Peter J. Pecora, Ronald C. Kessler, Jason Williams, A. Chris Downs, Diana J. English, James White, and Kirk O'Brien
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195175912
- eISBN:
- 9780199865628
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195175912.003.0002
- Subject:
- Social Work, Children and Families
To understand the context and environment of the alumni while in foster care and their influence on adult outcomes, this chapter is divided into four sections. The first section deals with foster ...
More
To understand the context and environment of the alumni while in foster care and their influence on adult outcomes, this chapter is divided into four sections. The first section deals with foster care research. Prior research informing this study's research questions and hypotheses is discussed. This section begins by presenting findings on the impact of child maltreatment on later development. The next section looks at Landsverk's conceptual framework. This model describing critical factors impacting youth development in foster care is presented. The third section examines developmental theories and conceptual models. Theories and conceptual models explaining child growth and development and informing the Northwest Alumni Study are discussed. The last section looks at esearch questions and hypotheses. This chapter concludes by presenting the primary and secondary research questions and hypotheses.Less
To understand the context and environment of the alumni while in foster care and their influence on adult outcomes, this chapter is divided into four sections. The first section deals with foster care research. Prior research informing this study's research questions and hypotheses is discussed. This section begins by presenting findings on the impact of child maltreatment on later development. The next section looks at Landsverk's conceptual framework. This model describing critical factors impacting youth development in foster care is presented. The third section examines developmental theories and conceptual models. Theories and conceptual models explaining child growth and development and informing the Northwest Alumni Study are discussed. The last section looks at esearch questions and hypotheses. This chapter concludes by presenting the primary and secondary research questions and hypotheses.
John P. Spencer, Evelina Dineva, and Gregor Schöner
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195300598
- eISBN:
- 9780199867165
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195300598.003.0018
- Subject:
- Psychology, Cognitive Psychology, Developmental Psychology
This chapter seeks to articulate and clarify cases of perceived differences between dynamical systems theory (DST) and the connectionist (CN) approaches that are not real, as well as cases of ...
More
This chapter seeks to articulate and clarify cases of perceived differences between dynamical systems theory (DST) and the connectionist (CN) approaches that are not real, as well as cases of perceived differences that are real. It discusses the implications of efforts to integrate the two approaches for developmental science more generally. Clarifying similarities/differences between approaches offers far more that just technical clarity for co-called modeler types; it offers a vision of a new, integrative, developmental theory.Less
This chapter seeks to articulate and clarify cases of perceived differences between dynamical systems theory (DST) and the connectionist (CN) approaches that are not real, as well as cases of perceived differences that are real. It discusses the implications of efforts to integrate the two approaches for developmental science more generally. Clarifying similarities/differences between approaches offers far more that just technical clarity for co-called modeler types; it offers a vision of a new, integrative, developmental theory.
Maria Scannapieco and Kelli Connell-Carrick
- Published in print:
- 2005
- Published Online:
- January 2009
- ISBN:
- 9780195156782
- eISBN:
- 9780199864164
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195156782.003.0005
- Subject:
- Social Work, Children and Families
This chapter discusses healthy child development according to major developmental theories. This is presented across psychosocial, social, cognitive, and physical domains, with an emphasis on brain ...
More
This chapter discusses healthy child development according to major developmental theories. This is presented across psychosocial, social, cognitive, and physical domains, with an emphasis on brain development. Developmental manifestations and consequences of child maltreatment for children 3 to 6 years of age are presented.Less
This chapter discusses healthy child development according to major developmental theories. This is presented across psychosocial, social, cognitive, and physical domains, with an emphasis on brain development. Developmental manifestations and consequences of child maltreatment for children 3 to 6 years of age are presented.
Robert D. Rupert
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195379457
- eISBN:
- 9780199869114
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195379457.003.0006
- Subject:
- Philosophy, Philosophy of Mind
This chapter examines two kinds of argument for the extended view: arguments from nontrivial causal spread and arguments from transformational power. The first emphasizes the causal contributions of ...
