Handbook of child psychology and developmental science vol 1 theory and method 2015

HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE Seventh Edition Volume Theory and Method Volume Editors WILLIS F OVERTON PETER C M MOLENAAR Editor-in-Chief RICHARD M LERNER Cover design: Wiley This book is printed on acid-free paper Copyright © 2015 by John Wiley & Sons, Inc All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008 Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose No warranty may be created or extended by sales representatives or written sales materials The advice and strategies contained herein may not be suitable for your situation You should consult with a professional where appropriate Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages This publication is designed to provide accurate and authoritative information in regard to the subject matter covered It is sold with the understanding that the publisher is not engaged in rendering professional services If legal, accounting, medical, psychological or any other expert assistance is required, the services of a competent professional person should be sought Designations used by companies to distinguish their products are often claimed as trademarks In all instances where John Wiley & Sons, Inc is aware of a claim, the product names appear in initial capital or all capital letters Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration For general information on our other products and services please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002 Wiley publishes in a variety of print and electronic formats and by print-on-demand Some material included with standard print versions of this book may not be included in e-books or in print-on-demand If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com For more information about Wiley products, visit www.wiley.com Library of Congress Cataloging-in-Publication Data: Handbook of child psychology Handbook of child psychology and developmental science / Richard M Lerner, editor-in-chief.—Seventh edition online resource Revision of Handbook of child psychology Includes bibliographical references and index Description based on print version record and CIP data provided by publisher; resource not viewed ISBN 978-1-118-13677-5 (Vol 1, cloth) ISBN 978-1-118-13685-0 (set, cloth)   ISBN 978-1-118-95297-9 (pdf) ISBN 978-1-118-95296-2 (epub) Child psychology I Lerner, Richard M., editor of compilation II Title BF721 155.4—dc23 Printed in the United States of America 10 2014033068 Contents Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition Preface xv Volume Preface Contributors vii xxiii xxv CONCEPTS, THEORY, AND METHOD IN DEVELOPMENTAL SCIENCE: A VIEW OF THE ISSUES Willis F Overton and Peter C M Molenaar PROCESSES, RELATIONS, AND RELATIONAL-DEVELOPMENTAL-SYSTEMS Willis F Overton DYNAMIC SYSTEMS IN DEVELOPMENTAL SCIENCE 63 David C Witherington DYNAMIC DEVELOPMENT OF THINKING, FEELING, AND ACTING 113 Michael F Mascolo and Kurt W Fischer BIOLOGY, DEVELOPMENT, AND HUMAN SYSTEMS 162 Robert Lickliter and Hunter Honeycutt ETHOLOGY AND HUMAN DEVELOPMENT 208 Patrick Bateson NEUROSCIENCE, EMBODIMENT, AND DEVELOPMENT 244 Peter J Marshall THE DEVELOPMENT OF AGENCY 284 Bryan W Sokol, Stuart I Hammond, Janet Kuebli, and Leah Sweetman v vi Contents DIALECTICAL MODELS OF SOCIALIZATION 323 Leon Kuczynski and Jan De Mol 10 HUMAN DEVELOPMENT AND CULTURE 369 Jayanthi Mistry and Ranjana Dutta 11 EMOTIONAL DEVELOPMENT AND CONSCIOUSNESS 407 Michael Lewis 12 DEVELOPMENT OF PERSONAL AND CULTURAL IDENTITIES 452 Michael J Chandler and William L Dunlop 13 MORAL DEVELOPMENT 484 Elliot Turiel 14 DEVELOPMENT AND SELF-REGULATION 523 Megan M McClelland, G John Geldhof, Claire E Cameron, and Shannon B Wanless 15 DEVELOPMENTAL PSYCHOPATHOLOGY 566 E Mark Cummings and Kristin Valentino 16 POSITIVE YOUTH DEVELOPMENT AND RELATIONAL-DEVELOPMENTAL-SYSTEMS 607 Richard M Lerner, Jacqueline V Lerner, Edmond P Bowers, and G John Geldhof 17 SYSTEMS METHODS FOR DEVELOPMENTAL RESEARCH 652 Peter C M Molenaar and John R Nesselroade 18 NEUROSCIENTIFIC METHODS WITH CHILDREN 683 Michelle de Haan 19 MIXED METHODS IN DEVELOPMENTAL SCIENCE 713 Patrick H Tolan and Nancy L Deutsch 20 GROWTH CURVE MODELING AND LONGITUDINAL FACTOR ANALYSIS 758 Nilam Ram and Kevin J Grimm 21 PERSON-ORIENTED METHODOLOGICAL APPROACHES 789 Alexander von Eye, Lars R Bergman, and Chueh-An Hsieh Author Index 843 Subject Index 869 Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition WILLIAM DAMON THE HANDBOOK’S DEVELOPING TRADITION indicator and as a generator, a pool of received findings, and a source for generating new insight It is impossible to imagine what the field would look like if Carl Murchison had not assembled a ground-breaking collection of essays on the then-almost-unknown topic of child study in his first Handbook of Child Psychology That was 1931, at the dawn of a scholarly history that, like every developmental narrative, has proceeded with a combination of continuity and change What does this history tell us about where the field of developmental science has been, what it has learned, and where it is going? What does it tell us about what’s changed and what has remained the same in the questions that have been asked, in the methods used, and in the theoretical ideas that have been advanced to understand human development? Development is one of life’s optimistic ideas It implies not just change but improvement, progress, forward movement, and some sense of positive direction What constitutes improvement in any human capacity is an open, important, and fascinating question requiring astute theoretical analysis and sound empirical study So, too, are questions of what accounts for improvement; what enhances it; and what prevents it when it fails to occur One of the landmark achievements of this edition of the Handbook of Child Psychology and Developmental Science is that a full selection of top scholars in the field of human development have offered us state-of-the-science answers to these essential questions Compounding the interest of this edition, the concept of development applies to scholarly fields as well as to individuals, and the Handbook’s distinguished history, from its inception more than 80 years ago to the present edition, richly reveals the development of a field Within the field of human development, the Handbook has had a long and notable tradition as the field’s leading beacon, organizer, and encyclopedia of what’s known This latest Handbook edition, overflowing with insights and information that go well beyond the scientific knowledge available in previous editions, is proof of the substantial progress made by the field of human development during its still-short (by scholarly standards) history Indeed, the history of developmental science has been inextricably intertwined with the history of the Handbook Like many influential encyclopedias, the Handbook influences the field it reports on Scholars—especially younger ones—look to it to guide their own work It serves as an The First Two Editions Carl Murchison was a star scholar/impresario who edited the Psychological Register, founded important psychological journals, and wrote books on social psychology, politics, and the criminal mind He compiled an assortment of handbooks, psychology texts, and autobiographies of renowned psychologists, and even ventured a book on psychic phenomena (Sir Arthur Conan Doyle and Harry Houdini were among the contributors) Murchison’s initial Handbook of Child Psychology was published by a small university press (Clark University) in 1931, when the field itself was still in its infancy Murchison wrote: Experimental psychology has had a much older scientific and academic status [than child psychology], but at the present time it is probable that much less money is being spent for pure research in the field of experimental psychology than is being vii viii Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition spent in the field of child psychology In spite of this obvious fact, many experimental psychologists continue to look upon the field of child psychology as a proper field of research for women and for men whose experimental masculinity is not of the maximum This attitude of patronage is based almost entirely upon a blissful ignorance of what is going on in the tremendously virile field of child behavior (Murchison, 1931, p ix) Murchison’s masculine allusion is from another era; it might supply good material for a social history of gender stereotyping That aside, Murchison was prescient in the task that he undertook and the way that he went about it At the time this passage was written, developmental psychology was known only in Europe and in a few forward-looking U.S labs and universities Nevertheless, Murchison predicted the field’s impending ascent: “The time is not far distant, if it is not already here, when nearly all competent psychologists will recognize that one-half of the whole field of psychology is involved in the problem of how the infant becomes an adult psychologically” (Murchison, 1931, p x) For this first 1931 Handbook, Murchison looked to Europe and to a handful of American research centers for child study—most prominently, Iowa, Minnesota, University