Do economic conditions influence how theorists view adolescents?
Tóm tắt
Eighty-nine articles in thePedagogical Seminary and theJournal of Genetic Psychology appearing during two economic depressions and the two world wars were analyzed for their adolescent ideologies. A systematic, ideological bias in the content of these articles was found to be statistically significant. In times of economic depression theories of adolescence emerge that portray teenagers as immature, psychologically unstable, and in need of prolonged participation in the educational system. During wartime, the psychological competence of youth is emphasized and the duration of education is recommended to be more retracted than in depression. The objective, scientific nature of theory building is questioned and discussed.
Tài liệu tham khảo
Broughton, J. (1979). Developmental structuralism: Without self, without history. In Betz, A. (ed.),Recent Approaches to the Social Sciences. Hignell Printing Co., Winnipeg.
Broughton, J. (1981a). Piaget's structural developmental psychology, IV: Knowledge without a self and without history.Human Develop. 24: 325–350.
Broughton, J. (1981b). Piaget's structural-developmental psychology V—Ideology-critique and the possibility of a critical developmental psychology.Human Develop. 24: 382–411.
Broughton, J. (1983). The cognitive developmental theory of adolescent self and identity. In Lee, B., and Noam, G. (eds.),Developmental Approaches to the Self. Plenum, New York.
Broughton, J. (in press). The psychology, history, and ideology of the self. In Larsen, K. (ed.),Psychology and Ideology. Ablex, New York.
Buck-Morss, S. (1975). Socio-economic bias in Piaget's theory, and its implications for crosscultural studies.Human Develop. 18: 38–49.
Congressional Record (1938). Volume 83, part 8, 75th Congress, 3rd session. June 8, 1938 to June 16, 1938.
Enright, R. D., and Lapsley, D. K. (1982). Adolescence as an oppressed class.Contemp. Educ. Rev. 1: 137–144.
Enright, R. D., Lapsley, D. K., and Olson, L. M. (1985). Early adolescent labor in colonial Plymouth and Massachusetts Bay.J. Early Adoles. 5: 383–410.
Kett, J. F. (1977).Rites of Passage: Adolescence in America 1790 to the Present. Basic Books, New York.
Lapsley, D. K., Enright, R. D., and Serlin, R. C. (1985). Toward a theoretical perspective on the legislation of adolescence.J. Early Adoles. 5: 441–446.
Macleod, D. I. (1983).Building Character in the American Boy. University of Wisconsin Press, Madison, WI.
Marascuilo, L. A., and McSweeney, M. (1977).Nonparametric and Distribution-Free Methods for the Social Sciences. Brooks Cole, Monterey, CA.
Massachusetts, General Laws (1943) chap. 382.
Morison, S. E., Commager, H. S., and Leuchtenburg, W. E. (1980).The Growth of the American Republic. (Vol. I & II). Oxford University Press, New York.
Riegel, K. (1972). Influence of economic and political ideologies on the development of developmental psychology.Psychol. Bull. 78: 129–141.
Hoyt, W. A. (1894). The love of nature as the root of teaching and learning the sciences.Pedagog. Sem. 3:61–86.
Schallenberger, M. E. (1894–1896). A study of children's rights, as seen by themselves.Pedagog. Sem. 3:87–96.
Barnes, E. (1894–1896). Punishment as seen by children.Pedagog. Sem. 3:235–245.
Fackenthal, K. (1894–1896). The emotional life of children.Pedagog. Sem. 3:319–330.
Eaton, S. W. (1894–1896). Children's stories.Pedagog. Sem. 3:334–338.
Ellis, A. C. (1894–1896). Sunday school work and Bible study in the light of modern pedagogy.Pedagog. Sem. 3:363–412.
Kratz, H. E. (1894–1896). Characteristics of the best teacher as recognized by children.Pedagog. Sem. 3:413–418.
Kennedy, H. P. (1894–1896). Effect of high school work upon girls during adolescence.Pedagog. Sem. 3:469–482.
Bohannon, E. W. (1896–1897). A study of peculiar and exceptional children.Pedagog. Sem. 4: 3–60.
Shaw, J. C. (1896–1897). A test of memory in school children.Pedagog. Sem. 4:61–78.
Small, M. H. (1896–1897). The suggestibility of children.Pedagog. Sem. 4:176–220.
Dawson, G. E. (1896–1897). A study in youthful degeneracy.Pedagog. Sem. 4:221–258.
Burk, F. L. (1896–1897). Teasing and bullying.Pedagog. Sem. 4:336–371.
Partridge, G. E. (1896–1897). Second breath.Pedagog. Sem. 4:372–381.
Partridge, G. E. (1896–1897). Blushing.Pedagog. Sem. 4:387–394.
Street, J. R. (1897–1898). A study in moral education.Pedagog. Sem. 5:5–40.
Lindley, E. H., and Partridge, G. E. (1897–1898). Some mental automatisms.Pedagog. Sem. 5:41–60.
