Researchers have discussed how best to define and measure purpose in life for decades, and this debate has been reinvigorated by recent work by Burrow et al. (2021), in their discussion of how to capture purpose development within a broader ecological context. However, in their commentary, Bronk and Damon (2021) have suggested that researchers also need to consider whether the individual's stated purpose in life merits development. We suggest here that multiple concerns present whenever researchers are placed in the seat of making decisions regarding whether an individual's purpose is "worthwhile," and how in turn this strategy may do more harm than good.
{"title":"Purpose Should Be in the Eye of the Holder, Not the Researcher","authors":"P. Hill, Gabrielle N. Pfund","doi":"10.1159/000524611","DOIUrl":"https://doi.org/10.1159/000524611","url":null,"abstract":"Researchers have discussed how best to define and measure purpose in life for decades, and this debate has been reinvigorated by recent work by Burrow et al. (2021), in their discussion of how to capture purpose development within a broader ecological context. However, in their commentary, Bronk and Damon (2021) have suggested that researchers also need to consider whether the individual's stated purpose in life merits development. We suggest here that multiple concerns present whenever researchers are placed in the seat of making decisions regarding whether an individual's purpose is \"worthwhile,\" and how in turn this strategy may do more harm than good.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"216 - 218"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44574655","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}
Autistic masking and camouflaging – concealing Autistic traits and “passing” as non-Autistic – are linked to negative developmental consequences including stress, mental illness, identity loss, and suicidality. Recent psychological literature on masking and camouflaging seeks to urgently address these issues – yet overlooks relevant sociological research. This study uses Sara Ahmed and Frantz Fanon’s work on masking, alongside Judith Butler’s concept of performativity, to formulate distinct sociological definitions for Autistic masking and camouflaging. I offer a qualitative critical discourse analysis of 2018’s #TakeTheMaskOff neurodiversity activism campaign, alongside psychology masking/camouflaging literature, to question the social drivers of masking and camouflaging. Autism is widely understood as an “invisible” disability. However, I found that the necessity of masking and camouflaging to avoid discrimination renders Autistic people a “visible Neurominority group.” Proposing a new Minority Group Model of Neurodiversity, I argue that Neurotypical hegemony, invisibility, and majority group privilege are key social drivers of masking and camouflaging.
{"title":"Conceptualising Autistic Masking, Camouflaging, and Neurotypical Privilege: Towards a Minority Group Model of Neurodiversity","authors":"E. Radulski","doi":"10.1159/000524122","DOIUrl":"https://doi.org/10.1159/000524122","url":null,"abstract":"Autistic masking and camouflaging – concealing Autistic traits and “passing” as non-Autistic – are linked to negative developmental consequences including stress, mental illness, identity loss, and suicidality. Recent psychological literature on masking and camouflaging seeks to urgently address these issues – yet overlooks relevant sociological research. This study uses Sara Ahmed and Frantz Fanon’s work on masking, alongside Judith Butler’s concept of performativity, to formulate distinct sociological definitions for Autistic masking and camouflaging. I offer a qualitative critical discourse analysis of 2018’s #TakeTheMaskOff neurodiversity activism campaign, alongside psychology masking/camouflaging literature, to question the social drivers of masking and camouflaging. Autism is widely understood as an “invisible” disability. However, I found that the necessity of masking and camouflaging to avoid discrimination renders Autistic people a “visible Neurominority group.” Proposing a new Minority Group Model of Neurodiversity, I argue that Neurotypical hegemony, invisibility, and majority group privilege are key social drivers of masking and camouflaging.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"113 - 127"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44266391","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}
Singer intended for neurodiversity to be a new category of intersectionality. However, intersectionality has been neglected in autism research and practice. This paper aims to inform an intersectional approach to autism by exploring autistic identity development in relation to other marginalized identities. We reviewed literature about neurodiversity, intersectionality, discrimination, and the identity development of autistic people, racial/ethnic minorities, and gender and sexual minorities. We discuss minority stress and evidence that cultural traditions alleviate it. Autistic culture can reframe personal difficulties as a politicized struggle. While the stereotype of autism is one of withdrawal, the history of autistic people coming together for justice defies this notion. Intersectionality teaches us that we must understand differences within the autistic community if we wish to help all autistic people experience the dignity they deserve. Using an intersectional lens, we can become more flexible in our understanding of positive autistic identity development and strategies to promote it.
