Nguồn ngoài

Applied Developmental Systems Science

This textbook provides a toolbox, a guidebook, and an instruction manual for researchers and interventionists who want to conceptualize and study applied problems from a developmental systems perspective. It is designed to be useful to practitioners who focus on applied developmental problems, such as improving the important developmental contexts where people live, learn, and work, including the applied professions in education, social work, counseling, health care, and community development.

Psychology Social Sciences

Tác giả: Skinner, Kindermann, & Roeser
Nhà xuất bản: Portland State University
Nguồn: LibreTexts
Giấy phép: CC BY-NC
Ngôn ngữ: EN
Danh mục: Khoa học cơ bản

Đọc trực tuyến Tải PDF (nguồn mở)

Mục lục· 273 mục

01: Introduction
1.01: 1.1
1.02: What is the purpose of the textbook and the course
1.03: How are the course and the guidebook organized
1.04: How should the book be used
1.05: What should students be getting out of the course and book
1.06: What should instructors be getting out of the course and book
1.07: Why are all the sections headed by questions
1.08: References
02: Developmental Equivalence- Sampling and Selection
2.01: What is the general idea of developmental equivalence
2.02: Developmental Sampling Equivalence
2.03: This is all very interesting but what is the point you are trying to make
2.04: Isnt the general issue equivalence Why are we discussing selection
2.05: These seem like strategies for cross-sectional studies. Are there strategies for longitudinal studies
2.06: Do selection effects only plague developmentalists
2.7: What is meant by explanations of differential patterns of stability and change
2.8: How does optimization of human development differ from explanation
2.9: Conclusion
03: Developmental Equivalence- Measurement and Developmentally-friendly Conceptualizations
3.01: What is developmental measurement equivalence
3.02: Before we get into the details could we think about another developmental example
3.03: Why isn't there a bigger bruhaha about this problem in the developmental literature
3.04: What would a relational organismic-contextualist systems-thinking type researcher do to deal with the problem of developmental measurement equivalence
3.05: How did attachment researchers blow up that developmental balloon so successfully
3.06: All these strategies seem to imply that with development some things are changing and some are staying the same. Is that right
3.07: It doesnt seem like you are solving the problem of developmental measurement equivalence. Are we missing something
04: Experimental Designs- Lab and Field
4.01: Study of Development- Explanation- Experimental Designs- Lab and Field
4.02: What makes causality such a difficult issue
4.03: Experimental Designs and Research Settings
05: Naturalistic Designs and Causal Inferences
5.01: Naturalistic Designs and Causal Inferences
5.02: Okay can you break down the reasons that correlations do not prove causation
5.03: What is the specific problem that researchers working within relational meta-theories have created
5.04: Adding Time to the Design of Naturalistic Studies
5.05: Use of Time Series Designs for Casual Inference
5.06: Getting Rid of Developmental Differences and Changes
06: Proximal Processes and Sequential Observations
6.01: Proximal Processes and Sequential Observations
6.02: What are the important conceptual points about proximal processes
6.03: How are naturalistic observations connected to our meta-theories
6.04: What are the most common types of observational methods
6.05: Sequential Observations
6.06: Design Decisions with Sequential Observations
07: Individual Time Series- Trajectories and Episodes
7.01: Individual Time Series- Trajectories and Episodes
7.02: What are some strategies for collecting and analyzing our bread-and-butter that is dense time-ordered data
7.03: What are intra-individual time series studies
7.04: What are inter-individual questions
7.05: In what way do relational meta-theories converge on that assumption
7.06: Do correlations also differ depending on whether they are inter-individual and intraindividual
7.07: Strategies for Charting Individual Trajectories Over Developmental Transitions
7.08: Strategies for Charting Individual Proximal Processes
7.09: Is there a take-home message from time series designs
08: Person-centered Analysis- Configurations Lifespaces and Life-paths
8.01: Person-centered Analysis- Configurations Lifespaces and Life-paths
8.02: Okayso what are variable-centered analyses
8.03: Can you give an example of a variable-centered approach
8.04: Are person-centered methodologists operating from a set of larger principles
8.05: Person- and Pattern-Centered Methods- Cluster Analyses
8.06: Pattern- and Person-Centered Approaches To Development
8.07: Lifeplace Analysis
8.08: Lifespan Analysis
09: Development of Contexts
9.01: Optimization of Development
9.02: Don't we already have the idea of changing contexts incorporated into our meta-models
9.03: Models of Contexts That Are Indifferent to Change
9.04: Models of Context Development
10: Developing Brains - Experience and Neuroplasticity
10.01: Introduction
10.02: Okay but havent we already incorporated the brain as the bio in our bio-psycho-sociocultural people
10.03: What does plasticity mean when applied to the brain
10.04: Neural Architecture
10.05: Experience Expectant Development
10.06: Experience Dependent Development
10.07: Development Neuroplasticity and Interventions
11: Developing Individuals- Transformation and Branching Cascades
11.01: Introduction
11.02: Agency and Individual Transformation
11.03: Developmental Cascades
12: Goals of Developmental Science
12.01: What are the goals of developmental science