of California at Berkeley, Columbia, Stanford, Yale, and Clark—many of which were at the time called field stations Murchison’s Europeans included a young “genetic epistemologist” named Jean Piaget, who, in an essay on “Children’s Philosophies,” cited data from his interviews with 60 Genevan children between the ages of and 12 years Piaget’s chapter would provide U.S readers with an introduction to his soon-to-be seminal research program on children’s conceptions of the world Another European, Charlotte Bühler, wrote a chapter on young children’s social behavior In her chapter, which still is fresh today, Bühler described intricate play and communication patterns among toddlers—patterns that developmental scientists would not rediscover until the late 1970s Bühler also anticipated critiques of Piaget that were to be again launched during the sociolinguistics heyday of the 1970s: Piaget, in his studies on children’s talk and reasoning, emphasizes that their talk is much more egocentric than social that children from three to seven years accompany all their manipulations with talk which actually is not so much intercourse as monologue [but] the special relationship of the child to each of the different members of the household is distinctly reflected in the respective conversations (Bühler, 1931, p 138) Other Europeans include Anna Freud, who wrote on “The Psychoanalysis of the Child,” and Kurt Lewin, who wrote on “Environmental Forces in Child Behavior and Development”—both would gain worldwide renown in coming years The Americans that Murchison chose were equally notable Arnold Gesell wrote a nativistic account of his twin studies—an enterprise that remains familiar to us today—and Stanford’s Lewis Terman wrote a comprehensive account of everything known about the “gifted child.” Harold Jones described the developmental effects of birth order, Mary Cover Jones wrote about children’s emotions, Florence Goodenough wrote about children’s drawings, and Dorothea McCarthy wrote about language development Vernon Jones’s chapter on “children’s morals” focused on the growth of character, a notion that was to become mostly lost to the field during the cognitivedevelopmental revolution, but that has reemerged in the past decade as a primary concern in the study of moral development Murchison’s vision of child psychology included an examination of cultural differences as well His Handbook presented to the scholarly world a young anthropologist named Margaret Mead, just back from her tours of Samoa and New Guinea In this early essay, Mead wrote that her motivation in traveling to the South Seas was to discredit the claims that Piaget, Lévy-Bruhl, and other “structuralists” had made regarding what they called animism in young children’s thinking (Interestingly, about a third of Piaget’s chapter in the same volume was dedicated to showing how Genevan children took years to outgrow their animism.) Mead reported data that she called “amazing”: “In not one of the 32,000 drawings (by young ‘primitive’ children) was there a single case of personalization of animals, material phenomena, or inanimate objects” (Mead, 1931, p 400) Mead parlayed these data into a tough-minded critique of Western psychology’s ethnocentrism, making the point that animism and other beliefs are more likely to be culturally induced than intrinsic to early cognitive development This is hardly an unfamiliar theme in contemporary psychology Mead offered a research guide for developmental field workers in strange cultures, complete with methodological and practical advice, such as the following: (1) translate questions into native linguistic categories; (2) not controlled experiments; (3) not try to research that requires knowing the ages of subjects, which are usually unknowable; and (4) live next door to the children whom you are studying Despite the imposing roster of authors that Murchison had assembled for this original Handbook of Child Psychology, his achievement did not satisfy him for long Barely years later, Murchison put out a second edition, of which he Subject Index conscious or intentional self-regulation, 527 cultural framing of, 412–413, 425, 426 definition and description of, 408, 411 developmental role of, 437–444 emotional development and, 5–6, 407–445 general issues in study of, 408–414 identity development and, 413 imitation as intentional behavior in, 419 individual differences in, 413–414 intention, agency, and, 414–421 language for expression of, 434–435, 436, 439 levels of, 410–411, 419–420, 427–428, 429–434 levels of knowing and, 438–439 meaning of behavior reflecting, 413 moral development related to, 442, 487, 489, 495 overview of, 407–408, 444–445 pretend play as measurement of, 435–436 self-recognition as measurement of, 435, 436 self-referential/self-reflective behavior as measurement of, 408, 411, 412, 427–428, 429, 434–436 social coaction theory of, 429–432 socialization coacting with, 413–414, 423, 425 social relationships and, 413–414, 423, 425, 429–432, 439–441 system of the self and, 412, 428–429 temperament coacting with, 413–414 theories of development of, 429–434 theory of mind and, 432, 435, 436, 437, 438–439 Context See also Environment affordance context or elicitors of emotion, 409, 410, 422–424 Contextualism based on, 26–30, 105–106, 327 cultural (see Culture) developmental psychopathology contextual embeddedness, 570, 579, 589–597 dynamic development reflecting, 114 person-context relational integration (see Relational-Developmental-Systems) process-relational concepts in, 12–15, 16 socialization in, 324, 327, 336, 338–339, 340–341, 358 Contradiction, 327, 328, 342–347, 348 Five Cs Model of positive youth development, 620–626, 628, 633 Culture: action and experience integration with, 378–381, 387 agency cultural context, 358 Cartesian Culture metatheory, 24–25 civic engagement and, 307–312, 499, 500 conceptual issues of, 11, 373–389 cultural and personal continuities, 467–472, 474–478 cultural inclusivity in knowledge of human development, 384–387 culturally inclusive knowledge of human development, 381–384 cultural neuroscience, 395–397 cultural-personal identity development integration, 6, 386, 387–388, 397–400, 452–479 current/contemporary perspectives on, 372–373, 381–389 debates on approaches to, 371–372 developmental science integration with, 369–401 dualism as cultural universal, 462 embodiment of, 377–379, 396 emotion and consciousness framed by, 412–413, 425, 426 epigenetic process analysis in relation to, 392–395 ethnicity and ethnic identity development, 387–388, 397–400, 499–500, 630 (see also Ethnicity and race) functional-adaptive perspectives on, 375–376 historical perspectives on, 369–372 idiographic filter analysis of, 382, 383–384, 391, 394 individualistic vs collectivistic, 487, 498, 500–501, 504 inseparability of person and culture, 373–376, 395–396 871 intergenerational transmission of, 351–352 as interpretive and meaning-making processes, 387–389 language and communication reflecting (see Language and communication) moral development framed by, 485–486, 487, 492, 497–506 multiple levels of analysis of, 391–397 mutually constitutive nature of culture and development, 376–378, 379, 396–397 overview of, 5, 6, 369–370, 400–401 person-culture relations, 373–381 positive youth development consideration of, 395, 617–618 research methodology on, 389–397, 719, 739, 744 self-regulation correlation with, 375–376, 542, 543–547 socialization cultural embeddedness, 323, 339, 358, 376, 382–383, 388, 394, 397–400 sociocultural agency reflecting, 285, 286, 287, 288–291, 292, 297, 304, 307–312, 331–332 sociocultural context of dynamic development, 120 systematic cultural variation integration, 382–384 youth suicide in relation to, 466–467, 472–478 Darwin, Charles/Darwinian thinking, 23, 165, 219, 233, 235, 236–237, 407, 408 See also in author index Data box, 654–656, 666–667, 779–781 Descartes, Rene, 16, 17–18, 19, 20, 430, 454, 456–458, 459–460 See also Cartesian thought; in author index Developmental psychobiological systems: animal breeding studies on, 181–183 biological perspective underlying, 167–168, 170–199 environmentally induced epigenetic effects on development in, 178–179 epigenetics in, 174–192, 195 evolution and development integration in, 192–198 experience role in, 170, 189–191 gene regulation and epigenetic processes in, 176–178 heritability estimates in, 184–186 holism in, 172 integrated levels in, 170–172 kinship studies on, 183–184 Modern Synthesis considerations in, 192, 194–196 molecular genetics and behavior in, 186–188 nervous system development in, 188–192 overview of, 198–199 phenotype in, 164, 168, 170, 172, 174–175, 181–186, 192–198 prenatal and postnatal experiential influences on brain structure and function in, 189–191 quantitative behavioral genetics related to, 181, 183, 185–186 relational genes in, 175–176 situated relational causality in, 172 situating genes in, 172–174, 191–192 sociobiology in, 192–193 transgenerational epigenetic inheritance in, 179–180 Developmental psychopathology: active organism role in, 570 adult clinical perspectives on psychopathology vs., 567–572 biological perspective vs., 575, 590–591, 593–594 contextual embeddedness of, 570, 579, 589–597 definition and description