{"title":"Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens","authors":"M. Botha, K. Gillespie-Lynch","doi":"10.1159/000524123","DOIUrl":"https://doi.org/10.1159/000524123","url":null,"abstract":"Singer intended for neurodiversity to be a new category of intersectionality. However, intersectionality has been neglected in autism research and practice. This paper aims to inform an intersectional approach to autism by exploring autistic identity development in relation to other marginalized identities. We reviewed literature about neurodiversity, intersectionality, discrimination, and the identity development of autistic people, racial/ethnic minorities, and gender and sexual minorities. We discuss minority stress and evidence that cultural traditions alleviate it. Autistic culture can reframe personal difficulties as a politicized struggle. While the stereotype of autism is one of withdrawal, the history of autistic people coming together for justice defies this notion. Intersectionality teaches us that we must understand differences within the autistic community if we wish to help all autistic people experience the dignity they deserve. Using an intersectional lens, we can become more flexible in our understanding of positive autistic identity development and strategies to promote it.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"93 - 112"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42230524","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}
Autism and writing are commonly discussed independently as complex, multifaceted entities. However, studies examining their intersections are limited and often oversimplify the nuances innate to both topics. This paper focuses on the complexities involved in studying autistic individuals’ foundational writing skills (i.e., transcription and text generation skills) by drawing on theories of writing and autism grounded in perspectives from the neurodiversity movement. We frame our discussion around the complex sociocultural and cognitive factors important to writing by drawing on the Writer(s)-within-Community model. Our discussion highlights findings and trends among observational and intervention research studies as well as offers suggestions for future research guided by the ongoing reconceptualization and understanding of autistic development. In doing so, we argue that future research should look beyond written products as the only measure of writing development and beyond a diagnosis of autism as the indicator of atypical written language development.
{"title":"Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories","authors":"M. Zajic, H. Brown","doi":"10.1159/000524015","DOIUrl":"https://doi.org/10.1159/000524015","url":null,"abstract":"Autism and writing are commonly discussed independently as complex, multifaceted entities. However, studies examining their intersections are limited and often oversimplify the nuances innate to both topics. This paper focuses on the complexities involved in studying autistic individuals’ foundational writing skills (i.e., transcription and text generation skills) by drawing on theories of writing and autism grounded in perspectives from the neurodiversity movement. We frame our discussion around the complex sociocultural and cognitive factors important to writing by drawing on the Writer(s)-within-Community model. Our discussion highlights findings and trends among observational and intervention research studies as well as offers suggestions for future research guided by the ongoing reconceptualization and understanding of autistic development. In doing so, we argue that future research should look beyond written products as the only measure of writing development and beyond a diagnosis of autism as the indicator of atypical written language development.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"128 - 148"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44680687","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}
In 1990, Thomas J. Bouchard Jr. and colleagues published the widely cited 1990 “Minnesota Study of Twins Reared Apart” (MISTRA) Science IQ study. To arrive at the conclusion that “IQ is strongly affected by genetic factors,” Bouchard and colleagues omitted their control group reared-apart dizygotic twin (DZA) IQ score correlations. Near-full-sample correlations published after the study’s 2000 end point show that the reared-apart monozygotic twin (MZA) and DZA group IQ correlations did not differ at a statistically significant level, suggesting that the study failed the first step in determining that IQ scores are influenced by heredity. After bypassing the model-fitting technique they used in most non-IQ MISTRA studies, the researchers assumed that the MZA group IQ score correlation alone “directly estimates heritability.” This method was based on unsupported assumptions by the researchers, and they largely overlooked the confounding influence of cohort effects. Bouchard and colleagues then decided to count most environmental influences they did recognize as genetic influences. I conclude that the MISTRA IQ study failed to discover genetic influences on IQ scores and cognitive ability across the studied population, and that the study should be evaluated in the context of psychology’s replication problem.
