Change search
Refine search result
1 - 8 of 8
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Oldest first
  • Newest first
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Bergman, Lars R
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    von Eye, A
    Magnusson, David
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Person-oriented research strategies in developmental psychopathology.2006In: Developmental psychopathology.: Vol. 1: Theory and method., Wiley, Hoboken, NJ , 2006, 850-888 p.Chapter in book (Refereed)
    Abstract [en]

    In this chapter, person-oriented research strategies in developmental psychopathology are reviewed. By "person-oriented", we mean research strategies where the focus is on the individual and not on the variable. The information about each individual is regarded, as far as possible, as an indivisible unit, both conceptually and in the empirical analyses. It usually implies that individuals are studied on the basis of their pattern of information in relevant variables at the appropriate level. This approach is in contrast to the standard variable-oriented approach where the variable is the main conceptual and methodological unit. In the person-oriented approach, most commonly the variable alone has no importance. Only in combination with other variables in an information pattern does it achieve meaning. These fundamental conceptual and theoretical issues are discussed in the chapter. Common person-oriented research methods are presented and discussed in the context of studying individual development.

  • 2.
    Magnusson, David
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The Longitudinal Örebro Project: IDA2012Report (Other academic)
    Abstract [en]

    International research cooperation in the field of developmental psychology has clearly acknowledged the contribution from the Swedish longitudinal research programme Individual Development and Adaptation (IDA). This is evident in many ways – international assessments, participation in international research cooperation, visits of varying duration by researchers from abroad, and so on. Work on the project has entailed interdisciplinary collaboration with researchers in various fields of direct concern for the formulation of relevant questions and their consequences for correct research strategies, research methods and conclusions. This collaboration has been imbued with the holistic theoretical framework for research in developmental psychology that is the primary focus of another research programme, Holistic Interactionism. During the most active period, these two programmes cross-fertilised each other in practice. This found expression in a regular series of joint research seminars and in the supervision of PhD students.

  • 3.
    Magnusson, David
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The Human Being in Society: Psychology as a Scientific Discipline2012In: European Psychologist, ISSN 1016-9040, Vol. 17, no 1, 21-27 p.Article in journal (Refereed)
    Abstract [en]

    In everyday language the terms psychology and psychological are used in very different meanings, without a clear definition of what the terms refer to. This article is an attempt to meet the need for clarification of the content and boundaries of psychology as a scientific discipline. This is a prerequisite for real scientific contribution to progress in cross-disciplinary research and to decision making in societal and cultural processes. Applying a holistic – interactionistic view as the frame of reference for planning, implementation, and interpretation of single studies, the target of theoretical and empirical analyses is the human psychobiological and social being in continuous interaction with his/her proximal and distal environment.

  • 4.
    Magnusson, David
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Individual development: a transformation process: a longitudinal program2014In: The developmental science of adolescence: history through autobiography / [ed] Richard M. Lerner, Anne C. Petersen, Rainer K. Silbereisen, and Jeanne Brooks-Gunn, New York: Psychology Press, 2014, 318-331 p.Chapter in book (Other academic)
    Abstract [en]

    This chapter presents my ideas for how to study individual development as a transformation process. I hope that they can be helpful to researchers planning to conduct longitudinal research. The main vehicle for outlining these ideas is a description of a longitudinal research program that I initiated and led for more than 30 years, namely Individual Development and Adaptation (IDA). It is presented in some detail, and includes the process of IDA's initiation and planning. The theoretical and empirical implications of the carrying out of the program for research on the adolescent period are discussed at the end of the chapter. Because my early experiences and educational background have been decisive for how IDA was designed and implemented, some personal information is also included.

  • 5.
    Magnusson, David
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Stattin, Håkan
    The person in context: A holistic-interactionistic perspective.2005In: Theoretical models of human development, Wiley , 2005, 400-464 p.Chapter in book (Refereed)
    Abstract [en]

    The chapter emphasizes the importance of a general frame of reference for designing, implementing, and interpreting studies on specific issues in individual developmental processes. Theoretical, methodological and reseach strategy implications are discussed.

  • 6.
    Magnusson, David
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Stattin, Håkan
    The person in context: A holistic interactionistic approach.2006In: Theoretical Models of Human Development, Wiley , 2006, 400-464 p.Chapter in book (Refereed)
    Abstract [en]

    The chapter presents an analysis of individual development as an integrated process, in which mental, biological, and behavioral aspects of individual functioning and social, economic, and physical factors in the environment are involved. It is suggested that an individual's way of thinking, feeling, acting, and reacting at any stage of the life process is the result of an integrated transformation process which takes place on the basis of biologically based potentialities and restrictions. The measurement implications of this view are discussed with reference to a person approach in research on developmental processes.

  • 7. Uvnäs-Moberg, Kerstin
    et al.
    Arn, Ingemar
    Magnusson, David
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    The Psychobiology of Emotion: The Role of the Oxytocinergic System.2005In: International Journal of Behavioral Medicine, ISSN 1070-5503, Vol. 12, no 2, 59-65 p.Article in journal (Refereed)
    Abstract [en]

    A necessary condition for the individual's survival is the capacity for mental, behavioral, and physiological adaptation to external and internal conditions. Consequently, the integrated organism strives to maintain a dynamic, functional balance and integrity under varying conditions. Effective individual adaptation processes are basically dependent on the functioning of the integrated psychophysiological system. In humans, the brain plays a fundamental role in these processes. It serves the adaptation of individuals to current and anticipated conditions by selecting, interpreting, and transforming information into mental, behavioral, and physiological responses. In doing so, the incoming information is linked to existing structures of emotions, values, and goals. Consequently, the interpretation of external information may vary and become subjective depending on an individual's present and past experiences (see e.g., Magnusson, 2003). Hitherto, empirical research has been mainly concerned with the aspect of the psychophysiological system, which is activated in situations that are perceived by the individual as threatening, harmful, or demanding and in which the fight-flight and stress responses described by Cannon (1929) and Selye (1976) play an important role. The aim of this article is to draw attention to a component of the psychophysiological system, the calm and connection system, underlying well-being and socialization. By including this new system, the model of the integrated individual becomes more complete and it enriches the understanding of emotional aspects of brain functioning.

  • 8.
    Wångby, Margit
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Magnusson, David
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Stattin, Håkan
    Development and Aging: Time trends in the adjustment of Swedish teenage girls: A 26-year comparison of 15-year-olds.2005In: Scandinavian Journal of Psychology, ISSN 0036-5564, Vol. 46, no 2, 145-156 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate stability and change over 26 years in self-reported adjustment of Swedish teenage girls. Data were collected with the same questionnaire from two school-cohorts in a middle-sized Swedish community: 522 girls attending Grade 8 (approximately at age 15) in 1970, and 529 girls attending Grade 8 in 1996. The first cohort was part of the longitudinal research programme Individual Development and Adaptation (IDA). In most domains, adjustment problems were approximately as common in 1996 as in 1970, with two exceptions: more girls reported problems with self-esteem and antisocial problems in 1996. In the antisocial domain, a polarization process was indicated, with an increase also in the number of girls without adjustment problems. In the relational domains, especially peer relations, there was an increase in positive adjustment. The results are discussed in relation to earlier findings and to social changes during the period.

1 - 8 of 8
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf