Abstract
This study was undertaken to evaluate the part that nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. It is argued that the intellectual changes that accompany the acquisition of formal operational competence set in motion a series of developments that seriously undermine the typical adolescent's previous sense of epistemic certainty. An epistemic model is proposed, leading to the hypothesis that, in response to such doubts, young persons adopt one of several contrasting interpretive strategies, each of which dictates much about their subsequent solutions to the problems of identity formation and commitment. To evaluate these hypotheses, 96 high school aged young people were classified as being either concrete or formal operational. Those subjects who were clearly classifiable (N=70) were administered Adams' Objective Measure of Ego identity Status and the Epistemic Doubt Interview, which permits identification of realistic, defendedly realistic, dogmatic/skeptical, and rational epistemic stances. A relationship between cognitive and epistemic development was found. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported, revealing that only postrealist epistemic stances were routinely associated with membership in the moratorium or achieved identity statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.
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This research was partially supported by a Social Sciences and Humanities Research Council Doctoral Fellowship awarded to the first author.
Obtained Ph.D. in developmental psychology from the University of British Columbia. Research interests are focused upon the areas of overlap among cognitive, epistemic, and moral development, and the identity formation process through the adolescent years.
Obtained Ph.D. in psychology from The University of California at Berkeley. His research interests include epistemic and social-cognitive development in children and adolescents, and young children's developing theories of mind.
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Boyes, M.C., Chandler, M. Cognitive development, epistemic doubt, and identity formation in adolescence. J Youth Adolescence 21, 277–304 (1992). https://doi.org/10.1007/BF01537019
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DOI: https://doi.org/10.1007/BF01537019