More
This chapter examines two kinds of argument for the extended view: arguments from nontrivial causal spread and arguments from transformational power. The first emphasizes the causal contributions of external resources, and the second their power to transform human cognitive capacities. These general styles of argument are briefly criticized, then addressed at length in specific forms. An argument from developmental systems theory in evolutionary biology illustrates reasoning based on nontrivial causal spread. The cognition-enhancing effects of natural language ground an example of the argument from transformational power. The former style of argument is criticized for its indiscriminate appeal to causal contributors. The latter form of reasoning applies most obviously to historical influences; given that nonextended views naturally accommodate historical forces, it is argued that such observations provide little distinctive support for the extended conclusion.Less
This chapter examines two kinds of argument for the extended view: arguments from nontrivial causal spread and arguments from transformational power. The first emphasizes the causal contributions of external resources, and the second their power to transform human cognitive capacities. These general styles of argument are briefly criticized, then addressed at length in specific forms. An argument from developmental systems theory in evolutionary biology illustrates reasoning based on nontrivial causal spread. The cognition-enhancing effects of natural language ground an example of the argument from transformational power. The former style of argument is criticized for its indiscriminate appeal to causal contributors. The latter form of reasoning applies most obviously to historical influences; given that nonextended views naturally accommodate historical forces, it is argued that such observations provide little distinctive support for the extended conclusion.
John Dupré
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199691982
- eISBN:
- 9780191738111
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199691982.001.0001
- Subject:
- Philosophy, Philosophy of Science
This volume collects essays written by John Dupré during his time as Director of the ESRC centre for Genomics in Society, and reflects his interest in the implications of emerging ideas in biology ...
More
This volume collects essays written by John Dupré during his time as Director of the ESRC centre for Genomics in Society, and reflects his interest in the implications of emerging ideas in biology for philosophy. Particular interests include: epigenetics and related areas of molecular biology that have eroded the exceptional status of the gene, and presented the genome as fully interactive with the rest of the cell; developmental systems theory which, especially in the light of epigenetics, provides a space for a vision of evolution that takes full account of the fundamental importance of developmental processes; and microbiology, the elephant in the room of contemporary philosophy of biology. The emphasis on the importance of microbes is perhaps the most distinctive theme of the essays, and one that is shown to subvert such basic biological assumptions as the organization of biological kinds on a branching Tree of Life, and the simple traditional conception of the biological organism. These topics are understood in the context of a view of science, partly taken from earlier work, but developed further in some of the present essays, as realistically grounded in the natural order, but at the same time pluralistic and inextricably integrated within a social and normative context. Topics to which these philosophical and scientific ideas are addressed include the nature of the organism, the limits of neo-Darwinian evolutionary theory, the significance of genomics, the biological status of human races, and the evolutionary and developmental plasticity of human nature.Less
This volume collects essays written by John Dupré during his time as Director of the ESRC centre for Genomics in Society, and reflects his interest in the implications of emerging ideas in biology for philosophy. Particular interests include: epigenetics and related areas of molecular biology that have eroded the exceptional status of the gene, and presented the genome as fully interactive with the rest of the cell; developmental systems theory which, especially in the light of epigenetics, provides a space for a vision of evolution that takes full account of the fundamental importance of developmental processes; and microbiology, the elephant in the room of contemporary philosophy of biology. The emphasis on the importance of microbes is perhaps the most distinctive theme of the essays, and one that is shown to subvert such basic biological assumptions as the organization of biological kinds on a branching Tree of Life, and the simple traditional conception of the biological organism. These topics are understood in the context of a view of science, partly taken from earlier work, but developed further in some of the present essays, as realistically grounded in the natural order, but at the same time pluralistic and inextricably integrated within a social and normative context. Topics to which these philosophical and scientific ideas are addressed include the nature of the organism, the limits of neo-Darwinian evolutionary theory, the significance of genomics, the biological status of human races, and the evolutionary and developmental plasticity of human nature.
