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What are the changes we see over the life-span? How can we explain them? And how do we account for individual differences? This volume continues to examine these questions and to report advances in empirical research within life-span development increasing its interdisciplinary nature. The relationships between individual development, social context, and historical change are salient issues discussed in this volume, as are nonnormative and atypical events contributing to life-span change.
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Introduction to Research Methods LIFE SPAN DEVELOPMENTAL PSYCHOLOGY Paul B. Baltes Hayne W. Reese John R. Nesseiroade Life-Span Developmental Psychology: Introduction to Research Methods Life-Span Developmental Psychology: Introduction to Research Methods Paul B. Baltes The Pennsylvania State University Hayne W. Reese West Virginia University John R. Nesselroade The Pennsylvania State University , LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Hillsdale, New Jersey Hove and London Copyright a 1988 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without the prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 365 Broadway Hillsdale, New Jersey 07642 Library of Congress Cataloging in Publication Data Baltes, Paul B. Life-span developmental psychology. (Life-span human development series) Bibliography: p. 249 Includes index. 1. Developmental psychology. 2. Psychological research. I. Reese, Hayne Waring, 1931joint author. 11. Nesselroade, John R., joint author. 111. Title. BF713.B34 155 77-2342 This volume was originally published in 1977. Isbn 0-8058-0235-5 Printed in the United States of America 10 9 8 7 6 5 4 Preface This book is both more and less than a source of facts and information-a cookbook- about research design in developmental psychology and human development. More, because we go beyond a presentation of simple design methodology; we offer our version of what it means to do research with a developmental orientation, and we illustrate the need for a strong convergence between theory and methodology. Less, in part because the state of knowledge in developmental research design is incomplete. The eye and mind of a critical and creative reader will make this book work, though, since we believe we've identified the key questions and strategies of developmental researchers. This text is introductory, although its content is usually not presented to lower-division students. At most institutions, the student audience for this book will comprise juniors, seniors, and beginning graduate students in the behavioral and social sciences (psychology, sociology, child development, human development, family studies, and so on). Occasionally, with appropriately selected audiences, the text may be used at the sophomore level. This is particularly true if the text is supplemented with other introductory materials. The book is organized into five parts, each beginning with an overview of its contents. The initial two parts provide a general introduction, first of the developmental orientation in psychology (Part One), then of general issues in theory construction and research design (Part Two). Parts Three through Five reach the heart of the matter by presenting key methodological issues in developmental psychology. Part Three delineates the scope of developmental psychology in terms of research questions and research paradigms. Part Four deals with descriptive research strategies aimed at the identification of developmental change. Finally, Part Five presents methodol- Preface ogy aimed at explaining developmental change; that is, it deals with the s