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The concept of compensation in psychology refers to processes
through which a gap or mismatch between current accessible skills
and environmental demands is reduced or closed. These gaps can be
principally the result of losses, such as those associated with
aging or interpersonal role changes; injuries, such as those that
may occur to the neurological or sensory systems; organic or
functional diseases, such as the dementias or schizophrenia; and
congenital deficits, such as those apparent in autism or some
learning disabilities. Whether the demand-skill gaps can be bridged
completely, reduced only moderately, or are impossible to close,
depends on a variety of factors. In every case, however, the
guiding notions of compensation are that: * some such deficits may
be amendable, * the continuation of the effects of the gap may be
avoidable, and * some functioning may be recoverable. In this
sense, compensation is related to adaptation; it is about
overcoming deficits, managing the effects of losses, and promoting
improvement in psychological functioning. Compensation is a concept
that has a long and rich history in numerous domains of
psychological research and practice. To date, however, few of the
relevant research domains have benefitted explicitly or optimally
from considering alternative perspectives on the concept of
compensation. Although researchers and practitioners in several
areas of psychology have actively pursued programs with
compensation as a central concept, communication across
disciplinary divides has been lacking. Comparing and contrasting
the uses and implications of the concept across neighboring (and
even not-so-adjacent) areas of psychology can promote advances in
both theoretical and practical pursuits. The goal of this book is
to carry inchoate integrative efforts to a new level of clarity. To
this end, the editors have recruited major authors from selected
principal areas of research and practice in psychological
compensation. The authors review the current state of compensation
scholarship in their domains of specialization. State-of-the-art
reviews of this rapidly expanding area of scholarship are,
therefore, collected under one cover for the first time. In this
way, a wide variety of readers who might otherwise rarely cross
professional paths with one another, can quickly learn about
alternative preferences, agendas and methods, as well as novel
research results, interpretations, and practical applications.
Designed to contain broad, deep, and current perspectives on
compensation, this volume continues the processes of: * explicating
the concept of compensation; * linking and distinguishing
compensation from neighboring concepts; * describing the variety of
compensatory mechanisms operating in a wide range of phenomena; and
* illustrating how compensatory mechanisms can be harnessed or
trained to manage losses or deficits and to promote gains or at
least maintenance of functioning.
The concept of compensation in psychology refers to processes
through which a gap or mismatch between current accessible skills
and environmental demands is reduced or closed. These gaps can be
principally the result of losses, such as those associated with
aging or interpersonal role changes; injuries, such as those that
may occur to the neurological or sensory systems; organic or
functional diseases, such as the dementias or schizophrenia; and
congenital deficits, such as those apparent in autism or some
learning disabilities. Whether the demand-skill gaps can be bridged
completely, reduced only moderately, or are impossible to close,
depends on a variety of factors. In every case, however, the
guiding notions of compensation are that: * some such deficits may
be amendable, * the continuation of the effects of the gap may be
avoidable, and * some functioning may be recoverable. In this
sense, compensation is related to adaptation; it is about
overcoming deficits, managing the effects of losses, and promoting
improvement in psychological functioning. Compensation is a concept
that has a long and rich history in numerous domains of
psychological research and practice. To date, however, few of the
relevant research domains have benefitted explicitly or optimally
from considering alternative perspectives on the concept of
compensation. Although researchers and practitioners in several
areas of psychology have actively pursued programs with
compensation as a central concept, communication across
disciplinary divides has been lacking. Comparing and contrasting
the uses and implications of the concept across neighboring (and
even not-so-adjacent) areas of psychology can promote advances in
both theoretical and practical pursuits. The goal of this book is
to carry inchoate integrative efforts to a new level of clarity. To
this end, the editors have recruited major authors from selected
principal areas of research and practice in psychological
compensation. The authors review the current state of compensation
scholarship in their domains of specialization. State-of-the-art
reviews of this rapidly expanding area of scholarship are,
therefore, collected under one cover for the first time. In this
way, a wide variety of readers who might otherwise rarely cross
professional paths with one another, can quickly learn about
alternative preferences, agendas and methods, as well as novel
research results, interpretations, and practical applications.
Designed to contain broad, deep, and current perspectives on
compensation, this volume continues the processes of: * explicating
the concept of compensation; * linking and distinguishing
compensation from neighboring concepts; * describing the variety of
compensatory mechanisms operating in a wide range of phenomena; and
* illustrating how compensatory mechanisms can be harnessed or
trained to manage losses or deficits and to promote gains or at
least maintenance of functioning.
In the beginning it seemed to us that someone was missing and that
something was amiss. He was often mentioned, occasionally
discussed, but seldom cited or credited explicitly. And when he was
acknowl edged, it was sometimes for reasons that seemed
anachronistic and misleading. His influence could be felt in a
number of areas of our dis cipline, but few scholars seemed to know
just how, just where, and to what extent. We discovered, almost
accidentally, that we shared an in terest in his legacy, in
unravelling at least some portion of this riddle. Shortly
thereafter, we began discussing ways in which, by pooling our
resources with those of interested others, we could move closer to
a res olution. Put simply, the protagonist of this riddle is Ludwig
Wittgenstein (1889-1951), the son of a wealthy Viennese
industrialist, the influential Cantabrigian philosopher, the rural
Austrian schoolteacher. And the subject of our study is his largely
unexplored legacy for developmental psychology. Although
Wittgenstein's thought seemed to hold special promise for the study
of human development, the philosopher and his work could walk
virtually unrecognized through the landscape of con temporary
developmental issues."
Do memory abilities decline with aging? Are changes in memory
universal or differential? Do they occur similarly or differently
for all types of memory and to all aging persons? These are some of
the principal questions explored in the Victoria Longitudinal Study
and presented in this volume. Although there is a tremendous amount
of research comparing the memory performance of younger and older
adults, very few studies have followed the same older adults over
time. Only through the use of such longitudinal methods can one
directly observe changes in memory functioning with aging. This
monograph reports longitudinal data following the same individuals
over a six-year period. The authors consider a variety of
theoretical and methodological issues related to memory and aging.
Do memory abilities decline with aging? Are changes in memory
universal or differential? Do they occur similarly or differently
for all types of memory and to all aging persons? These are some of
the principal questions explored in the Victoria Longitudinal Study
and presented in this volume. Although there is a large amount of
research comparing the memory performance of younger and older
adults, few studies have followed the same older adults over time.
Only through the use of such longitudinal methods can one directly
observe changes in memory functioning with aging. This monograph
reports recent longitudinal data following the same individuals
over a six-year period. The authors consider a variety of
theoretical and methodological issues related to memory and aging.
In addition, they report analyses of data to examine questions such
as: are average changes in performance associated with age, cohort,
or both? are there substantial individual differences in memory
change in later life or are people changing in similar fashion?;
and what component processes predict changes in complex memory
performance in adulthood?
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