K. Warner Schaie I am pleased to write a foreword for this interesting volume, particularly as over many years, I have had the privilege of interacting with the editors and a majority of the con tributors in various professional roles as a colleague, mentor, or research collaborator. The editors begin their introduction by asking why one would want to read yet another book on human development. They immediately answer their question by pointing out that many developmentally oriented texts and other treatises neglect the theoretical foundations of human development and fail to embed psychological constructs within the multidisciplinary context so essential to understanding development. This volume provides a positive remedy to past deficiencies in volumes on hu man development with a well-organized structure that leads the reader from a general introduction through the basic processes to methodological issues and the relation of developmental constructs to social context and biological infrastructure. This approach does not surprise. After all, the editors and most of the contributors at one time or an other had a connection to the Max Planck Institute of Human Development in Berlin, whether as students, junior scientists, or senior visitors. That institute, under the leader ship of Paul Baltes, has been instrumental in pursuing a systematic lifespan approach to the study of cognition and personality. Over the past two decades, it has influenced the careers of a generation of scientists who have advocated long-term studies of human development in an interdisciplinary context."

Various theoretical models in psychology and the social sciences have emphasized the social foundation of the mind and the role that social interactions play in cognitive functioning and its development. In this volume the metaphor used to capture this is interactive minds - a term chosen because it emphasizes social transaction and communication between minds without implying particular mechanisms or outcomes. For instance, we include in our conceptualization of interactive minds both internal and external forms of interaction with others. In addition, we emphasize that not all products of interacting minds are positive. Besides focusing on the social foundation of cognition, Interactive Minds takes a life-span perspective, which is especially suitable for understanding interactive dynamics of behavior and human development. Each of the authors deals with a different topic and each presents a clear analysis of the basic dimensions of the problem. Among the issues addressed are biological-evolutionary aspects of cooperation, the role of social interaction in learning, the conceptualization of linguistic knowledge, peer problem solving, the psychological study of wisdom, gender dynamics, collaborative memory in adults and the elderly, cooperative construction of expert knowledge, and communities of practice in university study.

K. Warner Schaie I am pleased to write a foreword for this interesting volume, particularly as over many years, I have had the privilege of interacting with the editors and a majority of the con tributors in various professional roles as a colleague, mentor, or research collaborator. The editors begin their introduction by asking why one would want to read yet another book on human development. They immediately answer their question by pointing out that many developmentally oriented texts and other treatises neglect the theoretical foundations of human development and fail to embed psychological constructs within the multidisciplinary context so essential to understanding development. This volume provides a positive remedy to past deficiencies in volumes on hu man development with a well-organized structure that leads the reader from a general introduction through the basic processes to methodological issues and the relation of developmental constructs to social context and biological infrastructure. This approach does not surprise. After all, the editors and most of the contributors at one time or an other had a connection to the Max Planck Institute of Human Development in Berlin, whether as students, junior scientists, or senior visitors. That institute, under the leader ship of Paul Baltes, has been instrumental in pursuing a systematic lifespan approach to the study of cognition and personality. Over the past two decades, it has influenced the careers of a generation of scientists who have advocated long-term studies of human development in an interdisciplinary context."

Das Thema Alter und Altern mit seinen vielfaltigen Aspekten, von der kontinuierlichen Zunahme der mittleren Lebenserwartung seit 1850 um etwa 3 Monate pro Jahr und der erheblichen Abnahme der Fortpflanzungshaufigkeit bis zur Gefahrdung des Generationenvertrags und der Altersversorgung jungerer Jahrgange, wird seit einigen Jahren, wenn auch mit beachtlicher Verspatung, in der Offentlichkeit und Politik wahrgenommen.

Die daruber kursierenden Vorstellungen entbehren nicht einer gewissen, mitunter erheblichen Einseitigkeit.

Die Heidelberger Akademie der Wissenschaften hat mit der Natur- und Geisteswissenschaften ubergreifenden Kompetenz ihrer Mitglieder und mit Forderung durch die Robert-Bosch-Stiftung, die auf dem Gebiet der Altersforschung und fursorge umfangreich und erfolgreich tatig ist, das Thema aufgegriffen. Der grundlegende Ansatz, die Frage nach Ursprung, Wesen, Folgen und Bewaltigung des Alterns aus dem Blickwinkel aller relevanten Wissenschaften analysieren zu lassen, von der Molekularbiologie und Medizin uber die Politik- und Wirtschaftswissenschaften "

Various theoretical models in psychology have emphasized the social foundation of the mind and the role that social interactions play in human development. Interactive Minds emphasizes social transaction and communication between minds without implying particular mechanisms and outcomes. For instance, not all products of interacting minds are positive. Interactive Minds also takes a life-span perspective, which is especially suited for understanding interactive dynamics of behavior and human development. Experts from a variety of fields address such issues as biological aspects of cooperation, the role of social interaction in learning, the conceptualization of linguistic knowledge, and peer problem solving. In a concluding "Epilogue", implications are presented for various fields, including education, developmental and cognitive psychology, and cultural anthropology.