Memory Development or the Development of Memory?

For 30 years, the question "What is memory development the development of?" has guided research on children's memory. As theories and research paradigms have evolved over this period, so too has knowledge of the surprising mnemonic competence of young children and of age-related differences in memory performance. Never the less, there are serious limits to current understanding of the development of memory. Indeed, there have been few investigations of changes over time in the memory skills of individual children, and researchers have yet to shed much light on the more difficult question of "What are the forces that propel the development of skilled remembering?" From our perspective, the answer to this question will require movement toward longitudinal research designs that illuminate the mechanisms that bring about developmental change.     

Atypical Gender Development–A Review

ABSTRACT

In 2003, the Gender Identity Research and Education Society (GIRES) ran a small symposium in London, assisted by a Trans Group, founded in 1993, with the aim of moving transsexualism from its current categorisation, in the International Classification of Diseases (ICD 10), as a psychiatric disorder. GIRES was awarded additional funding for this project from the King's Fund-an eminent charity providing funds for medical and scientific work.

The members of the symposium included physicians and specialists in the different areas pertinent to the understanding and the treatment of transsexualism, and also the Member of Parliament who chairs the Parliamentary Forum for Transsexualism. Transsexual people were represented within this group. Members came from the United Kingdom, The Netherlands, Belgium, Japan and the United States of America. Professor Milton Diamond (USA) chaired the group who collaborated in producing the following paper. The team endeavoured to provide a balanced and comprehensive review of what is currently understood, in the scientific field, regarding atypical gender development and transsexualism.     

Africa Humiliated? Misrecognition in Development Aid

Critiques of development aid from its recipient’s sometimes draw our attention to the perception of paternalism on the part of ‘development industry’ actors. Even within participatory project designs, critical voices recount experiences of clear power divides and informal hierarchies determining the content and form of ‘cooperation’. While neoliberal as well as neo-Marxist scholars base their critiques on a distributive scheme of global justice, post-development theory emphasizes respect and recognition as the central aspect of justice Indeed, post-development theorists continue to complain of neo-colonial power structures between nations as well as on a micro-level between the ‘experts’ and local people. The latter feel misrecognized in being judged according to the parameters of Western actors within the international community. This article explores how charges of misrecognition within development cooperation challenge the assumption by many liberal political theorists that more global justice could be achieved through more aid.     

The Change and Development of Statistical Methods Used in Research Articles in Child Development 1930–2010

The evolution of developmental psychology has been characterized by the use of different quantitative and qualitative methods and procedures. But how does the use of methods and procedures change over time? This study explores the change and development of statistical methods used in articles published in Child Development from 1930 to 2010. The methods used in every article in the first issue of every volume were categorized into four categories. Until 1980 relatively simple statistical methods were used. During the last 30 years there has been an explosive use of more advanced statistical methods employed. The absence of statistical methods or use of simple methods had been eliminated.     

What is Spiritual Development? Primary Headteachers' Views

Recent legislation has made it a legal requirement for schools' contribution to their pupils' spiritual development to be inspected as part of the school inspection process. However, some confusion exists about the meaning of the term ‘spiritual development’. The first part of this article reviews some of the meanings ascribed to the term by educationalists and theologians while the second part examines headteachers' perceptions of the meaning of the term within the context of primary schools.     

The Development of Expertise: Animal Models?

There is a continuing debate in the psychological literature between researchers who lean more toward learning theories of expertise development and those who lean more toward talent theories. However, the development of human expertise has not been open to direct experimental methods and will probably continue to elude experimentalists in the future. A promising alternative to direct experimental methods is to use nonhuman animal models, a possibility that researchers in expertise seem to have overlooked. However, there are studies in the animal behavior literature that address the development of nonhuman animal expertise without specifically referring to the topic as expertise. In the present study, the author discusses two nonhuman animal examples of expertise development that have been researched by ethologists. Nonhuman animal expertise development, unlike human expertise development, is subject to direct experimentation. The author thus recommends that researchers use nonhuman animals in their studies of expertise.     

