The Behavioral Development Bulletin最新文献

{"title":"Successes in cultural evolution raises the variability in humans’ highest stage attained.","authors":"Sofia Laura Ferreira Leite","doi":"10.1037/BDB0000033","DOIUrl":"https://doi.org/10.1037/BDB0000033","url":null,"abstract":"The model of hierarchical complexity characterizes behavior 1-dimensionally, by representing its order of hierarchical complexity. It results that interspecies behavior can be directly compared. From interspecies comparisons, 1 intriguing question is why humans evolved the most, attaining the highest average stage and the highest variability in the highest stage attained by adults. We hypothesize that population growth has been a major factor for shifting upward the average stage of development of humans, which, reciprocally, was a perquisite for cultural evolution. We also consider competition and selection as core processes that go hand-in-hand with the rise in stage. Results show that population growth and rise in stage are strongly positively correlated. The emergence of a metasystematic Stage 13 individual is possible with an increase of the population from 2 to 161 individuals; a paradigmatic Stage 14 individual emerges with an increase from 161 to 4291; and a crossparadigmatic Stage 15 individual emerges with an increase from 4,291 to 289,855 individuals. We discuss that acceleration of population growth might be a fundamental measure accounting for the rise in stage. We deduce that agricultural practices were, then, fundamental for liberating human evolution. Although we do not have sufficient data for quantifying the reason behind the highest variability in the highest staged attained by human adults, we suggest that variability increases with the increase in average stage of a species. Finally, we draw some conclusions in regards to current populations, predicting that India might witness the next wave of innovations.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124041495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing different ways of using the model of hierarchical complexity to evaluate graduate students.","authors":"P. Miller, Darlene E. Crone-Todd","doi":"10.1037/BDB0000039","DOIUrl":"https://doi.org/10.1037/BDB0000039","url":null,"abstract":"10 Classes, variables, or “variabilized” (abstract) concepts are formed from concrete instances. Example: “I felt really bad that day.” Formal 11 Relates one variable to another variable. Example: “When people don’t respond to me quickly, I tend to feel insecure.” Systematic 12 Coordinates more than one variable as input, constructs multivariate systems and matrices, situate events and ideas in a larger context. Example: “Both how the parent behaves, and how the child responds will affect whether the child learns this concept.” Metasystematic 13 People act on systems of relations from the previous order. Metasystematic actions compare, contrast, transform, and synthesize systems. Example: “Children serve different functions in different kinds of societies. In agrarian societies, they may function primarily as field workers. But in today’s industrialized societies, they serve an important function as consumers.” 226 MILLER AND CRONE-TODD T hi s do cu m en t is co py ri gh te d by th e A m er ic an Ps yc ho lo gi ca l A ss oc ia tio n or on e of its al lie d pu bl is he rs . T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. therapy) skills in terms of the hierarchical complexity of the tasks that the counselors-in-training (and ultimately the counselors and the psychotherapists) are undertaking. Therefore, the MHC measures should be related to outcomes in a counseling program. At the current time, there is not very much research on using the MHC to determine the stage at which students complete academic work. One study by Crone-Todd and Gonsalves (2010) found that undergraduate Honors students in psychology wrote at a Formal stage in their thesis projects, whereas nonhonors student writing tended to use more Abstract-stage writing. The reasons for this difference in complexity of writing could be due to many factors, including academic preparedness, feedback from committee members, and so forth This suggests that using such a measure could be useful as a way to measure individual differences, and that these differences could be then related to measures of competency, such as whether a student is in an honors program or not. Another study (Kjellström, Ross, & Fridlund, 2010) examined the stages of ethical reasoning in nurses studying in a Ph.D. program. This study also found that few nurses included arguments that were scored above the Formal stage. In the first study we used the MHC to code the real world behavior of students, specifically their writing. The rationale for this is that we often need information about the existing behavior of workers or students. In cases in which we have realworld behavior, the model can be used to score a variety of kinds of behaviors. This study will answer the question as to what stages are typical of such students. Based on the previous study of Crone-Todd and Gonsalves (2010) we would expect to see graduate school ap","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117106212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The fundamental issues with behavioral