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Ulman Lindenberger - One of the best experts on this subject based on the ideXlab platform.
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moment to moment brain signal variability a next frontier in human brain mapping
Neuroscience & Biobehavioral Reviews, 2013Co-Authors: Douglas D. Garrett, Ulman Lindenberger, Anthony R Mcintosh, Gregory R Samanezlarkin, Stuart W S Macdonald, Cheryl L. GradyAbstract:Neuroscientists have long observed that brain activity is naturally variable from moment-to-moment, but neuroimaging research has largely ignored the potential importance of this phenomenon. An emerging research focus on within-person brain signal variability is providing novel insights, and offering highly predictive, complementary, and even orthogonal views of brain function in relation to human Lifespan Development, cognitive performance, and various clinical conditions. As a result, brain signal variability is evolving as a bona fide signal of interest, and should no longer be dismissed as meaningless noise when mapping the human brain.
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psychological principles of successful aging technologies a mini review
Gerontology, 2008Co-Authors: Ulman Lindenberger, Martin Lovden, Michael Schellenbach, Antonio KrugerAbstract:Based on resource-oriented conceptions of successful Lifespan Development, we propose three principles for evaluating assistive technology: (a) net resource release; (b) person specificity, and (c) pr
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life span theory in Developmental psychology
Handbook of Child Psychology, 2007Co-Authors: Paul B. Baltes, Ulman Lindenberger, Ursula M. StaudingerAbstract:Lifespan Developmental psychology is an overarching framework, which considers the study of individual Development (ontogenesis) from conception into old age. Efforts are made to highlight the uniqueness in Developmental theory that emanates from a Lifespan Developmental framework. Models and definitions of successful (effective) Development, which highlight individual and cultural variations, are a main focus of researchers in this field. The concept of Lifespan Developmental psychology was previously advanced to incorporate two approaches (i.e., wholistic person-centered and function-centered) to Lifespan ontogenesis. Historical and societal contexts of theoretical arguments are discussed to embed the current issues surrounding Lifespan psychology and its location in the larger field of Developmental psychology. Five sequential but interrelated steps are presented to examine psychological theories of Lifespan Development. Two areas of human Development are emphasized, intellectual functioning and personality, to illustrate Lifespan research and theory. Work from these fields is presented to provide a theoretical umbrella under which Lifespan research can be examined. The integrative role of Lifespan theory in organizing and stimulating the study of personality Development is offered. Keywords: five levels of analysis; intellectual functioning; Lifespan Development; personality
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understanding human Development dialogues with Lifespan psychology
2003Co-Authors: Ursula M. Staudinger, Ulman LindenbergerAbstract:Foreword K. Warner Schaie. Acknowledgments. List of Contributors. 1. Why Read Another Book on Human Development? Understanding Human Development Takes a Meta-theory and Multiple Disciplines U.M. Staudinger, U. Lindenberger. I: The Overall Architecture of Lifespan Development. 2. On the Incomplete Architecture of Human Ontogeny: Selection, Optimization and Compensation as Foundation of Developments/Theory reprint P.B. Baltes. 3. Age Differences in Evolutionary Selection Benefits B. Thomas, L. Kirkwood. 4. Age Differences in Longevity in Cultural Efficiency: Secular Trends H. Maier, J.W. Vaupel. II: Basic Processes of Lifespan Development: Selective Optimization with Compensation (SOC). 5. The Process of Successful Aging: Selection, Optimization, and Compensation M.M. Baltes, L.L. Carstensen. 6. Intentionality and Time in Human Development and Aging: Compensation and Goal Adjustment in Changing Developmental Contexts J. Brandtstadter, K. Rothermund. 7. An Economic Perspective on Selection, Optimization, and Compensation (SOC) as Elements in the Conceptualization and Understanding of Lifespan Human Development Processes J.R. Behrman. III: A Lifespan View of Self and Personality. 