Stacia N. Stolzenberg, Lindsay C. Malloy, Megan Verhagen, Emily Denne
Both the kinds of exchanges and the context under which children are questioned may affect the quality of data. Yet, little is known about how developmental scientists communicate with children for research. Using manifest content analysis, the 3,119 manuscripts published in the top 20 developmental outlets in 2018 were coded for methodology, examining whether researchers communicated directly with children, how they did so, and how they contextualized questioning. We found that over 65% of empirical publications presenting new data questioned children. Researchers used a variety of methodologies (e.g., 64% questionnaires, 51% assessments, 5% interviews). As age increased, the odds of giving children standardized questionnaires, closed-ended questions, and Likert-type questions increased. Researchers rarely reported how they contextualized questioning and rarely utilized supplemental materials. Researchers should consider collecting more qualitative data, better reporting methodologies, and utilizing online spaces to share supplemental materials. These modifications can ensure that we produce the strongest data.
{"title":"How Do Researchers Question Children and Adolescents? A Systematic Assessment of Developmental Research Methods","authors":"Stacia N. Stolzenberg, Lindsay C. Malloy, Megan Verhagen, Emily Denne","doi":"10.1159/000527006","DOIUrl":"https://doi.org/10.1159/000527006","url":null,"abstract":"Both the kinds of exchanges and the context under which children are questioned may affect the quality of data. Yet, little is known about how developmental scientists communicate with children for research. Using manifest content analysis, the 3,119 manuscripts published in the top 20 developmental outlets in 2018 were coded for methodology, examining whether researchers communicated directly with children, how they did so, and how they contextualized questioning. We found that over 65% of empirical publications presenting new data questioned children. Researchers used a variety of methodologies (e.g., 64% questionnaires, 51% assessments, 5% interviews). As age increased, the odds of giving children standardized questionnaires, closed-ended questions, and Likert-type questions increased. Researchers rarely reported how they contextualized questioning and rarely utilized supplemental materials. Researchers should consider collecting more qualitative data, better reporting methodologies, and utilizing online spaces to share supplemental materials. These modifications can ensure that we produce the strongest data.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"363 - 376"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299878","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}
The purpose of this special issue is to critically examine the constructivist moorings of contemporary developmental theory and practice, including the practice of research methods. This introduction to the special issue is intended to foreshadow the papers presented here by charting the terrain of several conceptual commitments that we consider paradigmatic cornerstones to constructivist approaches. Although constructivism has deep roots across disciplines in the sciences and humanities, generating a wealth of scholarship focused on its various assumptions and theoretical principles, here we target three: the active subject, normativity, and historicity. These principles are theoretically axiomatic of constructivist approaches, strongly interconnected, and highly relevant to some of the most pressing debates and challenges affecting contemporary science and society, not the least because they question fundamental notions that we often take for granted – notions as vital as the meanings of truth, fact, and objectivity. After presenting a primer on the meaning and significance of these three principles, we review their status as critical signposts for the work of scholars contributing to this special issue.
{"title":"Conceptual Commitments of Constructivism in an Age when Truth Matters","authors":"C. Lightfoot, Ulrich Müller,, Cintia Rodríguez","doi":"10.1159/000526400","DOIUrl":"https://doi.org/10.1159/000526400","url":null,"abstract":"The purpose of this special issue is to critically examine the constructivist moorings of contemporary developmental theory and practice, including the practice of research methods. This introduction to the special issue is intended to foreshadow the papers presented here by charting the terrain of several conceptual commitments that we consider paradigmatic cornerstones to constructivist approaches. Although constructivism has deep roots across disciplines in the sciences and humanities, generating a wealth of scholarship focused on its various assumptions and theoretical principles, here we target three: the active subject, normativity, and historicity. These principles are theoretically axiomatic of constructivist approaches, strongly interconnected, and highly relevant to some of the most pressing debates and challenges affecting contemporary science and society, not the least because they question fundamental notions that we often take for granted – notions as vital as the meanings of truth, fact, and objectivity. After presenting a primer on the meaning and significance of these three principles, we review their status as critical signposts for the work of scholars contributing to this special issue.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"229 - 238"},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46396108","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}
E. Duckworth, P. Hooper, Alythea McKinney, Lisa Schneier
In this 50th anniversary of the Jean Piaget Society, we have been asked to celebrate The Having of Wonderful Ideas and Other Essays on Teaching and Learning (Duckworth, 2006) – winner of the 1988 AERA award for outstanding research contribution in the areas of teaching and teacher education, now in its 3rd edition, published on four continents, in 7 languages. We have taken the name that Inhelder gave to Piaget’s research method – Critical Exploration – as the basis for the name of our approach to teaching – Critical Exploration in the Classroom. In this paper, we talk about what that name and this book mean to our teaching and to constructivism. Each one of the four authors has written one section, allowing us to present several different aspects of the book.
