By Robert B. Cairns, Glen H. Elder, Elizabeth Jane Costello
Developmental technology presents an account of the fundamental rules of the hot developmental synthesis, as formulated via the Carolina Consortium on Human improvement. in line with a collaborative assertion, person chapters define implications of the orientation for technique and idea 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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Extra info for Developmental Science
Virtually all "life-course" and "developmental" hypotheses presuppose that fresh influences and new opportunities arise either from within the individual or from the social context. Most theoretical constructs of personality and statistical models assume, however, that there is nothing new under the sun. The assumption that there are stable factors or dimensions of personality seems implicit in many applications of structural equation models to longitudinal data sets. Presumably, the same latent variables are operative, despite changes in weights, configurations, and reliabilities of observed variables.
Forerunners in the discipline had offered similar distinctions. For instance, G. Stanley Hall (1885) distinguished between the methods and concerns of experimental and comparative-historical approaches. The conclusion is that the nature of the questions addressed and the phenomena-to-be-studied demand quite different theoretical frameworks and research strategies. Because each approach has produced its share of successes, one might argue for according them equal scientific status. There is a problem, however; when it comes to the study of persons over a significant portion of their life course, both approaches tend to downgrade the integrated nature 28 Magnusson and Cairns of individual functioning.
Elder, Jr. The study of lives and the life course represents an enduring interest of the social sciences and reflects important social changes over the twentieth century. Most notably, developments after World War II called for new ways of thinking about people's lives, about society, and about their connection. Pioneering longitudinal studies of American children, launched in the 1920s and 1930s (Eichorn, Clausen, Haan, Honzik, & Mussen, 1981), became studies of the young adult in postwar America, thereby focusing attention on social trajectories that extend across specific life stages.