development.","authors":"M. Commons","doi":"10.1037/BDB0000022","DOIUrl":"https://doi.org/10.1037/BDB0000022","url":null,"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","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129398120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The existential crisis.","authors":"Mary-Elizabeth Andrews","doi":"10.1037/BDB0000014","DOIUrl":"https://doi.org/10.1037/BDB0000014","url":null,"abstract":"Existential crises are confusing and high-anxiety times when a person is trying to resolve and find the answer to this question: Who am I? The existential crisis concept is derived from Erikson (1970), who referred to it as an identity crisis. This article describes different versions of existential crises and also outlines ways to resolve them. One type of an existential crisis that is likely to occur early in life begins as a teenager or a young adult and is referred to as the sophomore crisis. The sophomore crisis deals with identity issues about the future. The adult version of an existential crisis usually begins in the mid to late 20s. The adult existential crisis also seeks resolutions to identity issues, but the issues are more complex. Later versions of existential crises deal with questions regarding mortality, legacy, and achievement. In short, an existential crisis may be different for people at different stages of development and different age groups. Existential issues exist within a society as well; an existential crisis is an internalized by-product of societal problems. If several people within a society do not solve their existential crisis, there can be societal implications. The proposed solutions to solving existential crises therefore depend on multiple factors. The first solution is to match a person to a career. Another solution is to match one person to another. The third solution is behavioral training on social perspective taking.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127819843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neural correlates of postformal stages of reasoning: Biological determinants of developmental stage.","authors":"S. Leite, Cory David Barker, Marc G. Lucas","doi":"10.1037/BDB0000012","DOIUrl":"https://doi.org/10.1037/BDB0000012","url":null,"abstract":"The latest research on developmental stage, according to the Model of Hierarchical Complexity (MHC), shows that there is only 1 domain, that stage develops as log2(age) and that the number of neurons of a species can predict the mean stage attained by that species. This can be interpreted as saying that biology controls stage. However, humans attain different stages and the biological mechanism that limits stage is still unknown. Based on these findings, we argue that cognitive neuroscience studies of human intelligence should shift from the general laws that govern development and brain maturation to focusing on interindividual differences across development, so as to complete the picture of human cognition beyond statistical norms. We here propose a study that looks for differences in patterns of the brain activation between subjects performing below and above formal stages. What differentiates this study from others that have been conducted in the field of developmental psychology and cognitive neuroscience is that this will explain for the first time not how, but why, some individuals are hardwired to perform at higher stages than others. We intend to analyze the data across different hierarchical complexity tasks and extract a saturation index (SI) that informs about the processing load of problem solving. Second, we compare the SI across subjects who attained different stages. This knowledge will provide for understanding the biological basis of cognition, for improving the behavioral predictive MHC, and for developing a connectionist model of cognition that emulates development throughout life.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134312540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Potential benefits of video training on fidelity of staff protocol implementation.","authors":"Lin Du, Robin Nuzzolo, Benigno Alonso-Alvarez","doi":"10.1037/BDB0000019","DOIUrl":"https://doi.org/10.1037/BDB0000019","url":null,"abstract":"In order for children to benefit from research-based protocols, it is necessary for professionals to implement the protocols with a high degree of fidelity. In this study, we tested the effects of reading a training manual, and a training package that included reading the manual followed by watching a training video on the fidelity of implementing the mirror protocol (e.g., Du & Greer, 2014) to induce generalized imitation. The participants were 16 first-year master’s degree candidates from an applied behavior analysis program at a major university. The participants were asked to first assess generalized imitation in a preschool student and then to conduct the mirror protocol with him or her based on the instructions of the manual. Results showed that most of the participants did not follow the exact procedure as a result of reading the manual only. A preand postintervention design across participants was used to test the effects of the training package. After the implementation of the training package, all but 1 participant were able to conduct errorless procedures with a preschooler (the last participant also achieved criterion after a booster training in 1-to-1 setting with the experimenter). Our results suggest that video training together with reading the manual was correlated with high fidelity of implementation of the complex protocol.