The Development of Developmental Science

1
The Development of Developmental Science

• Arnold Sameroff
• SRCD
• April, 2009

2
Metaphors and Models

• Imagination is more important than knowledge.
• Knowledge is limited to all we now know . . .,
  while imagination embraces all there ever will
  be to know.
• Albert Einstein

3
Development of Development

• Historical Framing Issues
• Parke
• Integrating Multiple Disciplines
• Integrating Research and Practice
• Huston
• Integrating Research and Policy
• Sameroff
• Integrating Nature and Nurture

4
?
Y
X
SuccessfulAdulthood
Babies

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NATURE
Y
X
NURTURE
Adult Success
Infancy

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Development of Nature-Nurture as an Organizing
Construct

• Triggered by child with problem
• Popular Who is to blame?
• Empirical Which is it?
• Its both
• But, how is it both?
• Interactional Deterministic/Percentages
• Add up static entities
• Transactional Probablistic/Odds
• Disentangle dynamic systems

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Rough History of Nature-Nurture

• 1880s-1940sNature
• Inherited Individual Differences
• Instincts
• 1920s-50sNurture
• Reinforcement Theory
• Psychoanalytic Theory
• 1960s-70sNature
• EthologySpecies Differences
• Behavioral Genetics
• Cognitive Revolution
• 1980s-90sNurture
• Poverty
• Social Ecology
• Cultural Deconstruction
• 2000s-10sNature
• Molecular Biology
• Neuroscience

• What do you notice?
• Cycling of Explanations
• Each step seen as closing the argument!
• However, each step leaves most of the variance
  unexplained
• Explanation of Cycling
• Tied to technological advances
• Tied to theoretical advances
• Is it linear historical progress?
• Is it phenomena in itself?

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Non-Linear Models of Cycling/Change/Development

• Dialectics
• Developmental Helix
• Differentiation Hierarchic Integration

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Dialectics 1

• Everything is composed of opposites
• (Yin-Yang not completely opposite)

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Dialectics 2 Opposites mutually constitute each
other

• Unity of opposites
• COGNITION and WORLD
• Without the world there would be nothing to
  cognize
• Without cognition there would be no world for us
• Interpenetration of opposites
• Ones cognition leads to ones action in
  the world
• Ones action in the world becomes part of ones
  cognition

W
Cognition
World
C
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Dialectics 2 Nature and Nurture Mutually
Constitute Each Other

• Unity of opposites
• Both required for development
• Interpenetration of opposites
• Nature changes ones nurture
• Nurture changes ones nature

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Dialectics 2Nature and Nurture Mutually
Constitute Each Other

• Galton (1876) Matt McGue
• nature prevails enormously over nurture when the
  differences of nurture do not exceed what is
  commonly to be found among persons of the same
  rank in society and in the same country
• Watson (1914)
• effectiveness of habit training would be
  facilitated by knowledge of an animals
  individual instinctive responses

Nu
Nature
Nurture
Na
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Dialectics 3 The HelixDevelopmental change
moves in spirals

• Developmental Helix
• Day-Night
• Representations
• Relationships

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Dialectics 4Development is Differentiation and
Integration

• Orthogenetic Principle
• Wherever development occurs it proceeds from
  a state of relative globality and lack of
  differentiation to a state of increasing
  differentiation, articulation, and hierarchic
  integration.
• Heinz Werner

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GRE Gateway to Graduate School

• Sample Question
• Science advances in a widening spiral in
  that each new conceptual scheme embraces the
  phenomena explained by its predecessors and adds
  to those explanations.

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Developmental Helix

• Differentiation of Nature
• Behavioral Differences
• Neurological Differences
• Biochemical Differences
• Genomic Differences
• Epigenomic Differences

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Developmental Helix

• Differentiation of Nurture
• Mother Love
• Reinforcements
• Social Class
• Social Ecology
• Social Deconstruction

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Developmental Double Helix

• Combining
• Nature and Nurture
• Differentiating
• Integrating
• Alternating Ascendance
• Based on advances in technology/theory

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Getting to the Point History of Developmental
Psychology

• 1880s-30sNature
• 1930s-50sNurture
• 1960s-70sNature
• 1980s-90sNurture
• 2000s-10sNature
• 2010s-20s???

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Accepting development to understand development

• Cycling between nature explanations and nurture
  explanations is a continuing evolutionary
  process.

