Handbook of Child Psychology and Developmental Science, vol. 1: Theory and Method

915 Pages·2015·8.97 MB·English

by  Richard M. Lerner

HANDBOOK OF CHILD PSYCHOLOGY
AND DEVELOPMENTAL SCIENCE

HANDBOOK OF CHILD PSYCHOLOGY
AND DEVELOPMENTAL SCIENCE
SeventhEdition
Volume 1
Theory and Method
VolumeEditors
WILLIS F. OVERTON
PETER C. M. MOLENAAR
Editor-in-Chief
RICHARD M. LERNER
Coverdesign:Wiley
Thisbookisprintedonacid-freepaper.
Copyright©2015byJohnWiley&Sons,Inc.Allrightsreserved.
PublishedbyJohnWiley&Sons,Inc.,Hoboken,NewJersey.
PublishedsimultaneouslyinCanada.
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,orotherwise,exceptaspermittedunderSection107or108ofthe1976UnitedStatesCopyrightAct,withouteither
thepriorwrittenpermissionofthePublisher,orauthorizationthroughpaymentoftheappropriateper-copyfeetotheCopyrightClearanceCenter,Inc.,
222RosewoodDrive,Danvers,MA01923,[phone],fax[phone],oronthewebatwww.copyright.com.RequeststothePublisherfor
permissionshouldbeaddressedtothePermissionsDepartment,JohnWiley&Sons,Inc.,111RiverStreet,Hoboken,NJ07030,[phone],fax
[phone].
LimitofLiability/DisclaimerofWarranty:Whilethepublisherandauthorhaveusedtheirbesteffortsinpreparingthisbook,theymakenorepresentations
orwarrantieswithrespecttotheaccuracyorcompletenessofthecontentsofthisbookandspecificallydisclaimanyimpliedwarrantiesofmerchantability
orfitnessforaparticularpurpose.Nowarrantymaybecreatedorextendedbysalesrepresentativesorwrittensalesmaterials.Theadviceandstrategies
containedhereinmaynotbesuitableforyoursituation.Youshouldconsultwithaprofessionalwhereappropriate.Neitherthepublishernorauthorshall
beliableforanylossofprofitoranyothercommercialdamages,includingbutnotlimitedtospecial,incidental,consequential,orotherdamages.
Thispublicationisdesignedtoprovideaccurateandauthoritativeinformationinregardtothesubjectmattercovered.Itissoldwiththeunderstanding
thatthepublisherisnotengagedinrenderingprofessionalservices.Iflegal,accounting,medical,psychologicaloranyotherexpertassistanceisrequired,
theservicesofacompetentprofessionalpersonshouldbesought.
Designationsusedbycompaniestodistinguishtheirproductsareoftenclaimedastrademarks.InallinstanceswhereJohnWiley&Sons,Inc.isawareof
aclaim,theproductnamesappearininitialcapitalorallcapitalletters.Readers,however,shouldcontacttheappropriatecompaniesformorecomplete
informationregardingtrademarksandregistration.
ForgeneralinformationonourotherproductsandservicespleasecontactourCustomerCareDepartmentwithintheUnitedStatesat(800)762-2974,
outsidetheUnitedStatesat(317)572-3993orfax(317)572-4002.
Wileypublishesinavarietyofprintandelectronicformatsandbyprint-on-demand.Somematerialincludedwithstandardprintversionsofthisbook
maynotbeincludedine-booksorinprint-on-demand.IfthisbookreferstomediasuchasaCDorDVDthatisnotincludedintheversionyoupurchased,
youmaydownloadthismaterialathttp://booksupport.wiley.com.FormoreinformationaboutWileyproducts,visitwww.wiley.com.
LibraryofCongressCataloging-in-PublicationData:
Handbookofchildpsychology
Handbookofchildpsychologyanddevelopmentalscience/RichardM.Lerner,editor-in-chief.—Seventhedition.
1onlineresource.
RevisionofHandbookofchildpsychology.
Includesbibliographicalreferencesandindex.
