Racism is an element of the sociocultural context that may significantly impact personal identity development among youth of color in the U.S. However, theories of personal identity development largely do not consider the influence of racialized experiences. This paper presents a theoretical framework of the role of racism on adolescent personal identity development (RAPID framework); we demonstrate its utility with the example of interpersonal forms of racism in the context of racially marginalized youth in the U.S. The RAPID framework combines psychological and sociological perspectives on identity development to describe moments in the process that may be affected by aspects of racism (e.g., stereotypes, biases). Empirical support for aspects of the framework is drawn from research on adolescents’ ethnic-racial identities and specific aspects of personal identities (e.g., academic identity). To create environments that promote positive personal identity development for ethnic-racially marginalized youth, the RAPID framework addresses potential barriers that can be eliminated and highlights aspects of resilience that can be supported. Suggestions for empirical research on the RAPID framework, as well as for theoretical extensions of it, are discussed.
{"title":"A Theoretical Framework of the Role of Racism in Adolescent Personal Identity Development: Applications to Racially Marginalized Youth in the U.S.","authors":"Yerin Park, Sara K Johnson","doi":"10.1159/000536141","DOIUrl":"https://doi.org/10.1159/000536141","url":null,"abstract":"Racism is an element of the sociocultural context that may significantly impact personal identity development among youth of color in the U.S. However, theories of personal identity development largely do not consider the influence of racialized experiences. This paper presents a theoretical framework of the role of racism on adolescent personal identity development (RAPID framework); we demonstrate its utility with the example of interpersonal forms of racism in the context of racially marginalized youth in the U.S. The RAPID framework combines psychological and sociological perspectives on identity development to describe moments in the process that may be affected by aspects of racism (e.g., stereotypes, biases). Empirical support for aspects of the framework is drawn from research on adolescents’ ethnic-racial identities and specific aspects of personal identities (e.g., academic identity). To create environments that promote positive personal identity development for ethnic-racially marginalized youth, the RAPID framework addresses potential barriers that can be eliminated and highlights aspects of resilience that can be supported. Suggestions for empirical research on the RAPID framework, as well as for theoretical extensions of it, are discussed.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"12 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cheating Engagedly Described and the Judgment-Action Gap Narrowed Widely","authors":"Tobias Krettenauer","doi":"10.1159/000535293","DOIUrl":"https://doi.org/10.1159/000535293","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"18 5‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138978849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New Editorship of Human Development","authors":"","doi":"10.1159/000535136","DOIUrl":"https://doi.org/10.1159/000535136","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"21 2","pages":"173 - 173"},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the metaphysics of development and evolution. Which most fundamental assumptions about the structure of reality underlie our thinking about development and evolution? Against the backdrop of major lines of thought in the history of western metaphysics, I argue that the characteristic disregard of development in neo-Darwinist evolutionary theory is due to an underlying view of reality in terms of things (thing ontology), and that putting development back into evolution, as intended by the Extended Evolutionary Synthesis, requires understanding reality in terms of processes (process ontology). I show how a metaphysical paradigm shift from thing ontology to process ontology, and a philosophy of biology informed accordingly by process ontology (process biology), can advance our understanding of development and evolution.
{"title":"The Metaphysics of Development and Evolution. From Thing Ontology to Process Ontology","authors":"Anne Sophie Meincke","doi":"10.1159/000534421","DOIUrl":"https://doi.org/10.1159/000534421","url":null,"abstract":"This article discusses the metaphysics of development and evolution. Which most fundamental assumptions about the structure of reality underlie our thinking about development and evolution? Against the backdrop of major lines of thought in the history of western metaphysics, I argue that the characteristic disregard of development in neo-Darwinist evolutionary theory is due to an underlying view of reality in terms of things (thing ontology), and that putting development back into evolution, as intended by the Extended Evolutionary Synthesis, requires understanding reality in terms of processes (process ontology). I show how a metaphysical paradigm shift from thing ontology to process ontology, and a philosophy of biology informed accordingly by process ontology (process biology), can advance our understanding of development and evolution.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"31 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer E. Lansford, Nicholas Kerry, Suha M. Al-Hassan, Dario Bacchini, Marc H. Bornstein, Lei Chang, Kirby Deater-Deckard, Laura Di Giunta, Kenneth A. Dodge, Sevtap Gurdal, Daranee Junla, Paul Oburu, Concetta Pastorelli, W. Andrew Rothenberg, Ann T. Skinner, Emma Sorbring, Laurence Steinberg, Liliana Maria Uribe Tirado, Saengduean Yotanyamaneewong, Liane P. Alampay
Primal world beliefs (“primals”) capture individuals’ basic understanding of what sort of world this is. How do children develop beliefs about the nature of the world? Is the world a good place? Safe or dangerous? Enticing or dull? Primals were initially introduced in social and personality psychology to understand beliefs about the world as a whole that may influence well-being and personality. This article introduces the concept of primals to developmental scientists and reviews preliminary research examining how primals relate to sociodemographic and well-being indicators. The article then situates the concept of primals in some classic developmental theories to illustrate testable hypotheses these theories suggest regarding how primals develop. Understanding how individuals develop basic beliefs about the nature of the world deepens insights into the human experience, including how malleable these beliefs might be and how they may be influenced by, and in turn influence, other domains of development.