Marion Kloep and Leo B. Hendry
- Published in print:
- 2011
- Published Online:
- January 2011
- ISBN:
- 9780199757176
- eISBN:
- 9780199863389
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199757176.003.0006
- Subject:
- Psychology, Developmental Psychology
This chapter critically examines elements of Arnett’s “theory”. As has been demonstrated the concept of emerging adulthood is not relevant for many young people globally. Even in Western societies, ...
More
This chapter critically examines elements of Arnett’s “theory”. As has been demonstrated the concept of emerging adulthood is not relevant for many young people globally. Even in Western societies, simply presenting a concept, which selectively focuses on young people who have a lengthy early adulthood without having to assume adult roles and responsibilities, reduces the numbers for whom this new framework is valid. Many of those with a prolonged moratorium are forced to remain within their parents’ household, having neither access to university education nor to well-paid jobs. They are neither happy nor optimistic of their future and are not archetypes of Arnett’s “emerging adults”. This is equally true for those who have married young and have their own families or for young professionals. The aim of a good theory should be to explain developmental variability instead of trying to explain it away!Less
This chapter critically examines elements of Arnett’s “theory”. As has been demonstrated the concept of emerging adulthood is not relevant for many young people globally. Even in Western societies, simply presenting a concept, which selectively focuses on young people who have a lengthy early adulthood without having to assume adult roles and responsibilities, reduces the numbers for whom this new framework is valid. Many of those with a prolonged moratorium are forced to remain within their parents’ household, having neither access to university education nor to well-paid jobs. They are neither happy nor optimistic of their future and are not archetypes of Arnett’s “emerging adults”. This is equally true for those who have married young and have their own families or for young professionals. The aim of a good theory should be to explain developmental variability instead of trying to explain it away!
Paul Griffiths and Karola Stotz
- Published in print:
- 2018
- Published Online:
- July 2018
- ISBN:
- 9780198779636
- eISBN:
- 9780191824685
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198779636.003.0011
- Subject:
- Philosophy, Philosophy of Science, Metaphysics/Epistemology
Paul Griffiths and Russell D. Gray have argued that the fundamental unit of analysis in developmental systems theory should be a process—the life cycle—and not a set of developmental resources and ...
More
Paul Griffiths and Russell D. Gray have argued that the fundamental unit of analysis in developmental systems theory should be a process—the life cycle—and not a set of developmental resources and interactions between those resources. The key concepts of developmental systems theory, epigenesis and developmental dynamics, also suggest a process view of the units of development. This chapter explores in greater depth the features of developmental systems theory that favour treating processes as fundamental in biology and examines the continuity between developmental systems theory and ideas about process in the work of several major figures in early twentieth-century biology, most notably C. H. Waddington.Less
Paul Griffiths and Russell D. Gray have argued that the fundamental unit of analysis in developmental systems theory should be a process—the life cycle—and not a set of developmental resources and interactions between those resources. The key concepts of developmental systems theory, epigenesis and developmental dynamics, also suggest a process view of the units of development. This chapter explores in greater depth the features of developmental systems theory that favour treating processes as fundamental in biology and examines the continuity between developmental systems theory and ideas about process in the work of several major figures in early twentieth-century biology, most notably C. H. Waddington.
John Dupré
- Published in print:
- 2005
- Published Online:
- October 2011
- ISBN:
- 9780199284214
- eISBN:
- 9780191700286
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199284214.003.0002
- Subject:
- Philosophy, Philosophy of Science
This chapter examines evolution theory as a general proposition but not so much as a scientific theory. How the evolutionary thought started can be explained by the simple fact that life on Earth ...