DescriptionbasedonprintversionrecordandCIPdataprovidedbypublisher;resourcenotviewed.
ISBN978-1-118-13677-5(Vol.1,cloth)
ISBN978-1-118-13685-0(set,cloth) 
ISBN978-1-118-95297-9(pdf)
ISBN978-1-118-95296-2(epub)
1.Childpsychology. I.Lerner,RichardM.,editorofcompilation. II.Title.
BF721
155.4—dc23 2014033068
PrintedintheUnitedStatesofAmerica
10 9 8 7 6 5 4 3 2 1
Contents
ForewordtotheHandbookofChildPsychologyandDevelopmentalScience,SeventhEdition vii
Preface xv
Volume1Preface xxiii
Contributors xxv
1 CONCEPTS,THEORY,ANDMETHODINDEVELOPMENTALSCIENCE:
AVIEWOFTHEISSUES 1
WillisF.OvertonandPeterC.M.Molenaar
2 PROCESSES,RELATIONS,ANDRELATIONAL-DEVELOPMENTAL-SYSTEMS 9
WillisF.Overton
3 DYNAMICSYSTEMSINDEVELOPMENTALSCIENCE 63
DavidC.Witherington
4 DYNAMICDEVELOPMENTOFTHINKING,FEELING,ANDACTING 113
MichaelF.MascoloandKurtW.Fischer
5 BIOLOGY,DEVELOPMENT,ANDHUMANSYSTEMS 162
RobertLickliterandHunterHoneycutt
6 ETHOLOGYANDHUMANDEVELOPMENT 208
PatrickBateson
7 NEUROSCIENCE,EMBODIMENT,ANDDEVELOPMENT 244
PeterJ.Marshall
8 THEDEVELOPMENTOFAGENCY 284
BryanW.Sokol,StuartI.Hammond,JanetKuebli,andLeahSweetman
v
vi Contents
9 DIALECTICALMODELSOFSOCIALIZATION 323
LeonKuczynskiandJanDeMol
10 HUMANDEVELOPMENTANDCULTURE 369
JayanthiMistryandRanjanaDutta
11 EMOTIONALDEVELOPMENTANDCONSCIOUSNESS 407
MichaelLewis
12 DEVELOPMENTOFPERSONALANDCULTURALIDENTITIES 452
MichaelJ.ChandlerandWilliamL.Dunlop
13 MORALDEVELOPMENT 484
ElliotTuriel
14 DEVELOPMENTANDSELF-REGULATION 523
MeganM.McClelland,G.JohnGeldhof,ClaireE.Cameron,andShannonB.Wanless
15 DEVELOPMENTALPSYCHOPATHOLOGY 566
E.MarkCummingsandKristinValentino
16 POSITIVEYOUTHDEVELOPMENTAND
RELATIONAL-DEVELOPMENTAL-SYSTEMS 607
RichardM.Lerner,JacquelineV.Lerner,EdmondP.Bowers,andG.JohnGeldhof
17 SYSTEMSMETHODSFORDEVELOPMENTALRESEARCH 652
PeterC.M.MolenaarandJohnR.Nesselroade
18 NEUROSCIENTIFICMETHODSWITHCHILDREN 683
MichelledeHaan
19 MIXEDMETHODSINDEVELOPMENTALSCIENCE 713
PatrickH.TolanandNancyL.Deutsch
20 GROWTHCURVEMODELINGANDLONGITUDINALFACTORANALYSIS 758
NilamRamandKevinJ.Grimm
21 PERSON-ORIENTEDMETHODOLOGICALAPPROACHES 789
AlexandervonEye,LarsR.Bergman,andChueh-AnHsieh
AuthorIndex 843
SubjectIndex 869
Foreword to the Handbook of Child Psychology and
Developmental Science, Seventh Edition
WILLIAMDAMON
THEHANDBOOK’SDEVELOPINGTRADITION indicator and as a generator, a pool of received findings,
andasourceforgeneratingnewinsight.