8. Completing the Psychobiological Architecture of Human Personality Development: Temperament, Character, and Coherence C.R. Cloninger. 9. The Cumulative Continuity Model of Personality Development: Striking a Balance Between Continuity and Change in Personality Traits Across the Life Course B.W. Roberts, A. Caspi. 10. The Gain-Loss Dynamic in Lifespan Development:Implications for Change in Self and Personality During Old and Very Old Age J. Smith. IV: A Lifespan View of Intelligence and Cognition. 11. Enablement and Constraint H.M. Wellman. 12. Interrelations of Aging, Knowledge, and Cognitive Performance T.A. Salthouse. 13. Formal Models of Age Differences in Task-Complexity Effects R. Kliegl, et al. V: At the Frontiers of Lifespan Methodology. 14. Structuring and Measuring Change over the Lifespan J.R. Nesselroade, P. Ghisletta. 15. The Relationship Between the Structure of Interindividual and Intraindividual Variability: A Theoretical and Empirical Vindication of Developmental Systems Theory P.C.M. Molenaar, et al. 16. Combining Molecular and Quantitative Genetics: Decomposing the Architecture of Lifespan Development G.E. McClearn. VI: The Future of Lifespan Psychology: Comments from Related Fields and Neighboring Disciplines. 17. The Future of Lifespan Developmental Psychology: Perspectives from Control Theory J. Heckhausen. 18. Without Gender, Without Self G. Labouvie-Vief. 19. Contributions of Lifespan Psychology to the Future Elaboration of Developmental Systems Theory R.M. Lerner, et al. 20. The Adaptive Toolbox and Lifespan Development: Common Questions? G. Gigerenzer. 21. The Nature-Nurture Problem Revisited W. Singer. 22. Development in Adolescence Under the Restriction of Secondary School O. Koller, et al. 23. The Sociology of the Life Course and Lifespan Psychology: Diverging or Converging Pathways? K.U. Mayer. 24.
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Lifespan PSYCHOLOGY: Theory and Application to Intellectual Functioning
Annual Review of Psychology, 1999Co-Authors: Paul B. Baltes, Ursula M. Staudinger, Ulman LindenbergerAbstract:The focus of this review is on theory and research of Lifespan (Lifespan Developmental) psychology. The theoretical analysis integrates evolutionary and ontogenetic perspectives on cultural and human Development across several levels of analysis. Specific predictions are advanced dealing with the general architecture of Lifespan ontogeny, including its directionality and age-differential allocation of Developmental resources into the three major goals of Developmental adaptation: growth, maintenance, and regulation of loss. Consistent with this general Lifespan architecture, a meta-theory of Development is outlined that is based on the orchestrated and adaptive interplay between three processes of behavioral regulation: selection, optimization, and compensation. Finally, these propositions and predictions about the general nature of Lifespan Development are examined and supported by empirical evidence on the Development of cognition and intelligence across the life span.
Jutta Heckhausen - One of the best experts on this subject based on the ideXlab platform.
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Invited Commentary: Societal Constraints and Individual Agency: Navigating Educational Transitions for Upward Mobility
Journal of Youth and Adolescence, 2020Co-Authors: Jutta HeckhausenAbstract:This article discusses three empirical studies of the role of individual agency in educational transitions in the conceptual framework of the motivational theory of Lifespan Development that integrates life-course sociological and life-span psychological perspectives. The educational systems in the U.K., the US, and Switzerland set up specific opportunities and constraints in their primary to secondary and secondary to tertiary educational tracks. Individual agency plays out in different ways in these country- and transition-specific fields of action and accordingly enables or hinders individual youths’ upward mobility. Early transitions into segregated secondary school systems are dominated by the influence of teachers and parents and tend to maintain social inequality. Later transitions into tertiary education are more open to individual agency that can substantially contribute to overcoming social inequalities in college admission. Finally, once enrolled in university, students have comparatively better opportunities to overcome disadvantages of their parents’ socio-economic status and educational background.
