Childhood Studies and child psychology: Disciplines in dialogue?

Childhood Studies is a dynamic and still-growing subject, bringing a child-focused, rights-based and (usually) constructionist perspective to children's lives. Its early days were also marked by wariness of, even hostility to, developmental psychology. Yet it is increasingly recognised that some mainstream developmental psychology is opening itself to more contextualised understandings of children and childhoods, and that other psychologies offer further opportunities for dialogue between disciplines. We aim to explore these opportunities, to consider what (and whether) these fields of study can learn from one another and how this might enrich and further challenge research and practice.     

Fitting models to data: Interaction versus polynomial? your choice

Polynomials are widely used for fitting models empirically to data. Low-degree polynomials (specifically, degrees 1, 2, and at most 3) have stood the test of time by proving their versatility when it comes to fitting a wide variety of different surface shapes over limited regions of interest. However, when faced with modeling a surface over an experimental region whose boundaries extend beyond some localized neighborhood or limited-sized region of interest, a polynomial of degree 2, or even of degree 3, may not be adequate. For this situation we propose fitting an interaction model which is a reduced form of higher-degree polynomial. Some examples of actual experiments are presented to illustrate the improvement in fit by an interaction model over that of a standard polynomial, even for response surfaces with uncomplicated shapes.     

Dealing with Complexity in Research Processes and Findings: How Do Older Women Negotiate and Challenge Images of Aging?

The Representing Self—Representing Ageing initiative has been funded by the ESRC as part of the New Dynamics of Ageing cross-council research program. It has consisted of four projects with older women using visual research methods and participatory approaches to enable women to articulate their experiences of aging and to create alternative images of aging. Complex research processes were utilized. Innovative methods included the use of art elicitation, photo diaries, film booths, and phototherapy.     

The Self As A Fuzzy Set of Roles, Role Theory As A Fuzzy System

This paper shows how the socialization process (viewed by role theorists as a "role-person merger") can be represented and analyzed as a fuzzy (dynamical) system. Given a self-concept (a fuzzy set of roles) and social norms (logical implications from roles to actions), an individual infers actions (through approximate reasoning). Given these actions, alters make biased attributions (about the roles in the individual's self-concept) that are gradually internalized by the individual. This feedback loop creates a fuzzy ystem (a role-space vectorfield) that generates a set of stable long-run selves (role-space attractors). I illustrate this general "endogenous-self" framework with a model based loosely on Tally's Corner; the analysis examines how the individual's long-run self-concept is influenced by a constraint on employment opportunity.     

Friendship, transactive dialogues, and the development of scientific reasoning

This study investigated the significance of friendship for scientific reasoning. We had two main goals: First, assess whether collaborations between friends fostered greater development of scientific reasoning than collaborations between acquaintances, and second, identify which features of friends' collaborative dialogues mediated their greater problem solving accuracy. Fifth graders collaborated on isolation of variables problems of varying difficulty with either a friend or an acquaintance. The results showed that adolescents paired with friends obtained higher problem solving accuracy than adolescents paired with acquaintances during both the collaborative and the posttest sessions. However, the cognitive advantages of working with a friend were only evident in the most difficult isolation of variables problems. Analyses of friends' and acquaintances' dialogues showed that friends were more likely than acquaintances to evaluate their solutions, justify their proposals spontaneously, elaborate and critique each other's reasoning, and engage in transactive discussions. Evaluating outcomes and participating in transactive conflicts were significantly associated with better problem solving, and consequently these may be the two key mechanisms through which friendship effects developmental changes in scientific reasoning. The results are discussed in terms of the need to understand developmental features of relationships and how these features mediate cognitive development and the need to take a longitudinal approach to the study of the relation between transactive dialogues and the development of scientific reasoning.