{"title":"Constructing Understandings","authors":"E. Duckworth, P. Hooper, Alythea McKinney, Lisa Schneier","doi":"10.1159/000526539","DOIUrl":"https://doi.org/10.1159/000526539","url":null,"abstract":"In this 50th anniversary of the Jean Piaget Society, we have been asked to celebrate The Having of Wonderful Ideas and Other Essays on Teaching and Learning (Duckworth, 2006) – winner of the 1988 AERA award for outstanding research contribution in the areas of teaching and teacher education, now in its 3rd edition, published on four continents, in 7 languages. We have taken the name that Inhelder gave to Piaget’s research method – Critical Exploration – as the basis for the name of our approach to teaching – Critical Exploration in the Classroom. In this paper, we talk about what that name and this book mean to our teaching and to constructivism. Each one of the four authors has written one section, allowing us to present several different aspects of the book.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"260 - 275"},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48906036","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 paper presents one line of sociocultural psychology aiming at a better understanding of people’s development in their courses of life, unfolding in changing social and cultural environments. Adopting such a position leads me to three core questions: first, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the sociocultural world upon people’s learning and development, and people’s unique capacities to create and transform these environments? Second, if one adopts such a perspective, how do we account for what it is that people develop through life, as they move through a plurality of situations? And third, as people learn and develop through life, how can we account for what is unique and personal? To address these questions, I first situate the epistemological assumptions of sociocultural psychology in relation to the works of Piaget and Vygotsky. Second, I present the principles of a sociocultural psychology and indicate the methodological strategies that I have adopted, together with a large group of colleagues over the years. The main part of the paper constitutes in responding to the three questions I raised. Finally, I propose a tentative synthesis.
{"title":"A Sociocultural Psychology of the Life Course to Study Human Development","authors":"T. Zittoun","doi":"10.1159/000526435","DOIUrl":"https://doi.org/10.1159/000526435","url":null,"abstract":"This paper presents one line of sociocultural psychology aiming at a better understanding of people’s development in their courses of life, unfolding in changing social and cultural environments. Adopting such a position leads me to three core questions: first, if development occurs at the junction of the social and the psychological, how can we theoretically account for the guidance of the sociocultural world upon people’s learning and development, and people’s unique capacities to create and transform these environments? Second, if one adopts such a perspective, how do we account for what it is that people develop through life, as they move through a plurality of situations? And third, as people learn and develop through life, how can we account for what is unique and personal? To address these questions, I first situate the epistemological assumptions of sociocultural psychology in relation to the works of Piaget and Vygotsky. Second, I present the principles of a sociocultural psychology and indicate the methodological strategies that I have adopted, together with a large group of colleagues over the years. The main part of the paper constitutes in responding to the three questions I raised. Finally, I propose a tentative synthesis.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"310 - 328"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49132867","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}
Many children on the autism spectrum are capable of learning large amounts of material in specific areas – yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions, while having difficulties learning from novel situations and from others’ actions and communications. We propose that these and other phenomena reflect, in part, an atypical balance between cognitive assimilation and accommodation processes during early childhood. Adopting a constructivist perspective that connects Piaget’s heuristics with experimental and clinical research in autism, we examine empirical supports as well as implications of this notion for autism research, advocacy, and intervention.
{"title":"Early Learning in Autism as an Atypical Balance between Assimilation and Accommodation Processes","authors":"G. Vivanti, S. Rogers, Patrick Dwyer, S. Rivera","doi":"10.1159/000526416","DOIUrl":"https://doi.org/10.1159/000526416","url":null,"abstract":"Many children on the autism spectrum are capable of learning large amounts of material in specific areas – yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions, while having difficulties learning from novel situations and from others’ actions and communications. We propose that these and other phenomena reflect, in part, an atypical balance between cognitive assimilation and accommodation processes during early childhood. Adopting a constructivist perspective that connects Piaget’s heuristics with experimental and clinical research in autism, we examine empirical supports as well as implications of this notion for autism research, advocacy, and intervention.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"343 - 359"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42267667","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}
The position I take in this paper is that investigation of the construction and development of executive function (EF) and cognitive self-regulation must give children the opportunity to behave with initiative, as the agents they are. It must be based on children’s goal-directed behaviours and the challenges they face to achieve their own goals from the last third of the first year of life. It must consider children’s interests, the ecological validity of the situations, and the social context. Investigation into the origin and early development of cognitive self-regulation must be firmly anchored within a developmental framework. I will suggest that such a developmental framework is provided by the functional turn developed in the School of Geneva in the 1970s and its influence on the Pragmatics of the Object perspective. According to this pragmatic approach, actions and (private) gestures are central in the emergence and construction of EF.
