Ladd,
G. W. (2004). Commentaries in Honor of the 50th Anniversary of
Merrill-Palmer Quarterly: An Introduction to the July 2004 and
October 2004 Issues. Merrill-Palmer Quarterly, 50, 203-205.
Abstract:
This occasion in the journal's history provides a vantage point
from which to appraise the scientific endeavors that have generated
the contents of the Quarterly and its sister publications over
the last half-century. To capitalize on this opportunity, two
issues of this year's Quarterly (i.e., July and October 2004)
contain commentaries written by senior investigators whose research
programs and accomplishments span many years within this epoch.
Included in the content of these commentaries are historical analyses
of pivotal accomplishments within various subdisciplines, appraisals
of the contemporary status of specific areas of investigation,
and visions of the future of scientific inquiry in the human developmental
sciences.
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Dodge,
K. A. (2004). The Nature-Nurture Debate and Public Policy. Merrill-Palmer
Quarterly, 50, 418-427.
Abstract:
The contentious nature-nurture debate in developmental psychology is poised to reach a rapprochement with contemporary concepts of gene-environment interaction, transaction, and fit. Discoveries over the past decade have revealed how neither genes nor the environment offers a sufficient window into human development. Rather, the most important discoveries have come from unearthing the manner in which the environment alters gene expression (and how genes impose limits on environmental effects), how biology and the environment influence each other across time, and how maximizing gene-environment fit leads to optimal outcomes for children. The manner in which these factors operate in tandem should direct future scholarship, practice, and public policy.
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Dweck,
C.S. & London, B.(2004). The Role of Mental Representation in Social Development. Merrill-Palmer Quarterly, 50, 428-444.
Abstract:
In this article we focus on a major advance of the past few decades: the introduction of mental representation as a tool for understanding social development. We argue that despite the considerable contributions made by this approach, it is underrepresented in social developmental research, except in the area of attachment. We go on to show that mental representations (1) play a key role in the social and self-related outcomes researchers value most highly, (2) are the carriers of socialization experience and a major means through which experience affects children’s outcomes, (3) have unique implications for pinpointing important socialization practices and designing effective interventions, and (4) can link social development to other areas in psychology. We also suggest, along with other recent authors, that mental representations hold the key to understanding the important issue of continuity and change in development.
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Kail,
R.V. (2004). Cognitive Development Includes Global and Domain-Specific Processes. Merrill-Palmer Quarterly, 50, 445-455.
Abstract:
Global accounts of cognitive development, best illustrated by Piaget’s theory, dominated the field until the 1970s and 1980s, when they were gradually superseded by domain-specific accounts. In this article I present evidence suggesting that both global and domain-specific processes make important contributions to cognitive development, and I describe models illustrating how global and domain-specific processes might be linked.
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Parke,
R. D. (2004). Fathers, Families, and the Future: A Plethora of Plausible Predictions. Merrill-Palmer Quarterly, 50, 456-470.
Abstract:
This commentary focuses on new directions in the study of fathers and families. Several topics that are ripe for more theoretical and empirical scrutiny are outlined. These include the biological determinants of fathering, cultural constraints on fathers, the impact of becoming a father on men’s development as adults, and an intergenerational perspective on fathering. The implications of the recent advances in our understanding of gay and lesbian parents for the critical nature of the father’s role in the family are examined. Finally, a wider range of methodological approaches—including qualitative as well as quantitative, experimental as well as correlational—is advocated in order to advance our appreciation of fathers in children’s lives.
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Ramey,
C.T. & Ramey S.L. (2004). Early Learning and School Readiness: Can Early Intervention Make a Difference?
Merrill-Palmer Quarterly, 50, 471-491.
