论寿命学：1．成熟与成就

从寿命研究的历史轨迹和令人瞩目的成就着重论述了寿命学已经发展成熟,成为独立的学术体系并进一步从寿命进化的历程中探讨寿命形成的原因,指出氧的决定性作用,为提高生命质量,延长寿命提供科学依据。     

A Life Span Developmental Perspective on Psychosocial Development in Midlife

Research in life span development suggests that middle adulthood is a time of stability, discovery, and psychosocial growth. This review applies the life span developmental perspective to advance counselors’ understanding of psychosocial development during middle adulthood, specifically, midlife adults’ sense of self, perceptions of aging, developmental tasks, and contexts.     

From Ages 27 to 72: Career and Personal Development of a Productive Counselor Over the Life Span

Interviews of productive counselors usually do not capture their adult life span in depth. This article examines the life of a prolific counselor over 5 decades in context and through the theories of personal and career development formulated by Erikson ( 1994 ) and Super ( 1980 ). It looks biographically at his life and its challenges as well as resolutions to difficulties he faced in the process. Lessons that have universal application are highlighted.     

Poor,Rural Women: Spirituality,Religion, and Wellness Across the Life Span

Researchers have suggested strategies in the spiritual domain for improving wellness. This study explored relationships among spirituality, religiosity, and wellness for poor, rural women in early adulthood, early–middle adulthood, and middle–later adulthood. Implications for evidence‐based strategies to improve wellness for poor, rural women across the life span are provided.     

Development of Different Forms of Skill Learning Throughout the Lifespan

The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood and early school years are the prime time for skill learning by tracking age‐related changes in performance in three different paradigms of SL. We collected data from participants between 7 and 87 years for (1) a Serial Reaction Time Task (SRT) testing the learning of motor sequences, (2) an Artificial Grammar Learning (AGL) task testing the extraction of regularities from auditory sequences, and (3) Probabilistic Category Learning in the Weather Prediction task (WP), a non‐sequential categorization task. Results on all three tasks show that adolescence and adulthood are the most efficient periods for skill learning, since instead of becoming less and less effective with age, SL improves from childhood into adulthood and then later declines with aging.     

Career Decision Self‐Efficacy of Lesbians Throughout the Life Span

This study examined the relationship of lesbian identity development and internalized homophobia and the impact on career decision self‐efficacy. One hundred and twenty‐four women participated. Although the sample was highly integrated, participants reported different experiences in their career development. Implications for counseling lesbian clients are discussed.     

Meaning in life across the life span: Levels and correlates of meaning in life from emerging adulthood to older adulthood

Meaning in life is thought to be important to well-being throughout the human life span. We assessed the structure, levels, and correlates of the presence of meaning in life, and the search for meaning, within four life stage groups: emerging adulthood, young adulthood, middle-age adulthood, and older adulthood. Results from a sample of Internet users (N = 8756) demonstrated the structural invariance of the meaning measure used across life stages. Those at later life stages generally reported a greater presence of meaning in their lives, whereas those at earlier life stages reported higher levels of searching for meaning. Correlations revealed that the presence of meaning has similar relations to well-being across life stages, whereas searching for meaning is more strongly associated with well-being deficits at later life stages.     

认知能力的毕生发展及其分离性和个体差异性研究

研究认知能力毕生发展过程及其分离性和个体差异性的变化。被试 1 993名 (1 0 - 90岁 ) ,完成加工速度、工作记忆、心算、空间表象和记忆再认等认知测验。结果表明 :1 )认知能力发展的发展在 1 6 - 1 9岁组达到高峰 ,2 0岁后随增龄而逐渐下降 ,不同认知能力发展的分离性在 60岁后明显增大 ;2 )几乎所有测验的个体差异性在 2 0岁之前随增龄而减小 ,在 2 0岁之后随增龄而增大 ;3)教育因素对认知能力老化过程的分离性和个体差异性有明显影响。     

Lifespan Development Revisited: African-Centered Spirituality Throughout the Life Cycle

Traditionally in the field of psychology, most theories were developed from the perspective of scholars from Western culture. Because of this, the generality of such theories is usually limited, especially when applying them to people of African descent who have experienced different realities of life as a function of worldwide racial oppression. Especially lacking in the theories is a consideration of the role of spirituality in the development and psychological well-being of people of African descent. The authors discuss the problems of Western theories using Erikson's model of life-span development as an example. They present the definition of spirituality using an African-centered lens, and then propose a synthesis between Western and non-Western developmental theories with the issue of spirituality placed in the center of analysis.     

“Finding Beauty in Everyday Life”: A Photo‐Elicitation Study of Play Across the Life Span

Play is part of people's lives. Across the life span, play is viewed as central to healthy growth and development, although how individuals play and what play means to them changes with different stages of life. In this qualitative study using photo elicitation, children, college students, and retirees photographed 9 play concepts (connection, creativity, discovery, freedom, fun, growth, inner self, risk, and play as an overarching concept). The thematic analysis showed convergent (each theme within the concepts of discovery, freedom, growth, inner self, and play were represented by all groups) and divergent (within the concepts of connection, creativity, fun, and risk) conceptualizations of play concepts across the life span. Implications for working with all groups are also discussed.     

