The fundamental issues with behavioral development.

M. Commons
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引用次数: 2

Abstract

In this issue, besides a few stage related articles, there are articles highlighting periods of development, behavior analytical training and psychometric approaches to stage. The issue shows the breadth and depth of behavior developmental approaches. In this issue of Behavioral Development Bulletin, as well as other recent issues, Stage-related models and scoring schemes other than the model of hierarchical complexity (MHC) have been presented (Commons, GaneMcCalla, Barker, & Li, 2014; Commons & Richards, 1984; Commons, Trudeau, Stein, Richards, & Krause, 1998). To facilitate comparisons between the different articles, here and elsewhere (Commons, Richards, & Armon, 1984), I include a correspondence table and stage schemes. There are two correspondence tables. Table 1 shows the correspondence between MHC, Fischer skill theory (Fischer, 1980; Fischer, Hand, & Russell, 1984; Fischer & Hencke, 1996; Fischer & Lazerson, 1984), and Inhelder and Piaget theory (Inhelder & Piaget, 1958; Piaget, 1952, 1954, 1964) for infant and preschool stages. Not all stage theories include the early developmental stages. Table 2 shows the correspondence between MHC, skill theory, and other theories for stages between Order 7: Preoperational and Order 16: metacrossparadigmatic. No other stage theories were determined to have definitions for the highest Order 16 and only one for Order 15. The authors of the stage theories of early concrete (primary) and above have been asked to review the correspondence table and in most cases they have done so. In number of cases the people were deceased so their students and followers have been asked to look at the correspondence table. Although many of the theories and schemes are strongly stage-based or psychometric in nature, there are many schemes that are not based on modern stage theories and are induced from experience. Even in psychometric cases like Loevinger’s theory, Cook-Greuter has suggested stage correspondence. Some of the scoring schemes such as that of Elliot Jaques are based more on other variables than just on stage variables. Because of these factors, correspondence across different stage theories has limits in its interpretation.—Michael Lamport Commons, Editor
行为发展的基本问题。
在本期中,除了一些与阶段相关的文章外,还有一些文章重点介绍了发展时期,行为分析训练和阶段心理测量方法。这个问题显示了行为发展方法的广度和深度。本期《行为发展公报》(Behavioral Development Bulletin)以及其他近期刊物中,提出了层次复杂性(MHC)模型以外的阶段相关模型和评分方案(Commons, GaneMcCalla, Barker, & Li, 2014;Commons & Richards, 1984;Commons, Trudeau, Stein, Richards, & Krause, 1998)。为了方便不同文章之间的比较,这里和其他地方(Commons, Richards, & Armon, 1984),我包括了一个对应表和舞台方案。有两个对应表。表1显示了MHC与Fischer技能理论(Fischer, 1980;Fischer, Hand, & Russell, 1984;Fischer & henke, 1996;Fischer & Lazerson, 1984), Inhelder & Piaget理论(Inhelder & Piaget, 1958;皮亚杰,1952,1954,1964)的婴儿和学前阶段。并不是所有的阶段理论都包括早期发展阶段。表2显示了MHC、技能理论和其他理论在顺序7:预操作和顺序16:元跨范式之间的对应关系。没有其他阶段理论被确定有最高16阶的定义,只有一个15阶的定义。早期混凝土(初级)及以上阶段理论的作者被要求审查对应表,在大多数情况下,他们已经这样做了。在许多情况下,这些人已经去世,所以他们的学生和追随者被要求查看对应表。尽管许多理论和方案在本质上是强烈基于阶段或心理测量的,但也有许多方案不是基于现代阶段理论,而是从经验中归纳出来的。即使在像Loevinger的理论这样的心理测量学案例中,Cook-Greuter也提出了阶段对应。有些计分方案,比如埃利奥特·雅克(Elliot Jaques)的计分方案,更多地基于其他变量,而不仅仅是舞台变量。由于这些因素,不同阶段理论之间的一致性在解释上存在局限性。——michael Lamport Commons,编辑
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