Development is one of life’s optimistic ideas. It implies Itisimpossibletoimaginewhatthefieldwouldlooklike
not just change but improvement, progress, forward if Carl Murchison had not assembled a ground-breaking
movement, and some sense of positive direction. What collection of essays on the then-almost-unknown topic of
constitutes improvement in any human capacity is an childstudyinhisfirstHandbookofChildPsychology.That
open, important, and fascinating question requiring astute was1931,atthedawnofascholarlyhistorythat,likeevery
theoretical analysis and sound empirical study. So, too, developmentalnarrative,hasproceededwithacombination
are questions of what accounts for improvement; what of continuity and change. What does this history tell us
enhancesit;andwhatpreventsitwhenitfailstooccur.One about where the field of developmental science has been,
ofthelandmarkachievementsofthiseditionoftheHand- whatithaslearned,andwhereitisgoing?Whatdoesittell
book of Child Psychology and Developmental Science is usaboutwhat’schangedandwhathasremainedthesamein
that a full selection of top scholars in the field of human thequestionsthathavebeenasked,inthemethodsused,and
development have offered us state-of-the-science answers in the theoretical ideas that have been advanced to under-
totheseessentialquestions. standhumandevelopment?
Compoundingtheinterestofthisedition,theconceptof
development applies to scholarly fields as well as to indi- TheFirstTwoEditions
viduals,andtheHandbook’sdistinguishedhistory,fromits
Carl Murchison was a star scholar/impresario who edited
inception more than 80 years ago to the present edition,
the Psychological Register, founded important psycho-
richly reveals the development of a field. Within the field
logical journals, and wrote books on social psychology,
ofhumandevelopment,theHandbook hashadalongand
politics,andthecriminalmind.Hecompiledanassortment
notable tradition as the field’s leading beacon, organizer,
of handbooks, psychology texts, and autobiographies of
and encyclopedia of what’s known. This latest Handbook
renowned psychologists, and even ventured a book on
edition,overflowingwithinsightsandinformationthatgo
psychic phenomena (Sir Arthur Conan Doyle and Harry
wellbeyondthescientificknowledgeavailableinprevious
Houdiniwereamongthecontributors).Murchison’sinitial
editions, is proof of the substantial progress made by the
Handbook of Child Psychology was published by a small
fieldofhumandevelopmentduringitsstill-short(byschol-
universitypress(ClarkUniversity)in1931,whenthefield
arlystandards)history.
itselfwasstillinitsinfancy.Murchisonwrote:
Indeed, the history of developmental science has been
inextricablyintertwinedwiththehistoryoftheHandbook.
Experimentalpsychologyhashadamucholderscientificand
Like many influential encyclopedias, the Handbook influ-
academic status [than child psychology], but at the present
encesthefielditreportson.Scholars—especiallyyounger timeitisprobablethatmuchlessmoneyisbeingspentforpure
ones—look to it to guide their own work. It serves as an researchinthefieldofexperimentalpsychologythanisbeing
vii
viii ForewordtotheHandbookofChildPsychologyandDevelopmentalScience,SeventhEdition
spentinthefieldofchildpsychology.Inspiteofthisobvious wrote on “Environmental Forces in Child Behavior and
fact,manyexperimentalpsychologistscontinuetolookupon Development”—both would gain worldwide renown in
thefieldofchildpsychologyasaproperfieldofresearchfor comingyears.
women and for men whose experimental masculinity is not The Americans that Murchison chose were equally
of the maximum. This attitude of patronage is based almost
notable. Arnold Gesell wrote a nativistic account of his
entirelyuponablissfulignoranceofwhatisgoingoninthe
twin studies—an enterprise that remains familiar to us
tremendouslyvirilefieldofchildbehavior.(Murchison,1931,
today—andStanford’sLewisTermanwroteacomprehen-
p.ix)
siveaccountofeverythingknownaboutthe“giftedchild.”