12.02: Description of Human Development- What does it mean to describe human development
12.03: What does it mean to describe qualitative changes in development
12.04: How can the description of stability be part of the goals of developmental science
12.05: Explanation of Human Development- How is the explanation of development different from its description
12.06: Why do developmentalists need to explain stability
12.07: What is meant by explanations of differential patterns of stability and change
12.08: Optimization of Human Development- How does optimization of human development differ from explanation
12.09: Conclusion- How do these three goals of developmental science fit together
12.10: References
13: Converging Operations and Multiple Lines of Sight
13.01: Converging Operations
14: Understanding a Theory
14.01: What are the steps to understanding a theory
14.02: Why does understanding start with articulating the theoretical question
14.03: What is meant by theoretical context
14.04: What are the key constructs of the theory and their definitions
14.05: What is the target phenomenon and what is its developmental trajectory
14.06: What are the parts of explanation
14.07: What are the parts of a theory that focus on optimization
14.08: What happens next-- beyond understanding
14.09: Is it really necessary to draw theories
15: Contrasting Theories- Attachment
15.01: What is Ainsworths conceptual question and theoretical context
15.02: What are Ainsworths key constructs and target phenomenon
15.03: What are the antecedents consequences and mechanisms in Ainsworths theory
15.04: What are the optimization implications of Ainsworths theory of attachment
15.05: What are the meta-theoretical assumptions of Ainsworths theory of attachment
15.06: Why do we need to learn about Gerwitzs theory of attachment
15.07: How do we draw Gewirtzs theory of attachment
15.08: Why are the theories of Bowlby Gewirtz and Ainsworth so very different
16: Contrasting Theories- Motivation and Learning
16.01: Motivation
16.02: Learning
16.03: Section 3-
16.04: Section 4-
16.05: Section 5-
16.06: Section 6-
17: Assumptions About Humans and their Development
17.01: Metaphors and Meta-theories in Human Development
17.02: What did Reese and Overton think was going on
17.03: What is a meta-theory
17.04: What kinds of assumptions guide the study of human development
17.05: Assumptions About Description
17.06: Assumptions About Explanation
18: Meta-theories of Human Development
18.01: Metaphors and Meta-theories in Human Development
18.02: What are Mechanistic meta-theories of human development
18.03: What are Organismic meta-theories
18.04: What are Contextual meta-theories
18.05: What are Maturational meta-theories of human development
18.06: Which researchers have meta-theories
18.07: Does the field of psychology have meta-theories
18.08: What is the dominant meta-theory in the field today
18.09: Who else has meta-theories
18.10: Where can meta-theories be seen most clearly
18.11: What is the meta-theory that guides our class and our book
18.12: Do I have a meta-theory about development
18.13: How do I get rid of my meta-theory
18.14: What is the correct meta-theory
19: Contrasting Meta-theories
19.01: Comparing and Contrasting Meta-theories
19.02: What are some key issues upon which these meta-theories differ
19.03: How do the two meta-theories that focus on the organism differ from each other
19.04: Are there other ways to compare and contrast the four meta-theories
19.05: What do Maturational and Mechanistic meta-theories have in common
19.06: What do Organismic and Contextualist meta-theories have in common
19.07: What is the point of these two meta-models
19.08: Where do developmental systems meta-theories fit on this meta-map
19.09: Developmentally Systematizing a Phenomenon
20: Lifespan Perspectives
20.01: Lifespan Developmental Perspectives
20.02: What was the traditional view of development
20.03: Why was the traditional view so appealing
20.04: What did the lifespan perspective offer as an alternative view of development
20.05: What are the key features of the proposition that development is a life-long process
20.06: What is the point of multi-directionality
20.07: What are the implications of the proposition that development includes both gains and losses
20.08: What is meant by the notion of plasticity
20.09: What are the implications of the proposition of historical embeddedness
20.10: What are the implications of Contextualism as paradigm
20.11: Why is the study of development a multidisciplinary affair
20.12: Did the lifespan perspective demonstrate that old age is a period of plasticity filled with gains
20.13: What are the most important take-home messages of lifespan developmental perspectives
20.14: What are the most important critiques of lifespan developmental perspectives
21: Ecological Model
21.01: Ecological Model- Nested Contexts
21.02: What is an ecological perspective
21.03: What is a microsystem
21.04: What is a mesosystem
21.05: What is an exosystem
21.06: What is a macrosystem
21.07: Did the ecological perspective reject experimental designs and lab-based studies
21.08: So what Did an ecological perspective change anything for developmentalists
21.09: What use were these environmental maps
21.10: What are the most important take-home messages of the ecological perspective
21.11: What are the most important critiques of the ecological perspective
22: Bioecological Models
22.01: Bioecological Model- Proximal Processes
22.02: What is the reformulated ecological model
22.03: How can some clarity be brought to this complexity
22.04: What are proximal processes
22.05: What are some examples of proximal processes
22.06: Is everything we do a proximal process
22.07: Are all proximal processes good news for development
22.08: Why are proximal processes so central to this reformulation
