Previous studies have indicated a strong link between lay theories and the development of prejudice. The purpose of this article is to review past studies that have examined the relation between a specific lay theory (mindset) and the development of prejudice, as well as highlight areas for future research that will contribute to our theoretical understanding of mindsets (and their relation to prejudice). Specifically, we highlight the need for future studies to examine mindsets from the target’s perspective, to explore how contextual cues may influence the development of mindsets over time, and to observe how mindsets motivate collective action among majority group members. Future studies focused on these areas will deepen the field’s theoretical understanding of the impact of mindsets on the development of prejudice. Such knowledge, in turn, can inform the construction of future mindset interventions that foster sustainable and concrete improvements in interracial relations and ultimately promote racial equity.
{"title":"Growing Racial Resilience: The Impact of Mindsets on the Development of Prejudice","authors":"C. Tai, Kristin Pauker","doi":"10.1159/000519632","DOIUrl":"https://doi.org/10.1159/000519632","url":null,"abstract":"Previous studies have indicated a strong link between lay theories and the development of prejudice. The purpose of this article is to review past studies that have examined the relation between a specific lay theory (mindset) and the development of prejudice, as well as highlight areas for future research that will contribute to our theoretical understanding of mindsets (and their relation to prejudice). Specifically, we highlight the need for future studies to examine mindsets from the target’s perspective, to explore how contextual cues may influence the development of mindsets over time, and to observe how mindsets motivate collective action among majority group members. Future studies focused on these areas will deepen the field’s theoretical understanding of the impact of mindsets on the development of prejudice. Such knowledge, in turn, can inform the construction of future mindset interventions that foster sustainable and concrete improvements in interracial relations and ultimately promote racial equity.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"325 - 341"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005455","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}
L. O. Rogers, Erika Y. Niwa, Kara Chung, T. Yip, David Chae
Both society and psychological science are deeply grounded in (and often perpetuate) white supremacy and anti-Blackness. While human development is inextricable from macro-level structural racism and hierarchies of oppression, developmental research often locates processes in the micro-level of individuals and relationships, ultimately obscuring how intimately macro-level forces shape developmental processes. The current paper aims to shift the starting point of the story of human development by centering the macrosystem, and specifically racism (and its partnering ideologies of sexism, heteronormativity, classism, and capitalism) in ecological systems theory and developmental psychology broadly. Through the lens of racial socialization research, we present an empirical example to illustrate how the sociopolitical context of racism is itself a source of socialization. Finally, we propose new language, m(ai)cro, to conceptualize the simultaneous and transactional macro-as-micro processes in development. We conclude with guiding principles for how to work toward equity and justice in human development.
{"title":"M(ai)cro: Centering the Macrosystem in Human Development","authors":"L. O. Rogers, Erika Y. Niwa, Kara Chung, T. Yip, David Chae","doi":"10.1159/000519630","DOIUrl":"https://doi.org/10.1159/000519630","url":null,"abstract":"Both society and psychological science are deeply grounded in (and often perpetuate) white supremacy and anti-Blackness. While human development is inextricable from macro-level structural racism and hierarchies of oppression, developmental research often locates processes in the micro-level of individuals and relationships, ultimately obscuring how intimately macro-level forces shape developmental processes. The current paper aims to shift the starting point of the story of human development by centering the macrosystem, and specifically racism (and its partnering ideologies of sexism, heteronormativity, classism, and capitalism) in ecological systems theory and developmental psychology broadly. Through the lens of racial socialization research, we present an empirical example to illustrate how the sociopolitical context of racism is itself a source of socialization. Finally, we propose new language, m(ai)cro, to conceptualize the simultaneous and transactional macro-as-micro processes in development. We conclude with guiding principles for how to work toward equity and justice in human development.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"270 - 292"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165951","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 social identity approach (social identity theory and self-categorization theory) for understanding children’s ingroup biases in attitudes and behaviors. It is argued that developmental research on ingroup bias will be enhanced by more fully considering the implications of this approach. These implications include (a) the conceptualization of group identity, (b) the importance of social reality and children’s epistemic motivation, (c) the role of processes of normative influence and social projection, and (d) the relevance of moral considerations. These four implications have not been fully considered in the developmental literature but indicate that the social identity approach offers the possibility for theoretically integrating and empirically examining various processes involved in children’s ingroup biases.