Murchison’s masculine allusion is from another era; it Harold Jones described the developmental effects of birth
might supply good material for a social history of gender order,MaryCoverJoneswroteaboutchildren’semotions,
stereotyping. That aside, Murchison was prescient in the Florence Goodenough wrote about children’s drawings,
task that he undertook and the way that he went about and Dorothea McCarthy wrote about language devel-
it. At the time this passage was written, developmental opment. Vernon Jones’s chapter on “children’s morals”
psychology was known only in Europe and in a few focused on the growth of character, a notion that was
forward-looking U.S. labs and universities. Nevertheless, to become mostly lost to the field during the cognitive-
Murchison predicted the field’s impending ascent: “The developmental revolution, but that has reemerged in the
timeisnotfardistant,ifitisnotalreadyhere,whennearly past decade as a primary concern in the study of moral
allcompetentpsychologistswillrecognizethatone-halfof development.
the whole field of psychology is involved in the problem Murchison’s vision of child psychology included an
of how the infant becomes an adult psychologically” examinationofculturaldifferencesaswell.HisHandbook
(Murchison,1931,p.x). presented to the scholarly world a young anthropologist
For this first 1931 Handbook, Murchison looked to namedMargaretMead,justbackfromhertoursofSamoa
Europe and to a handful of American research centers andNewGuinea. Inthisearlyessay,Meadwrotethather
for child study—most prominently, Iowa, Minnesota, motivation in traveling to the South Seas was to discredit
University of California at Berkeley, Columbia, Stanford, the claims that Piaget, Lévy-Bruhl, and other “structural-
Yale, and Clark—many of which were at the time called ists” had made regarding what they called animism in
field stations. Murchison’s Europeans included a young young children’s thinking. (Interestingly, about a third
“genetic epistemologist” named Jean Piaget, who, in an of Piaget’s chapter in the same volume was dedicated to
essay on “Children’s Philosophies,” cited data from his showinghowGenevanchildrentookyearstooutgrowtheir
interviewswith60Genevanchildrenbetweentheagesof4 animism.) Mead reported data that she called “amazing”:
and12years.Piaget’schapterwouldprovideU.S.readers “In not one of the 32,000 drawings (by young ‘primi-
with an introduction to his soon-to-be seminal research tive’ children) was there a single case of personalization
program on children’s conceptions of the world. Another of animals, material phenomena, or inanimate objects”
European,CharlotteBühler,wroteachapteronyoungchil- (Mead, 1931, p. 400). Mead parlayed these data into a
dren’s social behavior. In her chapter, which still is fresh tough-mindedcritiqueofWesternpsychology’sethnocen-
today,Bühlerdescribedintricateplayandcommunication trism,makingthepointthatanimismandotherbeliefsare
patterns among toddlers—patterns that developmental morelikelytobeculturallyinducedthanintrinsictoearly
scientistswouldnotrediscoveruntilthelate1970s.Bühler cognitivedevelopment.Thisishardlyanunfamiliartheme
also anticipated critiques of Piaget that were to be again in contemporary psychology. Mead offered a research
launchedduringthesociolinguisticsheydayofthe1970s: guide for developmental fieldworkers instrange cultures,
completewithmethodologicalandpracticaladvice,suchas
Piaget,inhisstudiesonchildren’stalkandreasoning,empha- thefollowing:(1)translatequestionsintonativelinguistic
sizesthattheirtalkismuchmoreegocentricthansocial...that categories; (2) do not do controlled experiments; (3) do
childrenfromthreetosevenyearsaccompanyalltheirmanip- not try to do research that requires knowing the ages of
ulationswithtalkwhichactuallyisnotsomuchintercourseas
subjects, which are usually unknowable; and (4) live next
monologue...[but]thespecialrelationshipofthechildtoeach
doortothechildrenwhomyouarestudying.
ofthedifferentmembersofthehouseholdisdistinctlyreflected
Despite the imposing roster of authors that Murchison
intherespectiveconversations.(Bühler,1931,p.138)
hadassembledforthisoriginalHandbookofChildPsychol-
Other Europeans include Anna Freud, who wrote on ogy,hisachievementdidnotsatisfyhimforlong.Barely2
“The Psychoanalysis of the Child,” and Kurt Lewin, who yearslater,Murchisonputoutasecondedition,ofwhichhe