life-Span Conference have been not only to explicate, by successive approximation, the range of empirical phenomena with which a life-span developmental psychology should be concerned, but also to explore issues about theory, measurement, design, and data analysis which bear upon it. The book opens with a chapter on ethical issues in developmental psychology. This is followed by separate chapters on topics such as cross-cultural research in developmental psychology; the implications of the two models that have had the greatest impact on developmental psychology-the mechanistic (reactive organism) model and the organismic (active organism) model; and research strategies and measurement methods for investigating human development

Autoren/Hrsg.

Nesselroade, John R.

Reese, Hayne W.

Inhaltsverzeichnis

1;Front Cover;1
2;Life-Span Developmental Psychology: Methodological Issues;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;10
6;Preface;12
7;Acknowledgments;14
8;CHAPTER 1. Developmental Psychology and Society: Some Historical and Ethical Considerations;18
8.1;I. Social, Political, and Economic Bases of the Developmental Sciences;18
8.2;II. Phenomenal, Logical, and Existential Bases of Sciences and Knowledge;33
9;CHAPTER 2. The Early Development of Parent-Young Interaction in Nature;42
9.1;I. Introduction;42
9.2;II. Incubation and Hatching;46
9.3;III. Conclusion;57
10;CHAPTER 3. Methodological Issues of Cross-Cultural Research in Developmental Psychology;60
10.1;I. Introduction;60
10.2;II. Toward a Definition of Cross-Cultural Psychology and Cross-Cultural Research;61
10.3;III. The Contingency between Cross-Cultural Psychology and Life-Span Developmental Psychology;64
10.4;IV. Operationalization of the Culture Concept;64
10.5;V. The Problem of Data Comparability;66
10.6;VI. Requirements for a Cross-Cultural Research Strategy in Developmental Psychology;78
11;CHAPTER 4. Models of Development: Methodological Implications;82
11.1;I. Introduction;82
11.2;II. Models;83
11.3;III. Basic Categories in the Mechanistic and Organismic Models;86
11.4;IV. Corollary Model Issues;88
11.5;V. Functional Corollary Model Issues;91
11.6;VI. Summary and Conclusions;103
12;CHAPTER 5. Research Strategies and Measurement Methods for Investigating Human Development;104
12.1;I. Change Scores;104
12.2;II. Experimental Designs for the Study of Age Functions;106
12.3;III. Some Major Problems in Psychometric Theory for Life-Span Research;119
12.4;IV. Summarizing Comments and Guesses about Future Developments;123
13;CHAPTER 6. Unraveling Maturational and Learning Developments by the Comparative MAVA and Structured Learning Approaches;128
13.1;I. Two Proposed Technical Innovations and Their Associated Models;128
13.2;II. The Convarkin and MAVA Methods of Genothreptic Analysis;131
13.3;III. Estimating Genetic and Threptic Parts of an Individual's Score through Regression on Real World Influences: Comparative MA VA;136
13.4;IV. Amalgamated and Divisive Source Trait Models: The Divisive Possibility of Directly Factoring Out Nature and Nurture Components;144
13.5;V. Assistance from Structured Learning Theory and the Successive Investment Theory;151
13.6;VI. The Maturation-Learning (or Volution-Threption) Contrast Method of Isolating Genetic and Environmental Influence Effects;156
13.7;VII. Summary;159
14;CHAPTER 7. Assessment of Developmental Factor Change at the Individual and Group Level;162
14.1;I. Introduction;162
14.2;II. Methods of Analysis;169
14.3;III. Technical Considerations;183
15;CHAPTER 8. Strategies for Analyzing Behavioral Change Over Time;192
16;CHAPTER 9. The Control of Developmental Process: Why Wait?;202
16.1;I. Introduction;202
16.2;II. Developmental Research and Behavior Modification;203
16.3;III. Summary;210
17;CHAPTER 10. Behavioral Ecology and Experimental Analysis: Courtship Is Not Enough;212
17.1;I. Introduction;212
17.2;II. Ecological-Experimental Polemics;213
17.3;III. Behavior in Ecological Perspective;215
17.4;IV. Experimental Analysis;226
17.5;V. More Than Courtship;227
17.6;VI. Concluding Comments;233
18;CHAPTER 11. The Developmental Analysis of Individual Differences on Multiple Measures;236
18.1;I. Introduction;236
18.2;II. Basic Concepts and Methods;237
18.3;III. Comparative Factor Analytic Models and Developmental Change;240
18.4;IV. Sample Case: Ontogeny of Intelligence;245
18.5;V. Organism-Environment Interactions as a Source for Structural Change: A Simulation Experiment;253
18.6;VI. Concluding Commentary;264
19;CHAPTER 12. Methodological Problems in Descriptive Developmental Research on Adulthood and Aging;270
19.1;I. Introduction;270
19.2;II. Some Questions Related to Sampling and Generalizability;271
19.3;III. Models of Aging and Resulting Research Strategies;276
19.4;IV. Within Cohort (Longitudinal) Studies of Adult Development;284
19.5;V. Between Cohort (Cross-Sectional) Studies of Adult Development;293
19.6;VI. Some Comments on Research Priorities in the Study of Adult Development;296
20;CHAPTER 13. The Interfaces of Acquisition: Models and Methods for Studying the Active, Developing Organism;298
20.1;I. Introduction;298
20.2;II. Developmental Processes and the Specificity of Habits and Skills;300
20.3;III. Higher-Order Skills and Life-Span Processes;306
20.4;IV. The Development of Enactive and Inhibitory Skills over the Life Span;309
20.5;Y. Methodological Implications for Developmental Research;312
21;CHAPTER 14. Cognitive Assessment across the Life-Span: Methodological Implications of the Organismic Approach;316
21.1;I. Introduction;316
21.2;II. The Organismic View of Developmental Change;317
21.3;III. Qualitative Analysis;320
21.4;IV. Research Related to the Stage Construct;322
21.5;V. Implications for Future Research;325
21.6;VI. The Role of Training-Intervention Research;328
22;References;334
23;Author Index;366
24;Subject Index;374