More
This chapter examines evolution theory as a general proposition but not so much as a scientific theory. How the evolutionary thought started can be explained by the simple fact that life on Earth evolved and there are scientific explanations that fit with the core claims of evolutionary theory. This chapter distinguishes elements and parts of the theory and poses the more serious problem of defining the evolution theory. The core to the theory of evolution is a simple fact but evolutionary biology is another field of study with many theories. There are central ideas to the controversy of the pace of evolution and natural selection, which is the subject of a continuing debate on evolution.Less
This chapter examines evolution theory as a general proposition but not so much as a scientific theory. How the evolutionary thought started can be explained by the simple fact that life on Earth evolved and there are scientific explanations that fit with the core claims of evolutionary theory. This chapter distinguishes elements and parts of the theory and poses the more serious problem of defining the evolution theory. The core to the theory of evolution is a simple fact but evolutionary biology is another field of study with many theories. There are central ideas to the controversy of the pace of evolution and natural selection, which is the subject of a continuing debate on evolution.
Catherine Raeff
- Published in print:
- 2016
- Published Online:
- August 2016
- ISBN:
- 9780199328413
- eISBN:
- 9780190619602
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199328413.001.0001
- Subject:
- Psychology, Developmental Psychology, Social Psychology
Developmental psychology is a vast and fragmented discipline that is in dire need of a theoretical framework for thinking systematically about development. This book offers an integrative theoretical ...
More
Developmental psychology is a vast and fragmented discipline that is in dire need of a theoretical framework for thinking systematically about development. This book offers an integrative theoretical framework for thinking systematically about what happens during life span development and how life span development happens. Systems theory provides an overarching approach for conceptualizing the functioning and development of the whole person in terms of multiple and interrelated individual, social, and cultural processes. It is argued that much of what develops during development is cultural action in relation to others and that such action involves interrelations among varied domains of functioning (e.g., perception, cognition, emotion, language, social interaction, self/identity). Based on organismic-developmental theory, this conceptualization posits that development occurs in relation to cultural expectations and that action undergoes differentiation and integration during development. This conceptualization of what happens during development explicitly distinguishes between change and development and emphasizes dynamic developmental processes rather than static milestones. It is then creatively synthesized with sociocultural theory to explain how development happens through individual, social, and cultural processes. Varied examples from diverse cultures are used to explain central theoretical points and to illustrate how to use the theoretical framework to think systematically about human development. By embracing complexity and variability, the book’s conceptualization of action and development provides ways to address some of developmental psychology’s most vexing issues and opens up exciting new directions for investigating the dynamics of human action and development.Less
Developmental psychology is a vast and fragmented discipline that is in dire need of a theoretical framework for thinking systematically about development. This book offers an integrative theoretical framework for thinking systematically about what happens during life span development and how life span development happens. Systems theory provides an overarching approach for conceptualizing the functioning and development of the whole person in terms of multiple and interrelated individual, social, and cultural processes. It is argued that much of what develops during development is cultural action in relation to others and that such action involves interrelations among varied domains of functioning (e.g., perception, cognition, emotion, language, social interaction, self/identity). Based on organismic-developmental theory, this conceptualization posits that development occurs in relation to cultural expectations and that action undergoes differentiation and integration during development. This conceptualization of what happens during development explicitly distinguishes between change and development and emphasizes dynamic developmental processes rather than static milestones. It is then creatively synthesized with sociocultural theory to explain how development happens through individual, social, and cultural processes. Varied examples from diverse cultures are used to explain central theoretical points and to illustrate how to use the theoretical framework to think systematically about human development. By embracing complexity and variability, the book’s conceptualization of action and development provides ways to address some of developmental psychology’s most vexing issues and opens up exciting new directions for investigating the dynamics of human action and development.
Terence P. Thornberry
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199917938
- eISBN:
- 9780199950430
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199917938.003.0006
- Subject:
- Law, Criminal Law and Criminology
This chapter reviews the state of past monothematic, and current multithematic and multidisciplinary, integrated theories of crime, particularly developmental and life course theories explaining why ...