of, 567–568, 571 developmental cascades in, 597–598 diagnosis and classification of disorders in, 568, 587–588 diversity of causes of development in, 570 emotional security theory in perspective of, 586–587, 591–597 epigenetic influences in, 179, 591 family-wide and community influences considered in, 593–597 holistic approach to, 570–571 interventions/prevention related to, 578, 585–588 872 Subject Index Developmental psychopathology (cont’d.) key conceptual components of, 572–573 marital conflict considered in, 592–594 multidisciplinary interactions and perspectives with, 571–572, 574–575 new directions and emerging themes in, 597–598 normal and abnormal considered together in, 574–584 orderly change and directionality in, 571 overview of, 6–7, 566–567, 598–599 parenting issues as context for, 589–592 pathways of development in, 579–581, 597–598 peer influences considered in, 595–597 process-oriented perspective in, 573–574 research on, 575–578, 584–589, 590–591, 597–598 resilience in, 581–583 risk and protective factors in, 578–579, 582–583, 585, 592–593 sibling relationships considered in, 594–595 theoretical assumptions about development in, 569 Developmental regulations, 2, 524 Developmental science: agency in (see Agency) biological perspective in (see Biological perspective) cognition in (see Cognition and cognitive development) concepts, theory, and method in, 1–8, 10–11 context in (see Context; Environment) culture in (see Culture) definition and description of, developmental psychopathology in (see Developmental psychopathology) dynamic systems in (see Dynamic development; Dynamic systems) embodiment in (see Embodiment) emotions in (see Emotions or feelings) ethological approach in (see Ethological approach to development) evolution in (see Evolution) identity development in (see Identity development) moral development in (see Moral development) neuroscience in (see Neuroscience) overview of Handbook volume on, 3–8 paradigm shift in, 1–3, 11–12 person-oriented approaches in (see Person-oriented approaches) positive youth development in (see Positive youth development) Relational-Developmental-Systems in (see Process-Relational paradigm; Relational-Developmental-Systems) research in (see Longitudinal factor analysis; Methodology; Mixed methods; Neuroscientific research methodology; Research; Systems developmental research methodology) self-regulation in (see Self-regulation) socialization in (see Socialization) Diagnostic and Statistical Manual of Mental Disorders, 568, 587–588 Dialectical process: agency in, 324, 329–333, 340–341, 349, 351, 353, 355–358 contradiction as source of change in, 327, 328, 342–347, 348 dialectical idealism, 327 dialectically informed methodology, 358–362 dialectical materialism, 327 dialectical models of socialization, 5, 323–363 differentiated, 29 domains of relationships in, 337–338 family therapy applications of, 353–358 holism principles in, 328, 333–335 integrative, 29–30 metaphor of, 326 overview of, 5, 323–325, 362–363 parent-child interactions/relationship in, 324–333, 335–342, 353–358 power dynamics in, 332–333, 335, 337, 339, 348–350 in process-relational worldview, 29–30, 35–36 relational influence in, 348–350, 356–358 relational representations in, 338 social relational theory of, 328–329, 334–335, 343–344, 348, 353–358 synthesis in, 327, 348–353 trajectory equifinality model of, 353 transactional model of, 327–328, 336, 349 Diet and nutrition: ethological views of impact of, 214, 220, 223, 224–225, 228 evolutionary impacts of, 196–197 experience-adaptive plasticity related to, 256 phenylketonuria management through, 228 transgenerational epigenetic effects of, 179–180 Differential psychology, 805–806, 810–812, 827 Diffusion tensor imaging (DTI), 686, 690–691, 694–695 Directionality: developmental psychopathology consideration of, 571 dynamic systems theory on, 66, 71, 73 general systems theory on, 73 in Relational-Developmental-Systems, 51–52 relational reciprocal bidirectionality of person-context, 414, 528, 537, 608 (see also Relational-Developmental-Systems) socialization bidirectionality, 324–325, 326–329, 332, 334, 339, 361, 362 Dualistic approach See also Cartesian thought Boosters in support of, 456, 462–463, 464–465 contemporary, 454–460 cultural universalism of, 462 “dualism light” as, 456, 465–466 to identity development, 454–466 Scoffers in opposition to, 456, 462–464, 465 transformational vs variational change in, 460–462 Dynamic development: abstractions in, 121, 122, 125–126, 145 backward transitions in, 130–131 coactive construction of everyday skills in, 148–152 coactive scaffolding in, 128–130, 149–150, 151–152 constructive webs and pathways in, 131–133, 140–141 developmental analysis of joint action in, 128–130 developmental ranges in, 126–128 dynamic skill theory on, 120–121, 126 embodied nature of psychological processes in, 115 emotional grounding of action in, 117–118 epigenesis of psychological structures in, 115–116 infancy-specific, 122–124, 133–139 innate knowledge power and limitations in, 136–139 intersubjectivity and coregulation of social behavior in, 118–120, 122 language and communication in, 119–120, 124, 131–132, 150–152 mediational means in, 150–152 microdevelopmental analysis of, 148–150 moral action in, 139–147 nonlinearity of, 130–131, 148–149 overview of, 4, 114–115, 152–154 person-environment dynamic coaction for, 115, 116, 117, 120 reaching skill development in, 133–136 reading development as, 131–132 reflexes in, 121, 122–123, 134 representations in, 121, 122, 124–125, 142, 143, 144 research on, 153–154 sensorimotor actions in, 121, 122, 123–124, 133–139, 148–150 shapes of development in, 126–128, 130–133 skill development and measurement in, 120–139, 148–152 sociocultural context of, 120 structure of action in, 116–117 Subject Index of thinking, feeling, and acting, 4, 94, 114–154 toddler to adult, 124–126, 139–147 variation in, 114, 130–133, 135–136 Dynamic systems: attractors in, 81, 82–85, 101 autopoietic systems as, 72–73 bifurcations in, 84–85 Bloomington approach to, 64–65 Cartesian-Split-Mechanistic paradigm comparison to, 104–105 catastrophe theory on, 85, 669, 671–675 circular causality in, 91–94, 96, 103–104 cognitive theories/development based on, 4, 94, 98–100, 114–154, 261 continuity of dynamic process in, 85–86 definition of, 652–653 developmental psychopathology viewed in terms of, 580–581 developmental stage transitions in, 669–675 development-specific considerations, 86–87 diachronic organization in, 73–74 dynamic development of thinking, feeling, and acting based on, 4, 94, 114–154 dynamic factor analysis of, 658–665, 776–777 dynamic field/systems theory on, 98–100, 115, 261, 670 dynamics of wholeness in, 74–86, 87, 97 emergence in, 76–85, 86, 89–90 emotional interpretation/development in, 4, 92–94, 114–154 epigenetic processes in, 663–665 exclusive approach to, 87–90, 97–106 feedback loops in, 74, 78–79, 93, 95, 260, 676 general systems theory underlying, 67–75, 86–90 Groningen approach to, 64–65, 94–97 historical foundations of, 67–86 holistic structure of, 87, 94 inclusive approach to, 87, 88–97, 103–106 narratives of, 65–67 nonlinear dynamics in, 64, 67, 75–86, 87–90, 130–131, 148–149, 653, 654, 663–665, 669–675 nonstationary processes in, 660–665 open vs closed systems as, 71–72, 74, 75 optimal guidance of developmental processes in, 675–677 organization/self-organization in, 68–69, 73–74, 86, 87, 88–89, 90–97, 102–103, 663–665 overview of, 4, 63–65, 103–106 primary and secondary regulations in, 74 privileging activity in here-and-now in, 100–103 process focus in, 97–103 qualitative mathematics of spontaneous emergence in, 81–85 quantitative mathematics of spontaneous emergence in, 76–80 reciprocal causality in, 91–92 in Relational-Developmental-Systems, 3, 4, 64, 66–67, 104–106 separatrices in, 81–82, 83–85 socialization in terms of, 326, 343 soft assembly principle in, 101–103 stationary processes in, 658–660 statistical analysis of, 7, 654, 658–665 system as cause in, 68–71 systems developmental research methodology based on, 652–678 temporal dimensions of, 69–70, 81, 86–87, 88–89, 93, 94–103, 654, 656–657, 658–665 wholeness of dynamics in, 71–74, 87 Ecological fallacy, 453, 472, 781, 791, 806–808 Electroencephalography (EEG), 684, 685, 686–687, 701–705 Electromyography (EMG), 706 Electrooculogram (EOG), 687 873 Embodiment: body-conservatism approach to, 258–259 body-enactivism approach to, 259–261 body-functionalism approach to, 259 dynamic field/systems theory on, 98–100, 115, 261 embodied agency, 293, 300–301, 330, 331 embodied brain, 261–263, 396 embodied cognition, 98–100, 115, 258–261 meaning and representation in relation to, 260–261, 262 mutual constitution of person-culture through, 377–378, 379, 396 neuroscience, development and, 5, 245, 248, 251–252, 258–266, 273–274, 396 in Relational-Developmental-Systems, 50, 248, 265–266, 610–613 social-cognitive neuroscience relation to, 263–265 Emergence: in dynamic systems, 76–85, 86, 89–90 qualitative mathematics of, 81–85 quantitative mathematics of, 76–80 in Relational-Developmental-Systems, 53 Emotions or feelings: affordance context for, 409, 410, 422–424 brain function relationship to, 423–424, 495–497 cognitive process relationship to, 442–443 