If you had just one wish for the study of human development, what would it be? How would it advance the field? And what would it take for your vision to be realized? This was the charge given to twenty-eight scholars, coming from different disciplines and fields, and who study different periods of the life course. This book compiles provocative contributions from a wide range of established scholars, organized into seven thematic areas: conceptual advances; systems, levels, and contexts; individual differences; methodological advances; harnessing science for human welfare and social justice; underexplored life course dynamics; and interdisciplinary collaboration and playing well with others. This book was originally published as a special issue of Research in Human Development.
Edited by:
Richard A. Settersten Jr.,
Megan M. McClelland
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 246mm,
Width: 174mm,
Weight: 453g
ISBN: 9781138306783
ISBN 10: 1138306789
Pages: 218
Publication Date: 07 November 2017
Audience:
College/higher education
,
Primary
,
A / AS level
Format: Hardback
Publisher's Status: Active
Introduction: Just One Wish for the Study of Human Development Richard A. Settersten, Jr. and Megan McClelland Part I: Conceptual Advances 1. Taking Conceptual Analyses Seriously Willis F. Overton 2. On the Need to Seriously Challenge the Empiricist Side of the Nativist-Empiricist Debate David C. Witherington 3. Eliminating Genetic Reductionism from Developmental Science Richard M. Lerner 4. How Can Developmental Systems Theories Cope With Free Will? The Importance of Stress-Related Growth and Mindfulness Carolyn M. Aldwin Part II: Systems, Levels, and Contexts 5. An Observatory for Life Courses: Populations, Countries, Institutions, and History Karl Ulrich Mayer 6. Toward a Vigorous Incorporation of Culture in the Study of Human Development Kristine J. Ajrouch 7. Right in Front of Us: Taking Everyday Life Seriously in the Study of Human Development Dale Dannefer 8. Relationships in Time and the Life Course: The Significance of Linked Lives Richard A. Settersten, Jr. Part III: Individual Differences 9. Tracing Three Lines of Personality Development Dan P. McAdams 10. Towards a New Synthesis for Development in Adulthood Karen Hooker 11. Why Should Cognitive Developmental Psychology Remember that Individuals Are Different? Anik de Ribaupierre Part IV: Methodological Advances 12. Fellow Scholars: Let's Liberate Ourselves from Scientific Machinery Alexander von Eye and Wolfgang Wiedermann 13. Toward an Empirically Robust Science of Human Development Greg J. Duncan 14. Getting at Developmental Processes Through Experiments Alexandra M. Freund 15. Methodological Practice as Matters of Justice, Justification, and the Pursuit of Verisimilitude Todd D. Little Part V: Harnessing Science for Human Welfare and Social Justice 16. Human Developmental Science for Social Justice Stephen T. Russell 17. Understanding and Watering the Seeds of Compassion Mark T. Greenberg and Christa Turksma 18. Research that Helps Move Us Closer to a World Where Each Child Thrives Adele Diamond 19. Mothering Mothers Suniya S. Luthar Part VI: Underexplored Life Course Dynamics 20. Toward a New Science of Academic Engagement Katariina Salmela-Aro 21. Recognizing Civic Engagement as a Critical Domain of Human Development Lonnie R. Sherrod 22. Contribution of Adolescence to the Life Course: What Matters Most in the Long Run? John Schulenberg and Julie Maslowsky 23. Mind the Gap in the Middle: A Call to Study Midlife Margie E. Lachman Part VII: Interdisciplinary Collaboration and Playing Well With Others 24. Towards Truly Interdisciplinary Research on Human Development Ursula M. Staudinger 25. Teams Do It Better! Toni C. Antonucci 26. Let's Work Together: Towards Interdisciplinary Collaboration Ingrid Schoon 27. The Study That Got Away Frank F. Furstenberg 28. Understanding Human Development: Toward a Comprehensive Framework Frederick J. Morrison
Richard A. Settersten is Professor of Human Development and Family Sciences and Endowed Director of the Hallie Ford Center for Healthy Children and Families at Oregon State University, USA. His research examines transitions across the life course, and has most recently focused on the longer and more uncertain process of becoming an adult today. Megan M. McClelland is the Katherine E. Smith Professor of Healthy Children and Families in Human Development and Family Sciences at Oregon State University, USA. Her research focuses on optimizing children's development, especially as it relates to children's self-regulation from early childhood to adulthood.