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Accepting development to understand development
Proposition 1 Cycling will continue until
either the nature or nurture position gets it
right.
Problem of Multifinality and Equifinality Same
Individual Characteristics often lead to
Different Outcomes Different Individual
Characteristics often lead to Same
Outcomes Limiting factor in each cycle is
unexplained variance
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Accepting development to understand development
Proposition 2 Nature-Nurture is a Unity of
Opposites. Neither can ever get it right.
Changes in our understanding of nurture
illuminate nature Changes in our understanding
of nature illuminates nurture If opposites
represent a unity, what is the unity of nature
and nurture?
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BIG QUESTION

• Can there be a
• Unified Theory of Development?

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Four Requirements for aUnified Theory of
Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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1. Personal Change Model
Trait
DEVELOPMENT
TIME
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1. Personal Change Model
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1. Personal Change Model
ADULTHOOD
Development
ADOLESCENCE
DEVELOPMENT
CHILDHOOD
INFANCY
TIME
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1. Personal Change Model
FORMAL
Piaget
CONCRETE
DEVELOPMENT
PREOP
SEN. MOT.
TIME
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1. Personal Change Model
MASTER (10,000 Hrs.)
Expertise
EXPERT
DEVELOPMENT
ADEPT
NOVICE
TIME
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Requirements for aUnified Theory of Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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2. Contextual Model
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PhiladelphiaAdolescent Development Study.Frank
Furstenburg, Thomas Cook, Jacque Eccles, Glen
Elder, Todd Bartko

• 500 11- to 14-year olds
• Urban Setting
• Multiple Outcomes
• Multiple Contextual Risks

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20 Contextual Risk and Promotive Factors

• Proximal
• Parent-Child Interaction
• Parent Personality
• Family Structure Economy
• Family Management
• Peers
• School
• Community
• Distal

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1.2
1.2
0.9
0.9
0.6
0.6
0.3
0.3
Competence
Competence
0
0
-
0.3
-
0.3
-
0.6
-
0.6
-
0.9
-
0.9
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
Risk Factors
Risk Factors
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Requirements for aUnified Theory of Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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3. Regulation Model
Other-Regulation
Self-Regulation
Development
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Developmental Regulation

• Self

• Others

• Physiological
• Emotional
• Behavioral
• Attentional

• Parenting
• Schooling
• Medicine
• Legal System

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Early Mental Health Study Group

• CASBS
• Robert Emde
• Daniel Stern
• Alan Sroufe
• Thomas Anders
• Arthur Parmelee
• Herbert Liederman
• David Reiss

• Question
• At what age can an individual be given a
  psychiatric diagnosis?
• Can babies have MH diagnoses?

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Early Mental Health Study Group

• Winnicott (1960)
• There is no such thing as a baby
• Study Group (1989)
• There is no psychopathology in the infant .
  . .disorder can only be found in the
  infant-caregiver relationship.
• Nosology
• Parent-Infant Regulation Disorders
• Development
• When is self trans-situational?

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Rochester Longitudinal Study

• Adolescence
• Alfred Baldwin
• Clare Baldwin
• Tim Kasser
• Adulthood
• Katherine Rosenblum
• Lisa Slominski

• Infancy
• Arnold Sameroff
• Melvin Zax
• Early Childhood
• Ronald Seifer
• Ralph Barocas

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RLS Contextual Risks

• Child - Parent
• Parent
• Family
• Social

• Child-Parent Interaction
• Developmental Knowledge
• Parent Psychiatric History
• Parent Anxiety
• Education
• HH Occupation
• Family Size
• Single Parent
• Stressful Life Events
• Minority Status

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4-Year Multiple Contextual Risk Predicting
30-Year Mental Health (GAF)
Good Functioning
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4-Year Multiple Contextual Risk Predicting
30-Year Educational Attainment
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4-Year IQPredicting to 18-Year Math Achievement
4-Year
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4-Year Mental Health Predicting to 18-Year
Mental Health
4-Year
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18-Year Mental Health Predicting to 30-Year
Mental Health (PIRS)
4
18-Year MH
High
Low
3
30-Yr. Mental Health
2
0
1
2
3
4
18-Year Social Risk
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18-Year IQ Predicting to 30-Year Educational
Attainment
18-Year IQ
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Operationalizing RegulationTransactional Model
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3a. Transactional Regulation Model
Other-Regulation
Self-Regulation
Development
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How Bill Gates Became a Success
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How Bill Gates Became a Success
Private Middle School
Software Firms
Context
Right Time Right Place
Bored Genius
Computer Geek
10,000 Hours Programming Ericsson
Gates
Gazillionaire
time
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Early Childhood Longitudinal Study (ECLS-K)

• Physical Punishment and Child Externalizing
  Behavior Analyses

Collaborators Elizabeth Gershoff Jenifer
Lansford Holly Sexton Pamela Davis-Kean
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Early Childhood Longitudinal Study ECLS-K

• Kindergarten Class of 1998-99
• Nationally Representative (N21,260)
• Wave 1 (1999) Kindergarten
• Wave 2 (2002) 3rd Grade
• Methods
• Caregivers Parenting Phone Interviews
• Teacher Child Behavior Questionnaires
• Current Study Focus
• Parent Punishment and Child Externalizing

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SRCD SymposiumSaturday 220pm
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Laird et. al. 2003
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Requirements for aUnified Theory of Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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4. Representational Model
REALITY
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Representation are Not Reality But the
Interpretation of Reality

• Cognitive Representations
• Putting external world inside
• Social Representations
• Working Models
• Cultural Representations
• Ethnicity
• Social Class
• Developmental Theories

62
Infant Temperament ProjectRonald Seifer, Lisa
Barrett, Elizabeth Krafchuk

• 120 mothers
• Videotape 10 Minute Interaction
• Mother Own Infant
• 6 Unfamiliar Mothers Infants
• Ratings using same Temperament Scale
• Mother rates Own Infant
• Mother rates 6 Unfamiliar Infants
• Trained Observer Rates all Infants

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Mother-Observer Correlations Own Infants
Seifer, Sameroff, Barrett, L.C., Krafchuk, E.
(1994)
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Mother-Observer Correlations Unfamiliar Infants
Seifer, Sameroff, Barrett, L.C., Krafchuk, E.
(1994)
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Michigan Family StudySusan McDonough, Michael
MacKenzie, Kate Rosenblum.Mother Perceptions
and Infant Crying

• 200 Mothers and Infants
• 7 months
• Assess Amount of Infant Crying
• Assess Mothers Judgment of Problem
• 15 months
• Assess Amount of Infant Crying
• 33 months
• Assess Infant Mental Health (CBCL)

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7-month Mothers Rating of Crying Problems and
7 and 15-month Infant Daily Crying Time
F(3, 196) 8.46, plt.001
7-Month Rating
7-Months
15-Months
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7-month Mothers Rating of Crying Problemsand
33-month Child Behavior Check List Score
F(3, 174)5.22, plt.01
7-Month Rating
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Putting the Pieces TogetherUnifying a Model of
Development

• Personal Model
• Contextual Model
• Regulation Model
• Representational Model

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Start with Structural ModelWhat are all the
pieces?
PERSON/Phenotype
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Psychological System
CHILD
CHILD
Mental Health Social Competence Communication Co
gnition
PSYCHOLOGY
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Biopsychological System
CHILD
CHILD
PSYCHOLOGY Mental Health Social
Competence Communication Cognition
BIOLOGY EpigenomicsProteomics
Neurophysiology Health Status Gender
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BiopsychoSocial Ecological System
GEOPOLITICAL
COMMUNITY
FAMILY
PARENT
PEERS
SCHOOL
BIOLOGY EpigenomicsProteomics Neurophysiology
Health Gender
PSYCHOLOGY
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Adding Change Over Time Continuity
Discontinuity
TIME
TIME
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Biopsychosocial Continuity Model
OTHER
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD
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RLS Longitudinal Correlations forIQ and Mental
Health (MH)
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RLS Longitudinal Correlations forIQ and
Contextual Risk
.72
.72
4-Year
IQ
18-Year
13-Year
-.59
-.61
-.47
4-Year
RISK
18-Year
13-Year
.80
.77
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Biopsychosocial Discontinuity Model
OTHER
SELF
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD
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Utility of Evolutionary Model

• Evolutionary psychologists tend to be
  reductionists
• Evolutionary biologists tend to be systems
  oriented
• Evolution deals with issues of change
• However--Stasis is predominant characteristic of
  species
• Occasional bursts of evolutionary change
• Theory of Punctuated Equilibria(Eldredge /
  Gould)
• ContinuityEquilibria represent periods of stable
  relations between species and their environment
• DiscontinuityPunctuation occurs when
  species-environment relationships change

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Developmental Transitions as Nature-Nurture
Disequilibria
OTHER
SELF
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD
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5 to 7 Year Shift
OTHER
SELF
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD
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Sheldon White (1965) 21 Behavioral domains
show shift Highlighted Piagets
Research Sameroff Haith (1996) 30 years
later Was there still evidence of shift?
Consensus meeting
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Conference Questions (1)

