COGNITIVE-DEVELOPMENT, EPISTEMIC DOUBT, AND IDENTITY FORMATION IN ADOLESCENCE
COGNITIVE-DEVELOPMENT, EPISTEMIC DOUBT, AND IDENTITY FORMATION IN ADOLESCENCE
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DOI：
10.1007/bf01537019
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发表时间：
1992-06-01
影响因子：
4.9
通讯作者：
CHANDLER, M
中科院分区：
文献类型：
--
作者：
BOYES, MC;CHANDLER, M
本研究旨在评估新生怀疑怀疑在青少年社会认知发展过程中的作用。有人认为，智力的变化，伴随着收购正式的操作能力设置在运动中的一系列发展，严重破坏了典型的青少年以前的认知确定性的感觉。提出了一个认识模型，导致的假设，在回应这种怀疑，年轻人采取几个对比的解释策略，其中每一个都规定了很多关于他们随后的解决方案的问题的身份形成和承诺。为了验证这些假设，96名高中年龄的年轻人被分为具体的或正式的操作。那些明确分类的人（N = 70）进行了亚当斯的自我同一性状态的客观测量和认知怀疑访谈，它允许识别现实的，防御现实的，教条/怀疑的，和理性的认知立场。认知和认识发展之间的关系被发现。只有正式的操作主体赞赏的一般性质的怀疑破坏他们的认识的确定性。关于预期的认识立场和自我身份地位之间的关系的预测得到了支持，揭示了只有postrealist认识立场通常与成员在暂停或实现身份地位。结果被视为强有力的支持主张，认知怀疑在塑造青少年社会认知发展的过程中起着核心作用。
This study was undertaken to evaluate the part that nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. It is argued that the intellectual changes that accompany the acquisition of formal operational competence set in motion a series of developments that seriously undermine the typical adolescent's previous sense of epistemic certainty. An epistemic model is proposed, leading to the hypothesis that, in response to such doubts, young persons adopt one of several contrasting interpretive strategies, each of which dictates much about their subsequent solutions to the problems of identity formation and commitment. To evaluate these hypotheses, 96 high school aged young people were classified as being either concrete or formal operational Those subjects who were clearly classifiable (N = 70) were administered Adams' Objective Measure of Ego identity Status and the Epistemic Doubt Interview, which permits identification of realistic, defendedly realistic, dogmatic/skeptical, and rational epistemic stances. A relationship between cognitive and epistemic development was found. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported, revealing that only postrealist epistemic stances were routinely associated with membership in the moratorium or achieved identity statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.