consciousness and development of, 5–6, 407–445 cultural framing of, 412–413, 425, 426 definition and description of, 408, 409–411, 421, 427 dynamic development of, 4, 94, 114–154 dynamic system emotional interpretation, 92–93 emotional action patterns, 407, 408–409, 410, 420–421, 424–427, 441–443 emotional grounding of action, 117–118 emotional receptors, 423–424 emotional security theory on, 586–587, 591–597 emotional system, 421–428 evaluative, 443–444 exposed, 443 facial or body expressions of, 408, 410, 415, 416, 417, 422, 424–427 features of emotional life, 409–411, 421–428 general issues in study of, 408–414 individual differences in, 413–414 intention, agency, and, 414–421 intuition based on, 492 meaning of behavior reflecting, 413 moods in relation to, 93 moral development relationship to, 140, 442, 484–485, 488, 489, 492, 495–497, 505, 509–512 overview of, 407–408, 444–445 primary, 408, 423, 441–442 regulation of, 535–537 socialization coacting with, 413–414, 423, 425 temperament coacting with, 413–414 vocalized expressions of, 424–425 Empathy, 143–144 Enlightenment movements, 19, 20–22, 31, 290, 291, 457 Environment See also Context biological and developmental psychobiological perspectives on influence of, 163, 170, 174–192, 195–196 cultural (see Culture) dynamic development reflecting, 115, 116, 117, 120 emotional development and consciousness in context of, 407–445 evolutionary changes from control of, 234 experience including influences of (see Experience) gene-environment interaction, 182, 194, 196, 228–229, 385, 581 (see also nature-nurture debate subentry) heritability relationship to, 216–219 874 Subject Index Environment (cont’d.) nature-nurture debate on role of, 166–167, 168, 169–170, 172, 183, 209, 266–267 person-environment coactions, 115, 116, 117, 120, 218–219, 528–529, 547, 552–553, 608, 620, 632–634 (see also Relational-Developmental-Systems) plasticity in response to (see Plasticity) positive youth development stage-environment fit, 616 robustness of development including insensitivity to changes in, 219–220 rural vs urban, 384–385 self-regulation within (see Self-regulation) Epigenesis: biological and developmental psychobiological perspectives on, 163, 170 definition and description of, 41, 115, 174, 231 developmental cognitive neuroscience connections to, 250 developmental psychopathology viewed in terms of, 581, 591 dynamic development of psychological structures through, 115–116 probabilistic, 4, 6, 47, 52, 115, 170, 250, 267, 408, 524, 581 in Relational-Developmental-Systems, 47, 52–53, 267, 524, 610, 612–613 Epigenetics: advances in, 10, 174–175 animal breeding studies on, 181–183 biological and developmental psychobiological perspectives on, 174–192, 195 definition and description of, 116, 174, 231, 611–612 developmental psychopathology view of, 179, 591 dynamic system nonlinear self-organizing epigenetic processes, 663–665 environmentally induced epigenetic effects on development, 178–179 ethological understanding of, 231–232, 236–237 evolution relationship to, 192–198, 236–237, 611–612 gene regulation and epigenetic processes in, 176–178 heritability estimates in, 184–186 historical foundations of, 163, 174 integrated culture-development research/analysis of, 392–395 kinship studies on, 183–184 molecular genetics and behavior in, 186–188 nervous system/brain development in, 188–192, 256–257 quantitative behavioral genetics influenced by, 181, 183, 185–186 relational genes in, 175–176 transgenerational epigenetic inheritance, 179–180 Equifinality, 221, 353, 525–526 Ergodicity: ergodic theorem on, 3, 577, 610, 654, 656, 657 idiographic perspective on, 548, 801–803, 809–810 mixed methods research methodology consideration of, 733 person-oriented research methodology consideration of, 801–803, 809–810 systems developmental research methodology consideration of, 653, 654, 656–658, 662–663 Ethnicity and race: cultural and moral views of, 387–388, 397–400, 499–500, 513 identity development related to, 387–388, 397–400, 499–500, 630 positive youth development addressing, 630 research on culture and, 389–397, 719, 739, 744 Ethological approach to development: accommodation to normal development disruption in, 223 adaptations and adaptability in, 213–214, 224, 234–235 biological function in, 212–214 bird studies in, 230 changes in, 210–211 complex process capacity in, 226–227, 235–236 constancy from elasticity and intrinsic stability in, 220 critique of classical ethology, 211 definition and description of, 209 developmental origins of health and disease in, 224, 225 epigenetics in, 231–232, 236–237 equifinality hypothesis in, 221 evolution and development in, 215–216, 232–237 handled rat studies in, 224–225 heritability in, 216–219 historical setting for, 209–210 immune response in, 227 innateness and instinct meanings in, 214–216 insensitivity to environmental changes in, 219–220 integration of robustness and plasticity in, 228–232 learning and learned behavior in, 211, 225–227, 230–231, 235 overview of, 4–5, 208–209, 237–238 person-environment coactions in, 218–219 plasticity in, 213–214, 222–233, 235–236 problems and questions addressed in, 211–212 regulation in, 221–222 robustness of development in, 219–222, 228–232 sensitive periods in development in, 229–230 stable features of development in, 210–211 Event-related potentials (ERP), 686–687, 688, 701–705 Evolution: adaptability drivers in, 234–235 agency in relation to, 296–297 behavior, development, and, 196–198 biological and developmental psychobiological perspectives on, 165–166, 192–198 Cartesian Evolution metatheory, 23 choice influencing, 233–234 environmental control influencing, 234 epigenetics relationship to, 192–198, 236–237, 611–612 ethological approach to development and, 215–216, 232–237 Evolutionary Psychology, 193–194, 215–216, 612–613 genetics relationship to, 196–197 individual development relationship to, 10–11 Modern Synthesis view of, 1, 10, 23, 116, 165–166, 192, 194–196, 290 plasticity influencing, 232–233, 235–236, 612–613 Relational-Developmental-Systems on, 610–613 Executive function: attentional flexibility and control in, 532–533 effortful control in, 533–534 inhibitory control in, 532–533 self-regulation foundation in, 531–534, 537 working memory in, 532–533 Expectancy-value theory, 616 Experience: action and, 116, 378–381 brain development relationship to, 254–258, 396 culture-person integration through, 378–381, 387 developmental change through, 378–381 developmental psychobiological systems impacted by, 170, 189–191 developmental psychopathology consideration of, 581 embodiment as form of lived experience (see Embodiment) emotional and conscious, 409, 411 experience-adaptive plasticity, 255–256 experiential canalization and self-regulation, 526 meaning of, 54–55 Explanation, 45–46 Subject Index Feedback loops: action, 260, 378, 379, 392 in dynamic systems, 74, 78–79, 93, 95, 260, 676 in embodied brain, 262 optimal feedback guidance/control, 676 in Process-Relational and Relational-Developmental-Systems, 12, 42, 47, 48, 49 robustness of development through, 221 Feelings See Emotions or feelings Food sources See Diet and nutrition Foundationalism, 17, 20, 68 4-H Study of positive youth development, 620–621, 622, 623, 624–626, 631, 634–635, 637, 638, 642 Freedom: agency in relation to, 286, 291, 294 cultural and moral practices related to, 499, 502, 504, 513 Functionalear infrared spectroscopy (fNIRS), 700–701 Functional magnetic resonance imaging (fMRI), 684, 685, 686–687, 688, 696–700 Galilei, Galileo, 16–17, 457 Galton, Francis, 181, 183, 209, 266 See also in author index Gender: cultural and moral practices related to, 498–502, 513 cultural neuroscience on, 395 person-oriented research results by, 807–808, 834 positive youth development differences by, 624, 625, 630 self-regulation differences by, 542 General systems theory, 67–75, 86–90 Genetics See also Epigenetics advances in, 10, 174–175 animal breeding studies on, 181–183 biological perspective on, 163–192, 194–196 Cartesian Inheritance metatheory on, 22–23 chromosomal theory of heredity on, 165 DNA discovery in, 164, 165 evolution relationship to, 196–197 gene-environment interaction, 182, 194, 196, 228–229, 385, 581 (see also nature-nurture debate subentry) gene regulation and epigenetic processes in, 176–178 genocentrism based on, 165–166 genotype based on, 164 heritability/heritability estimates in, 184–186, 216–219 instinct relationship to, 215–216 kinship studies on, 183–184 maturational framework based on, 166–167 Modern Synthesis view of, 165–166, 192, 194–196 molecular genetics and behavior in, 186–188 nativism based on, 167, 168–174 nature-nurture debate on role of, 166–167, 168, 169–170, 172, 183, 209, 266–267 nervous system/brain development in, 188–192, 256–257 quantitative behavioral, 181, 183, 185–186 relational genes in, 175–176 situating genes in developmental systems, 172–174, 191–192 transgenerational epigenetic inheritance in, 179–180 transmission vs developmental, 165 Germ-plasm theory, 163–164, 165 Goal orientation: general systems theory on, 73 intention as, 418, 420–421, 527 in mixed methods research, 717, 742 moral development influenced by, 146–147 875 in person-oriented research, 811 in Relational-Developmental-Systems, 51–52 self-regulated