{"title":"The Construction of Executive Function in Early Development: The Pragmatics of Action and Gestures","authors":"Cintia Rodríguez","doi":"10.1159/000526340","DOIUrl":"https://doi.org/10.1159/000526340","url":null,"abstract":"The position I take in this paper is that investigation of the construction and development of executive function (EF) and cognitive self-regulation must give children the opportunity to behave with initiative, as the agents they are. It must be based on children’s goal-directed behaviours and the challenges they face to achieve their own goals from the last third of the first year of life. It must consider children’s interests, the ecological validity of the situations, and the social context. Investigation into the origin and early development of cognitive self-regulation must be firmly anchored within a developmental framework. I will suggest that such a developmental framework is provided by the functional turn developed in the School of Geneva in the 1970s and its influence on the Pragmatics of the Object perspective. According to this pragmatic approach, actions and (private) gestures are central in the emergence and construction of EF.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"239 - 259"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213814","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}
We make the case that there is an urgent need to revitalize the reach of constructivist education into both K-12 public schools and higher education. After considering the current state of the theory and practice of constructivist education, we argue that disparities between theory and practice arise from the divergent conceptual-frameworks constructivist theorists and educators hold. To examine this, core aspects of the approach centering on process, agency, and holism are examined, juxtaposing constructivist theory to ostensibly constructivist classroom practices. Disparities between theory and practice arise from the complexity of constructivist theory and difficulties practitioners face in understanding and using it. Drawing on differences between relational-developmental process accounts versus educators’ more split-mechanistic framings, we suggest entry points to addressing the chasm between theory and common practice, including the need to explicitly consider how the theory has been elaborated and how it has been presented in order to change the educational dialog.
{"title":"The Future of Constructivist Education","authors":"David W. Kritt, N. Budwig","doi":"10.1159/000526275","DOIUrl":"https://doi.org/10.1159/000526275","url":null,"abstract":"We make the case that there is an urgent need to revitalize the reach of constructivist education into both K-12 public schools and higher education. After considering the current state of the theory and practice of constructivist education, we argue that disparities between theory and practice arise from the divergent conceptual-frameworks constructivist theorists and educators hold. To examine this, core aspects of the approach centering on process, agency, and holism are examined, juxtaposing constructivist theory to ostensibly constructivist classroom practices. Disparities between theory and practice arise from the complexity of constructivist theory and difficulties practitioners face in understanding and using it. Drawing on differences between relational-developmental process accounts versus educators’ more split-mechanistic framings, we suggest entry points to addressing the chasm between theory and common practice, including the need to explicitly consider how the theory has been elaborated and how it has been presented in order to change the educational dialog.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"295 - 309"},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42936440","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}
Due to the layered structure and recycling characteristics, magnetic MnFe2O4/ZnFe-LDH was prepared by co-precipitation. In this study, we intensively explored MnFe2O4/ZnFe-LDH for water purification compared with the ZnFe-LDH. The morphological and structural characteristics of the obtained products were systematically characterized. MnFe2O4/ZnFe-LDH exhibits the maximum adsorption capacity of 94.52 mg/g for phosphate and 49.03 mg/g for Cr (VI), respectively, which is superior to that of the ZnFe-LDH, indicating that the magnetic MnFe2O4 effectively enhanced adsorption performance. Meanwhile, the mechanism of adsorption of phosphate and Cr (VI) was briefly studied, where the metal center ion in MnFe2O4/ZnFe-LDH and between layers of SO42- serves as capture sites for phosphate and Cr (VI) removal. Furthermore, the MnFe2O4/ZnFe-LDH can be used for magnetic recycled and still maintained excellent removal efficiency (70%) for phosphate and Cr (VI) after five adsorption-desorption cycles. This work could open a new vista of designing magnetic novel adsorbents in environmental remediation.
{"title":"Magnetic MnFe<sub>2</sub>O<sub>4</sub>/ZnFe-LDH for Enhanced Phosphate and Cr (VI) Removal from Water.","authors":"Congxin Huang, Chaochun Tang, Qingqing Wu, Qing Zhu","doi":"10.1007/s11356-022-20049-9","DOIUrl":"10.1007/s11356-022-20049-9","url":null,"abstract":"<p><p>Due to the layered structure and recycling characteristics, magnetic MnFe<sub>2</sub>O<sub>4</sub>/ZnFe-LDH was prepared by co-precipitation. In this study, we intensively explored MnFe<sub>2</sub>O<sub>4</sub>/ZnFe-LDH for water purification compared with the ZnFe-LDH. The morphological and structural characteristics of the obtained products were systematically characterized. MnFe<sub>2</sub>O<sub>4</sub>/ZnFe-LDH exhibits the maximum adsorption capacity of 94.52 mg/g for phosphate and 49.03 mg/g for Cr (VI), respectively, which is superior to that of the ZnFe-LDH, indicating that the magnetic MnFe<sub>2</sub>O<sub>4</sub> effectively enhanced adsorption performance. Meanwhile, the mechanism of adsorption of phosphate and Cr (VI) was briefly studied, where the metal center ion in MnFe<sub>2</sub>O<sub>4</sub>/ZnFe-LDH and between layers of SO<sub>4</sub><sup>2-</sup> serves as capture sites for phosphate and Cr (VI) removal. Furthermore, the MnFe<sub>2</sub>O<sub>4</sub>/ZnFe-LDH can be used for magnetic recycled and still maintained excellent removal efficiency (70%) for phosphate and Cr (VI) after five adsorption-desorption cycles. This work could open a new vista of designing magnetic novel adsorbents in environmental remediation.</p>","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"45 1","pages":"59224-59234"},"PeriodicalIF":5.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87176765","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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