The Handbook of Life-Span Development, Vol 2 Social and Emotional Deve

770 Pages·2010·4.565 MB·English

by  Richard M. Lerner, Willis F. Overton, Alexandra M. Freund, Michael E. Lamb

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Social and Emotional
Volume 2
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Volume 2
Volume Editors
Social and Michael E. Lamb
Emotional
Alexandra M. Freund
Development
Editor-in-Chief
Richard M. Lerner
ISBN 978-0-470-39012-2 (Volume 2)
ISBN 978-0-470-39013-9 (2-Volume Set)
Everything marked PMS 613 (Gold) stamps “S24 Gold “
Everything marked PMS 430 (silver) stamps “S5 Silver “
Bkgnd = Kivar 7, linenweave, Leaf Green
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THE HANDBOOK OF LIFE-SPAN DEVELOPMENT:
SOCIAL AND EMOTIONAL DEVELOPMENT
VOLUME 2
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THE HANDBOOK OF LIFE-SPAN
DEVELOPMENT:
SOCIAL AND EMOTIONAL DEVELOPMENT
VOLUME 2
Volume Editors
MICHAEL LAMB
UNIVERSITY OF CAMBRIDGE
ALEXANDRA FREUND
UNIVERSITY OF ZURICH
Editor-in-Chief
RICHARD M. LERNER
TUFTS UNIVERSITY
John Wiley & Sons, Inc.
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This book is printed on acid-free paper. o
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Library of Congress Cataloging-in-Publication Data:
The handbook of life-span development / editor-in-chief, Richard M. Lerner.
p. cm.
Includes author and subject indexes.
ISBN 978-0-470-39011-5 (v. 1 : cloth); ISBN 978-0-470-39012-2 (v. 2 : cloth); ISBN 978-0-470-39013-9 (set : cloth); 978-0-470-63433-2 (ebk);
978-0-470-63434-9 (ebk); 978-0-470-63435-6 (ebk)
1. Developmental psychology. 2. Maturation (Psychology) 3. Aging–Psychological aspects. I. Lerner, Richard M.
BF713.H3648 2010
155–dc22 2009049300
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
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Contents
VOLUME 2: Social and Emotional Development
Preface viii
Richard M. Lerner
Tufts University
Contributors xvii
⏐
1 Introduction: Social and Emotional Development across the Life Span 1
Alexandra M. Freund
University of Zurich
Michael E. Lamb
University of Cambridge
⏐
2 Neurobiological Bases of Social Behavior across the Life Span 9
Stephen W. Porges
University of Illinois at Chicago
C. Sue Carter
University of Illinois at Chicago
⏐
3 The Development of Emotion Regulation: A Neuropsychological Perspective 51
Marc D. Lewis
University of Toronto
Rebecca Todd
University of Toronto
Xiaowen Xu
University of Toronto
⏐
4 Dynamic Integration of Emotion and Cognition:
Equilibrium Regulation in Development and Aging 79
Gisela Labouvie-Vief
University of Geneva
Daniel Grühn
North Carolina State University
Joseph Studer
University of Geneva
v
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vi Contents
⏐
5 Self-Regulation across the Life Span 116
G. John Geldhof
University of Kansas
Todd D. Little
University of Kansas
John Colombo
University of Kansas
⏐
6 Self and Identity across the Life Span 158
Dan P. McAdams
Northwestern University
Keith S. Cox
Northwestern University
⏐
7 Temperament and Personality through the Life Span 208
John E. Bates
Indiana University
Alice C. Schermerhorn
Indiana University
Jackson A. Goodnight
Indiana University
⏐
8 Life-Span Perspectives on Positive Personality Development in Adulthood and Old Age 254
Ursula M. Staudinger
Jacobs University Bremen
Catherine E. Bowen
Jacobs University Bremen
⏐
9 Coping across the Life Span 298
Carolyn M. Aldwin
Oregon State University
Loriena A. Yancura
University of Hawai’i, Manoa
Daria K. Boeninger
Arizona State University
⏐
10 Gendered Behavior across the Life Span 341
Melissa Hines
University of Cambridge
⏐
11 Intimate Relationships across the Life Span 379
Lisa M. Diamond
University of Utah
Christopher P. Fagundes
University of Utah
Molly R. Butterworth
University of Utah
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Contents vii
⏐
12 Convoys of Social Relations: Integrating Life-Span and Life-Course Perspectives 434
Toni C. Antonucci
University of Michigan
Katherine L. Fiori
Adelphi University
Kira Birditt
University of Michigan
Lisa M. H. Jackey
University of Michigan
⏐
13 Achievement Motives and Goals: A Developmental Analysis 474
Andrew J. Elliot
University of Rochester
David E. Conroy
The Pennsylvania State University
Kenneth E. Barron
James Madison University
Kou Murayama
Tokyo Institute of Technology
⏐
14 Developmental Psychopathology 511
Dante Cicchetti
University of Minnesota
⏐
15 Developing Civic Engagement within a Civic Context 590
Jonathan F. Zaff
America’s Promise Alliance
Daniel Hart
Rutgers, the State University of New Jersey