More
This chapter reviews the state of past monothematic, and current multithematic and multidisciplinary, integrated theories of crime, particularly developmental and life course theories explaining why some individuals and not others become serious offenders. It argues that major advances have been made by the measurement of official and self-reported delinquency, and the understanding of the heterogeneity of criminal careers. It recognizes the role of individuals’ decision-making and human agency in offending, and desistance from offending and nonoffending. Future theories will become more encompassing, incorporating biological and economic factors. At the same time, it is desirable to counteract the proliferation of different theories by the creation of a unified theory, which should link the development and explanation of offending with interventions.Less
This chapter reviews the state of past monothematic, and current multithematic and multidisciplinary, integrated theories of crime, particularly developmental and life course theories explaining why some individuals and not others become serious offenders. It argues that major advances have been made by the measurement of official and self-reported delinquency, and the understanding of the heterogeneity of criminal careers. It recognizes the role of individuals’ decision-making and human agency in offending, and desistance from offending and nonoffending. Future theories will become more encompassing, incorporating biological and economic factors. At the same time, it is desirable to counteract the proliferation of different theories by the creation of a unified theory, which should link the development and explanation of offending with interventions.
Amanda Jo Goldstein
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780823281725
- eISBN:
- 9780823284870
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823281725.003.0008
- Subject:
- Literature, Criticism/Theory
Romantic biology and aesthetics are frequently said to converge in the ideal of “organic form”: the organism, or the artwork, as “organized and self-organizing” cause and effect of itself. ...
More
Romantic biology and aesthetics are frequently said to converge in the ideal of “organic form”: the organism, or the artwork, as “organized and self-organizing” cause and effect of itself. Reconstructing the foundational, early modern, bio-philosophical controversy between epigenesis and preformation through the lens of William Blake’s graphic poems, however, this chapter argues that epigenesis was not synonymous with Kantian organicism or the vitalist insistence on the ontologically exceptional status of the living. Instead, Blake joins contemporary zoologists Erasmus Darwin and Jean-Baptiste Lamarck in casting epigenesis as a work of acute historical and circumstantial dependency, rather than of autotelic power. Here living bodies are those that tend, for better or worse, to make an organ of experience, their morphologies presenting compound archives of interactions with their physical and social milieu. It is this sense of “epigenesis,” which eludes the stale alternative between autonomy and determination, that is making a selective return in the “epigenetic” research that has transformed evolutionary, ecological, and developmental biology since the millennium.Less
Romantic biology and aesthetics are frequently said to converge in the ideal of “organic form”: the organism, or the artwork, as “organized and self-organizing” cause and effect of itself. Reconstructing the foundational, early modern, bio-philosophical controversy between epigenesis and preformation through the lens of William Blake’s graphic poems, however, this chapter argues that epigenesis was not synonymous with Kantian organicism or the vitalist insistence on the ontologically exceptional status of the living. Instead, Blake joins contemporary zoologists Erasmus Darwin and Jean-Baptiste Lamarck in casting epigenesis as a work of acute historical and circumstantial dependency, rather than of autotelic power. Here living bodies are those that tend, for better or worse, to make an organ of experience, their morphologies presenting compound archives of interactions with their physical and social milieu. It is this sense of “epigenesis,” which eludes the stale alternative between autonomy and determination, that is making a selective return in the “epigenetic” research that has transformed evolutionary, ecological, and developmental biology since the millennium.
David M. Day and Margit Wiesner
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781479880058
- eISBN:
- 9781479888276
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479880058.003.0005
- Subject:
- Psychology, Social Psychology
This chapter provides an overview of theoretical process models for the explanation of crime in developmental context. It introduces key propositions from leading developmental and life-course ...
