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This book takes a scientific approach to the study of human development by exploring the chronology of a typical lifespan through research stories. The primary goal of this book is to help readers learn to be intellectually critical, by reading contemporary research literature on human development and evaluating the assertions that are made. Each of the 32 chapters is a separate research "story," telling why the study was done, what was done, and what the results tell us about development. For psychologists, educators, or anyone interested in human development or family studies.
Research Methods in Lifespan Development is the only comprehensive book on the market pertaining to research methods in lifespan development. Its "user friendly" writing style will appeal to students as it is designed to educate, not intimidate, while instructor's will appreciate the comprehensive, chronological organization of the book.
An original approach to memory development that views memory as a continuous process of growth and loss over the human lifespan rather than as a series of separate periods. Until recently, the vast majority of memory research used only university students and other young adults as subjects. Although such research successfully introduced new methodologies and theoretical concepts, it created a bias in our understanding of the lifespan development of memory. This book signals a departure from young-adult-centered research. It views the lifespan development of memory as a continuous process of growth and loss, where each phase of development raises unique questions favoring distinct research methods and theoretical approaches. Drawing on a broad range of investigative strategies, the book lays the foundation for a comprehensive understanding of the lifespan development of human memory. Topics include the childhood and adulthood development of working memory, episodic and autobiographical memory, and prospective memory, as well as the breakdown of memory functions in Alzheimer's disease. Of particular interest is the rich diversity of approaches, methods, and theories. The book takes an interdisciplinary perspective, drawing on work from psychology, psychiatry, gerontology, and biochemistry.
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Case Studies in Lifespan Development offers students a comprehensive view into life’s key developmental stages through unique, diverse, and moving cases. Author Stephanie M. Wright presents a series of 12 case studies shaped by the contributions of real students—including their observations, concerns, and moments of triumph—to build immersive examples that readers can relate to and enjoy.
What are the changes we see over the life-span? How can we explain them? And how do we account for individual differences? This volume continues to examine these questions and to report advances in empirical research within life-span development increasing its interdisciplinary nature. The relationships between individual development, social context, and historical change are salient issues discussed in this volume, as are nonnormative and atypical events contributing to life-span change.
This volume presents the reader with a stimulating rich tapestry of essays exploring the nature of action and intentionality, and discussing their role in human development. As the contributions make clear, action is an integrative concept that forms the bridge between our psychological, biological, and sociocultural worlds. Action is also integrative in the sense of entailing motivational, emotional, and cognitive systems, and this integration too is well represented in the chapters. Action is defined, and distinguished from behavior, according to its intentional quality. Thus, a constantly recurring theme in the volume involves the dialectic of action-intentionality, and specifically the questions of how and when these concepts are to be distinguished. For action theorists, action—as distinguished from behavior—constitutes the fundamental mechanism of human development. This commitment is detailed in several essays that explore the life-span implications of action. This timely volume will be must reading for all who want to learn about, or stay current with, contemporary action theoretical approaches to human development. – Willis F. Overton, Temple University The present volume advances the view that we cannot go far in understanding development over the life span without paying heed to self-reflective processes. In a reciprocal way, self-reflection links developmental change in the ways in which the person constructs his or her own development over the life span. Development, action, and intentionality exist, then, in an intimate relationship: As development forms the social and historical settings within which intentional activity is embedded, thus become indispensable categories for developmental theory and research. Due to their potential to integrate culture, history, and personality, action-theoretical concepts have made strong inroads in many areas of social and behavioral research. Within the field of developmental psychology, researchers have come to recognize that developmental patterns, and their variation across historical and social contexts, cannot easily be reduced to invariant laws. Instead, they reflect the agency of both the culture and the person. Issues of intentional self-development gain particular importance within the developmental settings of modernity. Under conditions of cultural acceleration, globalization, and pluralization of life forms, normative "scripts" and timetables of development have become blurred, and people are increasingly forced to take a planful, self-monitoring, and optimizing stance toward their own behavior and development. As will become evident throughout this ground-breaking book, an action perspective on development covers a broad spectrum of theoretical approaches. Concepts such as "personal goals," "personal projects," "life themes," "meaning," "life planning," "compensation," or "intentional self-development" have become the nuclei of innovative research programs. The chapters collected in this volume, by scholars on the forefront of action theory and research, provide an indication of the promise that these notions hold for life-span developmental psychology, motivation research, and research on aging.
"Presents the results of a four-year Spencer-funded project to synthesize what research says about writing development at different ages from multiple perspectives, including psychological, linguistic, sociocultural, and curricular"--
Life-Span Development Psychology: Research and Theory covers the issues and problems associated with a life-span conceptualization of developmental psychology. The book discusses the status,issues, and antecedents of life-span developmental psychology; an approach to theory construction in the psychology of development and aging; and models and theories of development. The text also describes the methodology and research strategy in the study of developmental change; the application of multivariate strategies to problems of measuring and structuring long-term change; and the mechanisms required for the operation of perception and recognition. Learning and retention; language; and intellectual abilities are also considered. Developmental psychologists will find the study invaluable.