The Person and the Variable in Developmental Psychology

2010 ◽  
Vol 218 (3) ◽  
pp. 155-165 ◽  
Author(s):  
Lars R. Bergman ◽  
Håkan Andersson
Keyword(s):  
Developmental Psychology ◽  
Longitudinal Research ◽  
Activity Level ◽  
Control Activity ◽  
Individual Pattern ◽  
Problem Method ◽  
Pattern Development ◽  
Key Topics ◽  
The One ◽  
Oriented Approach

A brief theoretical and methodological overview is given of the person-oriented and the variable-oriented approach, how these are commonly used in longitudinal research, and what one should take into consideration before choosing either approach. An empirical research example is also given where the association was studied between, on the one hand, attention control – activity level in early adolescence and, on the other hand, persistent versus adolescence-limited criminality. Key topics discussed include properties that variables must have to be suitable for the study of individual pattern development, the problem-method match, and prediction versus understanding.

Building a developmental culture of feedback

2018 ◽  
Vol 3 (2) ◽  
pp. 62-78
Author(s):  
Ellie Drago-Severson ◽  
Jessica Blum-DeStefano
Keyword(s):  
Educational Leadership ◽  
Professional Learning ◽  
Developmental Psychology ◽  
Longitudinal Research ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Developmental Theory ◽  
Developmental Approach ◽  
Content Type ◽  
Professional Capital

Purpose This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues. Design/methodology/approach Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders. Findings The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration. Practical implications This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building. Originality/value Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

Correlates of Changes in Desired Control Scores and in Life Satisfaction Scores among Elderly Persons

1983 ◽  
Vol 16 (2) ◽  
pp. 135-146 ◽  
Author(s):  
Michael Ziegler ◽  
David W. Reid
Keyword(s):  
Life Satisfaction ◽  
Regression Analysis ◽  
Well Being ◽  
Activity Level ◽  
Elderly Persons ◽  
Initial Activity ◽  
Psychomotor Speed ◽  
Control Activity ◽  
Apartment Complex ◽  
Initial Measure

This report describes the correlates of Life Satisfaction and Desired Control among seventy-nine elderly residents, with an average age of seventy-eight, of a partial-support apartment complex. The residents were assessed at three points in time: shortly after moving into the building, six months later, and after a total of eighteen months. Both Life Satisfaction and Desired Control (a measure of the extent to which a person reports control over desired outcomes) are intercorrelated and related to other indices of psychological well-being at all three points in time. Cross-lag correlations also indicate an enduring relationship between Life Satisfaction, Desired Control, Activity, and Rated Vitality. A residual regression analysis employing hierarchical procedures for evaluating significance of added variance yielded only one predictor of changes in Life Satisfaction: an initial measure of psychomotor speed. The residual regression analysis yielded one predictor of changes-fin Desired Control — initial activity level.]

scholarly journals UTILIZING PRINCIPLES OF LIFESPAN DEVELOPMENTAL PSYCHOLOGY TO EXAMINE RESILIENCE TO ADVERSITY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S229-S229
Author(s):  
Frank J Infurna
Keyword(s):  
Developmental Psychology ◽  
Longitudinal Research ◽  
Character Strengths ◽  
Well Being ◽  
Future Research ◽  
Future Directions ◽  
Research Directions ◽  
Research Designs ◽  
Future Research Directions ◽  
Developmental Principles

Abstract Lifespan developmental psychology has many guiding principles. My past, current, and future research has been influenced by the lifespan developmental principles of multidimensionality and multidirectionality and the premise that development is not entirely bound to chronological age, but to historical-, contextual-, non-normative event-, pathology- and mortality-related processes. The first part of my talk will discuss ways I have utilized these principles in my research examining individual’s ability to be resilient to diverse types of adversities (cancer diagnosis, unemployment, and bereavement) and resources they are drawing on to promote more positive outcomes, such as social support. The second part of my talk will focus on future research directions that aim to advance the conceptual and methodological significance of this research. Future directions include explicitly studying individuals in midlife, inclusion of outcomes beyond that of mental health and well-being, such as character strengths, and longitudinal research designs that assess people more frequently.

Surgical Management of Simultaneous Anterior Cruciate Ligament and Patellar Tendon Ruptures: A Systematic Review

2017 ◽  
Vol 31 (09) ◽  
pp. 875-883 ◽  
Author(s):  
Carlos Meheux ◽  
Robert Jack ◽  
Patrick McCulloch ◽  
David Lintner ◽  
Joshua Harris
Keyword(s):  
Systematic Review ◽  
Anterior Cruciate Ligament ◽  
Acl Reconstruction ◽  
Cruciate Ligament ◽  
Activity Level ◽  
Two Stage ◽  
One Stage ◽  
Significant Difference ◽  
Anterior Cruciate ◽  
The One