actions as, 527–528, 529 in socialization, 337, 353 Group Iterative Multiple Model Estimation (GIMME), 668–669 Groups, morality of, 497–500 Growth curve modeling: data box used with, 779–781 exponential, 763, 769–770 Gompertz, 770–771 implementation of, 778–781 of interindividual differences, 762, 764, 766, 768, 769–770, 774, 780, 781 of intraindividual change, 761–775 latent basis, 763, 768–769, 828–831 latent change score model of, 772–773 linear, 763, 765–766 linear to nonlinear models of, 762–772 logistic, 770 longitudinal factor analysis using, 8, 761–775, 778–783, 828–831, 833–834 mapping theories of change, change processes, and change outputs with, 772–775 as multilevel model, 764–765, 769, 829 nonlinear, 767, 768–772, 781–782, 828 objective of, 762 person-oriented approaches using, 828–831, 833–834 polynomial, 766–768 quadratic, 763, 767–768 Richards, 771 sigmoidal, 763, 770–771 sinusoidal, 763, 771 spline, 763, 771–772 as structural equation model (SEM), 764–765, 767, 768, 769, 772–773, 828, 829–831 time metric selection for, 766, 780–781, 782–783 variables measured in, 780 Growth mixture analysis, 731–732, 834 Hartshorne, Charles, 32 See also in author index Hegel, G W F./Hegelian views, 26–27, 30, 31, 35–36, 291, 292 See also in author index Herder, Johann Gottfried, 35 Heritability/heritability estimates, 184–186, 216–219 See also Genetics Hobbes, Thomas, 16, 24 See also in author index Holism: in developmental psychobiological systems, 172 in developmental psychopathology, 570–571 in dialectical context of socialization, 328, 333–335 differentiated, 28 floating, 570–571 holistic structure of dynamic systems, 87, 94 integrative, 28–29 person-oriented approaches to, 796, 797 in positive youth development, 632–633 in process-relational worldview, 27–29, 37, 40–41 self-regulation in relation to, 524 social relational theory on, 334–335 systemic context of, 333–334 Human Genome Project, 273 Hume, David/Humean tradition, 20, 21–22, 290, 291, 484 See also in author index Hysteresis loop, 672, 673–674 876 Subject Index Idealism, 295, 327 Identity development: cultural-personal developmental integration in, 6, 386, 387–388, 397–400, 452–479 dualistic approach to, 454–466 dynamic, 96 emotion and consciousness in, 413 ethnic, 387–388, 397–400, 499–500, 630 moral identity consolidation in, 144–146 overview of, 452–454, 478–479 persistence in, 467, 468–472 personal and cultural continuities in, 467–472, 474–478 sameness and change in, 467–468, 469–471 transformational vs variational change in, 460–462 youth suicide case study exploring, 466–467, 472–478 Idiographic perspective: on culture, 382, 383–384, 391, 394 idiographic filter analysis based on, 382, 383–384, 391, 394, 666–668, 732, 734 idiographic psychology on, 801–805, 809–810, 811–812, 827 on positive youth development, 634, 638–639 on self-regulation, 548, 549–550 Immune system, plasticity of, 227 Inheritance See Genetics; Heritability/heritability estimates Innateness, 136–139, 214–216, 254 Instinct, 214–216 Intention, 414–421, 527 See also Goal orientation Interactionism, 17–18 Item response theory, 799, 817, 824–831, 832–834 Kant, Immanual/Kantian tradition, 21, 31, 35, 291, 484 See also in author index Language and communication: agency-related symbolic and linguistic functions, 301–303, 304 consciousness and self-referential behavior expressed through, 434–435, 436, 439 cultural-developmental integration in, 384, 385 discursive research approaches analyzing, 723–724 dynamic development of/using, 119–120, 124, 131–132, 150–152 emotional expression as, 408, 410, 415, 416, 417, 422, 424–427 learned behavior related to, 211 mediational means through, 150–152 nonverbal, 408, 410, 415, 416, 417, 422, 424–427 reading of, 131–132 Learning and learned behavior: behaviorist theory on, 488 cultural integration in, 383 ethological views on, 211, 225–227, 230–231, 235 experience in relation to, 254 neuroscientific views of, 254 Leibniz, Gottfried Wilhelm, 31, 35 Locke, John, 16, 20–21, 209 See also in author index Longitudinal factor analysis: data analysis methods in, 814–834 data box used in, 779–781 dynamic factor analysis in, 776–777 4-H Study of positive youth development using, 620–621, 622, 623, 624–626, 631, 634–635, 637, 638, 642 future directions for, 781–783 growth curve modeling in, 8, 761–775, 778–783, 828–831, 833–834 implementation of, 778–781 incremental change processes in, 759–760, 761–762, 770 interindividual differences in, 762, 764, 766, 768, 769–770, 774, 780, 781, 823–824 intraindividual change in, 761–781 intraindividual variability in, 761 item response theory models for, 817, 824–831, 832–834 latent Markov models in, 778, 818 linear to nonlinear models in, 762–772 mapping theories of change, change processes, and change outputs in, 772–775 modeling change processes in, 760–783 naming the “betas” in, 783 nonlinearity in, 759, 767, 768–772, 781–782, 828 occasions measured in, 780–781, 782–783, 813–814 overview of, 8, 758–759, 783 person-oriented approaches to, 813–834 P-technique factor analysis in, 775–776 regression models in, 816–817 sample-level or individual-level inferences in, 781 stability-maintenance processes in, 760, 761–762 taxonomy of change processes in, 759–760 time metric selection for, 552, 766, 780–781, 782–783, 813–814 time series analysis in, 576–577, 761, 771, 775–778, 781, 821–823 transformational change processes in, 760, 761–762, 772, 778 variables measured in, 780 Magnetic resonance imaging (MRI), 684, 686, 689–695 See also Functional magnetic resonance imaging Magnetic resonance spectroscopy (MRS), 686 Magnetoencephalography (MEG), 684, 685, 686, 705 Materialism, 17, 25, 26, 32, 295–296, 327 Mechanism: general systems theory vs., 67–68 mechanistic conception of socialization, 326 mechanistic focus of neuroscience, 247 mechanistic-split tradition, 19–20 (see also Cartesian thought: Cartesian-Split-Mechanistic paradigm) neural mechanisms, 271–272 progressive mechanization, 74 Metatheories: contemporary Cartesian middle-range, 22–26 context from, 13, 14–15, 16 definition of, 14–15 developmental psychobiological, 167–168 dynamic systems, 64, 66 general systems theory as, 67 Process-Relational, 26–47 Relational-Developmental-Systems, 47–53 worldviews including, 15, 16, 22–47 Methodology: between-study approaches to, 555–556 context from, 13 cultural-developmental integration, 389–397, 719, 739, 744 developmental psychopathology research, 575–578 dialectically informed, 358–362 longitudinal factor analysis as (see Longitudinal factor analysis) mixed methods approaches to, 7–8, 390–391, 548–550, 637–638, 713–752 neuroscientific, 7, 246–258, 395–397, 683–710 person-oriented, 8, 549, 577–578, 789–836 positive youth development problems of, 632–635 self-regulation research, 548–550, 554–556 systems developmental research, 652–678 within-study approaches to, 554–555 Miami Youth Development Project, 630–631 Subject Index Mirror neurons, 119, 263–265 Mixed methods: artifacts in, 721–722 audience reach broadened through, 739–740 causal explanation expansion through, 739 challenges of modeling complexity and variations in change addressed using, 728–734 combining methods for, 724–734 in culture/cultural-developmental integration research, 390–391, 719, 739, 744 definition and description of, 714, 716, 718 design considerations for, 741–743 digital and video data in, 722–723 discursive approaches in, 723–724 examples of, in developmental science, 743–747 focus groups in, 721 framework for, 716–718, 734–737 future of, in developmental science, 747–750 generalizability determination through, 739 goals of, 717, 742 growth and stability analysis using, 733 idiographic filter analysis in, 391, 732, 734 within individual change and developmental variation analysis using, 733–734 inference quality and transferability in, 750 interviews in, 720–721, 723 levels of analysis in, 734, 740–741 levels of method integration in, 741–742 mixture distribution or growth mixture modeling in, 731–732 narrative approaches in, 723 observation in, 719–720 ordering of methods in, 742 organization of multiple methods in, 737–743 overview of, 7–8, 713–715, 750–752 paradigmatic framework overcoming obstacles to, 734–737 in positive youth development research, 637–638 priority of methods in, 742 purposes of using, 737–741 qualitative methods in, 714, 716, 717–718, 719–726, 734–737, 747–750 quantitative methods in, 714, 716, 717–718, 726–737, 747–750 relating levels of analysis and developmental influences through, 740–741 Relational-Developmental-Systems approach to, 718 in self-regulation research, 548–550 surveys in, 722 time series models in, 734 triangulation principle on, 737–739, 742 trustworthiness of data in, 750 verification of findings through, 737–739 Modernity, 18–22 Modern Synthesis, 1, 10, 23, 116, 165–166, 192, 194–196, 290 Moral development: absolutist perspective on, 487, 503–504 adolescent through adult, 146–147 autonomy/rights domain of, 140–142, 146–147 behaviorist theory on, 488 cognitive development perspective on, 489 conscience cultivation in, 142–143, 487–488 consciousness related to, 442, 487, 489, 495 constructive/structural-relational perspective on, 486–487, 504–506 coordination of moral considerations in, 512–516 cultural framing of, 485–486, 