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131163617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Criteria for multidomain research.","authors":"Albert Erdynast, Wendy D. Chen, A. Ikin","doi":"10.1037/bdb0000016","DOIUrl":"https://doi.org/10.1037/bdb0000016","url":null,"abstract":"The proposed criteria for organization of empirical research and theory for multiple domain models of adult development include: 1. Identification of domains and sub-domains of types of problems posed by dilemmas, tasks or questionnaires. 2. Identification of the various developmental levels of the presented problems and tasks. 3. Specification of the meta-ethical categories of the several aspects of the moral person and the analysis of the data and categories of types of questions addressed in the questionnaires and interview protocols. 4. Empirical evidence, longitudinal and/or cross-sectional, to support the claimed findings. 5. Age-range of the research subjects. 6. Use of structural-developmental assessment scoring manuals and high levels of inter-judge rater-reliability. Multiple domain theories are distinguished from single domain ones. Rawlsian conceptions of individuals as free and equal moral persons (Rawls, 1999) are specified into four aspects. Rawlsian metaethical categories of moral development are contrasted with those used by Kohlberg which are based on the metaethical theory of Dewey and Tufts (1932). Kohlberg’s, Perry’s and Gilligan’s theories are reviewed according to criteria for particular domains.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125644262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Criterion validation of autogenetic frameworks of interpersonal agency.","authors":"Nancy Nordmann","doi":"10.1037/BDB0000013","DOIUrl":"https://doi.org/10.1037/BDB0000013","url":null,"abstract":"","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"623 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116211243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reinforcement of correct answers raised stage of performance in traditional nonliterate Nepalese adults.","authors":"Dristi Adhikari","doi":"10.1037/BDB0000018","DOIUrl":"https://doi.org/10.1037/BDB0000018","url":null,"abstract":"Thirty-three nonliterate Nepalese adults responded to the 2 stage-based “isolation of variables” (Inhelder & Piaget, 1958) instruments: the thatched roof problem and the laundry problem. The thatched roof instrument was used as the training instrument and administered individually. The laundry instrument was used as transfer task instrument and administered in a group. With the laundry instrument, all correct answers were reinforced with points and a monetary reward of 0.2 cents for Primary and Concrete stages; and 0.3 cents for Abstract and higher stages. The mean stage of performance increased from M stage 8.85 (SD 0.86) to M stage 10.00 (SD 1.07) from training instrument to the end of the transfer task training and testing, t(32) 7.60, p .000. This is roughly 1 stage increase from pretest to posttest. The frequency of people performing at the Primary Stage 8 and Concrete Stage 9 decreased at posttest. The frequency of people performing at Abstract Stage 10 and Formal Stage 11 increased at posttest. This shows that training with reinforcement has most productive effect on increasing stage performance from pretest to posttest. This outcome strongly suggests that all testing should include repeated presentation of very alike items and that reinforcement needs to be provided for all correct answers.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127775460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An analysis of the Verbal Comprehension Index of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV) using the Model of Hierarchical Complexity (MHC): Why might stage be a better measure of “smarts” than verbal IQ?","authors":"K. Featherston, S. Chen, Maria Toth-Gauthier, J. Day, Philippe Herman, Raquel Laverdeur, L. Nicolaï, Anne-Catherine Nicolay, A. Sini, C. Tilkin, Mireille Tyberghein, Christian Vanheck","doi":"10.1037/BDB0000015","DOIUrl":"https://doi.org/10.1037/BDB0000015","url":null,"abstract":"While IQ tests are the most common and largely accepted measurement of how “smart” a person is, whether they are the best measure of this construct is up for debate. This paper will discuss the relationship between IQ tests and their corresponding order of hierarchical complexity developmental stage scores based on the model of hierarchical complexity (MHC). The Verbal Comprehension Index (VCI) scales of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV) were used for scoring. The study shows that, according to the Hierarchical Complexity Scoring System (HCSS), the WAIS–IV fails to test verbal intelligence beyond the formal stage. This study used Rasch analysis to demonstrate that scoring the VCI of the WAIS–IV from a developmental sequence using the HCSS was successful in explaining the majority of the difficulty in VCI items. Much of the additional difficulty of tasks came from the knowledge of rare items and noise. This demonstrates the ceiling effect of the VCI of the WAIS–IV. Difficulties with scoring items, additional limitations with the IQ test, and their implications are discussed.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"393 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126746508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}