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- W2183021048 abstract "The fields of education and psychology are expressing a growing interest in life-span development. Yet little information exists to determine the role of developmental models in adult education. What should educators consider in designing educational programs for adults (graduate students, doctoral candidates, professional practitioners, etc.)? My particular area of interest is adult stages of social-perspective taking. Here a logical and mathematical scheme is applied to Selman's (1976; 1980) stages of social perspective-taking. That model includes elements from stage models such as the Theory of Interpersonal Understanding, (Selman, 1980), The General Stage Model (Commons & Richards, 1984), Perspective-taking Stages of Moral-Justice Reasoning (Kohlberg, 1984); Skill Theory (Fisher, 1980). Particular emphasis is placed on developing two postformal, stages, systematic, and metasystematic perspective-taking. From that model a social perspective-taking task, the Doctor-Patient Problem, (Rodriguez, Commons & Hill, 1990) is constructed, and tested. In this thesis, I will argue that there are social situations that place postformal perspective-taking demands on individuals. Using the Doctor-Patient Problem I test that hypothesis on adult, well educated subjects. Two broad research questions are addressed in this dissertation: 1) Given that postformal performance by adults has been evidenced on tasks representing other domains, can the Doctor-Patient Problem detect postformal (Stages 5a, systematic and 5b, metasystematic) social-perspective-taking performance? 2) What do the subject responses to a postformal perspectivetaking task indicate about how they perceive varied social perspectives? A novel application of signal detection (Green & Swets, 1966) techniques for analyzing subject responses is introduced. Signal detection theory is coordinated with choice theory (Luce, 1959; Richards & Commons, 1990) to describe exactly how subject responses are coded and scored. The scoring system presented here attempts to improve upon previous developmental techniques (Inhelder and Piaget, 1972; Colby & Kolhberg, 1987; Fisher, 1980; Rest, 1976). The scoring system is applied to the Doctor-Patient Problem to help disclose the social perspective-taking skills of adult subjects. The present study reveals some of the problems adults have when engaging in complex social perspective-taking situations." @default.
- W2183021048 created "2016-06-24" @default.
- W2183021048 creator A5079036792 @default.
- W2183021048 date "1992-01-01" @default.
- W2183021048 modified "2023-09-24" @default.
- W2183021048 title "The Adult Stages of Social Perspective-taking: Assessment with the Doctor-Patient Problem" @default.
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