This article extends Lemieux’s concern for the interdisciplinary tension between philosophy and sociology to the intradisciplinary tension within psychology between approaches to the study of children focusing on universal principles and approaches adopting a contextual lens. This tension arises both in how development is defined and in the methods chosen for its study. This tension is exemplified in terms of the recent American preoccupation with the Word Gap (WG), a supposed difference of 30 million words heard by socioeconomically diverse children by the age of 4 that is blamed for educational disparities throughout the school years. The article discusses the political implications of WG discourse as it gives rise to the erasure of language practices of diverse Americans and obscures the role that the educational system plays in fostering a ‘one-size-fits-all’ instructional model. The article concludes with a discussion of attempts to combat the deficit model that the WG discourse reproduces.

中文翻译：

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危险交叉点：发展心理学中的交叉学科

本文将Lemieux对哲学和社会学之间的跨学科张力的关注扩展到心理学研究中在关注儿童的研究方法之间的内在学科张力，这些研究关注于通用原则和采用情境镜头的方法。这种紧张关系既出现在发展的定义方式上，也出现在研究方法上。这种紧张状态体现在最近美国人对单词差距（WG）的关注上，该差距在4岁时被社会经济差异化的儿童听到的3000万个单词的差异被认为是整个学年的教育差异。本文讨论了WG话语的政治含义，因为它引起了美国人多样化的语言习惯的消除，并且掩盖了教育体系在建立“千篇一律”的教学模型中的作用。本文最后讨论了如何与工作组话语所产生的赤字模型作斗争。