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Finding a way out: Why developmental science does not need another "ism"

John P Spencer¹, Aaron T Buss

¹University of Iowa.

Child Development Perspectives

|August 23, 2011

Summary

This summary is machine-generated.

Neoconstructivism, a new developmental science approach, is evaluated against existing theories. The commentary suggests integrating current concepts rather than introducing new developmental "isms".

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Area of Science:

Developmental Science
Psychological Theory

Background:

Neoconstructivism offers a novel perspective on developmental change.
Existing developmental science faces a proliferation of theories, similar to psychological theory in 1935.
Hull (1935) attributed theory proliferation to poorly specified concepts and lack of rigor.

Purpose of the Study:

To evaluate neoconstructivism within the context of established developmental theories.
To analyze the nine central tenets of neoconstructivism (Newcombe, 2011).
To propose a path forward for developmental science.

Main Methods:

Commentary and theoretical evaluation.
Historical analysis of psychological theory (Hull, 1935).
Critical assessment of neoconstructivist tenets.

Main Results:

Neoconstructivism is examined alongside existing developmental frameworks.
A parallel is drawn between current "isms" in developmental science and historical issues in psychological theory.
The commentary identifies a need for rigorous integration over the introduction of new theoretical frameworks.

Conclusions:

Existing developmental theories possess significant value.
The field requires a rigorous evaluation and integration of modern developmental concepts.
A new "ism" is less critical than refining and combining current theoretical assets.