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motivational theory of Lifespan Development
2019Co-Authors: Jacob Shane, Jutta HeckhausenAbstract:Abstract This chapter outlines how the motivational theory of Lifespan Development can be applied to individuals functioning in the work domain. We begin with an overview of the theory, including a discussion of central tenets and propositions. We then apply the theory to aspects of an individual’s work life, including: How work and career goals function as Developmental goal pursuits that structure and direct individuals’ Development; how control capacity and trajectories differ across career fields and career stages; how individuals organize their control strivings to capitalize on the opportunities provided within a career field and during a career stage; and the functional advantage and adaptive criteria of specific control strategies. We conclude with suggestions for future research.
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Lifespan Development theory of
International Encyclopedia of the Social & Behavioral Sciences (Second Edition), 2015Co-Authors: Brandilynn Villarreal, Jutta HeckhausenAbstract:This article is a revision of the previous edition article by U.M. Staudinger, volume 13, pp. 8844–8848, © 2001, Elsevier Ltd.
Ursula M. Staudinger - One of the best experts on this subject based on the ideXlab platform.
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life span theory in Developmental psychology
Handbook of Child Psychology, 2007Co-Authors: Paul B. Baltes, Ulman Lindenberger, Ursula M. StaudingerAbstract:Lifespan Developmental psychology is an overarching framework, which considers the study of individual Development (ontogenesis) from conception into old age. Efforts are made to highlight the uniqueness in Developmental theory that emanates from a Lifespan Developmental framework. Models and definitions of successful (effective) Development, which highlight individual and cultural variations, are a main focus of researchers in this field. The concept of Lifespan Developmental psychology was previously advanced to incorporate two approaches (i.e., wholistic person-centered and function-centered) to Lifespan ontogenesis. Historical and societal contexts of theoretical arguments are discussed to embed the current issues surrounding Lifespan psychology and its location in the larger field of Developmental psychology. Five sequential but interrelated steps are presented to examine psychological theories of Lifespan Development. Two areas of human Development are emphasized, intellectual functioning and personality, to illustrate Lifespan research and theory. Work from these fields is presented to provide a theoretical umbrella under which Lifespan research can be examined. The integrative role of Lifespan theory in organizing and stimulating the study of personality Development is offered. Keywords: five levels of analysis; intellectual functioning; Lifespan Development; personality
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understanding human Development dialogues with Lifespan psychology
2003Co-Authors: Ursula M. Staudinger, Ulman LindenbergerAbstract:Foreword K. Warner Schaie. Acknowledgments. List of Contributors. 1. Why Read Another Book on Human Development? Understanding Human Development Takes a Meta-theory and Multiple Disciplines U.M. Staudinger, U. Lindenberger. I: The Overall Architecture of Lifespan Development. 2. On the Incomplete Architecture of Human Ontogeny: Selection, Optimization and Compensation as Foundation of Developments/Theory reprint P.B. Baltes. 3. Age Differences in Evolutionary Selection Benefits B. Thomas, L. Kirkwood. 4. Age Differences in Longevity in Cultural Efficiency: Secular Trends H. Maier, J.W. Vaupel. II: Basic Processes of Lifespan Development: Selective Optimization with Compensation (SOC). 5. The Process of Successful Aging: Selection, Optimization, and Compensation M.M. Baltes, L.L. Carstensen. 6. Intentionality and Time in Human Development and Aging: Compensation and Goal Adjustment in Changing Developmental Contexts J. Brandtstadter, K. Rothermund. 7. An Economic Perspective on Selection, Optimization, and Compensation (SOC) as Elements in the Conceptualization and Understanding of Lifespan Human Development Processes J.R. Behrman. III: A Lifespan View of Self and Personality. 8. Completing the Psychobiological Architecture of Human Personality Development: Temperament, Character, and Coherence C.R. Cloninger. 