487, 492, 497–506 decision-making in, 512–515 deterministic approaches to, 486, 487–500 877 developmental variations in, 515–516 divinity/spirituality domain of, 146–147, 503–504 dynamic development study of, 139–147 emotions related to, 140, 442, 484–485, 488, 489, 492, 495–497, 505, 509–512 ethics in, 498 fairness ethos in, 141–142 group-based morality, 497–500 harm/care domain of, 141, 143–144, 146–147 heterogeneity impacting, 500–506 historical approaches to, 487–500 honesty and deception in, 513–515 intuition in, 492–495 liberal philosophical tradition on, 485–486 moral agency in, 146–147, 286, 304–307 moral identity consolidation in, 144–146 overview of, 6, 484–485, 516–517 “people are stupid” perspective on, 489–491 psychoanalytic theory on, 487–488 reasoning related to, 484–485, 492–494, 505–506 relativist perspective on, 497–500, 503–504 social domain theory of, 486, 489, 494, 506–516 social interactions in, 501, 504–506, 509–512 sociological theory on, 488 universalist perspective on, 487, 503 virtue/character domain of, 140–141, 142–143 Motor processes See Sensorimotor actions Multifinality, 525–526 Nativism, 167, 168–174, 266–267 Near infrared spectroscopy (NIRS), 684, 686, 700–701 Necessary organization, 37–39 See also Organization Neuroscience: advances in, 244–245, 689 artificial neural network models based on, 669–670, 674 brain development, structure, and function in, 188–192, 252–258, 396, 432–434, 495–497, 684–706 brain networks in, 253, 698–700 cognitive neuroscience emergence, 249–250 cognitivism and neglect of, 247–248, 262 consciousness and brain function in, 432–434 cortical hubs in, 699–700 cultural, 395–397 developmental cognitive neuroscience, 250–252 embodiment reframing views of, 5, 245, 248, 251–252, 258–266, 273–274, 396 emotional receptors/emotionally based brain function in, 423–424, 495–497 epigenetic modifications in, 188–192, 256–257 experience considerations in, 254–258, 396 forward and reverse inferences in, 249 integrative developmental science including, 266–273 levels of analysis in, 246–258, 395–397 mirror neurons in, 119, 263–265 moral development relationship to, 495–497 nervous system development and function in, 188–192, 706–708 (see also brain development, structure, and function subentry) neural plasticity in, 189–192, 225, 229–230, 252–254, 255–256 overview of, 5, 245, 273–274 prenatal and postnatal experiential influences on brain structure and function in, 189–191 psychology relationship to, 245, 246–258 Relational-Developmental-Systems in relation to, 265–273 research methodology in, 7, 246–258, 395–397, 683–710 social-cognitive neuroscience, 263–265 878 Subject Index Neuroscientific research methodology: artifacts and signal-to-noise ratios in, 685–687 autonomic nervous system measurements in, 706–708 baselines in, 687–688 blood oxygen level dependent (BOLD) response in, 684, 686, 696–698, 700 brain function measurements in, 695–706 brain imaging in, 684–706 brain structure measurements in, 689–695 cardiac pre-ejection period (PEP) measurements in, 707 children in, 683–710 correlation and causation in, 688–689 costs associated with, 709 cranial ultrasound in, 695 diffusion tensor imaging (DTI) in, 686, 690–691, 694–695 electrodermal or galvanic skin response measurements in, 707 electroencephalography (EEG) in, 684, 685, 686–687, 701–705 electromyography (EMG) in, 706 electrooculogram (EOG) in, 687 event-related potentials (ERP) in, 686–687, 688, 701–705 functionalear infrared spectroscopy (fNIRS) in, 700–701 functional magnetic resonance imaging (fMRI) in, 684, 685, 686–687, 688, 696–700 graph theory applied in, 698 levels of analysis in, 246–258, 395–397 magnetic resonance imaging (MRI) in, 684, 686, 689–695 magnetic resonance spectroscopy (MRS) in, 686 magnetoencephalography (MEG) in, 684, 685, 686, 705 near infrared spectroscopy (NIRS) in, 684, 686, 700–701 overview of, 7, 683, 708–710 parasympathetic activity measurements in, 706, 707–708 pharmacologic magnetic resonance imaging (phMRI) in, 686 positron emission tomography (PET) in, 686 prepulse inhibition (PPI) in, 706 respiratory sinus arrthyhmia or vagal tone measurements in, 708 single photon emission computed tomography (SPECT) in, 686 startle response measurements in, 706 sympathetic activity measurements in, 706, 707 technique similarities and differences in, 684–689 technological advances in, 689 temporal and spatial resolution in, 684–685, 686 tractography in, 694 New Hope project, 549, 717, 739, 746 Newton, Isaac/Newtonian perspective, 16, 19–21, 34–35, 45, 52 Nonlinearity: nonlinear dynamics, 64, 67, 75–86, 87–90, 130–131, 148–149, 653, 654, 663–665, 669–675 nonlinear growth curve models, 767, 768–772, 781–782, 828 nonlinearity of change in longitudinal factor analysis, 759 nonlinear outcomes of synthesis in dialectics, 352–353 nonlinear positive youth development, 636 nonlinear reaction-diffusion models, 3, 663–665 self-regulation nonlinear development, 550–552 shapes of development and, 130–131, 148–149 Nutrition See Diet and nutrition Objectivism, 19–20 Opposites, 41–43 Order, 51, 571, 742 Organicism, 26–30, 105–106, 267–268 Organization See also Structure diachronic, 73–74 in dynamic systems, 68–69, 73–74, 86, 87, 88–89, 90–97, 102–103, 663–665 of mixed research methods, 737–743 in process-relational worldview, 37–39 Relational-Developmental-Systems’ organization of processes, 48–50 self-organization, 86, 88–89, 91–92, 103, 285, 663–665 Paradigms: Cartesian-Split-Mechanistic paradigm, 2, 12, 15–26, 37–38, 39–40, 47, 52, 54–56, 104–105, 294–295 developmental science paradigm shift, 1–3, 11–12 mixed methods paradigmatic framework, 734–737 Process-Relational, 9–16, 26–56, 269, 273 (see also Relational-Developmental-Systems) Personal identity development See Identity development Person-oriented approaches: aggregation in, 808–809 analysis of individual series of scores in, 816 assumptions made in, 808–809 avoiding losing individual differences through, 792–796 capabilities approach influencing, 309 cluster analysis-based methods in, 818–819 comparison of multiple approaches with, 808–812, 827 complex interactions principle on, 798 Configural Frequency Analysis in, 795–796, 819–824 data analysis methods in, 814–834 data structure requirements in, 811–812 to developmental psychopathology research, 577–578 differential psychology and, 805–806, 810–812, 827 dimensional identity in, 799–800, 803–804, 805, 809, 826–827, 832–834 ecological fallacy considered in, 791, 806–808 exploratory analysis of pattern development in, 818–819 functional interaction in, 796–797 goals of analysis in, 811 growth mixture analysis in, 834 hierarchical linear modeling in, 815–816, 828 holistic perspective in, 796, 797 idiographic psychology and, 801–805, 809–810, 811–812, 827 individual and aggregate autocorrelations in, 793–795 individual and aggregate change patterns in, 792–793 individual and aggregate correlations in, 793 interindividual differences in intraindividual change in, 798–799, 801–804, 823–824 item response theory in, 799, 817, 824–831, 832–834 latent growth curve modeling in, 828–831, 833–834 latent trait models in, 817–818 log-linear modeling in, 819–824 longitudinal factor regression models in, 816–817 method-problem match in, 812–813 mixed Rasch model in, 831–832 model extensions in, 831–834 multidimensional IRT models in, 832–834 multiply determined outcomes in, 797–798 number of populations in, 808 observation points in, number and spacing of, 813–814 overview of, 8, 789, 834–836 pattern parsimony principle in, 799 patterns as units of analysis in, 798–799 Rasch model in, 825–827, 831–832 in Relational-Developmental-Systems, 3, 8, 610, 789 to self-regulation research, 549 significance statements misrepresenting majority of population in, 795–796 tenets of, 796–800 types and antitypes of development in, 795–796, 799, 820, 821, 824 variation study in, 790–791 Subject Index Pharmacologic magnetic resonance imaging (phMRI), 686 Phenomenological Variant of Ecological Systems Theory (PVEST), 617–618 Phenotype: biological and developmental psychobiological perspectives on, 164, 168, 170, 172, 174–175, 181–186, 192–198 evolution and development of, 192–198 heritability of, 216–219 plasticity as phenotype accommodation, 223 Plasticity: accommodation to normal development disruption as, 223 adaptations to local conditions as, 224 complex process capacity as, 226–227, 235–236 ethological views of, 213–214, 222–233, 235–236 evolutionary change driven by, 232–233, 235–236, 612–613 experience-adaptive, 255–256 handled rat studies on, 224–225 immune response as, 227 learning as, 225–227, 230–231 neural, 189–192, 225, 229–230, 252–254, 255–256 phenotype accommodation as, 223 positive youth development consideration of, 608, 610, 612–613, 635 relative, 2, 52, 525, 533–534, 550–551, 608, 610, 612–613, 635 robustness integration with, 228–232 of self-regulation, 525, 533–534, 550–551 Play behavior, 213, 384–385, 435–436 Politics See Civic and political engagement Positive youth development (PYD): active production focus in, 634–635 adolescent-specific study for, 613–614 agency, motivation, and initiative in, 616–617 change-sensitive measurement tools for predicting, 635–641 Changing Lives Program as, 630–631 Communities That Care prevention