Development as Happiness: The Subjective Perception of Happiness and UNDP’s Analysis of Poverty, Wealth and Development

This paper examines to what extent the concept of happiness is complementary to the United Nations Development Program's (UNDP) human development approach in the evaluation of poverty, wealth and development. The deconstruction of UNDP's discourse on and its measurement of these concepts show that its perspective is highly arbitrary. Poverty is exclusively defined as lack and state of ill-being, inferior to wealth regarded as a state of abundance and well-being. Development then becomes a teleological process trying to promote well-being through abundance. Yet, this external perspective of UNDP on well-being is questioned by the subjective perception of the individuals themselves. Happiness studies—which define happiness as the degree to which an individual judges the overall quality of his life-as-a-whole favorably—prove that higher levels of UNDP's development indicators are not necessarily better for subjective well-being. Despite methodological and conceptual problems, happiness studies discover that the individuals' perception of poverty, wealth and development can differ considerably from UNDP's perspective. Increased income, better objective health and higher levels of education do not automatically lead to greater happiness. Furthermore, additional dimensions essential for human happiness are detected by the research, yet not taken into account by UNDP. A country ranking comparison between the two approaches confirms the different visions of well-being. The integration of a happiness indicator in its analysis of poverty, wealth and development is thus indispensable for UNDP in order to correct its analytical and also practical approach to development.     

Development of the Brain’s Functional Network Architecture

A full understanding of the development of the brain’s functional network architecture requires not only an understanding of developmental changes in neural processing in individual brain regions but also an understanding of changes in inter-regional interactions. Resting state functional connectivity MRI (rs-fcMRI) is increasingly being used to study functional interactions between brain regions in both adults and children. We briefly review methods used to study functional interactions and networks with rs-fcMRI and how these methods have been used to define developmental changes in network functional connectivity. The developmental rs-fcMRI studies to date have found two general properties. First, regional interactions change from being predominately anatomically local in children to interactions spanning longer cortical distances in young adults. Second, this developmental change in functional connectivity occurs, in general, via mechanisms of segregation of local regions and integration of distant regions into disparate subnetworks.     

Perceived Breast Development and Adolescent Girls’ Psychological Well-Being

This study, based on U.S. nationally-representative data from the National Longitudinal Study of Adolescent Health (8,593 13–18?year old girls), explored how perceived breast development was related to psychological well-being among adolescent girls including variations by age and race-ethnicity. It was hypothesized that greater breast development would detrimentally influence adolescent girls’ psychological well-being, although these associations were expected to be stronger for younger adolescent girls and for Whites. Results using multivariate regression analyses with robust standard errors showed that greater perceived breast development was associated with lower self-esteem and higher depressive symptoms for 13–15?year old White, African American (for self-esteem only), and Hispanic (for depressive symptoms only) girls. Although perceived breast development was not associated with 16–18?year old girls’ self-esteem, supplemental analyses found that 16–18?year old Asian American and White girls with considerable or little breast development had more depressive symptoms than those with some breast development. Menarche at a younger age, overweight BMI, perceptions of being overweight, and efforts to lose weight explained a substantial portion of these associations. This study shows that greater perceived breast development, particularly if it occurs at a younger age, is a risk factor for poorer psychological well-being among adolescent girls including racial-ethnic minorities.     

Career Development Theories: What Help for Older Persons?

Career development theory, although most highly developed for persons in the first two or three decades of life, can help counselors plan ways to work with older persons. The career development theories of Super, Tiedeman, Holland, Blau and other sociologists, Ginzberg, and Krumboltz, as well as the developmental theories of Levinson, Gould, and Neugarten are briefly reviewed to support this assertion. Although applications should be made with caution, concepts from these theories seem to have potential for enhancing the effectiveness of counseling of older persons. There seems, however, to be an increase in research and theory-building on the career development of this age group; more helpful guidelines can be expected in the future.     

Transition to Crisis-Free Development: A Myth or Reality?