{"title":"Group Identity and Ingroup Bias: The Social Identity Approach","authors":"M. Verkuyten","doi":"10.1159/000519089","DOIUrl":"https://doi.org/10.1159/000519089","url":null,"abstract":"This article discusses the social identity approach (social identity theory and self-categorization theory) for understanding children’s ingroup biases in attitudes and behaviors. It is argued that developmental research on ingroup bias will be enhanced by more fully considering the implications of this approach. These implications include (a) the conceptualization of group identity, (b) the importance of social reality and children’s epistemic motivation, (c) the role of processes of normative influence and social projection, and (d) the relevance of moral considerations. These four implications have not been fully considered in the developmental literature but indicate that the social identity approach offers the possibility for theoretically integrating and empirically examining various processes involved in children’s ingroup biases.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"311 - 324"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49154194","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":"Toward a Strengths-Based Model of Latinx Child Development","authors":"M. Caughy","doi":"10.1159/000518430","DOIUrl":"https://doi.org/10.1159/000518430","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"217 - 220"},"PeriodicalIF":0.0,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48485804","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}
Lucía Alcalá, Maria Dolores Cervera-Montejano, Yuliana Stacy Fernandez
Children’s household contributions have been studied across cultural communities, mostly on the basis of maternal reports. Less is known about children’s views of their contributions. This study examines Yucatec Maya children’s ethnotheories of learning to help at home and their motivation for helping. We interviewed 38 7- to 11-year-old children in two communities in the Yucatán Peninsula, México. Children in both communities contributed substantially to their families by regularly taking the initiative to help with family work. Children explained that they like to help and that helping is a shared responsibility among family members. Children’s sense of belonging and responsibility to the family seemed to be the driving forces in their contributions, as they pay attention to the needs of the family and take the initiative to learn and help. These findings demonstrate the relevance of studying children’s ethnotheories to understand cultural variations on learning to help at home.
{"title":"How Yucatec Maya Children Learn to Help at Home","authors":"Lucía Alcalá, Maria Dolores Cervera-Montejano, Yuliana Stacy Fernandez","doi":"10.1159/000518457","DOIUrl":"https://doi.org/10.1159/000518457","url":null,"abstract":"Children’s household contributions have been studied across cultural communities, mostly on the basis of maternal reports. Less is known about children’s views of their contributions. This study examines Yucatec Maya children’s ethnotheories of learning to help at home and their motivation for helping. We interviewed 38 7- to 11-year-old children in two communities in the Yucatán Peninsula, México. Children in both communities contributed substantially to their families by regularly taking the initiative to help with family work. Children explained that they like to help and that helping is a shared responsibility among family members. Children’s sense of belonging and responsibility to the family seemed to be the driving forces in their contributions, as they pay attention to the needs of the family and take the initiative to learn and help. These findings demonstrate the relevance of studying children’s ethnotheories to understand cultural variations on learning to help at home.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"191 - 203"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000518457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41565925","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}
Intentional self-regulation (ISR), defined as actions to set, strive for, and maximize the chances to achieve goals, is linked to positive outcomes in adolescence. Underlying ISR is the goal focus, which refers to framing a goal in terms of its means (process focus) or its ends (outcome focus). A process focus is consistently linked to more positive results than an outcome focus in adult samples, but process and outcome foci are understudied in adolescence. This paper illuminates the benefits of a process focus for adolescent goal pursuit in three points. First, ISR is critical during adolescence and has been linked to lifelong outcomes. Second, while a process focus is beneficial in adulthood and this is likely similar in adolescence, developmental and contextual factors push adolescents towards adopting an outcome focus. Third, developing a process or outcome focus has significant implications for the selection, optimization, and compensation model. Implications and future directions are discussed.
{"title":"Goal Focus in Adolescence","authors":"Bethany Fleming Hoff","doi":"10.1159/000518512","DOIUrl":"https://doi.org/10.1159/000518512","url":null,"abstract":"Intentional self-regulation (ISR), defined as actions to set, strive for, and maximize the chances to achieve goals, is linked to positive outcomes in adolescence. Underlying ISR is the goal focus, which refers to framing a goal in terms of its means (process focus) or its ends (outcome focus). A process focus is consistently linked to more positive results than an outcome focus in adult samples, but process and outcome foci are understudied in adolescence. This paper illuminates the benefits of a process focus for adolescent goal pursuit in three points. First, ISR is critical during adolescence and has been linked to lifelong outcomes. Second, while a process focus is beneficial in adulthood and this is likely similar in adolescence, developmental and contextual factors push adolescents towards adopting an outcome focus. Third, developing a process or outcome focus has significant implications for the selection, optimization, and compensation model. Implications and future directions are discussed.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"239 - 248"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000518512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618687","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}
Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners’ move from interacting with digital tools to developing their conceptual grasp and understanding of how to engage in online learning. During this process, digital tools acquire psychological significance to become signs, while the digital environment (MOOC) becomes a tool for studying the essence of online learning and positions learners as conscious agents who possess the capacity to learn.
