Ursula M. Staudinger – författare

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 behaviour 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.

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 behaviour 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.

Understanding developmental processes in the individual as well as in aggregates of individuals is an important aim of many of the social and behavioural sciences. This book presents a theoretical framework for this endeavour - an architecture for the study of human development across different disciplines. This architecture describes two major sources of human development (biology and culture) and posits three central developmental mechanisms (selection, optimization, and compensation).

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.

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.

Keine ausführliche Beschreibung für "Alter und Altern" verfügbar.

Es ist der neueste Wissensstand von hervorragenden Experten aus allen relevanten Fachrichtungen, die etwas zum Thema Alter(n) zu sagen haben, zusammengetragen.Es wird eine breite und gründliche Information angeboten durch qualifizierte Repräsentanten der einschlägigen Natur- und Geisteswissenschaften zu vielfältigen Aspekten, Grundlagen und Folgen von Alter und Altern, basierend auf dem gegenwärtigen Wissensstand und darauf zu gründenden Ausblicken.