More
This chapter provides an overview of theoretical process models for the explanation of crime in developmental context. It introduces key propositions from leading developmental and life-course theories of offending, including the dual taxonomy of antisocial behavior, coercion theory, interactional theory, and age-graded theory of informal social control, and stresses the need for further elaboration of the role of human agency in criminal trajectories across the life span. The chapter also describes the core tenets of the relational developmental systems framework, which serves as a major metamodel that undergirds contemporary developmental science. It is argued that developmental science theories of intentional self-regulation across the life span hold great promise to enrich criminological theorizing on human agency.Less
This chapter provides an overview of theoretical process models for the explanation of crime in developmental context. It introduces key propositions from leading developmental and life-course theories of offending, including the dual taxonomy of antisocial behavior, coercion theory, interactional theory, and age-graded theory of informal social control, and stresses the need for further elaboration of the role of human agency in criminal trajectories across the life span. The chapter also describes the core tenets of the relational developmental systems framework, which serves as a major metamodel that undergirds contemporary developmental science. It is argued that developmental science theories of intentional self-regulation across the life span hold great promise to enrich criminological theorizing on human agency.
Catherine Raeff
- Published in print:
- 2016
- Published Online:
- August 2016
- ISBN:
- 9780199328413
- eISBN:
- 9780190619602
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199328413.003.0003
- Subject:
- Psychology, Developmental Psychology, Social Psychology
This chapter addresses the issue of what happens during development by defining development from the perspective of organismic-developmental theory. The chapter begins by summarizing the common ...
More
This chapter addresses the issue of what happens during development by defining development from the perspective of organismic-developmental theory. The chapter begins by summarizing the common practice of defining development in terms of age-based change and change over time. It is argued that not all changes over time are necessarily developmental changes and that analyzing development in terms of age-based milestones obfuscates cultural variability as well as ongoing developmental processes. Therefore, more specific criteria for developmental change and for analyzing dynamic developmental processes are required. The organismic-developmental conceptualization of development in terms of increasing differentiation and integration in relation to cultural goals of development is explained. This conceptualization permits analysis of ongoing developmental processes and of interindividual and intraindividual variability in development. To illustrate the processes of differentiation and integration, the development of object permanence and life span self/identity development are analyzed from an organismic-developmental perspective.Less
This chapter addresses the issue of what happens during development by defining development from the perspective of organismic-developmental theory. The chapter begins by summarizing the common practice of defining development in terms of age-based change and change over time. It is argued that not all changes over time are necessarily developmental changes and that analyzing development in terms of age-based milestones obfuscates cultural variability as well as ongoing developmental processes. Therefore, more specific criteria for developmental change and for analyzing dynamic developmental processes are required. The organismic-developmental conceptualization of development in terms of increasing differentiation and integration in relation to cultural goals of development is explained. This conceptualization permits analysis of ongoing developmental processes and of interindividual and intraindividual variability in development. To illustrate the processes of differentiation and integration, the development of object permanence and life span self/identity development are analyzed from an organismic-developmental perspective.
Helen E. Longino
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780226492872
- eISBN:
- 9780226921822
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226921822.003.0006
- Subject:
- Philosophy, Philosophy of Science
This chapter discusses integrative approaches to studying human behavior, covering methods, scope, and assumptions. These approaches take understanding the multiplicity of factors and their ...
More
This chapter discusses integrative approaches to studying human behavior, covering methods, scope, and assumptions. These approaches take understanding the multiplicity of factors and their interaction as the focus of their research. Among these are developmental systems theory, the GxExN integration approach, multifactorial path analysis.Less
This chapter discusses integrative approaches to studying human behavior, covering methods, scope, and assumptions. These approaches take understanding the multiplicity of factors and their interaction as the focus of their research. Among these are developmental systems theory, the GxExN integration approach, multifactorial path analysis.
Tobias Uller and Heikki Helanterä
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780199377176
- eISBN:
- 9780199377190
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199377176.003.0010
- Subject:
- Philosophy, Philosophy of Science, General
Heredity is a central concept in biology and one of the core principles needed for adaptive evolution. For most of the past 100 years, heredity has been defined and conceptualized in terms of ...
