The chapter addresses: 1. Overview of the Notetaking Principle. 2. Theoretical Rationale for the Notetaking Principle. 3. Empirical Rationale for the Notetaking Principle. 4. Boundary Conditions for the Notetaking Principle. 5. Applications of the Notetaking Principle

The chapter addresses: 1. Overview of the Caption Principle. 2. Theoretical Rationale for the Caption Principle. 3. Empirical Rationale for the Caption Principle. 4. Boundary Conditions for the Caption Principle. 5. Applications of the Caption Principle

The chapter addresses: 1. Overview of the Contiguity Principle. 2. Theoretical Rationale for the Contiguity Principle. 3. Empirical Rationale for the Contiguity Principle. 4. Boundary Conditions for the Contiguity Principle. 5. Applications of the Contiguity Principle

Over the years, and at the margin of psychology, there have been interesting and original lines of reflections on ageing based on careful observations of older people’s lives in their environment. First, the environment came to the fore in approaches developed in dialogue with geography, which started to apprehend it as a landscape of care. Second, ethnographies of ageing gave in-depth understanding of development in age in more or less supportive, more or less formal environments. Third, psychoanalysis developed its reflection on ageing as it saw its steady change. It has theorised the specificities of the ageing psyche, while showing its multiple determinations. Put together, these three lines of studies pave the way for a rich, case-study based approach to development in older age, where people are understood as deeply related to the evolving environments in which they live.

The chapter addresses: What Is a Motion Picture?; What Is an Instructional Video?; What Is the Role of Instructional Video in Education and Training?; Are Instructional Videos Effective? And How Can We Design Effective Instructional Videos?

The chapter addresses: 1. Overview of the Perspective Principle. 2. Theoretical Rationale for the Perspective Principle. 3. Empirical Rationale for the Perspective Principle. 4. Boundary Conditions for the Perspective Principle. 5. Applications of the Perspective Principle

The chapter addresses: 1. Overview of the Multimedia Principle. 2. Theoretical Rationale for the Multimedia Principle. 3. Empirical Rationale for the Multimedia Principle. 4. Boundary Conditions for the Multimedia Principle. 5. Applications of the Multimedia Principle

This introductory chapter presents the paradoxical status of ageing today: most people wish to live long, yet nobody really wants to get old… Ageing still appears as a scary, unknown country. The present book, concluding almost ten years of research on ageing, aspires to bring a fresh look on what becoming older may entail. It has a double aim. First, as a basic goal, it proposes a new theory of psychological development in older age. Second, it highlights the importance of the environments in which people age, and the role of well-thought-out policies to support development with age; it has thus a more applied goal. This introductory chapter then presents the outline of the volume.

This final chapter proposes a more reflective stance on the overall project of a regional, dialogical case study and considers the many ways by which it can be said to be dialogical. First, it recalls that research itself is always emerging as part of many collaborative dialogues around a theme, which itself can be evolving over time. Second, it highlights that a regional case study entails per definition a collective dialogue with a region and its actors, often beyond the specific project itself. Third, it summarises the deliberate use of techniques mobilised to catalyse dialogue with the region – here, participatory and art-based methods, among others. It also clarifies the type of intervention led when adopting a dialogical epistemological and ethical stance. Finally, the chapter closes with the more general implications of the present study to reflect upon dialogical approaches.

The chapter addresses: 1. Overview of the Visual Signaling Principle. 2. Theoretical Rationale for the Visual Signaling Principle. 3. Empirical Rationale for the Visual Signaling Principle. 4. Boundary Conditions for the Visual Signaling Principle. 5. Applications of the Visual Signaling Principle

The chapter addresses: 1. Overview of the Explaining Principle. 2. Theoretical Rationale for the Explaining Principle. 3. Empirical Rationale for the Explaining Principle. 4. Empirical Evidence Concerning Other Generative Learning Activities. 5. Boundary Conditions for the Explaining Principle. 6. Applications of the Explaining Principle

The chapter addresses: 1. Three Types of Research on Instructional Video. 2. Taking a Closer Look at Value-Added Research on Instructional Video. 3. How to Tell If an Instructional Method Has an Effect on Learning Outcomes. 4. How to Tell If an Instructional Method Has an Effect on Learning Processes. 5. How to Tell If Instructional Effects Depend on Individual Differences and/or Other Boundary Conditions

Avoiding the normative language of ’successful’ or ’positive’ ageing, this book suggests that the quality of life of older persons is related to whether they can pursue their engagements, maintain the social relationships they find suitable and find a satisfying evolution of their dynamic patterns while supporting an orientation to the future. This chapter suggests that a changing landscape of care is likely to constitute a landscape of affordances for older persons, from which they can draw resources to support their development. It then reflects on the issues of moving house as part of the dynamics of ageing in place; moving may actually be part of developmental dynamics. This leads to the question of the right place to age and the timing of moving. The chapter further highlights the many shapes that living in place can take; finally, the chapter concludes with a series of recommendations.

This chapter presents past promising streams of studies aiming to describe and understand ageing. First, environmental gerontology approached ageing in relationship to the supportive or constraining role of the environment, and especially, of modalities of housing. Grounded in Lewin’s work, initiated by Powell Lawton in the 1970s, it disappeared at the turn of the millennium. In developmental psychology, a series of authors, such as Charlotte Büher, Robert Havighurst, Erik Erikson and others initiated comprehensive approaches to ageing as part of the course of life. Eventually, these were also replaced by more cognitive and normative approaches, and were mostly absorbed into lifespan psychology.