{"title":"Development of Primal World Beliefs","authors":"Jennifer E. Lansford, Nicholas Kerry, Suha M. Al-Hassan, Dario Bacchini, Marc H. Bornstein, Lei Chang, Kirby Deater-Deckard, Laura Di Giunta, Kenneth A. Dodge, Sevtap Gurdal, Daranee Junla, Paul Oburu, Concetta Pastorelli, W. Andrew Rothenberg, Ann T. Skinner, Emma Sorbring, Laurence Steinberg, Liliana Maria Uribe Tirado, Saengduean Yotanyamaneewong, Liane P. Alampay","doi":"10.1159/000534964","DOIUrl":"https://doi.org/10.1159/000534964","url":null,"abstract":"Primal world beliefs (“primals”) capture individuals’ basic understanding of what sort of world this is. How do children develop beliefs about the nature of the world? Is the world a good place? Safe or dangerous? Enticing or dull? Primals were initially introduced in social and personality psychology to understand beliefs about the world as a whole that may influence well-being and personality. This article introduces the concept of primals to developmental scientists and reviews preliminary research examining how primals relate to sociodemographic and well-being indicators. The article then situates the concept of primals in some classic developmental theories to illustrate testable hypotheses these theories suggest regarding how primals develop. Understanding how individuals develop basic beliefs about the nature of the world deepens insights into the human experience, including how malleable these beliefs might be and how they may be influenced by, and in turn influence, other domains of development.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"221 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135876326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Intervening in White youths’ ethnic-racial identity (ERI) development during adolescence can support the development of positive anti-racist ideologies and behaviors that challenge privilege and oppression, increase awareness of and reduce implicit bias, and embrace positive intergroup contact attitudes; yet, little is known within developmental science regarding how White adolescents develop their ERI within the United States’ sociohistorical context. Thus, this paper reviews the current literature on White ERI development and applies the Integrative Model (García Coll et al., 1996) through its keen attention to how structures of power, privilege, and oppression have a direct impact on various environments and experiences for young people, to White youths’ ERI development. The social stratification of whiteness, ethnic-racial socialization in White families, school ethnic-racial socialization, and color-evasive and anti-racist adapting cultural systems are explored as mechanisms that impact White adolescents’ ERI development within a macrosystem characterized by white supremacy.
在青少年时期干预白人青年的民族-种族认同(ERI)发展，有助于白人青年形成积极的反种族主义思想和行为，挑战特权和压迫，提高对内隐偏见的认识，减少内隐偏见，接受积极的群体间接触态度;然而，在发展科学中，关于白人青少年如何在美国社会历史背景下发展他们的ERI知之甚少。因此，本文回顾了目前关于白人ERI发展的文献，并通过关注权力、特权和压迫结构如何对年轻人的各种环境和经历产生直接影响，将整合模型(García Coll et al.， 1996)应用于白人青年的ERI发展。在以白人至上主义为特征的宏观系统中，白人的社会分层、白人家庭的种族-种族社会化、学校的种族-种族社会化以及回避肤色和反种族主义的适应文化系统是影响白人青少年ERI发展的机制。
{"title":"Application of the Enduring Legacy of the Integrative Model to Investigating White Adolescent Ethnic-Racial Identity Development","authors":"Megan Satterthwaite-Freiman, Adriana Umaña-Taylora","doi":"10.1159/000534965","DOIUrl":"https://doi.org/10.1159/000534965","url":null,"abstract":"Intervening in White youths’ ethnic-racial identity (ERI) development during adolescence can support the development of positive anti-racist ideologies and behaviors that challenge privilege and oppression, increase awareness of and reduce implicit bias, and embrace positive intergroup contact attitudes; yet, little is known within developmental science regarding how White adolescents develop their ERI within the United States’ sociohistorical context. Thus, this paper reviews the current literature on White ERI development and applies the Integrative Model (García Coll et al., 1996) through its keen attention to how structures of power, privilege, and oppression have a direct impact on various environments and experiences for young people, to White youths’ ERI development. The social stratification of whiteness, ethnic-racial socialization in White families, school ethnic-racial socialization, and color-evasive and anti-racist adapting cultural systems are explored as mechanisms that impact White adolescents’ ERI development within a macrosystem characterized by white supremacy.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135876327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developmental Teaching and Knowledge-in-Pieces: A Reply to diSessa","authors":"Thomas Gennen","doi":"10.1159/000534803","DOIUrl":"https://doi.org/10.1159/000534803","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"17 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136018949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reports of academic cheating trigger fears of moral decay. This inference, that cheating is a dying canary in the coal mine of morality, assumes that youth who cheat lack genuine, moral concerns with honesty and integrity. This article proposes an alternative perspective on cheating and dishonesty. We propose that cheating and other forms of dishonesty result from (1) misperceptions of what constitutes cheating, (2) evaluations that cheating or lying is okay under exceptional circumstances, and (3) prioritization of non-integrity actions during conflict. Each of these three steps—perceptions, evaluations, and action-selections—show both situational and developmental variability. From this perspective, research on cheating reveals moral engagement, not moral disengagement: Developmental and psychological research shows that, far from being a dying canary, cheating reveals the pervasive role of morality in decision-making.