{"title":"A Reevaluation of the 1990 “Minnesota Study of Twins Reared Apart” IQ Study","authors":"J. Joseph","doi":"10.1159/000521922","DOIUrl":"https://doi.org/10.1159/000521922","url":null,"abstract":"In 1990, Thomas J. Bouchard Jr. and colleagues published the widely cited 1990 “Minnesota Study of Twins Reared Apart” (MISTRA) Science IQ study. To arrive at the conclusion that “IQ is strongly affected by genetic factors,” Bouchard and colleagues omitted their control group reared-apart dizygotic twin (DZA) IQ score correlations. Near-full-sample correlations published after the study’s 2000 end point show that the reared-apart monozygotic twin (MZA) and DZA group IQ correlations did not differ at a statistically significant level, suggesting that the study failed the first step in determining that IQ scores are influenced by heredity. After bypassing the model-fitting technique they used in most non-IQ MISTRA studies, the researchers assumed that the MZA group IQ score correlation alone “directly estimates heritability.” This method was based on unsupported assumptions by the researchers, and they largely overlooked the confounding influence of cohort effects. Bouchard and colleagues then decided to count most environmental influences they did recognize as genetic influences. I conclude that the MISTRA IQ study failed to discover genetic influences on IQ scores and cognitive ability across the studied population, and that the study should be evaluated in the context of psychology’s replication problem.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"48 - 65"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42109578","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}
Positive character involves a system of mutually beneficial relations between an individual and the context that coherently vary across ontogenetic time and enable the individual to engage the social world as a moral agent. We present ideas about the development of positive character attributes using three constructs associated with relational developmental systems (RDS) metatheory: the specificity of mutually beneficial individual context dynamics across time and place; holistic integration of dynamic processes of an individual with both the context and all cognitive, affective, and behavioral processes; and integration of the character system with other facets of the self-system. These features of RDS-based ideas coalesce on the embodiment of positive character development. We discuss the need for a more robust interrogation of embodied features of the character development system by suggesting that the coaction of morphological/physiological processes with cultural processes becomes part of a program of the integrated individual <=> contextual processes involved in the description, explanation, and optimization of the development of positive attributes of character. We discuss moments of programmatic research that should be involved in this interrogation, and we point to the potential contribution of theory-predicated research about the embodied development of positive attributes of character to enhancing the presence of moral agency and social justice in the world.
{"title":"The Development of Positive Attributes of Character: On the Embodiment of Specificity, Holism, and Self-System Processes","authors":"R. Lerner, M. Bornstein, Pamela Jervis","doi":"10.1159/000521583","DOIUrl":"https://doi.org/10.1159/000521583","url":null,"abstract":"Positive character involves a system of mutually beneficial relations between an individual and the context that coherently vary across ontogenetic time and enable the individual to engage the social world as a moral agent. We present ideas about the development of positive character attributes using three constructs associated with relational developmental systems (RDS) metatheory: the specificity of mutually beneficial individual context dynamics across time and place; holistic integration of dynamic processes of an individual with both the context and all cognitive, affective, and behavioral processes; and integration of the character system with other facets of the self-system. These features of RDS-based ideas coalesce on the embodiment of positive character development. We discuss the need for a more robust interrogation of embodied features of the character development system by suggesting that the coaction of morphological/physiological processes with cultural processes becomes part of a program of the integrated individual <=> contextual processes involved in the description, explanation, and optimization of the development of positive attributes of character. We discuss moments of programmatic research that should be involved in this interrogation, and we point to the potential contribution of theory-predicated research about the embodied development of positive attributes of character to enhancing the presence of moral agency and social justice in the world.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"34 - 47"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48439086","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":"A Road Map for Navigating Next Steps in the Study of Attachment in Middle Childhood","authors":"H. Steele","doi":"10.1159/000521528","DOIUrl":"https://doi.org/10.1159/000521528","url":null,"abstract":"<jats:p>NA</jats:p>","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"66 1","pages":"30 - 33"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48574647","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":"Author Index / Subject Index","authors":"Melanie Killen, Martin D. Ruck","doi":"10.1159/000521090","DOIUrl":"https://doi.org/10.1159/000521090","url":null,"abstract":"<br />Human Development 2021;65:346","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"100 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505475","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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