Life-span developmental psychology involves the study of constancy and change in behavior throughout the life course. One aspect of life-span research has been the advancement of a more general, metatheoretical view on the nature of development. The family of theoretical perspectives associated with this metatheoretical view of life-span developmental psychology includes the recognition of multidirectionality in ontogenetic change, consideration of both age-connected and disconnected developmental factors, a focus on the dynamic and continuous interplay between growth (gain) and decline (loss), emphasis on historical embeddedness and other structural contextual factors, and the study of the range of plasticity in development. Application of the family of perspectives associated with life-span developmental psychology is illustrated for the domain of intellectual development. Two recently emerging perspectives of the family of beliefs are given particular attention. The first proposition is methodological and suggests that plasticity can best be studied with a research strategy called testing-the-limits. The second proposition is theoretical and proffers that any developmental change includes the joint occurrence of gain (growth) and loss (decline) in adaptive capacity. To assess the pattern of positive (gains) and negative (losses) consequences resulting from development, it is necessary to know the criterion demands posed by the individual and the environment during the lifelong process of adaptation. The study of life-span development is not a homogeneous field. It comes in two major interrelated modes. The first mode is the extension of developmental studies across the life course without a major effort at the construction of metatheory that emanates from life-span work. The second mode includes the endeavor to explore whether life-span research has specific implications for the general nature of developmental theory. The second approach represents the topic of this article. Specifically, the purpose of this article is twofold. First, after a brief introduction to the field of life-span developmental psychology, some "prototypical" features of the life-span approach in developmental psychology are presented. Second, these features are illustrated by work in one domain: intellectual development. Although the focus of this paper is on life-span developmental psychology and its theoretical thrust, it is important to recognize at the outset that similar perspectives on developmental theory have been advanced in other quarters of developmental scholarship as well (Hetherington & Baltes, in press; Scan; 1986). There is, however, a major difference in the "gestalt" in which the features of the theoretical perspective of life-span psychology are organized.

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Theoretical propositions of life-span developmental psychology : On the dynamics between growth and decline

Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline [Chinese translation]

In this study of 91 male and female college subjects, we used two questionnaires to explore the relationship between the students' perceived parental favoritism and their self-esteem. In addition, the prevalence of parental favoritism, the reasons for it, and the ways it is shown were examined. Results indicated that total self-esteem and two facets of self-esteem were related to parental favoritism; the no-favoritism subjects had higher total self-esteem than the nonfavored subjects, the no-favoritism and the favored subjects had higher self-esteem with respect to home-parent relationships than the nonfavored subjects, and the no-favoritism subjects had higher social self-esteem than the favored subjects. Furthermore, the perception of parental favoritism was widespread--62% of the subjects thought one or both of their parents had a favored child. Moreover, parents were more likely to show favoritism in subtle ways than in more obvious material ways; and the predominate reasons given for favoritism were the child's intellect, behavior, birth-order, and creativity rather than his or her physical appearance or gender.

The Relationship Between Perceived Parental Favoritism and Self-Esteem

The interrelationships of self-esteem, personal values, and interpersonal values among high school students were considered. Coopersmith's Self-Esteem Inventory and Gordon's Survey of Personal Values and Survey of Interpersonal Values were administered to 1,720 high school students in northern Illinois. Data were analyzed by Pearson product-moment correlation coefficients. No significant relationships existed between self-esteem and each of the six personal values and between self-esteem and each of the six interpersonal values with one exception. Self-esteem correlated significantly with the value of Achievement for seniors. The lack of expected relationships may be due to deficiencies in the instruments used for measurement or to the individuality of value and self-esteem combinations.

The Interrelationships among Self-Esteem, Personal Values, and Interpersonal Values

Seit den Anfangen der Psychoanalyse ist die Frage nach den Auswirkungen fruher Erfahrungen auf spatere Lebensabschnitte des Menschen in der Entwicklungspsychologie lebendig. Wie zuvor im ersten psychologischen Roman der Welt, im “Anton Reiser” von Karl Philipp Moritz spielt der Glaube an pragende Krafte im Sauglings- und Kindesalter eine wichtige Rolle.

Die Ontogenese emotionaler Integrität und Kohärenz

A Treatment of Worth.

http://psycnet.apa.org/critiques/25/4/303.pdf

A New School of Life Span

Separation in Apes and Children.

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A Treatment of Worth.

A New School of Life Span

Separation in Apes and Children.