The Othello Effect

Abstract

The purpose of this essay is to explicate a developmental course along which young persons commonly are led to question their own standards of belief entitlement. Utilizing as a source model a counterpart sequence of traditional philosophic concerns, a train of increasingly disabling uncertainties is described that, once set in motion, routinely carries such adolescent epistemologists through familiar stations of objectivism, dogmatism, and nascent skeptical doubt. The effect of this effort to reread the common crises of adolescent development as automatic by-products of the struggle to achieve some intellectual authority in a relativized world is to normalize and add dignity to a process that is too often written off to hormonal imbalance or a flight from adult responsibilities.

An integrative review of adolescent trust in the healthcare provider relationship

“…This review shows that adolescents place great emphasis on confidentiality, honesty, empathy and respect in their relationships with HCPs, which varies from the definition identified among adults -interpersonal and technical competence, moral comportment and vigilance (Murray & McCrone, 2015). This is likely a result of developmentally appropriate issues of skepticism, independence and identity (Chandler, 1987;Erikson, 1963;Havighurst, 1953). The power dynamic between the adolescent and the HCP is such that it will require the HCP to clearly state parameters around the provider-…”

“…Theory suggests trust beliefs change as young people pass through early adolescence and are associated with developmental skepticism, imaginary audience, self-consciousness, and increased risk behaviours (Chandler, 1987;Steinberg, 2020). There is preliminary evidence associating age and trust of HCPs in adolescents.…”

Creencias epistemológicas de dominio específico y general. Efectos sobre la habilidad matemática

“…By the time they reach graduation many students conclude that knowledge is complex, tentative, and derived through reason and evidence. For many years researchers studied epistemological beliefs with Perry's unidimensional paradigm as the underlying assumption (Baxter Magolda, 1992;Chandler, 1987;Kitchener & King, 1981).…”

Epistemological development and academic performance among secondary students.

“…The purpose of this study is to examine the epistemological beliefs of high school students. Because there is much evidence indicating that aspects of young students' comprehension and metacomprehension change over time (e.g., Boyes & Chandler, 1992; Chandler, 1987; Coleman & Shore, 1991; Cowan, 1978; Cross & Paris, 1988; Markman, 1979; Wagner, Spratt, Gal, & Paris, 1989; Zimmerman & Martinez-Pons, 1990), this study addresses two questions. First, Are these changes in comprehension and metacomprehension reflected in students' beliefs about the nature of knowledge and learning?…”