Journal
AMERICAN PSYCHOLOGIST
Volume 64, Issue 7, Pages 595-600Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0017105
Keywords
adolescence; assessment; cognitive development; learning pathway; maturity
Categories
Ask authors/readers for more resources
Intellectual and psychosocial functioning develop along complex learning pathways. Steinberg, Cauffman, Woolard, Graham, and Banich (2009) measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to shift the assessments to produce the opposite pattern, with cognitive abilities appearing to develop well into adulthood and psychosocial abilities appearing to stop developing at age 16 Their measures also lacked a realistic connection to the lived behaviors of adolescents, abstracting too far from messy realities and thus lacking ecological validity and the nuanced portrait that the authors called for. A drastically different approach to assessing development is required that (a) includes the full age-related range of relevant abilities instead of a truncated set and (b) examines the variability and contextual dependence of abilities relevant to the topics of murder and abortion.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available