Narrow Assessments Misrepresent Development and Misguide Policy: Comment on Steinberg, Cauffman, Woolard, Graham, and Banich (2009)
Intellectual and psychosocial functioning develop along complex learning pathways. Steinberg, Cauffman, Woolard, Graham, and Banich (2009) measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on...
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| Veröffentlicht in: | The American psychologist 2009-10, Vol.64 (7), p.595-600 |
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| creator | Fischer, Kurt W Stein, Zachary Heikkinen, Katie |
| description | Intellectual and psychosocial functioning develop along complex learning pathways.
Steinberg, Cauffman, Woolard, Graham, and Banich (2009)
measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to shift the assessments to produce the opposite pattern, with cognitive abilities appearing to develop well into adulthood and psychosocial abilities appearing to stop developing at age 16. Their measures also lacked a realistic connection to the lived behaviors of adolescents, abstracting too far from messy realities and thus lacking ecological validity and the nuanced portrait that the authors called for. A drastically different approach to assessing development is required that (a) includes the full age-related range of relevant abilities instead of a truncated set and (b) examines the variability and contextual dependence of abilities relevant to the topics of murder and abortion. |
| doi_str_mv | 10.1037/a0017105 |
| format | Article |
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Steinberg, Cauffman, Woolard, Graham, and Banich (2009)
measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to shift the assessments to produce the opposite pattern, with cognitive abilities appearing to develop well into adulthood and psychosocial abilities appearing to stop developing at age 16. Their measures also lacked a realistic connection to the lived behaviors of adolescents, abstracting too far from messy realities and thus lacking ecological validity and the nuanced portrait that the authors called for. A drastically different approach to assessing development is required that (a) includes the full age-related range of relevant abilities instead of a truncated set and (b) examines the variability and contextual dependence of abilities relevant to the topics of murder and abortion.</description><identifier>ISSN: 0003-066X</identifier><identifier>EISSN: 1935-990X</identifier><identifier>DOI: 10.1037/a0017105</identifier><identifier>PMID: 19824746</identifier><identifier>CODEN: AMPSAB</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Abortion Laws ; Adjudication ; Adolescent ; Adolescent Development ; Adult ; Adults ; Age patterns ; American Psychological Association ; Assessment ; Behavior ; Capital Punishment ; Child ; Child development ; Cognition ; Cognitive abilities ; Cognitive Ability ; Cognitive Development ; Cognitive Measurement ; Cognitive Psychology ; Criminal Responsibility ; Criticism ; Developmental psychology ; Discourse analysis ; Emotional Intelligence ; Emotional Maturity ; Humans ; Item Analysis ; Judgement ; Juvenile Justice ; Learning ; Maturation ; Maturity (Individuals) ; Maturity Tests ; Measurement ; Mind ; Misconceptions ; Morality ; Psychological aspects ; Psychology, Adolescent ; Psychosocial functioning ; Reader Response ; Social Behavior ; Social policy ; Teenagers ; Variability</subject><ispartof>The American psychologist, 2009-10, Vol.64 (7), p.595-600</ispartof><rights>2009 American Psychological Association</rights><rights>Copyright 2009 APA</rights><rights>2009, American Psychological Association</rights><rights>Copyright American Psychological Association Oct 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a449t-4d69912b57e29cea0d910799cfb5aefd5f372a63a7d2850e13f87e76601125053</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976,30977</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ859797$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/19824746$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Fischer, Kurt W</creatorcontrib><creatorcontrib>Stein, Zachary</creatorcontrib><creatorcontrib>Heikkinen, Katie</creatorcontrib><title>Narrow Assessments Misrepresent Development and Misguide Policy: Comment on Steinberg, Cauffman, Woolard, Graham, and Banich (2009)</title><title>The American psychologist</title><addtitle>Am Psychol</addtitle><description>Intellectual and psychosocial functioning develop along complex learning pathways.
Steinberg, Cauffman, Woolard, Graham, and Banich (2009)
measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to shift the assessments to produce the opposite pattern, with cognitive abilities appearing to develop well into adulthood and psychosocial abilities appearing to stop developing at age 16. Their measures also lacked a realistic connection to the lived behaviors of adolescents, abstracting too far from messy realities and thus lacking ecological validity and the nuanced portrait that the authors called for. 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Steinberg, Cauffman, Woolard, Graham, and Banich (2009)
measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to shift the assessments to produce the opposite pattern, with cognitive abilities appearing to develop well into adulthood and psychosocial abilities appearing to stop developing at age 16. Their measures also lacked a realistic connection to the lived behaviors of adolescents, abstracting too far from messy realities and thus lacking ecological validity and the nuanced portrait that the authors called for. A drastically different approach to assessing development is required that (a) includes the full age-related range of relevant abilities instead of a truncated set and (b) examines the variability and contextual dependence of abilities relevant to the topics of murder and abortion.</abstract><cop>United States</cop><pub>American Psychological Association</pub><pmid>19824746</pmid><doi>10.1037/a0017105</doi><tpages>6</tpages></addata></record> |
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| subjects | Abortion Laws Adjudication Adolescent Adolescent Development Adult Adults Age patterns American Psychological Association Assessment Behavior Capital Punishment Child Child development Cognition Cognitive abilities Cognitive Ability Cognitive Development Cognitive Measurement Cognitive Psychology Criminal Responsibility Criticism Developmental psychology Discourse analysis Emotional Intelligence Emotional Maturity Humans Item Analysis Judgement Juvenile Justice Learning Maturation Maturity (Individuals) Maturity Tests Measurement Mind Misconceptions Morality Psychological aspects Psychology, Adolescent Psychosocial functioning Reader Response Social Behavior Social policy Teenagers Variability |
| title | Narrow Assessments Misrepresent Development and Misguide Policy: Comment on Steinberg, Cauffman, Woolard, Graham, and Banich (2009) |
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