生命史理论：进化视角下的生命发展观

传统的心理学研究很少从发展角度系统地考察童年早期经历和个体生物性发展之间的关系。然而，以进化理论为基础的生命史理论的研究表明，个体的幼年环境会影响一系列生命史事件的出现和持续时间。其要义在于，为了最大限度地成功繁衍，个体会根据环境线索来做出关乎生存和繁衍的具有适应性的权衡。特别地，性成熟时间是生命史理论区别于其他人类发展理论的核心变量。未来的研究一方面需要深入挖掘人类社会规范在生命史权衡中的意义，另一方面还要继续探索实证研究的新方法。     

Self-Discrepancy Across the Life Span

This study examined the developmental trajectory of self-discrepancies in adulthood and the role of self-discrepancies in the maintenance of psychological well-being. One hundred fourteen adults completed mailed surveys that assessed physical health, actual self and ideal self, depression, anxiety, self-esteem, and self-discrepancy. Examination of age differences in actual self and ideal self assessments showed that ideal self ratings converged with actual self ratings for older adults but were significantly different for young and middle-aged adults, which indicated a decline in self-discrepancy with age. Mean scores on the self-discrepancy scale indicated less self-discrepancy in old age, but the differences were not significant. Self-discrepancy mediated the effects of health problems on depression, anxiety, self-esteem, environmental mastery, and self-acceptance. Results support life-span theory suggesting that self-discrepancy declines in old age and that this decline is positively related to psychological well-being.     

自尊的毕生发展

自尊是心理学的一个重要研究领域, 文章介绍了自尊的毕生发展研究在近三十年来的进展, 主要探讨了自尊的稳定性及其毕生发展的影响因素, 包括年龄、性别、种族和文化、社会经济地位与家庭教养方式等方面, 指出自尊毕生发展的研究将来应关注自尊的纵向研究和本土化研究, 并注意区分和探讨不同形式自尊的发展变化。     

短时记忆及其策略一生发展的横断研究

采用横向研究方法探索短时记忆及策略的一生发展状况。测量120名6—70岁被试在三种材料上的记忆广度,并通过观察记录策略的运用。结果发现,记忆广度在16岁达到最高峰,以后下降。不同材料的记忆广度具有相同的发展趋势,近似于年龄对数的二次函数。策略成熟的时间与记忆广度的最高峰的年龄基本相同,在成年期一直保持在较高水平。45岁以后,策略应用的效率有所下降。论文还根据本研究的结果探讨了短时记忆一生发展的具体模式。     

Studying the Motivated Agent Through Time: Personal Goal Development During the Adult Life Span

This research examined the rank‐order and mean‐level consistency of personal goals at two periods in the adult life span. Personal goal continuity was considered among a group of young adults (N = 145) who reported their goals three times over a 3‐year period and among a group of midlife adults (N = 163) who specified their goals annually over a 4‐year period. Goals were coded for a series of motive‐based (viz., achievement, affiliation, intimacy, power) and domain‐based (viz., finance, generativity, health, travel) categories. In both samples, we noted a moderate degree of rank‐order consistency across assessment periods. In addition, the majority of goal categories exhibited a high degree of mean‐level consistency. The results of this research suggest that (a) the content of goals exhibits a modest degree of rank‐order consistency and a substantial degree of mean‐level consistency over time, and (b) considering personality continuity and development as manifest via goals represents a viable strategy for personality psychologists.     

大学生生命意义量表的编制

旨在编制适合我国大学生的生命意义量表。通过文献综述、开放式调查、专家咨询等方法形成大学生生命意义量表的初始项目。以陕西省四所大学的591名大学生为被试进行施测,通过项目分析、探索性因素分析和验证性因素分析等,形成最终问卷。结论：大学生生命意义量表由44个题目,七个维度构成。验证性因素分析表明,所提取的7个因素模型拟合较好,量表各维度的信度系数在0．608~0．847之间。生命意义量表与生活取向量表、幸福感指数效标关联效度分别为0．506、0．501,在0．01水平上达到显著。大学生生命意义量表具有较好的信、效度。     

Friendships and Adaptation Across the Life Span

Friends foster self-esteem and a sense of well-being, socialize one another, and support one another in coping with developmental transitions and life stress. Friends engage in different activities with one another across the life span, but friendship is conceived similarly by children and adults. Friends and friendships, however, are not all alike. The developmental significance of having friends depends on the characteristics of the friends, especially whether the friends are antisocial or socially withdrawn. Outcomes also depend on whether friendships are supportive and intimate or fractious and unstable. Among both children and adults, friendships have clear-cut developmental benefits at times but are mixed blessings at other times.     

More Life: Centrality and Marginality in Human Development

At both ends of the century, a border between the aberrant-marginal them and the ideal-central us has been constructed around and through the homosexual. I challenge the insufficiency of this characterization, so that we may learn more, not only about homosexuality, but also about the ways in which all human development is infused with an interplay between centrality and marginality. I argue that traditional developmental models are dominated by the normative logic of centrality, with limited accounting for the developmental necessity of marginality, whereas postmodern theories of subjectivity overvalue the potential of the margin and fail to account for the significance of similarity and coherence in human relations. I then use that criticism as a platform for proposing five quasi-axioms toward a new developmental model. Central to this new model, which employs constructs derived from chaos and systems theories, is the interplay of centrality and marginality in any given life.