9. The Cumulative Continuity Model of Personality Development: Striking a Balance Between Continuity and Change in Personality Traits Across the Life Course B.W. Roberts, A. Caspi. 10. The Gain-Loss Dynamic in Lifespan Development:Implications for Change in Self and Personality During Old and Very Old Age J. Smith. IV: A Lifespan View of Intelligence and Cognition. 11. Enablement and Constraint H.M. Wellman. 12. Interrelations of Aging, Knowledge, and Cognitive Performance T.A. Salthouse. 13. Formal Models of Age Differences in Task-Complexity Effects R. Kliegl, et al. V: At the Frontiers of Lifespan Methodology. 14. Structuring and Measuring Change over the Lifespan J.R. Nesselroade, P. Ghisletta. 15. The Relationship Between the Structure of Interindividual and Intraindividual Variability: A Theoretical and Empirical Vindication of Developmental Systems Theory P.C.M. Molenaar, et al. 16. Combining Molecular and Quantitative Genetics: Decomposing the Architecture of Lifespan Development G.E. McClearn. VI: The Future of Lifespan Psychology: Comments from Related Fields and Neighboring Disciplines. 17. The Future of Lifespan Developmental Psychology: Perspectives from Control Theory J. Heckhausen. 18. Without Gender, Without Self G. Labouvie-Vief. 19. Contributions of Lifespan Psychology to the Future Elaboration of Developmental Systems Theory R.M. Lerner, et al. 20. The Adaptive Toolbox and Lifespan Development: Common Questions? G. Gigerenzer. 21. The Nature-Nurture Problem Revisited W. Singer. 22. Development in Adolescence Under the Restriction of Secondary School O. Koller, et al. 23. The Sociology of the Life Course and Lifespan Psychology: Diverging or Converging Pathways? K.U. Mayer. 24.
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Lifespan Development, Theory of
International Encyclopedia of the Social & Behavioral Sciences, 2001Co-Authors: Ursula M. StaudingerAbstract:From a Lifespan perspective, Development is defined as selective age-related change in adaptive capacity. Lifespan Development comprises gains and losses at every point in the Lifespan. The balance between gains and losses, however, changes towards an over-representation of losses at higher ages. Lifespan psychology views Development as comprising more than what we are able to observe at a given point in historical time. Throughout the Lifespan, Development is full of potential, even though this potential diminishes with age. Two major forces underlie Lifespan Development: biology and culture. Owing to evolutionary principles, biology becomes less and less supportive with age, whereas culture continues to be supportive and compensates for biology-based decline—however, with decreasing efficiency over the Lifespan. The biological and cultural influences on Development are organized by three major logics: age, history, and the individual. Lifespan Development is a process of transactional adaptation. Human beings create and are created by their Developmental contexts. A comprehensive understanding of Development necessitates the systemic integration of multiple disciplines. Lifespan psychology defines successful human Development as the maximization of gains and the minimization of losses and recommends selection, optimization, and compensation as the three central mechanisms to attain it.
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Lifespan PSYCHOLOGY: Theory and Application to Intellectual Functioning
Annual Review of Psychology, 1999Co-Authors: Paul B. Baltes, Ursula M. Staudinger, Ulman LindenbergerAbstract:The focus of this review is on theory and research of Lifespan (Lifespan Developmental) psychology. The theoretical analysis integrates evolutionary and ontogenetic perspectives on cultural and human Development across several levels of analysis. Specific predictions are advanced dealing with the general architecture of Lifespan ontogeny, including its directionality and age-differential allocation of Developmental resources into the three major goals of Developmental adaptation: growth, maintenance, and regulation of loss. Consistent with this general Lifespan architecture, a meta-theory of Development is outlined that is based on the orchestrated and adaptive interplay between three processes of behavioral regulation: selection, optimization, and compensation. Finally, these propositions and predictions about the general nature of Lifespan Development are examined and supported by empirical evidence on the Development of cognition and intelligence across the life span.
