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ERIC Number: ED267483
Record Type: RIE
Publication Date: 1985-Apr-2
Pages: 14
Abstractor: N/A
Reference Count: 0
Social Psychology and Social Context. Draft.
Entwisle, Doris R.
Progress in developmental/social psychology has occurred in three major areas: (1) knowledge of cognitive development, (2) knowledge involving the various concepts related to the self, and (3) knowledge of how to take explicit account of social context. These areas can be integrated by taking a "life course approach," which emphasizes the reciprocal and transactional nature of the relations between individuals and society as well as the continuous nature of development and the potential for change. Numerous studies have recently yielded new insights into children's thought processes and the relationship of performance to stages of development. Also, there appears to be a direct relationship between age and the level of abstraction present in self-concept; current studies may show how children elaborate notions about the self. Knowledge about modeling the social context has increased through improved analysis techniques so that realistic questions can now be asked regarding the effects of family configuration or parental socialization practices on children's educational attainment and regarding the confounding of home and school influences. Current research needs are in the areas of multicohort, long-range, nationally representative longitudinal studies of children and the differences in children's socioemotional or affective development. Two pages of references conclude the paper. (GJ)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 31-April 4, 1985).