Zusammenfassung
Man stelle sich folgende Situation vor: Ein junges Mädchen wird in den Raum eines Kindergartens gebracht, in dem ihr ein Versuchsleiter Süßigkeiten wie M&Ms, Marshmallows oder Brezeln zeigt. Anschließend erklärt der Versuchsleiter dem Mädchen, dass er den Raum „für eine Weile“ verlassen wird und dass es nun zwischen zwei Möglichkeiten wählen kann: Wenn es wartet, bis er in den Raum zurückkehrt, kann es zwei Süßigkeiten haben. Oder es kann den Versuchsleiter durch eine Klingel zurückholen – und bekommt dann allerdings nur eine Süßigkeit. Das Kind wird anschließend für eine beträchtliche Zeitspanne, etwa 15 bis 20 Minuten (beziehungsweise bis es läutet), allein gelassen.
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Notes
- 1.
Im Englischen wird zwischen den Bezeichnungen adaptation und adjustment unterschieden, die in diesem Buch gleichermaßen mit Anpassung wiedergegeben werden. Der Begriff Anpassung beschreibt Regulierungsprozesse, mit denen sich das Individuum auf spezifische Umgebungen oder Situationen einstellt (adjustment) und daran anpasst (adaptation). In der entwicklungspsychologischen Terminologie ist Anpassung nicht mit der umgangssprachlichen Nebenbedeutung der opportunistischen Anpassung verbunden, sondern bezeichnet eine Regulierung, wie sie seit Piaget im Kontext von Akkommodation, Assimilation und Äquilibration (Kap. 4) verstanden wird und evolutionspsychologisch oder auch sozioökologisch mit dem Begriff der Adaptation gemeint ist, die dem Individuum in seiner Umwelt zum Überleben bzw. Bewältigen seiner Lebensumstände hilft. Insbesondere ist adjusted als Eigenschaft von Kindern oder Verhalten terminologisch mit angepasst oder auch ausgeglichen in diesem Sinne übersetzt (Anm. d. Übers.).
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Siegler, R., Eisenberg, N., DeLoache, J., Saffran, J. (2016). Emotionale Entwicklung. In: Pauen, S. (eds) Entwicklungspsychologie im Kindes- und Jugendalter. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-47028-2_10
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