Paul B. Baltes - One of the best experts on this subject based on the ideXlab platform.
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life span theory in Developmental psychology
Handbook of Child Psychology, 2007Co-Authors: Paul B. Baltes, Ulman Lindenberger, Ursula M. StaudingerAbstract:Lifespan Developmental psychology is an overarching framework, which considers the study of individual Development (ontogenesis) from conception into old age. Efforts are made to highlight the uniqueness in Developmental theory that emanates from a Lifespan Developmental framework. Models and definitions of successful (effective) Development, which highlight individual and cultural variations, are a main focus of researchers in this field. The concept of Lifespan Developmental psychology was previously advanced to incorporate two approaches (i.e., wholistic person-centered and function-centered) to Lifespan ontogenesis. Historical and societal contexts of theoretical arguments are discussed to embed the current issues surrounding Lifespan psychology and its location in the larger field of Developmental psychology. Five sequential but interrelated steps are presented to examine psychological theories of Lifespan Development. Two areas of human Development are emphasized, intellectual functioning and personality, to illustrate Lifespan research and theory. Work from these fields is presented to provide a theoretical umbrella under which Lifespan research can be examined. The integrative role of Lifespan theory in organizing and stimulating the study of personality Development is offered. Keywords: five levels of analysis; intellectual functioning; Lifespan Development; personality
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Lifespan Development and the brain the perspective of biocultural co constructivism
2006Co-Authors: Paul B. Baltes, Patricia A Reuterlorenz, Frank RoslerAbstract:Preface Paul B. Baltes, Patricia A. Reuter-Lorenz and Frank Rosler Part I. Setting the Stage across the Ages of the Lifespan: 1. Prologue: biocultural co-constructivism as a theoretical metascript Paul B. Baltes, Frank Rosler and Patricia A. Reuter-Lorenz 2. Biocultural co-construction of Lifespan Development Shu-Chen Li Part II. Neuronal Plasticity and Biocultural Co-Construction: Microstructure Meets the Experiential Environment: 3. Neurobehavioral Development in the context of biocultural co-constructivism Charles A. Nelson 4. Adult neurogenesis Gerd Kempermann Part III. Neuronal Plasticity and Biocultural Co-Construction: Atypical Brain Architectures: 5. Sensory input-based adaptation and brain architecture Maurice Ptito and Sebastien Desgent 6. Blindness: a source and case of neuronal plasticity Brigitte Roder Part IV. Biocultural Co-Construction: Specific Functions and Domains: 7. Language acquisition: biological versus cultural implications for brain structure Angela D. Friederici and Shirley-Ann Ruschemeyer 8. Reading, writing, and arithmetic in the brain: neural specialization for acquired functions Thad A. Polk and J. Paul Hamilton 9. Emotion, learning, and the brain: from classical conditioning to cultural bias Elizabeth A. Phelps 10. The musical mind: neural tuning and the aesthetic experience Oliver Vitouch Part V. Plasticity and Biocultural Co-Construction in Later Life: 11. Influences of biological and self-initiated factors on brain and cognition in adulthood and aging Lars Nyberg and Lars Backman 12. The aging mind and brain: implications of enduring plasticity for behavioral and cultural change Patricia A. Reuter-Lorenz and Joseph A. Mikels Part VI. Biocultural Co-Construction: From Micro- to Macroenvironments in Larger Cultural Contexts: 13. Characteristics of illiterate and literate cognitive processing: implications of brain-behavior co-constructivism Karl Magnus Petersson and Alexandra Reis 14. The influence of work and occupation on brain Development Neil Charness 15. The influence of organized violence and terror on brain and mind: a co-constructive perspective Thomas Elbert, Brigitte Rockstroh, Iris-Tatjana Kolassa, Maggie Schauer and Frank Neuner 16. Co-constructing human engineering technologies in old age: Lifespan psychology as a conceptual foundation Ulman Lindenberger and Martin Lovden Part VII. Epilogue: 17. Letters on nature and nurture Onur Gunturkun.