More
Heredity is a central concept in biology and one of the core principles needed for adaptive evolution. For most of the past 100 years, heredity has been defined and conceptualized in terms of transmission of genes. This is heuristically useful but imposes a certain structure on evolutionary theory and leaves out aspects of heredity that may be important to understand evolution. Emerging developmental perspectives on evolution suggests that alternative ways to represent heredity may prove useful. To this end, this chapter explains how evolutionary biologists treat heredity, conceptually and mathematically. It argues that treating heredity as an outcome of developmental processes not only makes it clearer how different mechanisms of inheritance contribute to evolution but also shows that inheritance cannot be treated as a static channel of transmission of information because it evolves as part of the process of adaptation.Less
Heredity is a central concept in biology and one of the core principles needed for adaptive evolution. For most of the past 100 years, heredity has been defined and conceptualized in terms of transmission of genes. This is heuristically useful but imposes a certain structure on evolutionary theory and leaves out aspects of heredity that may be important to understand evolution. Emerging developmental perspectives on evolution suggests that alternative ways to represent heredity may prove useful. To this end, this chapter explains how evolutionary biologists treat heredity, conceptually and mathematically. It argues that treating heredity as an outcome of developmental processes not only makes it clearer how different mechanisms of inheritance contribute to evolution but also shows that inheritance cannot be treated as a static channel of transmission of information because it evolves as part of the process of adaptation.
Steven Weitzman
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780691174600
- eISBN:
- 9781400884933
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691174600.003.0004
- Subject:
- Religion, Judaism
This chapter examines nineteenth-century developmental theories that explain the origin of the Jews, including the Documentary Hypothesis formulated by biblical scholar Julius Wellhausen (1844–1918). ...
More
This chapter examines nineteenth-century developmental theories that explain the origin of the Jews, including the Documentary Hypothesis formulated by biblical scholar Julius Wellhausen (1844–1918). It considers Wellhausen's use of source criticism to demonstrate the developmental process that transformed the Israelites into the Jews, resulting in a kind of evolutionary account of Jewish origins that spanned several hundred years. It also situates Wellhausen's theory within later developmental theories, such as Charles Darwin's theory of evolution, to better understand what exactly he was arguing about the origin of the Jews. Finally, it discusses Wellhausen's claim that Judaism began in the postexilic/Persian period.Less
This chapter examines nineteenth-century developmental theories that explain the origin of the Jews, including the Documentary Hypothesis formulated by biblical scholar Julius Wellhausen (1844–1918). It considers Wellhausen's use of source criticism to demonstrate the developmental process that transformed the Israelites into the Jews, resulting in a kind of evolutionary account of Jewish origins that spanned several hundred years. It also situates Wellhausen's theory within later developmental theories, such as Charles Darwin's theory of evolution, to better understand what exactly he was arguing about the origin of the Jews. Finally, it discusses Wellhausen's claim that Judaism began in the postexilic/Persian period.
Luis H. Zayas
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199734726
- eISBN:
- 9780199894826
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199734726.003.0003
- Subject:
- Social Work, Health and Mental Health
Chapter Three sets the context for understanding how humans development and how families function. It is intended to provide the reader with a backdrop for understanding the discussion in subsequent ...
More
Chapter Three sets the context for understanding how humans development and how families function. It is intended to provide the reader with a backdrop for understanding the discussion in subsequent chapters of the theoretical basis of the book and its analysis of suicide attempts. The core precepts of developmental systems theory, cultural psychology, and family systems and structural theory are presented. Then they are yoked in order to deepen the understanding of the adolescent Latina and her family. Chapter incorporates case studies of both suicidal and non-suicidal girls and their families to further illustrate the meanings of these theories to U.S. Latinos.Less
Chapter Three sets the context for understanding how humans development and how families function. It is intended to provide the reader with a backdrop for understanding the discussion in subsequent chapters of the theoretical basis of the book and its analysis of suicide attempts. The core precepts of developmental systems theory, cultural psychology, and family systems and structural theory are presented. Then they are yoked in order to deepen the understanding of the adolescent Latina and her family. Chapter incorporates case studies of both suicidal and non-suicidal girls and their families to further illustrate the meanings of these theories to U.S. Latinos.