system as, 629 Community Youth Development Study on, 629 Five Cs Model of, 620–626, 628, 633 culture-person integration in, 395, 617–618 developmental assets in, 615–616, 627 developmental intervention science approach to, 630–631 as developmental process, 608–609, 614–626 ecological assets in, 624–625 embodiment considered in, 610–613 epigenetics considered in, 611–612 evolution considered in, 610–613 expectancy-value theory in, 616 4-H Study of, 620–621, 622, 623, 624–626, 631, 634–635, 637, 638, 642 holism in, 632–633 hopeful future in, 623, 635 idiographic and nomothetic perspectives on, 634, 638–639 individual-context relational processes in, 620, 621 integrating multiple facets of, problems with, 632 methodological problems for researching, 632–635 Miami Youth Development Project as, 630–631 nonlinearity of, 636 optimization of, 641–643 overview of, 7, 607–608, 643–644 Phenomenological Variant of Ecological Systems Theory on, 617–618 plasticity considered in, 608, 610, 612–613, 635 Positive Action program as, 631 positive adolescent-to-adult transitions in, 619 879 positive and problem behavior trajectories in, 625–626 prevention science model of, 629–630 purpose in, 614–615 Raising Healthy Children project as, 629 real-life challenges considered in, 616–617 Relational-Developmental-Systems as foundation of, 7, 608–614, 620, 621, 632–635, 641–643 research on, 395, 613–626, 632–641, 643–644 resilience in, 618–619 school engagement in, 623–624 self-regulation relationship to, 529, 622–623 spirituality and religion in, 615 stage-environment fit in, 616 strengths focus in, 622 structure of, 622 time considerations in, 636–637 youth programming based on, 626–632 Positron emission tomography (PET), 686 Preformationism, 163–164, 170 Process-Relational paradigm: activity in, 31–32 becoming in, 34–37 Cartesian-Split-Mechanistic worldview vs., 2, 12, 15–26, 37–38, 39–40, 47, 52, 54–56, 104–105, 294–295 change in, 34–37 conceptual contexts for, 12–15, 16 dialectical process in, 29–30, 35–36 epistemological features of, 12, 38–47 explanation and understanding in, 45–46 holism in, 27–29, 37, 40–41 identity of opposites in, 41–42 necessary organization in, 37–39 ontological features of, 12, 30–39, 47 opposites of identity in, 42–43 Organicism and Contextualism as, 26–30 overview of, 9–12, 56 process in, 32–34 Relational-Developmental-Systems in, 47–53, 269, 273 (see also Relational-Developmental-Systems) structure-function relations in, 37–39, 45–46 synthesis of wholes in, 43–45 vocabulary alternatives for, 54–56 worldview based on, 26–47, 269 Purpose, 614–615 Qualitative research: artifacts in, 721–722 digital and video data in, 722–723 discursive approaches in, 723–724 focus groups in, 721 future of, in developmental science, 747–750 interviews in, 720–721, 723 mixed methods including, 714, 716, 717–718, 719–726, 734–737, 747–750 narrative approaches in, 723 observation in, 719–720 overview of, 719–724 qualitative mathematics of spontaneous emergence, 81–85 strengths of, 724–726 surveys in, 722 Quantitative research: challenges of modeling complexity and variations in change with, 728–734 880 Subject Index Quantitative research (cont’d.) future of, in developmental science, 747–750 idiographic filtering as, 732, 734 (see also Idiographic filter analysis) levels of analysis in, 734 mixed methods including, 714, 716, 717–718, 726–737, 747–750 quantitative behavioral genetics, 181, 183, 185–186 quantitative mathematics of spontaneous emergence, 76–80 time series models in, 734 Race See Ethnicity and race Raising Healthy Children project, 629 Rasch model, 825–827, 831–832 Reaching skills, 133–136 Reading skills, 131–132 Reciprocal causality, 91–92, 273 Reductionism: agency and, 288–289, 296–297 Cartesian thought as (see Cartesian thought) dynamic systems approach to, 66, 90, 91 mechanistic concepts as (see Mechanism) neuroscientific views of, 248 Process-Relational and Relational-Developmental-Systems view of, 17, 20, 33, 40–41, 44, 609 Reflexes, 121, 122–123, 134 Reflexivity, 291, 292–293, 302 See also Self-referential/self-reflective behavior Regulations See also Self-regulation agency-related regulatory functions, 303–304, 306, 527 developmental, 2, 524 emotional, 535–537 gene, 176–178 primary, 74 robustness of development through, 221–222 secondary, 74 Relational-Developmental-Systems: action occurring in, 528–529 (see also Actions) adolescent-specific study in, 613–614 agency in, 297–298, 307–308 (see also Agency) biological perspective in, 167 (see also Biological perspective) core features of, 3, 48 culture in (see Culture) developmental process in, 47–53 developmental psychopathology in (see Developmental psychopathology) developmental regulations in, 2, 524 directionality in, 51–52 dynamic systems models in, 3, 4, 64, 66–67, 104–106 (see also Dynamic systems) embodiment in, 50, 248, 265–266, 610–613 (see also Embodiment) emotions in (see Emotions or feelings) epigenesis and emergence in, 47, 52–53, 267, 524, 610, 612–613 (see also Emergence; Epigenesis) ethological perspective in (see Ethological approach to development) evolution in relation to, 610–613 (see also Evolution) feedback loops in, 12, 42, 47, 48, 49 (see also Feedback loops) identity development in, (see also Identity development) moral development in, 6, 486 (see also Moral development) neuroscience in, 265–273 (see also Neuroscience; Neuroscientific research methodology) nonlinearity in (see Nonlinearity) order and sequence in, 51 Organicism and Contextualism in, 105–106, 267–268 organization of processes in, 48–50 overview of, 3–4, 47–53, 56, 268–269, 608–614 paradigm of, 9–16, 26–56, 269, 273 (see also Process-Relational paradigm) person-oriented approaches in, 3, 8, 610, 789 (see also Person-oriented approaches) positive youth development in, 7, 608–614, 620, 621, 632–635, 641–643 (see also Positive youth development) relational framework for, 269–271 relational revolution in, 11–12, 36 relative plasticity in, 2, 52, 525, 608, 610, 612–613, 635 research methodology recognition of, 3, 8, 610, 718, 789 (see also Research) self-regulation in, 6, 524–529, 547–552 (see also Self-regulation) socialization in, 326 (see also Socialization) transformational and variational change in, 48–53 vocabulary alternatives for, 54–56 Relative plasticity See also Plasticity positive youth development consideration of, 608, 610, 612–613, 635 in Relational-Developmental-Systems, 2, 52, 525, 608, 610, 612–613, 635 of self-regulation, 525, 533–534, 550–551 Religion See Spirituality and religion Representations: dynamic development of, 121, 122, 124–125, 142, 143, 144 embodiment approach to, 260–261, 262 neuroscientific perspectives on, 246, 251 relational, in parent-child relationships, 338 Research: animal studies as, 181–183, 224–225, 230 artifacts in, 685–687, 721–722 change-sensitive measurement tools for, 635–641 Configural Frequency Analysis in, 795–796, 819–824 context for, 13–15, 16 on culture/cultural-developmental integration, 389–397, 719, 739, 744 cycle of scientific discourse in, 13–15 data box used in, 654–656, 666–667, 779–781 on developmental psychopathology, 575–578, 584–589, 590–591, 597–598 dialectically informed, 358–362 digital and video data in, 722–723 discursive approaches in, 723–724 on dynamic development, 153–154 dynamic factor analysis in, 658–665, 776–777 experimental vs correlational designs for, 639–640 focus groups in, 721 Group Iterative Multiple Model Estimation in, 668–669 growth curve modeling in, 8, 761–783, 828–831, 833–834 growth mixture analysis in, 731–732, 834 idiographic filter analysis in, 382, 383–384, 391, 394, 666–668, 732, 734 induction, deduction, and abduction in, 360, 640 interviews in, 720–721, 723 kinship studies as, 183–184 latent or hidden Markov models in, 778 levels of analysis in, 246–258, 391–397, 590–591, 734, 740–741 longitudinal factor analysis in, 8, 552, 576–577, 620–621, 622, 623, 624–626, 631, 634–635, 637, 638, 642, 758–783, 813–834 Subject Index metatheories in, 13, 14–15, 16, 22–26, 26–47, 47–53, 64, 66, 67, 167–168 methodology in (see Methodology) mixed methods in, 7–8, 390–391, 548–550, 637–638, 713–752 narrative approaches in, 723 neuroscientific methods of, 7, 246–258, 395–397, 683–710 observation in, 13–15, 719–720 person-oriented, 8, 549, 577–578, 789–836 pooling dangers in, 665–666 on positive youth development, 395, 613–626, 632–641, 643–644 prevention and intervention, 585–588 P-technique factor analysis in, 775–776 qualitative, 81–85, 714, 716, 717–718, 719–726, 734–737, 747–750 quantitative, 76–80, 181, 183, 185–186, 714, 716, 717–718, 726–737, 747–750 randomized control trials in, 641 on resilience, 618–619, 746–747 on self-regulation, 547–556 on socialization, 358–362, 394, 744 statistical analysis in, 7, 393–395, 654, 658–665 surveys in, 722 systems method for developmental, 652–678 time series models in, 576–577, 734, 761, 771, 775–778, 781, 821–823 translational, 584–586 triangulation principle on, 737–739, 742 worldviews framing, 15–47, 64, 66, 269, 359–360 on youth suicide and identity development, 466–467, 472–478 Resilience, 581–583, 618–619, 746–747 Robustness of development, 219–222, 228–232 Scaffolding, coactive, 128–130, 149–150, 151–152 Schelling, F W J., 31 See also in author index Self-determination, 