Abstract:
Children’s experiences prior to kindergarten entry are correlated with degree of cognitive development and school readiness as measured by standardized assessments of cognitive and linguistic performance. Children from economically poor and undereducated families are at elevated risk for lack of school readiness due to less knowledge and skill. This article reviews evidence from randomized controlled trials (RCTs) that were designed to test the hypothesis that preschool education, with an emphasis on seven particular classes of experiences, could be efficacious in improving readiness for school and subsequent academic achievement in reading and mathematics. Results indicate that the cumulative developmental toll that is measured reliably in high-risk samples of children beginning in the second year of life can be substantially reduced through a high-quality preschool program. This positive effect has been replicated in nine additional trials using RCT methodology. Additionally, long-term follow-up of the original study participants indicates not only improved performance in reading and mathematics in elementary and secondary school but also a reduction in special education placement and grade retention, among other practical benefits. Results are discussed with respect to public policy recommendations and suggestions for future research.
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Rothbart,
M.K. (2004). Temperament and the Pursuit of an Integrated Developmental Psychology.
Merrill-Palmer Quarterly, 50, 492-505.
Abstract:
Historically, developmental psychology has been split into the areas of social development and cognitive development, with the cognitive area most recently dominating the field. Nevertheless, basic questions about development often require more integrative approaches, cutting across social and cognitive areas, while taking advantage of recent discoveries in psychobiology and our knowledge of general principles of development. Presenting recent advances in the study of temperament as an example, it is suggested that rather than emphasizing distinctions between areas, it may be preferable to offer general training in developmental psychology, with a student’s specializations organized around research questions rather than area boundaries. Advances in temperament research include refinement of our understanding of basic dimensions of temperament, identification of the construct of effortful control, and making links to the neuroscience of development.
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Rubin,
K.H. & Coplan, R.J. (2004). Paying Attention to and Not Neglecting Social Withdrawal and Social Isolation. Merrill-Palmer Quarterly, 50, 506-534.
Abstract:
This commentary outlines the origins, history, and current status of research related to children’s social withdrawal and social isolation. Early research related to children’s peer relationships is first explored, followed by a discussion of the relative “neglect” of social withdrawal prior to the 1980s. Increased research attention since that time is briefly reviewed; this latter research has provided a greater understanding of the causes, correlates, and consequences associated with “solitude.” In the latter half of this essay, the roles of biological factors and parenting are described. The essay closes with a discussion of future directions, including the exploration of risk and protective factors for socially withdrawn children, as well as the need for more research related to prevention and intervention.
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Turiel,
E. (2004). Historical Lessons: The Value of Pluralism in Psychological Research.
Merrill-Palmer Quarterly, 50, 535-545.
Abstract:
Psychologists tend to proclaim that their favored theoretical approach is the wave of the future that will replace existing paradigms. Typically, these proclamations, dating back to the early part of the 20th century, include the assertion that the new ideas will be resisted. However, opposing perspectives are often proclaimed to be the wave of the future. Such proclamations are counterproductive because they speak against pluralism in research and theory when the evidence does not settle matters. Nevertheless, it is useful, in measured ways, to consider accomplishments and needed future directions. Recent findings suggest that social and moral development is most adequately explained as stemming from children’s multiple social interactions. Children’s social relationships involve a combination of cooperation and conflict, as well as social harmony and social opposition. An important challenge is to understand how people oppose and resist injustices embedded in societal arrangements and cultural practices.
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Walker,
L.J. (2004). Progress and Prospects in the Psychology of Moral Development. Merrill-Palmer Quarterly,
50, 546-557.
Abstract:
This commentary on the psychology of moral development provides a critical analysis of some important theoretical trends and empirical advances marking past progress and also discusses some future prospects for the field. The primary concern is that contemporary moral psychology suffers from a conceptual skew that is evidenced by a theoretical and empirical focus on moral cognition as applied to interpersonal problems and the consequent inattention to moral personality and other intrapsychic aspects of the domain. A priority for the field is to move beyond single-variable models to ones that specify a more coherent and comprehensive account of moral functioning. Among other things, such accounts should entail a realistic depiction of moral maturity, meaningfully incorporate character traits and virtues, identify early childhood precursors, and address the significance of religion and spirituality in moral functioning.
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