{"title":"Tools and Signs in Massive Open Online Courses: Implications for Learning and Design","authors":"I. Engeness","doi":"10.1159/000518429","DOIUrl":"https://doi.org/10.1159/000518429","url":null,"abstract":"Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners’ move from interacting with digital tools to developing their conceptual grasp and understanding of how to engage in online learning. During this process, digital tools acquire psychological significance to become signs, while the digital environment (MOOC) becomes a tool for studying the essence of online learning and positions learners as conscious agents who possess the capacity to learn.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"221 - 233"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44481467","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}
Engeness (this issue, DOI 10.1159/000) begins this article with the statement that “learning as a psychological process has been downplayed in the design of MOOCs.” I hope that Engeness is wrong about this and that this paper is not the first or the only guide for massive open online course (MOOC) designers to account for the psychological aspects of human learning. The principles of instructional design and pedagogy draw heavily on our understanding of learning as an entire suite of psychological processes. Many of the individuals who teach, whether in MOOCs, in other online environments, or in person, have extensive understanding of a range of pedagogical or instructional design principles and are working with instructional designers to encourage deep and meaningful learning by utilizing the best of our understanding of learning and memory as psychological processes. Along with most industries during the worldwide pandemic, higher education needed to rapidly move to remote delivery. Remote instruction requires a more planned and structured approach; the adjustments and improvisations that an instructor can make live in the classroom do not easily translate into remote delivery. The instructional designers on campuses became suddenly more popular and in demand. Let us take this historic moment, when the opportunities and affordances of remote instruction are on the minds of many instructors, as an opportunity to review and revisit the instructional design and pedagogy that underpin our teaching and learning. Whether this is a reminder of familiar promising practices or a foray into uncharted territory, our courses and our students will benefit from our concerted effort to ensure that the psychological processes of teaching and learning remain clearly in our minds and in our instructional design.
{"title":"Teaching and Learning as Psychological Processes","authors":"Victoria L. Cross","doi":"10.1159/000518406","DOIUrl":"https://doi.org/10.1159/000518406","url":null,"abstract":"Engeness (this issue, DOI 10.1159/000) begins this article with the statement that “learning as a psychological process has been downplayed in the design of MOOCs.” I hope that Engeness is wrong about this and that this paper is not the first or the only guide for massive open online course (MOOC) designers to account for the psychological aspects of human learning. The principles of instructional design and pedagogy draw heavily on our understanding of learning as an entire suite of psychological processes. Many of the individuals who teach, whether in MOOCs, in other online environments, or in person, have extensive understanding of a range of pedagogical or instructional design principles and are working with instructional designers to encourage deep and meaningful learning by utilizing the best of our understanding of learning and memory as psychological processes. Along with most industries during the worldwide pandemic, higher education needed to rapidly move to remote delivery. Remote instruction requires a more planned and structured approach; the adjustments and improvisations that an instructor can make live in the classroom do not easily translate into remote delivery. The instructional designers on campuses became suddenly more popular and in demand. Let us take this historic moment, when the opportunities and affordances of remote instruction are on the minds of many instructors, as an opportunity to review and revisit the instructional design and pedagogy that underpin our teaching and learning. Whether this is a reminder of familiar promising practices or a foray into uncharted territory, our courses and our students will benefit from our concerted effort to ensure that the psychological processes of teaching and learning remain clearly in our minds and in our instructional design.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"234 - 238"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941475","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":"Review of Living on the Spectrum: Autism and Youth in Community by Elizabeth Fein","authors":"L. Sterponi","doi":"10.1159/000518405","DOIUrl":"https://doi.org/10.1159/000518405","url":null,"abstract":"","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"65 1","pages":"249 - 250"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1159/000518405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914949","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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