Klaczynski P A
Department of Psychology, University of Utah, Salt Lake City 84112.
Adolescence. 1990 Winter;25(100):811-23.
The focus of this paper is to clarify the oft-used concept of developmental tasks and place it within a cultural context. The role of "cultural-developmental" tasks in the development and modification of the adolescent's social-cognitive functioning is discussed, as are the respective roles of both individual and contextual-environmental factors in the production of these competencies. A theory which includes the individual's activity as an essential mediator between the individual and the context is outlined. Preliminary research supporting this view is then presented. Finally, some possibilities for assessing cultural-developmental tasks (from the adolescent's point of view) are discussed.
本文的重点是阐明经常使用的发展任务概念，并将其置于文化背景中。文中讨论了“文化发展”任务在青少年社会认知功能发展和塑造中的作用，以及个体因素和情境环境因素在这些能力形成过程中的各自作用。文中概述了一种理论，该理论将个体活动视为个体与情境之间的重要中介。接着介绍了支持这一观点的初步研究。最后，讨论了一些评估文化发展任务（从青少年的角度）的可能性。