Constance A. Flanagan
The Pennsylvania State University
James Youniss
Catholic University of America
Peter Levine
Tufts University
⏐
16 Religious and Spiritual Development across the Life Span:
A Behavioral and Social Science Perspective 631
W. George Scarlett
Tufts University
Amy Eva Alberts Warren
Tufts University
Author Index 683
Subject Index 722
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Preface
Until the early 1960s, the fi eld of human development 2006). These models consider all levels of organization—
was dominated by either descriptions of the behavioral or from the inner biological through the physical ecological,
psychological phenomena presumptively unfolding as a cultural, and historical—as involved in mutually infl uen-
consequence of genetically controlled timetables of mat- tial relationships across the breadth of the entire life course
urational change (e.g., see the chapters by Hess and by (Bronfenbrenner & Morris, 2006; Riegel, 1975, 1976).
McClearn in the third edition of the Handbook of Child Variations in time and place constitute vital sources of sys-
Psychology; Mussen, 1970) or by descriptions of the be- tematic changes across ontogeny—even into the 10th and
haviors presumptively elicited in response to stimulation 11th decades of life—and, as such, human life is variegated
encountered over the course of early life experiences (e.g., and characterized by intraindividual change and interindi-
see the chapters by Stevenson or by White in the same edi- vidual differences (Baltes, Lindenberger, & Staudinger,
tion of the Handbook). Framed within a Cartesian dualism 2006; Elder, Modell, & Parke, 1993). Accordingly, because
that split nature from nurture (Overton, 2006), develop- ontogenetic change is embodied in its relation to time and
mental science focused in the main on the generic human place (Overton, 2006), contemporary developmental sci-
being (Emmerich, 1968) and on the earliest years of life ence regards the temporality represented by historical
or, at most, the years surrounding the stages of pubertal changes as imbued in all levels of organization, as coacting
change. These periods were regarded as the portions of integratively, and as providing a potential for this system-
ontogeny in which the fundamental processes of human atic change—for plasticity—across the life span.
development emerged and functioned to shape the subse- In short, as a consequence of the relational coactions
quent course of human life (Brim & Kagan, 1980). of changes at levels of organization ranging from the
Today, the study of development has evolved from a biological and the psychological and behavioral to the
fi eld embedded within the domain of developmental psy- sociocultural, designed and natural physical ecological,
chology to an area of scholarship labeled developmental and through the historical (see Gottlieb, 1997; Overton,
science (Bornstein & Lamb, 2005, 2010; Magnusson & 2006), processes of development are viewed in contem-
Stattin, 1998, 2006). Substantively, developmental science porary developmental science through a theoretical and
is a fi eld that conceptualizes the entire span of human life empirical lens that extends the study of change across the
as potentially involving developmental change. The pos- human ontogenetic span and, as well, through generational
sibility of developmental change across life exists because and historical time (Elder, 1998; Elder et al., 1993). The
the basic process of development is seen as involving variations in the actions of individuals on their contexts and
mutually infl uential relations between an active organism contexts on individuals integratively propel and texture the
and a changing, multilevel ecology, a relation represented course of life (Baltes, Freund, & Li, 2005; Brandtstädter,
as individual ↔ context relations (Lerner, 2006). These 2006; Freund & Baltes, 2000 Freund, Li, & Baltes, 1999).
relations provide the fundamental impetus to systematic As a result, the breadth of the life span and all levels of or-
and successive changes across the life span (Brandtstädter, ganization within the ecology of human development must
1998; Overton, 1973, 2003; Lerner, 2006). be considered to fully describe, explain, and optimize the
Thus, the contemporary study of human development course of intraindividual change and of interindividual dif-
involves placing postmodern, relational models at the ferences in such change (Baltes et al., 2006; Baltes, Reese,
cutting edge of theoretical and empirical interest (Overton, & Nesselroade, 1977).
viii
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