TESTING-THE-LIMITS AND EXPERIMENTAL SIMULATION - 2 METHODS TO EXPLICATE THE ROLE OF LEARNING IN DEVELOPMENT
TESTING-THE-LIMITS AND EXPERIMENTAL SIMULATION - 2 METHODS TO EXPLICATE THE ROLE OF LEARNING IN DEVELOPMENT
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DOI：
10.1159/000278341
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发表时间：
1995-11-01
影响因子：
--
通讯作者：
BALTES, PB
中科院分区：
文献类型：
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作者：
LINDENBERGER, U;BALTES, PB
发展心理学需要不同的研究方法和策略的联合，以实现对发展及其原因的范围的更完整的了解。在这篇文章中，两个这样的战略描述-测试的限制和实验模拟的发展。极限测试研究的目的是识别和分解塑性上限（反应标准或潜在发展区）的年龄梯度差异。发展的实验模拟由一系列理论指导的研究步骤组成。它的主要特点是通过安排模仿（模拟）发展现象的变化的实验条件来识别因果机制，并随后在自然环境中对证据进行评估。这两种方法进行了讨论，并从寿命认知和社会心理学的例子说明。
Developmental psychology needs a coalition of different research methods and strategies to achieve a more complete picture of the range of development and its causes. In this article, two such strategies are described - testing-the-limits and the experimental simulation of development. The aim of testing-the-limits research is to identify and decompose age-graded differences in upper limits of plasticity (the norm of reaction or the zone of potential development). The experimental simulation of development consists of a coordinated sequence of theory-guided research steps. Its key features are identification of causal mechanisms through the arrangement of experimental conditions that mimic (simulate) variations in developmental phenomena, and subsequent evaluation of the evidence in naturalistic settings. The two approaches are discussed and illustrated with examples from life span cognitive and social psychology.