Developmental Science by Robert B. Cairns, Glen H. Elder, Elizabeth Jane Costello

By Robert B. Cairns, Glen H. Elder, Elizabeth Jane Costello

Developmental technology presents an account of the fundamental ideas of the hot developmental synthesis, as formulated through the Carolina Consortium on Human improvement. in line with a collaborative assertion, person chapters define implications of the orientation for strategy and thought in conventional disciplines. The chapters deal with particular developmental concerns, various throughout time frames, methodologies, disciplines, cultures or even species. they supply an within examine the problems that confront glossy social and behavioral examine, together with its strengths and difficulties.

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Similarly, the interrelations among subsystems of the organism support mutual consistency and help bring back into alignment those features that do not conform. , 1990), which would make for a "unity" in functional organization. It would also limit the range of freedom for individual adaptation. The upshot is that ontogeny is considerably more conservative than has usually been appreciated. Methods for a Developmental Framework The adoption of a developmental perspective on the study of psychological phenomena has strong implications for research methods, including the designs employed, constructs embraced, and statistical procedures used.

The nature of the organization is thus equally dependent upon the available elements and the internal and external challenges. This conception that things change suddenly and by fits and starts is an element in what has been called "catastrophe theory" (Thorn, 1972; Zeeman, 1976). Relatively few phenomena in nature are orderly and well-behaved; on the contrary, the world is full of sudden transformations and divergence. Nonetheless, there is a psychological lawfulness and mathematical order to be found in any analysis of the transformations themselves (Zeeman, 1976).

Pitfalls in Longitudinal Research. Because developmental research requires a large investment in individuals over time, data quality and retention of subjects emerge as primary concerns in the day-to-day conduct of investigations (see Kessen, 1960; Loeber & LeBlanc, 1990; and Magnusson & Bergman, 1990). With each year, the margin of permissible error becomes smaller, and efficiency and accuracy gain in importance. This concern with data quality led us to reexamine the assumption that the researchers who are least trained and least prepared should be the ones to have direct contact with subjects.

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