AbstractThis study performs a systematic review to determine (1) if a significant difference exists in return to preinjury activity level between one- and two-stage treatment of combined anterior cruciate ligament (ACL) and patellar tendon (PT) tears; and (2) if a significant difference exists in the number of postoperative complications between the two differing surgical treatment approaches. A systematic review was performed using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines and registered on PROSPERO. MEDLINE, Cochrane Central Register of Controlled Trials, SCOPUS, and Sport Discus were searched for English language level I–IV evidence studies on either one- (simultaneous) or two-stage (sequential) surgical treatment of simultaneously sustained ipsilateral ACL and PT tears. The approach to initial evaluation, diagnosis, treatment, and outcomes were qualitatively analyzed. Methodological quality assessment of all included studies was completed using the Methodological Index for Non-randomized Studies (MINORS). The Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) tool was used to assess quality of evidence and provide strength of recommendation. Statistical analyses were done using Fischer's exact test. Eleven articles (18 patients; 83% males; mean age, 31.1 ± 10.1 years; mean follow-up, 2.2 ± 1.7 years; and mean MINORS 7.8/16) were analyzed. Eight patients had a one-stage procedure (primary PT repair and ACL reconstruction), and 10 patients underwent a two-stage procedure (primary PT repair first followed by ACL reconstruction) with mean 28 ± 45.7 weeks (5 weeks–3 years) between surgeries. The rate for return to preinjury activity level after surgery was not significantly different between one- (88%) and two-stage (100%) (p = 0.444). There was a significantly higher complication rate (p = 0.023) in the one-stage (stiffness, instability, and patella baja) versus two-stage surgery (no complications). There was no significant difference in return to preinjury activity level between one- and two-stage PT repair and ACL reconstruction. However, the one-stage combined surgery had a significantly higher complication rate compared with two-stage surgery. The level of evidence is IV.

scholarly journals A Course in Critical Thinking for PhD Students in Biomolecular Sciences and Biotechnology: Classical Experiments in Biochemistry

2016 ◽  
Vol 6 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Carlos B. Hirschberg
Keyword(s):  
Critical Thinking ◽  
Student Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Scientific Problem ◽  
Interactive Environment ◽  
Key Topics ◽  
The One ◽  
Phd Thesis

This essay presents and discusses an eight-session seminar course designed to develop critical thinking skills in doctoral biochemistry students by exposing them to classical experiments in biochemistry. During each 2.5 session, different key topics of the discovery and development of biochemical concepts are discussed. Before each session, students are required to read the one or two classical papers. The size of the seminar course and the seating of the students are critical to make this a highly interactive environment for all students to participate in the critique and re-designing of key experiments, including control experiments, which helped formulate these classical concepts. Final student evaluation of the course’s goals has two equal components: Course participation and a final take home exam due two weeks after the course is completed. Together with the take home exam students are also required to write an evaluation of the course, preferably no longer than half a page. Students’ comments of the course have been uniformly positive. The author notes the sooner students are exposed to this manner of thinking, the better they will be equipped to choose an appropriate mentor and contribute creatively to attempt to solve the scientific problem of their PhD thesis.

Peer and Romantic Relationships in Emerging Adulthood

2018 ◽  
Author(s):  
Michael W. Pratt ◽  
M. Kyle Matsuba
Keyword(s):  
Romantic Relationships ◽  
Emerging Adulthood ◽  
Romantic Relationship ◽  
Longitudinal Research ◽  
Personality Development ◽  
Romantic Partners ◽  
Pierre Trudeau ◽  
Key Topics ◽  
Relationship Of

Chapter 8 focuses on the development of peer and romantic relationships. The authors draw on Erikson’s theory as focused around the key period of intimacy development in emerging adulthood, and also discuss attachment theory models on this topic. They review the longitudinal research evidence on links between the three components of personality in the McAdams and Pals model and intimacy development. Turning to the evidence from our Futures Study sample, the authors analyze stories told at ages 26 and 32 about friends and about romantic partners, and how these two domains of relationships are linked with personality development. Finally, to illustrate key topics, the chapter ends with a case study on the complex and stressful romantic relationship of an iconic Canadian political couple from the 1970s, Prime Minister Pierre Trudeau and his emerging adult-aged wife, Margaret Sinclair.

The Institutional Definition of Poetry: Some Heretical Thoughts

1998 ◽  
Vol 16 (1) ◽  
pp. 5-13 ◽  
Author(s):  
David Fishelov
Keyword(s):  
Institutional Context ◽  
The Other ◽  
Verse Form ◽  
The One ◽  
Definition Of ◽  
Oriented Approach ◽  
The Way

A few contemporary theories of poetry (e.g., Culler, 1975; Fish, 1980) claim that texts do not have any poetic qualities prior to, and independently of, the institutional context in which they are presented. When a text, any text, is printed in verse form, in a book whose subtitle is “Poems,” then we start looking for poetic qualities. And what we look for, we are bound to find. In order to challenge this approach, and to argue for a more objective, text-oriented approach to the categorization of texts (Hanaor, 1996; Miall & Kuiken, 1996), I have conducted a test. My test was based on two types of questionnaires, the one in prose form, the other in verse, in which students were asked to identify those texts that were “originally” poems or prose. The results obtained corroborate the assumption that readers have quite definite intuitions about the poetic qualities of texts prior to and independently of the way they are institutionally presented.