Melanie Killen, Aline Hitti, Shelby Cooley, and Laura Elenbaas
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780190218966
- eISBN:
- 9780190274474
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190218966.003.0004
- Subject:
- Psychology, Social Psychology
Morality and cultural identity emerge during human development in complex ways. We describe the theories and findings that focus on social exclusion and inclusion, social inequalities such as ...
More
Morality and cultural identity emerge during human development in complex ways. We describe the theories and findings that focus on social exclusion and inclusion, social inequalities such as resource allocation inequalities, and intercultural contexts that both bear on and contribute to morality and moral development. This research reveals that individuals view morality as pertaining to fair, just, and equitable interindividual treatment, while cultural identities- reflected in the messages and ideologies conveyed by larger groups to their members -are shared norms constructed by individuals to organize social groups. Findings also show that applying morality to intergroup contexts involves unique challenges not always present in intragroup situations. Biases and stereotypical expectations emerging during early development often pose obstacles to children negotiating complex moral contexts. These challenges have been investigated from a social cognitive developmental perspective, charting the contexts in which children confront such situations. The application of morality to everyday social encounters is also considered.Less
Morality and cultural identity emerge during human development in complex ways. We describe the theories and findings that focus on social exclusion and inclusion, social inequalities such as resource allocation inequalities, and intercultural contexts that both bear on and contribute to morality and moral development. This research reveals that individuals view morality as pertaining to fair, just, and equitable interindividual treatment, while cultural identities- reflected in the messages and ideologies conveyed by larger groups to their members -are shared norms constructed by individuals to organize social groups. Findings also show that applying morality to intergroup contexts involves unique challenges not always present in intragroup situations. Biases and stereotypical expectations emerging during early development often pose obstacles to children negotiating complex moral contexts. These challenges have been investigated from a social cognitive developmental perspective, charting the contexts in which children confront such situations. The application of morality to everyday social encounters is also considered.
John Dupré
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199691982
- eISBN:
- 9780191738111
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199691982.003.0001
- Subject:
- Philosophy, Philosophy of Science
This introduction introduces the central themes that run through the following chapters, and provides a brief summary of the main theses defended in the chapters.
This introduction introduces the central themes that run through the following chapters, and provides a brief summary of the main theses defended in the chapters.
Nida Denson and Marsha Ing
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0034
- Subject:
- Psychology, Social Psychology
Educational psychology is the study of how people learn. This chapter begins by discussing how issues of racial and cultural diversity relate to psychological literacy and psychology undergraduate ...
More
Educational psychology is the study of how people learn. This chapter begins by discussing how issues of racial and cultural diversity relate to psychological literacy and psychology undergraduate education. It then summarizes several theories about how people learn and focus on the impact of racial and cultural diversity in higher education. The chapter provides an overview of current trends in the higher education literature and the three distinct forms of diversity (i.e., structural diversity, curricular/co-curricular diversity, and interaction diversity). The chapter discusses how these forms of diversity help to address strengths and gaps in the literature. The chapter then discusses how diversity in higher education relates to psychological literacy and the psychologically literate citizen. The chapter concludes by providing some practical suggestions and implications for educational practice and, in particular, ways in which to facilitate the development of psychological literacy in undergraduate psychology courses.Less
Educational psychology is the study of how people learn. This chapter begins by discussing how issues of racial and cultural diversity relate to psychological literacy and psychology undergraduate education. It then summarizes several theories about how people learn and focus on the impact of racial and cultural diversity in higher education. The chapter provides an overview of current trends in the higher education literature and the three distinct forms of diversity (i.e., structural diversity, curricular/co-curricular diversity, and interaction diversity). The chapter discusses how these forms of diversity help to address strengths and gaps in the literature. The chapter then discusses how diversity in higher education relates to psychological literacy and the psychologically literate citizen. The chapter concludes by providing some practical suggestions and implications for educational practice and, in particular, ways in which to facilitate the development of psychological literacy in undergraduate psychology courses.