This article substantiates the thesis that the outlines of the future and present can be made visible and comprehensible by applying a new methodology for cognition of regularities in the human community development. This methodology made it possible to define that there have been and are only two paradigms of the human system development in the entire multicentury course of the human community development. Cycles, crises, chaos, and all negative phenomena are nothing else but natural products of the second, indirect paradigm of development. The new model of life organization at each local level is at the same time the former, first development paradigm, based on the direct interconnection between production and consumption of specific human beings, but raised onto the new high-tech level. Practical realization of this model is the only feasible precondition for the transition to sustainable and crisis-free development.     

Commentary on “Atypical Gender Development–A Review”

ABSTRACT

This commentary considers some of the limitations of the review paper spearheaded by the Gender Identity Research and Education Society (GIRES) that appears in this issue. Its most notable limitation is selectivity, i.e., the failure to cite papers that might challenge the general thrust of the argumentation that gender identity disorder (transsexualism) is caused primarily, if not exclusively, by biological factors. The covert idea that a biological etiology should somehow afford more human rights for trans people is likely a flawed one.     

Development and Validation of the Parental Authority Questionnaire – Revised

Baumrind's conceptualization of parenting style has influenced research and theorizing about child-rearing for more than 30 years, yet few clinical applications of this work have been realized. The purpose of this study was to examine the psychometric properties of a parenting style measure, the Parental Authority Questionnaire – Revised (PAQ-R). This project furthered the development and validation of the instrument by examining the factor structure, internal consistency, test-retest reliability, and convergent validity of the PAQ-R in a large, ethnically and socioeconomically diverse sample. The factor structure and reliability of the PAQ-R was modest, but generally within the acceptable range. Specifically, the Authoritarian and Permissive subscales of the PAQ-R had modest reliability and convergent validity; these PAQ-R subscales correlated with relevant subscales of the Parenting Scale and the Parent–Child Relationship Inventory. By contrast, the Authoritativeness subscale had poorer psychometric properties when used in lower SES, primarily African American populations. While African American mothers in the sample reported being more Permissive than did Caucasian mothers, these differences disappeared after controlling for income and maternal education. By contrast, African American mothers continued to report more Authoritarian attitudes even after controlling for income and maternal education.     

Mature Ego Development: A Gateway to Ego Transcendence?

This paper explores whether the highest stage in ego development is indicative of ego-transcendence as I initially surmised. Overall, I will explore some of the similarities and differences between rational awareness of the limits of representational thought and genuine postsymbolic knowing. I will present the research territory with a linear and a non-linear model of human development. Both models can accommodate both Eastern and Western self theories including ego development theory and Alexander's levels of mind. Next, I will outline an alternative developmental trajectory based on Alexander's notion of the shifts in the dominant mode of processing from personal–verbal–discursive to transpersonal–postsymbolic. Then, I will present ego development theory as I conceive of it now and outline the important characteristics of the highest stage (Cook-Greuter, 1999). Finally, I will consider the question of whether and in what way the Unitive ego stage is related to higher consciousness and introduce two testable propositions to clarify the issue.     

Who Should Do Faculty Development and What Should It Be?

In the face of widespread public dissatisfaction with higher education, faculty development programs—especially semester- and year-long leaves—have become more important than ever before as a means of helping faculty broaden their scholarship and enhance their teaching. Department chairs should play an important hand in decisions on faculty development assignments. Given that they also have other important responsibilities, however, ways must be found to entice department chairs to become as involved in faculty development as they are in promotion and tenure, curriculum review, and decisions on merit salary increments. The particular value of faculty development programs for women and members of minority groups must also be recognized. These two groups of faculty may experience special problems in adjusting to faculty life, which make faculty development opportunities even more valuable to them than to others.     

What Can We Learn From Longitudinal Studies of Adult Development?

This article distinguishes between normal and pathological aging, provides an interdisciplinary context, and then considers a sample case of cognitive aging. Developmental influences on cognition include the physiological infrastructure, genetic predispositions, and environmental influences. Different types of longitudinal studies are distinguished, and contrasting findings of cross-sectional and longitudinal are examined in the sample case of the Seattle Longitudinal Study. Also considered is the longitudinal context for intervention studies and the role of longitudinal family studies in assessing rate of aging and generational differences in rates of aging. Finally, attention is given to the role of longitudinal studies in the early detection of risk for dementia in advanced age.