Dynamic skill theory an integrative theory of psychological development
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Dynamic skill theory an integrative theory of psychological development
Dynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological development) Handbook of Integrative Psychological Development (91-135). Routledge/Taylor & Francis.DYNAMIC SKILL THEORY: AN INTEGRATIVE MODEL OF PSYCHOLOGICAL DEVELOPMENTMichael F. Mascolo Merrimack CollegeThis chapter contains an elaboration of dynamic skill theory (Fischer, 1980; Fischer & Bidell, 1998, 200 Dynamic skill theory an integrative theory of psychological development6; Mascolo & Fischer, 2015) as an example of an integrative model of psychological development. As an integrative model, dynamic skill theory covers aDynamic skill theory an integrative theory of psychological development
great deal of ground. The core of the theory is (a) the concept of skill as the capacity to control thinking, feeling and action within particular coDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentdeas provide the foundation for the integrative elaboration of a variety of principles, derived from theory and evidence, that have broad extension for understanding the structures and processes of psychological development. In what follows, I elaborate and illustrate these principles and their exte Dynamic skill theory an integrative theory of psychological developmentnsions. In so doing, I do my best both to describe the progression of these principles over the years, and to show how the various tenets of the modelDynamic skill theory an integrative theory of psychological development
come together to provide an integrative theoretical and empirical framework.Foundations: The Concept of SkillThe foundational concept of skill is itsDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological development particular contexts and psychological domains. Fischer proposed the concept of skill in order to solve a particular set of conceptual problems. In so doing, it draws upon ideas from Piaget, Skinner (1938) and Bandura.Piagetian FoundationsDuring the mid to latter part of the 20th century, research i Dynamic skill theory an integrative theory of psychological developmentn developmental psychology was dominated by the Piagetian tradition. As is well known, Piaget advanced a theory of intellectual development organizedDynamic skill theory an integrative theory of psychological development
around the structuralist idea of the scheme or cognitive structure (Piaget, 1983). For Piaget, thinking and acting are structured processes. A scheme Dynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmenttructural change over time. Piaget proposed that structures of thought develop in four broad stages or periods. For Piaget, thinking is a type of activity- an organized process involving the manipulation of symbolic representations in real time. As a type of activity, the capacity for thought builds Dynamic skill theory an integrative theory of psychological development uponDynamic Skill Theory2sensorimotor forms of action that develop during the first two years of life (Piaget, 1952). During the sensorimotor period,Dynamic skill theory an integrative theory of psychological development
infants are capable of acting on their worlds but are not yet capable of forming symbolic representations of those worlds.For Piaget, the capacity foDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmenthe ages of two and about seven years, the child is able to construct symbols (e.g., images) and signs (e.g., words) in the absence of the objects and events to which those representations refer. The capacity to form symbolic representations - to make one thing stand for another -develops as a form o Dynamic skill theory an integrative theory of psychological developmentf abbreviated action. Images are formed as the sensorimotor capacity to act on objects in the world "goes underground" (Piaget, 1962). The capacity foDynamic skill theory an integrative theory of psychological development
r imagery emerges as children are able to do internally what they could previously perform in sensorimotor action on objects. For example, the capacitDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentching and lifting the bottle to the lips; of accepting the liquid into the mouth; of tasting and swallowing the milk -- until the child is able to produce a fully internalized form of the activity in the absence of the sensorimotor act itself. As a result, the internalized imagining of the act of dr Dynamic skill theory an integrative theory of psychological developmentinking functions a symbolic representation - it "stands for" the act of drinking. The capacity for symbolism underlies the capacities for language, syDynamic skill theory an integrative theory of psychological development
mbolic play, deferred imitation, and related abilities (Piaget, 1951,1952).While the preoperational child can construct and symbolic representations, Dynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentiation, class inclusion, etc. -- until about five to seven years-of-age. For Piaget, children are able to solve such task through their capacity to form concrete operations - logical and reversible systems of thought. Children solve logical tasks through their capacity to coordinate and reverse ment Dynamic skill theory an integrative theory of psychological developmental actions (Piaget & Inhelder, 1958). This occurs, for example, when children understand that pouring liquid from a tall-and-thin container into a shoDynamic skill theory an integrative theory of psychological development
rt-and-fat one (A -> B) can be reversed by the act of pouring the same liquid back again (A <- B). Nonetheless, despite their logical abilities, concrDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentt teens and young adults are able to manipulate abstract forms rather than concrete content (e.g., algebra; abstract scientific thinking).During the 1960s and 1970s, researchers began to report studies whose findings were inconsistent with many of the tenets considered to be definitive of Piagetian Dynamic skill theory an integrative theory of psychological developmenttheory (Gelman & Baillargeon, 1983; Brainerd, 1978). Research began to show that the age at which children particular Piagetian tasks could be accelerDynamic skill theory an integrative theory of psychological development
ated if children were provided with training or if the tasks were presented in simplified forms (Bryant 8< Trabasso, 1971; Trabasso et al., 1978; KellDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentical tasks predicted be solvable around the same age would often be solved at dramatically different ages, even by the same children (Gelman & Baillergeon, 1983). This body of work challenged central Piagetian principles, namely the idea that cognitive abilities developed as structures d'ensemble - Dynamic skill theory an integrative theory of psychological developmentbroadbased but tightly-knit structures of logical abilities with wide applicability to a variety of similarly structured tasks.Dynamic Skill Theory3ThDynamic skill theory an integrative theory of psychological development
is research posed deep challenge to the very concept of development as structural change. If the ability to solve similarly structured tasks develops Dynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentss this problem, Fischer (1980; Fischer et al., 1993) proposed the concept of skill as a local rather than general structure. A skill is a type of local control Structure - the capacity to regulate particular elements of thinking and acting within particular contexts, task domains and even tasks. Fr Dynamic skill theory an integrative theory of psychological developmentom this view, a skill is no longer regarded as property of the individual person. Instead, it is a property of the person-in-context. A change in contDynamic skill theory an integrative theory of psychological development
ext can produce significant changes in the task to be performed, and thus in what an individual must do in order to perform the task. Performing a conDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmentgrass surface, which itself differs from running on a sandy beach.Similarly, a skill is not a general ability with broad based application. Skills are tied to particular conceptual domains: conservation skills are different from class inclusion skills which are different still from transitivity skil Dynamic skill theory an integrative theory of psychological developmentls. Even within a particular skill area, skills are tied to local content: conservation of volume is different from conservation of mass which is diffDynamic skill theory an integrative theory of psychological development
erent still from conservation of number. Still further, skills are often tied to the particular objects on which they operate. Skills for typing on onDynamic Skill TheoryMascolo, M. F. (2020). Dynamic skill theory: An integrative model of psychological development. In M. F.Mascolo & T. Bidell (Eds.) Dynamic skill theory an integrative theory of psychological developmente not global structures that generalize spontaneously; an active period of adjustment is typically required in order to adapt skills from one area, domain, task or object to another (Fischer et al., 1993).Skinnerian ContributionsAs used by Fischer, the concept of skill also owes a debt to ideas cull Dynamic skill theory an integrative theory of psychological developmented from behaviorism, most particularly Skinner's (1938) notion of operant and Bandura's (1976) approach to social learning through modeling and imitatDynamic skill theory an integrative theory of psychological development
ion. Skinner proposed the concept of operant as a way to avoid the invocation of "mentalistic" explanations in psychology. For Skinner, organisms operGọi ngay
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