Necessary but Not Sufficient: The Respective Roles of Single and Multiple Influences on Individual Development

By T. Wachs. 2000

242 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/62c6e8f8ce0035bf714b6a6dfb3331b53631e13a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. C. Hart
2. S. F. Olsen
3. G. King
4. J. Bates
5. J. Schulenberg
6. Lloyd D. Newell
7. R. Seginer
8. G. W. Evans

In Education

1. C. Hart
2. S. F. Olsen
3. J. Bates
4. J. Schulenberg
5. R. Seginer
6. G. W. Evans
7. J. Maggs
8. M. Zentner

In Experimental and Cognitive Psychology

1. J. Bates
2. J. Schulenberg
3. R. Seginer
4. G. W. Evans
5. J. Maggs
6. M. Zentner

Citations in the corpus

• Parents' Educational Involvement: A Developmental Ecology Perspective (2006, background): “The multiple characteristics of neighborhoods place them both under the exosystem (Bronfenbrenner, 1986) and the macrosystem (Bronfenbrenner, 1989; Wachs, 2000).”
• A developmental perspective on alcohol use and heavy drinking during adolescence and the transition to young adulthood. (2002, background): “No single risk or protective factor is sufficient or necessary for particular outcomes, thus requiring conceptualizations that focus on the diversity of causal connections (Cairns et al., 1998; Cloninger et al., 1997; Newcomb, 1997; Wachs, 2000).”
• The environment of childhood poverty. (2004, background): “…chaotic households are inimical to healthy socioemotional development (Bronfenbrenner & Evans, 2000; Fiese & Kline, 1993; Repetti et al., 2002; Wachs, 2000), and instability both at home (Ackerman, Kogos, Youngstrom, Schoff, & Izard, 1999; Humke & Schaefer, 1995; Kohen et al., 1998) and at…”
• Child development and the physical environment. (2006, background): “…children’s environments (Bronfenbrenner 1979, 2005), largely ignoring the physical context of human development even though many of the underlying processes that connect context to development are similar for physical and psychosocial environmental factors (Wachs 2000, 2003; Wohlwill & Heft 1987).”
• Parenting Skills and Social–Communicative Competence in Childhood (2003, background): “As Baumrind (1993, 1997) and Wachs (2000) further pointed out, child outcomes associated with contrasting patterns of parenting vary considerably within, and not merely outside, normal ranges of development.”
• Child Temperament: An Integrative Review of Concepts, Research Programs, and Measures (2008, background): “Just as the implications of a temperament trait should depend on the context of other temperament traits, the implications of a temperament trait for adjustment should also depend on the environment within which the child is developing (Wachs, 2000).”
• Planning Successful Transitions From School to Adult Roles for Youth With Disabilities (2005, background): “…individual within a social or environmental context and therefore reflect the interface between the person and the environment, as reflected in the concepts of person–situation interaction (Endler & Magnusson, 1976), person–environment fit (Law et al., 1997), and environmental niches (Wachs, 2000).”