• Do 7-year-old children behave differently than
  5-year-old children?
• If behaviors differ, are differences quantitative
  of qualitative
• If quantitative, are changes continuous or
  discontinuous
• If qualitative, is there a reorganization of
  existing behaviors or emergence of new behaviors

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Conference Questions (2)

• Is the environment of 7-year-old children
  different from that of 5-year-old children?
• If environments differ, are differences
  quantitative of qualitative
• If quantitative, are changes continuous or
  discontinuous
• If qualitative, is there a reorganization of
  existing experiences or emergence of new
  experiences

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Is There a 5-7 Behavioral Shift?
YES If by 5 you mean 3 And by 7 you mean 10
Age in Years
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Is There a 5-7 Environmental Shift?
Really YES Majority of cultures begin education
between 5 and 7 Rogoff-Weisner
Age in Years
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Is There a 5-7 Shift?
Institutional-Cultural Shifts Based on
Average Child 1. Advance in logical abilities 2.
Increased short term memory 3. Sits still in a
chair 4. Attends to teacher
Age in Years
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Reframing Continuity-Discontinuity Model
OTHER
SELF
FAMILY ELEMENTARY SECONDARY
WORK
SCHOOL SCHOOL NEW
FAMILY
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Adolescent-Junior High School Transition
OTHER
SELF
FAMILY ELEMENTARY SECONDARY
WORK
SCHOOL SCHOOL NEW
FAMILY
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Junior High Age-Stage Mismatch. Eccles
Midgley Stage-Environment Fit Approach

• Adolescent Needs

• Typical Jr. High School

• Increased School Size
• Increased Impersonal Bureaucracy
• Increased Teacher Control
• Decreased Teacher Trust
• Disruptions in Peer Network
• Decreased Opportunity for Close
  Student-Teacher Ties
• ANTI-DEVELOPMENTAL

• Opportunities to Matter
• Opportunities for Autonomy
• Feelings of Respect
• Peer Group Affiliation
• Sexual Intimacy
• Close Ties to Mentors

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Unified Model of Development
with Representational Overlay
OTHER
SELF
FAMILY ELEMENTARY SECONDARY
WORK
SCHOOL SCHOOL NEW
FAMILY
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Predicting the Future

• 1880s-30sNature
• 1930s-50sNurture
• 1960s-70sNature
• 1980s-90sNurture
• 2000s-10sNature
• 2010s-20s???

92
Current Nature Ascendance

• Derived from interdisciplinary collaboration
  (Parke)
• Primarily Influenced by Advances in Biological
  Science
• Molecular Genetics, Endocrinology, Neurology
• Good News
• Multidirectional models are replacing
  unidirectional ones
• Brain Plasticity, Gene-Environment
  Interactions, Epigenome-Experience
  Transactions
• Relationship BasedComplex Systems Analyses
• Incorporates Both Nature and Nurture at every
  level of analysis
• Bad News
• Supported by reductionist Western/NIH funding
  orientation that prefers that pathology be found
  in individuals rather than social relationships

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Future Nurture Resurgence (?)

• Will be derived from interdisciplinary
  collaboration Primarily Influenced by Social
  Science
• Opportunity Structure and Meaning Making
• Good News Relationship BasedIndividuals in
  Settings
• Anthropology Constraints on Identities/Meaning
  Systems
• Sociology Constraints on Roles
• Economics Constraints on Resources
• Incorporates both Nature and Nurture at
  each level of analysis
• Bad News
• Political Science and Historical
  ConstraintsGeopolitical Context
• Adequate funding depends on political
  acknowledgementthat society has something to do
  with developmental outcomes

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Development of the Developmentalist
1960s
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Development of the Developmentalist
2000s
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Development of the Developmentalist

• 1940sPsychologist
• IQ Personality Traits
• 1960sDevelopmental Psychologist Cognitive
  Social Representations
• 1980sDevelopmental Scientist
• Biology Social Ecology
• 2000sSystems Theorist
• Dynamic Regulation Models

97
Accepting Development to Understand Development

• Future challenge is not to find new arguments for
  nature vs. nurture.
• Future challenge is to create a model where
  advances in the study of both individual and
  context are expected and hoped for.
• Future requires filling in the gaps of a Unified
  Theory of Development.

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Coming Full CircleThink Yin-Yang

• Continuities
• Still pushing the limits of our understanding
  of the unity of natures and nurtures
• Discontinuities
• Realization that neither provides ultimate
  truth
• Neither can be end in itselve
• Each helps explain the influences of the
  other
• Nature and Nurture mutually constitute each other

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Everything should be as simple as possible

. . . but not simpler. "
Albert Einstein