Lancaster, E. G. (1897–1898). The psychology and pedagogy of adolescence.Pedagog. Sem. 5: 61–128.
Louch, M. (1897–1898). Difference between children and grown up people, from the child's point of view.Pedagog. Sem. 5:129–135.
Phillips, D. E. (1897–1898). Number and its application psychologically considered.Pedagog. Sem. 5:221–281.
Stoker, G. A. (1897–1898). A new feature in manual training.Pedagog. Sem. 5:282–286.
Hancock, J. A. (1897–1898). An early phase of the manual training movement—The manual labor school.Pedagog. Sem. 5:287–292.
Kline, L. W. (1897–1898). Truancy as related to the migrating instinct.Pedagog. Sem. 5:380–420.
Partridge, G. E. (1897–1898). Reverie.Pedagog. Sem. 5:445–474.
Bohannon, E. W. (1897–1898). The only child in a family.Pedagog. Sem. 5:475–496.
Taylor, J. E. (1897–1898). Some practical aspects of interest.Pedagog. Sem. 5:497–512.
Wissler, C. (1897–1898). The interests of children in the reading work of the elementary schools.Pedagog. Sem. 5:523–540.
Day, L. C. (1917). A small boy's newspapers and the evolution of a social conscience.Pedagog. Sem. 24:180–203.
Dealey, W. L. (1917). Educational control of national service.Pedagog. Sem. 24:244–262.
Loades, H. R. and Rich, S. G. (1917). Binet tests on South Africian naturs-Zulus.Pedagog. Sem. 24:373–383.
Miller, W. E. (1917). The interpretation of school grades.Pedagog. Sem. 24:384–390.
Gale, H. (1917). Musical education.Pedagog. Sem. 24:503–514.
Burnell, E. F. (1917). Instruction in mathematics for gifted pupils.Pedagog. Sem. 24:569–583.
Douglas, P. H. (1918). Apprenticeship and its relation to industrial education.Pedagog. Sem. 25:65–74.
Merrill, M. A. (1918). The ability of the special class children in the “three R's”.Pedagog. Sem. 25:88–96.
Van Allen, R. (1918). An experiment in the teaching of electric wiring.Pedagog. Sem. 25:105–106.
Ling, P. (1918). School children and food production.Pedagog. Sem. 25:163–190.
Ling, P. (1918). The public schools and food conservation.Pedagog. Sem. 25:119–210.
Storey, T. A. (1918). Physical training an essential to the better health defense of society.Pedagog. Sem. 25:239–244.
Ling, P. (1918). Military training in the public schools.Pedagog. Sem. 25:251–275.
Ling, P. (1918). Moral training of school children in war time.Pedagog. Sem. 25:276–302.
Hall, G. S. (1918). Some educational values of war.Pedagog. Sem. 25:303–307.
Mudge, E. L. (1918). Girls' collections.Pedagog. Sem. 25:319.
Partridge, D. (1933). A study of friendships among adolescent boys.J. Gen. Psychol. 43: 472–477.
Hudgins, C. V. (1934). A comparative study of the speech coordinations of deaf and normal subjects.J. Gen. Psychol. 44: 3–46.
Duncan, B. K. (1934). A comparative study of finger-maze learning by blind and sighted subjects.J. Gen. Psychol. 44: 69–94.
Hurlock, E. B., and Jansing, C. (1934). The vocational attitudes of boys and girls of high school age.J. Gen. Psychol. 44: 175–190.
Merry, R. V., and Merry, F. K. (1934). The finger maze as a supplementary test of intelligence for blind children.J. Gen. Psychol. 44: 227–230.
Hollingsworth, L. S., and Kaunitz, R. M. (1934). The centile status of gifted children of maturity.J. Gen. Psychol. 45: 106–120.
Schilder, P., and Wechsler, D. (1934). The attitudes of children toward death.J. Gen. Psychol. 45: 406–450.
Witty, P. A. and Lehman, H. C. (1934). The reading and the reading interests of gifted children.J. Gen. Psychol. 45: 466–480.
Cuff, N. B. (1935). Social status and vocabulary.J. Gen. Psychol. 46: 226–229.
Smith, S. (1935). Are there two species of twins?J. Gen. Psychol. 46: 284–294.
Longwell, S. G. (1935). Influence of muscle training on birth injured mentally deficient children.J. Gen. Psychol. 46: 349–369.
Sears, R. (1935). Measurements of associative learing in mentally defective cases of reading disability: Evidence concerning the incidence of “word blindness.”J. Gen. Psychol. 46: 391–401.
Schuler, E. A. (1935). A study of the consistency of dominant submissive behavior in adolescent boys.J. Gen. Psychol. 46: 403–431.
Asher, E. J. (1935). The inadequacy of current intelligence tests for testing Kentucky mountain children.J. Gen. Psychol. 46: 480–486.