22.09: How do proximal processes fit in with the other components of the model
22.10: What are the person characteristics that shape proximal processes and their effects on development
22.11: What are the characteristics of the context that shape proximal processes and their effects on development
22.12: How do I select the PPCTs that are important to study
22.13: Where is the target developing person located in this map
22.14: What use are PPCT maps
22.15: What are the most important take-home messages of the bioecological model
22.16: What are the most important critiques of the bioecological model
23: Dialectical and Transactional Perspectives
23.01: Dialectic and Transactional Perspectives
23.02: What are we talking about now Have we left the realm of psychology and landed in philosophy
23.03: What is a transaction
23.04: What are the components of the transactional perspective
23.05: What is the Contextual model
23.06: What is the Regulation model
23.07: What is the Representational model
23.08: How do these four components fit together into a unified theory of development
23.09: What is the process formulation of the unified theory
23.10: Where is the representational model in the unified theory
23.11: Any clues about what prompts development in the unified theory
23.12: What are the important take-home messages from dialectical-transactional meta-theories
24: Relational Systems Meta-theories
24.01: Relational-Developmental Systems Meta-theories
24.02: What are the key differences between split and relational worldviews
24.03: Why is the difference between Split and Relational metatheories important
24.04: How can everything be 100 biological 100 psychological 100 social and 100 cultural
24.05: Does this mean we are always studying biopsychosociocultural globs
24.06: Where does Relationism fit on our meta-theory map
24.07: What are the principles that allow organism and contextualism to be unified
24.08: What does the relational meta-theory offer in terms of causal explanation
24.09: Where do all these new terms come from
24.10: Where did the relational meta-theory come from
24.11: What are the take-home messages from relational meta-theories
25: Nonlinear Dynamic Systems Meta-theories
25.01: Nonlinear Dynamic Systems Meta-theories
25.02: Okay if there is no design then what is there
25.03: How does this happen
25.04: What are some examples of emergence in psychology
25.05: And do all NLDS approaches agree on how self-organization happens
25.06: Why is circular causality so important
25.07: If downward causality doesn't push or pull anything how does it influence development
25.08: Okay then how do these four kinds of causes work together
25.09: Why do books and papers on NLDS seem like they are written in an alien language
25.10: What are our take-home messages about nonlinear dynamic systems perspectives
26: Three Big Ideas of Developmental Systems- The Big Ideas of Levels and Proximal Processes
26.01: The Big Ideas of Levels and Proximal Processes
26.02: What is holding up the revolution
26.03: What are the essential elements of systems approaches
26.04: What are the key tools for keeping our balance
26.05: Big Idea 1- Levels- What is the big idea of levels
26.06: Big Idea 2- Proximal Processes- What is the big idea of proximal processes
27: Three Big Ideas of Developmental Systems- The Big Idea of Dynamics
27.01: Big Idea 3- Dynamics- What is the big idea of developmental dynamics
27.02: Speaking of circular causality -- I can see the bottom-up effects of proximal processes and the pop of new actions but where is the top-down stuff
27.03: Is there such of a thing as higher-order organization of the context as well
27.04: Okay so formal cause is a property of individuals and environments-- but what about final cause-- teleology
27.05: What is the difference between locally and developmentally adaptive
27.06: Is there any developmental directionality implied by the idea of culture
27.07: These final causes or teleological forcesHow do they work Didn't we decided that they do not actually pull the organism down a predetermined path
27.08: Is that dialectical interaction what is causing the movement
27.09: Are we close to understanding the big enchilada or qualitative shifts
27.10: Activity 3. The Observation Project
28: From Meta-Theories to Methods
28.01: From Meta-Theories to Methods
28.02: What are the meta-theoretical and theoretical issues that now seem clear to students
28.03: I thought that meta-theories shape theories and methods. Now you are saying that methods shape theories and meta-theories
28.04: So is this part of the book full of new tools and (gulp) equations
28.05: How does time enter into our methodological decisions and strategies
28.06: Activity 4- Study Sketches for a Program of Research- Makin a List Checkin it Twice
29: Developmental Designs- Cross-section Longitudinal and Cross-sequential
29.01: What are developmental designs
29.02: Why is it challenging to figure how people change with age
29.03: What is the cross-sectional design
29.04: What is a longitudinal design
29.05: Okay Im starting to warm up more and more to cross-sectional designs. What are their advantages
29.06: What is a cross-sequential design
29.07: What can we do about the big problem in longitudinal and cross-sequential designs-- that people drop out and that we are changing people by testing them repeatedly
29.08: Which are the best study designs
30: More Developmental Designs- Time-lag and Time- and Cohort-Sequential Studies
30.01: What is the time-lag design
30.02: What is a time-sequential design
30.03: What do you get when you put the time-lag and longitudinal design together
30.04: Which of the designs described in this chapter are most useful for developmentalists
30.05: Section 5-
30.06: Section 6-