Life-Span Developmental Psychology

Life-Span Developmental Psychology

Personality and Socialization

1st Edition - January 1, 1973

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  • Editors: Paul B. Baltes, K Warner Schaie
  • eBook ISBN: 9781483216362

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Description

Life-Span Developmental Psychology: Personality and Socialization presents papers on personality and socialization. The book discusses the history, theory, and psychological approaches of developmental psychology, with focus on socialization and personality development through the life span; personality dimensions; and theories of socialization and sex-role development. The text also describes the life-span perspective of creativity and cognitive styles; continuities in childhood and adult moral development revisited; and issues of intergenerational relations as they affect both individual socialization and continuity of culture. The interactional analysis of family attachments; social-learning theory as a framework for the study of adult personality development; person-perception research; and the perception of life-span development are also considered. The book further tackles the potential usefulness of the life-span developmental perspective in education; the strategies for enhancing human development over the life span through educational intervention; and some ecological implications for the organization of human intervention throughout the life span. Developmental psychologists, sociologists, gerontologists, and people involved in the study of child development will find the book invaluable.

Table of Contents


  • List of Contributors

    Preface

    Acknowledgments

    History and Theory

    1. History of Developmental Psychology: Socialization and Personality Development through the Life Span

    I. Introduction

    II. Emerging Life-Span Views of Personality Development in the Twentieth Century

    III. Conditions under Which a Life-Span Interest Develops

    IV. Research Programs and Methods in Relation to Life-Span Study of Personality Development

    V. Textbook Treatments of Personality Development and Socialization

    VI. Literary Sources of Life-Span Developmental Information

    VII. Requirements for a Life-Span Theory of Personality Development

    2. Socialization and Personality throughout the Life Span: An Examination of Contemporary Psychological Approaches

    I. Introduction

    II. Dimensions of Psychological Models of Development

    III. Representative Examples of Contemporary Psychological Approaches

    IV. Recommendations for Future Model Development

    3. Sociological Perspectives on the Life Cycle

    I. Introduction

    II. Sociological Concepts

    III. Three Dimensions of Time

    IV. Social Time and the Age Status Structure

    V. Age Norms as a System of Social Control

    VI. Age Stratification

    VII. The Changing Rhythm of the Life Cycle

    VIII. Toward a Social Psychology of the Life Cycle

    4. Life-Span Environmental Psychology: Methodological Issues

    I. The Two Problems

    II. On Propositions Linking Physical and Psychological Variables: A Problem in Explanation

    III. Criteria of Relevance: A Problem in Fact Selection

    IV. Illustrative Problems for Life-Span Environmental Psychology

    V. Conclusion and Policy Implications

    Personality Variables

    5. Developmental Dimensions of Personality: A Life-Span Formulation

    I. Introduction

    II. Some Necessary Tactical Assumptions for the Life-Span Study of Personality Development

    III. Continuity as Axiomatic for the Life-Span Study of Personality Development

    6. Socialization and Sex-Role Development

    I. Introduction

    II. Theories of Socialization

    III. From Theory to Research

    IV. Sex-Role Identity

    V. Development of Sex-Role Norms

    VI. Implications for a Life-Span Framework

    7. Creativity and Cognitive Style: A Life-Span Perspective

    I. Introduction

    II. Creativity

    III. Cognitive Styles

    8. Continuities in Childhood and Adult Moral Development Revisited

    I. Introduction

    II. Concepts of Stage in Relation to Adulthood

    III. Cognitive Stage Development in Adulthood

    IV. The Existence of Adulthood Moral States—Background Considerations

    V. The Existence of Adult Moral Stages—The Kohlberg and Kramer Conclusions

    VI. Adult Experiences Involved in Moral Stage Development

    VII. Relations between Cognitive-Structural Moral Stages and Erikson's Ego Stages

    VIII. Notes Toward a Seventh Stage

    Social Process

    9. Inter generational Relations and Continuities in Socialization

    I. Introduction

    II. Dimensions of Generational Analysis: Time, Social Structure, and Socialization

    III. The Negotiation of Difference and Similarity

    IV. Conclusion: Generational Relations and Cultural Change

    10. A Problem in Life-Span Development: The Interactional Analysis of Family Attachments

    I. Attachment and the Personological Perspective

    II. Toward Dyadic Conceptions of Attachment

    III. Toward Interactional Conceptions of Attachment

    IV. Final Comment

    11. Social-Learning Theory as a Framework for the Study of Adult Personality Development

    I. Introduction: Why Social-Learning Theory?

    II. Principles of Social-Learning Theory as Related to Lifespan Development

    III. Marriage

    IV. Parenthood

    V. Retrospect

    12. Person-Perception Research and the Perception of Life-Span Development

    I. Introduction

    II. The Process of Person Perception

    III. Perception of Age: Stereotypes

    IV. Perceptions of Aging: Diversity of Variables

    V. Perception of Age-Functional Behavior

    VI. Perception of Change: Implications for Developmental Research

    VII. Conclusion

    Programmatic Intervention

    13. Human Development over the Life Span through Education

    I. Introduction

    II. Rationale for Life-Span Education

    III. Implications for Educational Action

    IV. Summary and Conclusions

    14. Some Ecological Implications for the Organization of Human Intervention throughout the Life Span

    I. Introduction

    II. Organized Intervention: Has It Made Any Difference?

    III. The Human Service Organization

    IV. Some Ecological Considerations for Intervention at the Community Level

    V. The Ecological Assessment of Community Intervention: A Life-Span Model

    VI. Designing Intervention: The Future as Reminiscence or Rebirth?

    VII. Strategies for Organizational Change in the Human Services

    VIII. Concluding Comments

    Epilogue: On Life-Span Developmental Research Paradigms: Retrospects and Prospects

    I. Introduction

    II. Developmental Research Paradigms

    III. Prototypical Questions of Life-Span Research on Development

    IV. Personality Variables

    V. Social Processes

    VI. Conclusions

    References

    Author Index

    Subject Index




Product details

  • No. of pages: 468
  • Language: English
  • Copyright: © Academic Press 1973
  • Published: January 1, 1973
  • Imprint: Academic Press
  • eBook ISBN: 9781483216362

About the Editors

Paul B. Baltes

K Warner Schaie

K. Warner Schaie holds an appointment as affiliate professor of Psychiatry and Behavioral Sciences at the University of Washington. He is also the Evan Pugh Professor Emeritus of Human Development and Psychology at the Pennsylvania State University. He received his Ph.D. in clinical and developmental psychology from the University of Washington, an honorary Dr. Phil. from the Friedrich-Schiller University of Jena, Germany, and an honorary Sc.D. degree from West Virginia University. He received the Kleemeier Award for Distinguished Research Contributions and the Distinguished Career Contribution to Gerontology Award from the Gerontological Society of America, the MENSA lifetime career award, and the Distinguished Scientific Contributions award from the American Psychological Association. He is a past president of the APA Division of Adult Development and Aging and currently represents that Division on the APA Council of Representatives. He is author or editor of more than 60 books including the textbook Adult Development and Aging (5th edition, with S.L. Willis) and of all previous editions of the Handbook of the Psychology of Aging (with J.E. Birren or S.L. Willis). He has directed the Seattle Longitudinal Study of cognitive aging since 1956 and is the author of more than 300 journal articles and chapters on the psychology of aging. His current research interest is in the life course of adult intelligence, its antecedents and modifiability, the impact of cognitive behavior in midlife upon the integrity of brain structures in old age, the early detection of risk for dementia, as well as methodological issues in the developmental sciences.

Affiliations and Expertise

University of Washington, Seattle, WA, USA

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