Lecture 2
Sameroff
1. Sameroff poses that models to describe and understand
development become more complex over time. On p. 6, he states
that the models develop “from linear to interactive to transactive
to multilevel dynamic systems”. Describe each of these four
models and explain how each model views development.
- Linear development is seen as a straightforward cause-effect process. It
is one-directional and there is no feedback
- Interactive Development is a result from interaction between the child
and the environment. It is a two-way influence, but still simple
- Transactive Development is a continuous process of mutual influence
over time. It is dynamic and takes previous influences into account
- Multilevel dynamic system Development emerges from complex
interplay of biological, psychological and social levels. These factors all
influence each other. The whole system is in constant motion
2. Can you explain figure 7 in your own words? Specifically, why does
the self (in the middle) become broader, and why do we only see
arrows where the breadth of the self increases?
- At the center is the self. In early childhood the self is small, because there
is not a lot of development. Over the years a person integrates more
experiences, roles and perspectives. This is shown in the model through
broadening the self in the model. More layers are added to the person in
the middle.
- The arrows highlight moments of expansion. Development always
continues within a stage, but the figure emphasizes qualitative shift where
the self clearly becomes broader. Different life events makes it more step-
wise instead of a gradual expansion. But in between the steps, there is still
a gradual expansion.
3. On top of p. 20 Sameroff’s call is most explicitly formulated: “The
core element...(..)... from anthropology.” Can you interpret this
passage? What can sociology and anthropology contribute to our
understanding of human development, according to Sameroff?
- Sameroff argues that developmental models should not be limited to
psychology or biology but should also integrate insights from other
disciplines
- Sociology can show how social structures shape development. It shows
that individuals are never separate from their social context
- Anthropology focuses on culture. It addresses the importance of the
context that the development takes in.
, Moffitt (1999)
1. Moffit’s theory on the development of antisocial behavior
introduces a number of important concepts. Please explain the
following concepts:
- The age-crime curve: onset of criminal behavior start between 8 – 14 years
and stops between 20 – 29 years, with a peak during adolescence (15 – 19
years).
- The maturity gap: Trapped between biological maturity and social maturity.
Resulting in frustration because they are mature, but are not treated as
one
2. Please explain the following concepts, and provide a concrete
example illustrating the concepts:
- Evocative interaction: evoking particular reactions of other persons in
various situations. Example: A child cries because he knows he will get
what he want from its parents if he does.
- Reactive interaction: reacting stronger in specific situations or towards
specific people. Example: a person who is sensitive to stimuli will react
stronger to a noisy café than a person wo is not.
- Proactive interaction: Seeking/selecting specific situations or creating
specific situations. Example: going to a protest, because you believe that
there will be rebelling and you want to rebel
3. Moffitt introduced the difference between the Life Course
Persistent (LCP) group and the Adolescence-Limited (AL) group
only in 1993. What do you think is the reason that this difference
was not discovered earlier?
- At first there was no adolescence. Children went straight from childhood to
adulthood. So by the emergence of adolescence, more research was done
in this age period and this difference could be discovered
4. How does Moffitt explain the lack of continuity of the antisocial
behavior in the AL-group at the end of adolescence (p. 686)?
- Their engagement in deviant life-styles may be under the control of
reinforcements and punishments contingencies.
5. Based on Moffitt’s theory, one might expect that almost every
adolescent should become delinquent. Why is this not the case?
Why does not every adolescent show delinquent behavior,
according to Moffitt? (p. 689)
- Youth may skip the maturity gap as a result of late puberty or early
initiation into adult roles. Others may find few opportunities for mimicking
life-course-persistent delinquent models.
Sameroff
1. Sameroff poses that models to describe and understand
development become more complex over time. On p. 6, he states
that the models develop “from linear to interactive to transactive
to multilevel dynamic systems”. Describe each of these four
models and explain how each model views development.
- Linear development is seen as a straightforward cause-effect process. It
is one-directional and there is no feedback
- Interactive Development is a result from interaction between the child
and the environment. It is a two-way influence, but still simple
- Transactive Development is a continuous process of mutual influence
over time. It is dynamic and takes previous influences into account
- Multilevel dynamic system Development emerges from complex
interplay of biological, psychological and social levels. These factors all
influence each other. The whole system is in constant motion
2. Can you explain figure 7 in your own words? Specifically, why does
the self (in the middle) become broader, and why do we only see
arrows where the breadth of the self increases?
- At the center is the self. In early childhood the self is small, because there
is not a lot of development. Over the years a person integrates more
experiences, roles and perspectives. This is shown in the model through
broadening the self in the model. More layers are added to the person in
the middle.
- The arrows highlight moments of expansion. Development always
continues within a stage, but the figure emphasizes qualitative shift where
the self clearly becomes broader. Different life events makes it more step-
wise instead of a gradual expansion. But in between the steps, there is still
a gradual expansion.
3. On top of p. 20 Sameroff’s call is most explicitly formulated: “The
core element...(..)... from anthropology.” Can you interpret this
passage? What can sociology and anthropology contribute to our
understanding of human development, according to Sameroff?
- Sameroff argues that developmental models should not be limited to
psychology or biology but should also integrate insights from other
disciplines
- Sociology can show how social structures shape development. It shows
that individuals are never separate from their social context
- Anthropology focuses on culture. It addresses the importance of the
context that the development takes in.
, Moffitt (1999)
1. Moffit’s theory on the development of antisocial behavior
introduces a number of important concepts. Please explain the
following concepts:
- The age-crime curve: onset of criminal behavior start between 8 – 14 years
and stops between 20 – 29 years, with a peak during adolescence (15 – 19
years).
- The maturity gap: Trapped between biological maturity and social maturity.
Resulting in frustration because they are mature, but are not treated as
one
2. Please explain the following concepts, and provide a concrete
example illustrating the concepts:
- Evocative interaction: evoking particular reactions of other persons in
various situations. Example: A child cries because he knows he will get
what he want from its parents if he does.
- Reactive interaction: reacting stronger in specific situations or towards
specific people. Example: a person who is sensitive to stimuli will react
stronger to a noisy café than a person wo is not.
- Proactive interaction: Seeking/selecting specific situations or creating
specific situations. Example: going to a protest, because you believe that
there will be rebelling and you want to rebel
3. Moffitt introduced the difference between the Life Course
Persistent (LCP) group and the Adolescence-Limited (AL) group
only in 1993. What do you think is the reason that this difference
was not discovered earlier?
- At first there was no adolescence. Children went straight from childhood to
adulthood. So by the emergence of adolescence, more research was done
in this age period and this difference could be discovered
4. How does Moffitt explain the lack of continuity of the antisocial
behavior in the AL-group at the end of adolescence (p. 686)?
- Their engagement in deviant life-styles may be under the control of
reinforcements and punishments contingencies.
5. Based on Moffitt’s theory, one might expect that almost every
adolescent should become delinquent. Why is this not the case?
Why does not every adolescent show delinquent behavior,
according to Moffitt? (p. 689)
- Youth may skip the maturity gap as a result of late puberty or early
initiation into adult roles. Others may find few opportunities for mimicking
life-course-persistent delinquent models.