{"title":"A Canary Alive: What Cheating Reveals About Morality and Its Development","authors":"Audun Dahl, Tal Waltzer","doi":"10.1159/000534638","DOIUrl":"https://doi.org/10.1159/000534638","url":null,"abstract":"Reports of academic cheating trigger fears of moral decay. This inference, that cheating is a dying canary in the coal mine of morality, assumes that youth who cheat lack genuine, moral concerns with honesty and integrity. This article proposes an alternative perspective on cheating and dishonesty. We propose that cheating and other forms of dishonesty result from (1) misperceptions of what constitutes cheating, (2) evaluations that cheating or lying is okay under exceptional circumstances, and (3) prioritization of non-integrity actions during conflict. Each of these three steps—perceptions, evaluations, and action-selections—show both situational and developmental variability. From this perspective, research on cheating reveals moral engagement, not moral disengagement: Developmental and psychological research shows that, far from being a dying canary, cheating reveals the pervasive role of morality in decision-making.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David C. Witherington, Robert Lickliter, David S. Moore
No abstract, as this is an introduction to a special issue and effectively serves as an editorial
没有摘要，因为这是一个特别问题的介绍，有效地作为一篇社论
{"title":"Introduction to the Special Issue: Development, Evolution and Movements Toward Resynthesis","authors":"David C. Witherington, Robert Lickliter, David S. Moore","doi":"10.1159/000534419","DOIUrl":"https://doi.org/10.1159/000534419","url":null,"abstract":"No abstract, as this is an introduction to a special issue and effectively serves as an editorial","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Piaget’s Behaviour and Evolution (1976) sought to reconcile the view that organismal adaptiveness – in the form of equilibration – could contribute to human behavioural, cognitive, and epistemic evolution with the prevailing evolutionary orthodoxy of the time. He was particularly concerned to demonstrate that human behaviour, cognition, and knowledge acquisition could be drivers of human evolution. Piaget hypothesised constructive role for organisms in evolution was significantly at variance with the prevailing modern synthesis orthodoxy of his time (and ours). He looked to Conrad Hal Waddington’s genetic assimilation as a model for how equilibration could generate evolutionary novelties which become fixed by subsequent evolution. I make two claims. Firstly, that Piaget’s appeal to Waddington fails to reconcile his views of human evolution with the modern synthesis. Secondly, the newly emerging agential conception of evolution, in which the purposive activities of organisms are the principal causes of evolution, offers strong support to Piaget’s model of “organisational” evolution.
皮亚杰的行为与进化</i>(1976)试图将有机体适应性——以平衡的形式——可以促进人类行为、认知和认知进化的观点与当时盛行的进化论正统观点相协调。他特别关注证明人类的行为、认知和知识获取可能是人类进化的驱动力。皮亚杰假设生物体在进化中起着建设性的作用，这与他那个时代(以及我们这个时代)盛行的现代综合正统论有很大的不同。他把康拉德·哈尔·沃丁顿(Conrad Hal Waddington)的遗传同化理论作为一个模型，来解释平衡如何产生进化上的新事物，这些新事物在随后的进化中被固定下来。我有两点主张。首先，皮亚杰对沃丁顿的呼吁未能使他的人类进化观点与现代综合理论相协调。其次，新出现的进化的代理概念，其中生物体的目的活动是进化的主要原因，为皮亚杰的“组织”进化模型提供了强有力的支持。
{"title":"Piaget’s Paradox: Adaptation, Evolution, and Agency","authors":"Denis Walsh","doi":"10.1159/000534306","DOIUrl":"https://doi.org/10.1159/000534306","url":null,"abstract":"Piaget’s <i>Behaviour and Evolution</i> (1976) sought to reconcile the view that organismal adaptiveness – in the form of equilibration – could contribute to human behavioural, cognitive, and epistemic evolution with the prevailing evolutionary orthodoxy of the time. He was particularly concerned to demonstrate that human behaviour, cognition, and knowledge acquisition could be drivers of human evolution. Piaget hypothesised constructive role for organisms in evolution was significantly at variance with the prevailing modern synthesis orthodoxy of his time (and ours). He looked to Conrad Hal Waddington’s genetic assimilation as a model for how equilibration could generate evolutionary novelties which become fixed by subsequent evolution. I make two claims. Firstly, that Piaget’s appeal to Waddington fails to reconcile his views of human evolution with the modern synthesis. Secondly, the newly emerging agential conception of evolution, in which the purposive activities of organisms are the principal causes of evolution, offers strong support to Piaget’s model of “organisational” evolution.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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