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This volume continues the tradition of the Life-Span Development
Series, presenting overviews of research programs on a variety of
developmental topics. Research and theory in life-span development
have given increased attention to the issues of constancy and
change in human development and to the opportunities for, and
constraints on, plasticity in structure and function across life.
Acknowledging the need for and existence of interconnection between
age and developmental periods, it focuses on conditions for
possibly discontinuous development that emerge at later periods.
Contributors to this series are sensitive to the restrictive
consequences of studying only specific age periods, such as old
age, infancy, or adolescence. Each scholar attempts to relate the
facts about one age group to similar facts about other age groups,
and to move toward the study of transformation of characteristics
and processes over the life span.
Comprised of papers written by members of the Social Science
Research Council Subcommittee on Child Development in Life-Span
Perspective, this book provides a representation of the current
status of the relation between child development and the life-
span. It suggests the possible synthesis of these two fields from
both conceptual and empirical evidence. Theories and methods
concerning the social, psychological, and anatomical influences on
children's cognitive development through adolescence are
highlighted.
The final volume in this significant series, this publication mirrors the broad scientific attention given to ideas and issues associated with the life-span perspective: constancy and change in human development; opportunities for and constraints on plasticity in structure and function across life; the potential for intervention across the entire life course (and thus for the creation of an applied developmental science); individual differences (diversity) in life paths, in contexts (or the ecology) of human development, and in changing relations between people and contexts; interconnections and discontinuities across age levels and developmental periods; and the importance of integrating biological, psychological, social, cultural, and historical levels of organization in order to understand human development.
This volume continues the tradition of the Life-Span Development Series, presenting overviews of research programs on a variety of developmental topics. Research and theory in life-span development have given increased attention to the issues of constancy and change in human development and to the opportunities for, and constraints on, plasticity in structure and function across life. Acknowledging the need for and existence of interconnection between age and developmental periods, it focuses on conditions for possibly discontinuous development that emerge at later periods. Contributors to this series are sensitive to the restrictive consequences of studying only specific age periods, such as old age, infancy, or adolescence. Each scholar attempts to relate the facts about one age group to similar facts about other age groups, and to move toward the study of transformation of characteristics and processes over the life span.
Comprised of papers written by members of the Social Science
Research Council Subcommittee on Child Development in Life-Span
Perspective, this book provides a representation of the current
status of the relation between child development and the life-
span. It suggests the possible synthesis of these two fields from
both conceptual and empirical evidence. Theories and methods
concerning the social, psychological, and anatomical influences on
children's cognitive development through adolescence are
highlighted.
The final volume in this significant series, this publication
mirrors the broad scientific attention given to ideas and issues
associated with the life-span perspective: constancy and change in
human development; opportunities for and constraints on plasticity
in structure and function across life; the potential for
intervention across the entire life course (and thus for the
creation of an applied developmental science); individual
differences (diversity) in life paths, in contexts (or the ecology)
of human development, and in changing relations between people and
contexts; interconnections and discontinuities across age levels
and developmental periods; and the importance of integrating
biological, psychological, social, cultural, and historical levels
of organization in order to understand human development.
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