Lamson, E. E. (1935). High school achievement of fifty six gifted children.J. Gen. Psychol. 233–238.
Hollingsworth, L. S. (1935). The comparative beauty of the faces of highly intelligent adolescents.J. Gen. Psychol. 47: 268–281.
Fendrick, P., and Bond, G. (1936). Delinquency and reading.J. Gen. Psychol. 48: 236–243.
Lyon, V. W. (1936). Deception test with juvenile delinquents.J. Gen. Psychol. 48: 494–497.
Roman, K. G. (1936). Studies of the variability of handwriting. The development of writing speed and point pressure in school children.J. Gen. Psychol. 49: 139–160.
Brill, M. (1936). Performance tests as aids in the diagnosis of maladjustment.J. Gen. Psychol. 49: 199–214.
Bean, K. L. (1936). The musical talent of southern negros as measured with the seashore tests.J. Gen. Psychol. 49: 244–249.
Brown, F. (1936). A comparative study of the influence of race and locale upon emotional stability of children.J. Gen. Psychol. 49: 325–342.
Williams, G. W., and Chamberlain, F. (1936). An evaluation of the use of the Allport Ascendance-Submission Test with high school girls.J. Gen. Psychol. 49: 363–375.
Milne, F. T., Cluver, E. H., Suzman, H., Wilkens-Steyn, A., and Jokl, E. (1943). Does a physiological correlation exist between basic intelligence and physical efficiency of school children.J. Gen. Psychol. 63: 131–140.
Hurlock, E. (1943). The spontaneous drawings of adolescents.J. Gen. Psychol. 63: 141–156.
Potter, E. H. (1943). The effect of reproof in relation to age in school children.J. Gen. Psychol. 63: 247–258.
Peterson, C. H. (1943). A note on concomitant changes in IQ in a pair of siblings.J. Gen. Psychol. 63: 307–309.
Weitzman, E. (1944). A study of social maturity in persons sixteen through twenty four years of age.J. Gen. Psychol. 64: 37–66.
Lund, F. H. (1944). Adolescence motivation: Sex differences.J. Gen. Psychol. 64: 99–103.
Gundlach, R. H. (1944). How well do children identify the sponsors for their favorite radio programs?J. Gen. Psychol. 64: 111–117.
Morgan, W. J. (1944). The scores of the revised Minnesota Paper Form Board Test at different grade levels of a technical high school.J. Gen. Psychol. 64: 159–162.
Maxham, H. K. (1944). A study of the viewpoints of women of different age groups.J. Gen. Psychol. 64: 311–315.
Stephens, J. M., and Baer, J. A. (1944). Factors influencing the efficacy of punishment and reward: The opportunity for immediate review and special instructions regarding the expected role of punishment.J. Gen. Psychol. 65: 53–66.
Klugman, S. F. (1944). Test scores for clerical aptitude and interests before and after a year of schooling.J. Gen. Psychol. 65: 89–96.
Bijou, S. W., and McCandless, B. R. (1944). An approach to a more comprehensive analysis of mentally retarded pre-delinquent boys.J. Gen. Psychol. 65: 147–160.
Bradway, K. P. (1944). IQ constancy on the revised Stanford-Binet from the preschool to the junior high school level.J. Gen. Psychol. 65: 197–217.
Kuhlen, R., and Arnold, M. (1944). Age differences in religious beliefs and problems during adolescence.J. Gen. Psychol. 65: 291–300.
Hirt, Z. I. (1945). Another study of retests with the 1916 Stanford-Binet scale.J. Gen. Psychol. 66: 83–105.
Bradway, K. P. (1945). An experimental study of factors associated with Stanford-Binet IQ changes from the preschool to the junior high school.J. Gen. Psychol. 66: 107–128.
Kasser, E. (1945). The growth and decline of a children's slang vocabulary at Mooseheart, a self-contained community.J. Gen. Psychol. 66: 129–137.
Wittman, M. P., and Huffman, A. V. (1945). A comparative study of developmental, adjustment, and personality characteristics of psychotic, psychoneurotic, delinquent, and normally adjusted teenaged youths.J. Gen. Psychol. 66: 167–182.
Bijou, S., and Werner, H. (1945). Language analysis in brain-injured and non-brain-injured children.J. Gen. Psychol. 66: 239–254.
Klugman, S. F. (1945). The effect of schooling upon the relationship between clerical aptitude and interests.J. Gen. Psychol. 66: 255–258.
Kvaraceus, W. C. (1945). Prenatal and early developmental history of 136 delinquents.J. Gen. Psychol. 66: 267–271.
Sanderson, M. H. (1945). Performance of fifth, eighth and eleventh grade children in the Porteus Qualitative Maze Tests.J. Gen. Psychol. 67: 57–65.
Armstrong, C. P., and Heisler, F. (1945). Some comparisons of negro and white delinquent boys.J. Gen. Psychol. 67: 81–84.