PROFESSIONAL-ORIENTED APPROACH IN UNIVERSITY PEDAGOGY ON THE EXAMPLE OF PHYSICAL CULTURE AND SPORTS

2021 ◽  
pp. 214-217
Author(s):  
P. G. Vorontsov ◽  
Keyword(s):  
Higher Education ◽  
Practical Knowledge ◽  
Academic Discipline ◽  
Academic Disciplines ◽  
Physical Culture ◽  
Art Teacher ◽  
The One ◽  
The University ◽  
Professional Guidelines ◽  
Oriented Approach

The author of the article proposes the development and implementation of a professionally oriented approach in higher education into the pedagogy of higher education. The professionally oriented approach provides for such a specialization of the general humanitarian, physical culture and natural science training of students, in which professional guidelines, theoretical and practical knowledge constructs, necessary for a future specialist in the field of activity being mastered, will be laid in the corresponding academic disciplines. A professionally oriented approach, on the one hand, based on general knowledge, gives a number of skills necessary in a future profession, and on the other hand, develops an additional interest in general educational disciplines in students due to the understanding that, in addition to the general outlook and development of the person, they they are also needed in their future profession. In the article, the professionally-oriented approach proposed by the author is considered on the example of physical culture and sports training of future teachers and coaches in physical culture and sports on the basis of pedagogical and physical education universities, which requires an art teacher to link his own academic discipline with the work profile of the university in which the teaching is conducted.

Introduction

2021 ◽  
pp. 1-17
Author(s):  
Edward Harcourt
Keyword(s):  
Virtue Ethics ◽  
Attachment Theory ◽  
Moral Psychology ◽  
Developmental Psychology ◽  
The Other ◽  
Aristotle's Ethics ◽  
The One

The chapters in this volume have mostly been selected from papers given at a workshop and three conferences which brought together on the one hand a group of philosophers, most of whom were interested in one way or another in what has come to be known as ‘virtue ethics’—moral psychology in the wake of Aristotle—and, on the other, some developmental psychologists working, albeit in different ways, in an attachment paradigm. I organized these meetings partly because my own reading of attachment theory persuaded me there were a number of exciting points of contact between developmental psychology done this way and the kinds of questions Aristotle’s ethics raises, and which interest me; partly because almost no philosophers back then seemed even to have heard of attachment theory. This Introduction presents, inevitably through the eyes of a philosopher, what I take to be attachment theory’s main claims, and then tries to identify why philosophical moral psychologists should take it much more seriously than they have done to date—as I hope this volume itself will help them to do....

Environmental Cognition through Direct and Representational Experiences: A Life-Span Perspective

1992 ◽  
Author(s):  
Lynn S. Liben
Keyword(s):  
Life Span ◽  
Developmental Psychology ◽  
Spatial Information ◽  
Organizational Factors ◽  
Past Research ◽  
Individual Development ◽  
Cognitive Domain ◽  
Developmental Approach ◽  
Environmental Cognition ◽  
The One

The purpose of this chapter is to provide a review of past research and theory in environmental cognition from the perspective of life-span developmental psychology, to suggest future directions for work in this area, and to lay the groundwork for questions of application that are discussed elsewhere in this volume. Before it is possible to address these goals, however, it is essential to establish what is meant by “a life-span developmental approach to environmental cognition.” The first section of the chapter is thus devoted to a discussion of these definitional issues. The second section provides a selective review of past research. The research has been chosen to illustrate how changes in individual development in a variety of domains (e.g., development of logical classification skills in the cognitive domain, or development of interpersonal attachment in the socioemotional domain) may have consequences for environmental cognition. The review of past work leads to the observation that most research has focused on how environmental cognition is derived from direct experience in environments. It is argued that another extremely influential source of environmental cognition is through exposure to representations of environments. Thus, the final section of the chapter contains discussions of the roles of environmental representations for environmental cognition, and descriptions of some recent research in this area. In the original conceptualization of the conference on which this volume is based, Evans and Gärling (1987) defined environmental cognition as . . . the processes involved in the perception and cognition of spatial information in the real world. Most of this research has not examined preference or evaluation. Instead the focus has been primarily on understanding the cognitive processes themselves and how they are influenced by person variables (e.g. age, gender, familiarity) and by environmental variables such as landmarks, path structures, or overall organizational factors, (p. 2) . . . This definition works well for the purpose intended, that is, for distinguishing environmental cognition from environmental assessment, on the one hand, and from decision making and action, on the other. In part, these distinctions are congruent with a taxonomy developed earlier (Liben, 198la), which similarly placed environmental cognition in a broader context.

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