286, 289–291, 293, 294, 329–330 Self-organization: in dynamic systems, 86, 88–89, 91–92, 103, 663–665 self-organizing vs deliberative agency, 285 Self-recognition, 435, 436 Self-referential/self-reflective behavior, 408, 411, 412, 427–428, 429, 434–436 See also Reflexivity Self-regulation: academic achievement correlation with, 537–539 action relationship to, 527–529 agency relationship to, 303–304, 306, 527 attentional flexibility and control in, 532–533 automation and, 541–542 cognition and cognitive development correlation with, 531–534, 537, 539–542 correlates of, 537–547 cultural integration and variation with, 375–376, 542, 543–547 definitions of concepts related to, 529–537 delay of gratification in, 534 development of, 525 effortful control in, 533–534 emotion regulation in, 535–537 engagement in, 534–535 executive function underlying, 531–534, 537 experiential canalization and, 526 future directions for, 552–556 general intelligence correlation with, 541–542 holism principle on, 524 881 idiographic perspective on, 548, 549–550 inhibitory control in, 532–533 interventions for improving, 553–554 measurements of, 530–531, 545–546 moral development of, 142–143 motor process regulation in, 539–541 multifinality and equifinality of, 525–526 nonlinear development of, 550–552 nonrelational systems theories and perspectives on, 529 overview of, 6, 523–524, 556 person-context coaction focus in, 528–529, 547, 552–553 positive youth development relationship to, 529, 622–623 protective factor of, 543 Relational-Developmental-Systems perspective on, 6, 524–529, 547–552 relative plasticity of, 525, 533–534, 550–551 research on, 547–556 risk factors for, 542–543 self-control in, 534 stress impacting, 542–543 system of self as foundation of, 428 temperament in relation to, 525, 526, 528, 531, 533–534 terminology related to, 530 time considerations with, 552 working memory in, 532–533 Sensorimotor actions: agency of, 293–294, 299–301 dynamic development of, 121, 122, 123–124, 133–139, 148–150 self-regulation of, 539–541 Separatrices, 81–82, 83–85 Sequence, 51 Single photon emission computed tomography (SPECT), 686 Skills: coactive construction of everyday, 148–152 dynamic development and measurement of, 120–139, 148–152 dynamic skill theory on, 120–121, 126 reaching ability, 133–136 reading ability, 131–132 scaffolding impacting, 128–130, 149–150, 151–152 Social behavior/relationships: civic engagement and, 307–312 consciousness and, 413–414, 423, 425, 429–432, 439–441 development of, 440–441 genetic influences of, 175, 178, 181 intersubjectivity and coregulation of, 118–120, 122 morality as part of, 501, 504–506, 509–512 social capital through, 308–309, 331 social cognition through, 438–439 social-cognitive neuroscience focus on, 263–265 social domain theory on moral development, 486, 489, 494, 506–516 socialization through (see Socialization) social scaffolding in, 128–130, 149 sociobiology on, 192–193 sociocultural agency reflecting, 285, 286, 287, 288–291, 292, 297, 304, 307–312, 331–332 sociocultural context of dynamic development, 120 time as element in building, 335, 336–337, 344 Social-cognitive neuroscience, 263–265 Socialization: agency perspectives on, 324, 329–333, 340–341, 349, 351, 353, 355–358 ambiguity in, 346–347 882 Subject Index Socialization (cont’d.) ambivalence in, 345–346 attachment in, 337, 338, 339–340 authority in, 337, 338 bidirectionality of, 324–325, 326–329, 332, 334, 339, 361, 362 conflict in, 345 construction and maintenance of relationships in, 340 contextual specificity in, 324, 327, 336, 338–339, 340–341, 358 contradiction as source of change in, 327, 328, 342–347, 348 cultural embeddedness in, 323, 339, 358, 376, 382–383, 388, 394, 397–400 definition and description of, 323–324 dialectical models of, 5, 323–363 distinctiveness of relationships in, 338–339 domains of relationships in, 337–338, 376 emotions and consciousness coacting with, 413–414, 423, 425 ethnic identity and, 397–400 expectancies and expectancy violations in, 335–336, 337–339, 341–342, 345, 353 holism principles in, 328, 333–335 intergenerational transmission in, 351–352 intimacy in, 337–338, 356 mechanistic conception of, 326 metaphors for, 326–329 overview of, 5, 323–325, 362–363 parent-child interactions/relationship in, 324–333, 335–342, 353–358 parenting styles in, 324–325 power dynamics in, 332–333, 335, 337, 339, 348–350 relational influence in, 348–350, 356–358 relational origins of, 339–340 relational representations in, 338 relationship dynamics in, 341–342 research methodology on, 358–362, 394, 744 social relational theory of, 328–329, 334–335, 343–344, 348, 353–358 synthesis in, 327, 348–353 time as element of, 335, 336–337, 344 trajectory equifinality model of, 353 transactional model of, 327–328, 336, 349 Soft assembly principle, 101–103 Spemann, Hans, 173–174 See also in author index Spirituality and religion: dualistic approach to, 455, 457, 460, 461–462 Enlightenment movements in, 19, 20–22, 31, 290, 291, 457 mixed methods research on, 745 moral development divinity/spirituality domain, 146–147, 503–504 positive youth development related to, 615 Statistical analysis: of dynamic systems, 7, 654, 658–665 of epigenetic processes, 393–395 of nonstationary processes, 660–665 of stationary processes, 658–660 Stress, self-regulation risks from, 542–543 Structure See also Organization of action, in dynamic development, 116–117 brain (see Neuroscience) of positive youth development, 622 process-relational worldview of structure-function relations, 37–39, 45–46 Suicide, youth, 466–467, 472–478 Systems: adaptive, 50 autopoietic, 72–73 closed, 71 definition of, 50, 652–653 determined, 50 developmental psychobiological, 167–168, 170–199 dynamic (see Dynamic development; Dynamic systems) emotional, 421–428 (see also Emotions or feelings) general systems theory, 67–75, 86–90 open, 71–72, 74, 75 Relational-Developmental (see Relational-Developmental-Systems) system of the self, 412, 428–429 systems developmental research method, 652–678 Systems developmental research methodology: artificial neural network models in, 669–670, 674 catastrophe theory applied in, 669, 671–675 cognitive developmental stage transitions in, 671–675 cusp model in, 672–673 data box used in, 654–656, 666–667 developmental stage transitions in, 669–675 dynamic factor analysis in, 658–665 dynamic field theory in, 670 Group Iterative Multiple Model Estimation in, 668–669 heterogeneity impacting, 662–663, 665–669 hysteresis loop detection in, 672, 673–674 idiographic filter analysis in, 666–668 inter- and intraindividual variation relationship in, 654–658 nonlinearity in, 653, 654, 663–665, 669–675 nonstationary processes in, 660–665 optimal guidance of developmental processes in, 675–677 overview of, 652–653, 677–678 pooling dangers in, 665–666 self-organizing epigenetic processes in, 663–665 stationary processes in, 658–660 statistical analysis of dynamic systems in, 654, 658–665 time/temporal considerations in, 654, 656–657, 658–665 Temperament: emotions and consciousness coacting with, 413–414 self-regulation in relation to, 525, 526, 528, 531, 533–534 Theory of mind: consciousness and, 432, 435, 436, 437, 438–439 interpretive, 458–460 theory of agency vs., 302 Thinking See Cognition and cognitive development Time: dynamic factor analysis over, 658–665, 776–777 identity development in relation to, 467–468, 470–471 longitudinal factor analysis over, 8, 552, 576–577, 620–621, 622, 623, 624–626, 631, 634–635, 637, 638, 642, 758–783, 813–834 positive youth development consideration of, 636–637 process-relational change in relation to, 34, 36 self-regulation development over, 552 social relationship development over, 335, 336–337, 344 temporal dimensions of dynamic systems, 69–70, 81, 86–87, 88–89, 93, 94–103, 654, 656–657, 658–665 temporal resolution of brain imaging, 685, 686 time series research models, 576–577, 734, 761, 771, 775–778, 781, 821–823 Subject Index Toxin exposure, 180 Tractography, 694 Triangulation principle, 737–739, 742 Ultrasound, cranial, 695 Understanding, 45–46 Utilitarian movement, 19, 22 Vitalism, 67–68, 89, 163, 267–268 von Baer, Karl Ernst, 163 See also in author index Whitehead, Alfred North, 26, 32–34 See also in author index Wolff, Caspar Friedrich, 163 See also in author index Worldviews: Cartesian-Split-Mechanistic, 15–26 (see also Cartesian thought: Cartesian-Split-Mechanistic paradigm) definition of, 15 dialectically informed, 359–360 dynamic systems, 64, 66 (see also Dynamic systems) Process-Relational, 26–47, 269 (see also Process-Relational paradigm) 883 WILEY END USER LICENSE AGREEMENT Go to www.wiley.com/go/eula to access Wiley’s ebook EULA ... HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE HANDBOOK OF CHILD PSYCHOLOGY AND DEVELOPMENTAL SCIENCE Seventh Edition Volume Theory and Method Volume Editors WILLIS... Psychology; Manual of Child Psychology; Carmichael’s Manual of Child Psychology; Handbook of Child Psychology; and Handbook of Child Psychology and Developmental Science As well, the field of scholarship... excerpts and the use of other materials previously published in the Handbook of Child Psychology, Revised Edition (Carmichael, 19 46, p vi) Both the Handbook of Child Psychology and the Handbook of Child