| Autor: |
Lerner, Richard M., Tubman, Jonathan G., Lerner, R M, Tubman, J G |
| Předmět: |
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| Zdroj: |
Journal of Personality; Jun89, Vol. 57 Issue 2, p343-373, 31p |
| Abstrakt: |
In this article, we argue that the continuity-discontinuity of personality development is not just an empirical issue, but is also a metatheoretical and theoretical issue. Stances taken in regard to one of three metatheories (or models)--the organismic, the mechanistic, and the developmental contextual--determine theoretical ideas about (a) the units of analysis thought to be relevant to personality development; (b) the processes believed to govern these units; and (c) whether changes in these units are continuous or discontinuous. Theories associated with the models also differ in regard to whether they describe and/or explain intra-individual personality changes as quantitatively or qualitatively continuous or discontinuous. Developmental contextual theories seek to identify the organismic and contextual conditions under which any instance of continuity-discontinuity occurs. These conditions involve both nomothetic and idiographic processes. Organism-context relations must be studied longitudinally in order to understand how these processes function across life. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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