Skip to main content
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 89
  • Cited by
    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Lydon-Staley, David M. and Bassett, Danielle S. 2018.

    Lawson, Katie M. 2018. Mechanisms underlying parent–child occupational consistency: a critical review. Community, Work & Family, Vol. 21, Issue. 3, p. 272.

    Nesi, Jacqueline Choukas-Bradley, Sophia and Prinstein, Mitchell J. 2018. Transformation of Adolescent Peer Relations in the Social Media Context: Part 1—A Theoretical Framework and Application to Dyadic Peer Relationships. Clinical Child and Family Psychology Review, Vol. 21, Issue. 3, p. 267.

    Conzelmann, Achim Zibung, Marc and Zuber, Claudia 2018. Talent Management. p. 87.

    Rothes, Ana Lemos, Marina S. and Gonçalves, Teresa 2017. Motivational Profiles of Adult Learners. Adult Education Quarterly, Vol. 67, Issue. 1, p. 3.

    Lee, Jungeun Olivia Gilchrist, Lewayne D. Beadnell, Blair A. Lohr, Mary Jane Yuan, Chaoyue Hartigan, Lacey A. and Morrison, Diane M. 2017. Assessing Variations in Developmental Outcomes Among Teenage Offspring of Teen Mothers: Maternal Life Course Correlates. Journal of Research on Adolescence, Vol. 27, Issue. 3, p. 550.

    Wilson, Stephanie J. Martire, Lynn M. and Sliwinski, Martin J. 2017. Daily Spousal Responsiveness Predicts Longer-Term Trajectories of Patients’ Physical Function. Psychological Science, Vol. 28, Issue. 6, p. 786.

    Senecal, Gary Gurchiek, Emma Slattery, Eamon and Warnick, Jason 2017. The brain and beyond in the aftermath of head trauma - a systems view of development for contact sport athletes. Cogent Psychology, Vol. 4, Issue. 1,

    Barger, Michael M. and Linnenbrink-Garcia, Lisa 2017. Developmental Systems of Students' Personal Theories About Education. Educational Psychologist, Vol. 52, Issue. 2, p. 63.

    Farmer, Thomas W. Sutherland, Kevin S. Talbott, Elizabeth Brooks, Debbie S. Norwalk, Kate and Huneke, Michelle 2016. Special Educators as Intervention Specialists. Journal of Emotional and Behavioral Disorders, Vol. 24, Issue. 3, p. 173.

    Irvin, Matthew J. Byun, Soo-yong Meece, Judith L. Reed, Karla S. and Farmer, Thomas W. 2016. School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations. Peabody Journal of Education, Vol. 91, Issue. 2, p. 176.

    Zuber, Claudia Zibung, Marc and Conzelmann, Achim 2016. Holistic Patterns as an Instrument for Predicting the Performance of Promising Young Soccer Players – A 3-Years Longitudinal Study. Frontiers in Psychology, Vol. 7, Issue. ,

    Fiske, Susan T. Farmer, Thomas W. Gatzke-Kopp, Lisa M. Lee, David L. Dawes, Molly and Talbott, Elizabeth 2016. Research and Policy on Disability. Policy Insights from the Behavioral and Brain Sciences, Vol. 3, Issue. 1, p. 138.

    Hallfors, Denise D. Haydon, Abigail A. Halpern, Carolyn Tucker and Iritani, Bonita J. 2016. Drug Use Trajectories Among Minority Youth. p. 367.

    Parker, Philip D. Jerrim, John Anders, Jake and Astell-Burt, Thomas 2016. Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth. Journal of Youth and Adolescence, Vol. 45, Issue. 6, p. 1156.

    Calkins, Susan D. and Perry, Nicole B. 2016. Developmental Psychopathology. p. 1.

    Zuber, Claudia Zibung, Marc and Conzelmann, Achim 2015. Motivational patterns as an instrument for predicting success in promising young football players. Journal of Sports Sciences, Vol. 33, Issue. 2, p. 160.

    Pilkauskaite-Valickiene, Rasa 2015. The Role of Character, Confidence, and Connection on Contribution and Subjective Well-being. Procedia - Social and Behavioral Sciences, Vol. 197, Issue. , p. 265.

    Gottlieb, Gilbert and Willoughby, Michael T. 2015. Developmental Psychopathology. p. 673.

    Pilkauskaite-Valickiene, Rasa and Gabrialaviciute, Ingrida 2015. The Role of School Context on Subjective Well-Being and Social Well-Being in Adolescence. Procedia - Social and Behavioral Sciences, Vol. 191, Issue. , p. 2588.

  • Print publication year: 1996
  • Online publication date: November 2009

2 - Developmental Science: Toward a Unified Framework


A fresh synthesis of ideas and findings has recently emerged across the several areas of developmental investigation. As indicated in Chapter 1, this synthesis employs concepts that have issued from longitudinal investigations, life-course studies of contextual change, cognitive development, and developmental psychobiology. Consistent with the collaborative statement, the stuff of development is seen as arising from the dynamic interrelations among systems that exist within and without persons. A nuclear principle of this holistic framework of development is that “the individual is an active, purposeful part of an integrated, complex and dynamic personenvironment system. A consequence of this view is that it is not possible to understand how social systems function without knowledge of individual functioning, and it is not possible to understand individual functioning and development without knowledge of the environment” (Magnusson & Stattin, in press). Accordingly, development is not simply a property of individuals – social interactions develop, communities change, and societies evolve. In this chapter, we summarize some principles that provide a bridge between the conceptual framework of developmental science and the concrete methods required for the conduct of developmental research.

In the consensus statement in Chapter 1, we observed that “recognizing the complexity of development is the first step toward understanding its coherence and simplicity”. The problem has been that it has been difficult for researchers to move beyond the first step. Accordingly, the holistic perspective described in the collaborative statement presupposes multidisciplinary methods and multilevel measures.

Recommend this book

Email your librarian or administrator to recommend adding this book to your organisation's collection.

Developmental Science
  • Online ISBN: 9780511571114
  • Book DOI:
Please enter your name
Please enter a valid email address
Who would you like to send this to *