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Lifespan PSYCHOLOGY: Theory and Application to Intellectual Functioning
Annual Review of Psychology, 1999Co-Authors: Paul B. Baltes, Ursula M. Staudinger, Ulman LindenbergerAbstract:The focus of this review is on theory and research of Lifespan (Lifespan Developmental) psychology. The theoretical analysis integrates evolutionary and ontogenetic perspectives on cultural and human Development across several levels of analysis. Specific predictions are advanced dealing with the general architecture of Lifespan ontogeny, including its directionality and age-differential allocation of Developmental resources into the three major goals of Developmental adaptation: growth, maintenance, and regulation of loss. Consistent with this general Lifespan architecture, a meta-theory of Development is outlined that is based on the orchestrated and adaptive interplay between three processes of behavioral regulation: selection, optimization, and compensation. Finally, these propositions and predictions about the general nature of Lifespan Development are examined and supported by empirical evidence on the Development of cognition and intelligence across the life span.
Peter Fonagy - One of the best experts on this subject based on the ideXlab platform.
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Developmental cognitive neuroscience using latent change score models a tutorial and applications
Developmental Cognitive Neuroscience, 2017Co-Authors: Rogier A Kievit, Andreas M Brandmaier, Gabriel Ziegler, Annelaura Van Harmelen, Susanne M M De Mooij, Michael Moutoussis, Ian M Goodyer, Edward T Bullmore, Peter B Jones, Peter FonagyAbstract:Assessing and analysing individual differences in change over time is of central scientific importance to Developmental neuroscience. However, the literature is based largely on cross-sectional comparisons, which reflect a variety of influences and cannot directly represent change. We advocate using latent change score (LCS) models in longitudinal samples as a statistical framework to tease apart the complex processes underlying Lifespan Development in brain and behaviour using longitudinal data. LCS models provide a flexible framework that naturally accommodates key Developmental questions as model parameters and can even be used, with some limitations, in cases with only two measurement occasions. We illustrate the use of LCS models with two empirical examples. In a Lifespan cognitive training study (COGITO, N = 204 (N = 32 imaging) on two waves) we observe correlated change in brain and behaviour in the context of a high-intensity training intervention. In an adolescent Development cohort (NSPN, N = 176, two waves) we find greater variability in cortical thinning in males than in females. To facilitate the adoption of LCS by the Developmental community, we provide analysis code that can be adapted by other researchers and basic primers in two freely available SEM software packages (lavaan and Ωnyx).
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Developmental cognitive neuroscience using latent change score models a tutorial and applications
bioRxiv, 2017Co-Authors: Rogier A Kievit, Andreas M Brandmaier, Gabriel Ziegler, Annelaura Van Harmelen, Susanne M M De Mooij, Michael Moutoussis, Ian M Goodyer, Edward T Bullmore, Peter B Jones, Peter FonagyAbstract:Assessing and analysing individual differences in change over time is of central scientific importance to Developmental neuroscience. However, the extant literature is based largely on cross-sectional comparisons, which reflect a variety of influences and cannot directly represent change. We advocate using latent change score (LCS) models in longitudinal samples as a statistical framework to tease apart the complex processes underlying Lifespan Development in brain and behaviour using longitudinal data. LCS models provide a flexible framework that naturally accommodates key Developmental questions as model parameters and can even be used, with some limitations, in cases with only two measurement occasions. We illustrate the use of LCS models with two empirical examples. In a Lifespan cognitive training study (COGITO, N=204, two waves) we observe correlated change in brain and behaviour in the context of a high-intensity training intervention. In an adolescent Development cohort (NSPN, N=176, two waves) we find greater variability in cortical thinning in males than in females. To facilitate the adoption of LCS by the Developmental community, we provide analysis code that can be adapted by other researchers and basic primers in two freely available SEM software packages (lavaan and Ωnyx).