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Moral Motivation through the Life Span is the fifty-first volume in
the Nebraska Symposium on Motivation series, the longest
continuously running symposium in the field of psychology. This
work focuses on moral development theory and research, an area of
academic study that began early in the twentieth century but has
never before been addressed by the Symposium. What is morality,
such theorists ask, and what exactly makes a moral person? The
contributors to this volume are of diverse theoretical orientations
and take different stances on a number of major themes: What
motivates moral behavior? Are there certain universal moral values,
or are such values always subjective? Does an individual's will or
an individual's environment play a greater role in determining
moral conduct? What influence can we attribute to spirituality?
Finally, the contributors explore the practical applications of
their research on moral motivation: What implications do such
theories have for child-rearing or our educational system? How do
we raise the next generation to be empathetic toward their fellow
human beings? Nebraska-Lincoln and the recipient of a distinguished
research award from the American Psychological Association and the
John Templeton Foundation. Carolyn Pope Edwards is Willa Cather
Professor and a professor of psychology and of family and consumer
sciences at the University of Nebraska-Lincoln. She is the coauthor
of Ngecha: A Kenyan Community in a Time of Rapid Social Change
(Nebraska 2004) and the co-editor of Bambini: The Italian Approach
to Infant-Toddler Care.
The prestigious group of scholars assembled for this thirty-ninth
volume of the Nebraska Symposium on Motivation address important
issues in "Psychology and Aging." In the first chapter, James E.
Birren and Laurel M. Fisher consider slowness of behavior as a
general condition often associated with advancing age and explore
its implications of a wide range of hierarchical functions. In
succeeding chapters Martha Storandt assesses memory-skills training
for older adults, and Irene Mackintosh Hulicka offers, in a
previously unpublished G. Stanley Hall lecture, cogent reasons for
teaching about aging in psychology classes and procedures for doing
so.
Challenging the view that cognitive aging is identical with
decline, Paul B. Baltes, Jacqui Smith, and Ursula Staudinger adopt
the hypothesis of simultaneous growth and decline and relate it to
wisdom. Trait psychology is discussed by Paul T. Costa, Jr., and
Robert R. McCrae, who review the most recent advances and present
new data from longitudinal studies. K. Warner Schaie and his
colleagues describe problems and methods of studying natural
cohorts within a longitudinal study and report the first data on
adult parent-offspring similarity determined as a function of the
age of the pair when studied. A commentary chapter by Ross A.
Thompson concludes the volume.
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