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Brandeis University Department of Psychology
Psychology 130b
Lifespan Developmental Psychology: Early and Middle Adulthood
August 30, 2016
Tuesdays: 2 to 4:50 p.m.
Room: Brown 115
Professor Margie E. Lachman Fall 2016
Office: Lemberg Hall 107 Phone #: 781-736-3255
Office Hours: Thursdays 10:30 to 11:30 and by appointment
E-mail: [email protected]
DATE TOPIC ASSIGNMENT
Tues. Aug 30 Introduction and Overview of The Adult Years; A Lifespan Developmental Approach
Tues. Sept 6 Generational Myths, Misconceptions and Stereotypes: Historical and Contemporary Views of Adulthood and Aging
Washington Post: 5 myths about millennials 5 myths about baby boomers Media presentation assignment due
Tues. Sept 13 Early Adulthood and the Millennials- Emerging adulthood: growth or delay?
Arnett, 2004, Ch 1 Arnett, 2007 Settersten et al., 2015 Trzesniewski & Donnellan, 2014 Zhong & Arnett, 2014 Clark Poll
Tues Sept 20 Middle Age and the Baby Boomers- A Generational Boon or Bust?
Case & Deaton, 2015 Cohen,2012 Lachman et al, 2014 Lachman, 2015 Clark Parents Poll
2
Tues Sept 27 The Crisis at Quarter Life and Midlife - Is there a crisis?
Atwood & Scholtz, 2008 Freund & Ritter, 2009; Robbins & Wilner, 2001 Wethington, 2000
Tues Oct 11 Pathways to Health and Well-Being: Health Disparities and Resilience. -Determinants of The Social Gradient- Poverty or Social Factors? The MIDUS Study
Adler & Stewart, 2010 Marmot, 2004 Miller et al., 2011 Ryff et al, 2012 MIDUS materials-Documentation and Data Brim, Ryff, Kessler, 2004 Radler & Ryff, 2010 Radler, 2014 Radler, 2015
Tues Oct 18
The Age Curve for Happiness- U-Bend or No Bend?
Ullola, 2013 The Economist,2010 Stone et al., 2010 Galambos et al., 2015
Tues Nov 1 Personality and The Sense of Control- Can Personality Change?
Israel et al., 2014 Lachman, 2006 Turiano et al, 2013 Turiano et al., 2015 Submit Topic Choices for Final Project
Tues Nov 8 Cognitive Functioning, Memory, and Decision Making- CanTraining Interventions Prevent or Reverse Declines?
Agarwal et al., 2007 Rebok et al., 2014 Singh-Manoux et al., 2012 Salthouse, 2008 Brain Training Letter-Stanford Center on Longevity, 2014 CognitiveTraining Data Response Letter, 2014
Tues Nov 15
Subjective Assessments and Health and Cognition-Are Subjective Views Relevant?
Cohen et al., 2008 Hughes et al, 2013 Singh-Manoux et al., 2005 Rickenbach, et al., 2015
Tues Nov 22 Stress and Health- Does Stress Kill or Make You Stronger?
Charles et al., 2013 Koffer et al., 2016 Miyamoto et al., 2012 Shalev et al., 2013
3
No Classes- Wed. Nov. 23-Fri. Nov. 25-Thanksgiving Break
Tues Nov 29
Social Relationships- Are Friends and Family Good For Your Health?
Antonucci et al., 2013 Fingerman et al., 2012 Fu & Markus, 2013 Umberson & Montez, 2010
Tues Dec 6 Research on Early and Middle Adulthood: Advancing Knowledge and Optimizing Development
Papers and Presentations Due
Note: All assigned readings are available on LATTE.
Course Objectives and Outcomes:
This course covers the latest theory and research on adult development. The early and
middle years of adulthood will be considered within a lifespan developmental context.
Variations in development as a function of gender, cohort (e.g., GenX, GenY/Millennials,
Babyboomers), culture, ethnicity, and social class will be explored. An interdisciplinary,
integrative perspective will be presented by considering the interplay of physical,
psychological, and social aspects of adult development. In addition to reading and
synthesizing the scholarly literature, students will explore the cultural images and
experiences of young and middle-aged adult lives. Class projects support an experiential
approach to learning. This includes: (a) a critique and reformulation of cultural images,
generational views, misconceptions and myths as manifested in the media, (b) state of the art
review and integration of research findings, (c) active debate about controversial issues and
research findings, and (d) recommendations for important next steps for research and
application to practice and policies to improve the health and well being of those in early and
4
middle adulthood, including disadvantaged populations. For those who are interested, a
large national data set on early and middle adulthood will be available for a first-hand
experience with empirical research including problem formulation, hypothesis-testing, data
analysis and interpretation. This course will be taught as an interactive advanced seminar.
Course prerequisites are: Psych 1, Psych 51, Psych 52, and either Psych 31, 33, 36
or 37. This course meets the advanced seminar requirement and the advanced
research intensive requirement for the Psychology major.
In this course, students will acquire knowledge about lifespan developmental theory
and the biopsychosocial aspects of adult development. This information will be obtained
through course readings, discussion, and assigned projects. Students will learn to critically
evaluate research reports and to develop ideas and apply methods for generation of new
knowledge. The course also will emphasize the application of knowledge to promoting
optimal development during the adult years. Special attention will be devoted to
understanding the diversity and disparities in development, including a focus on
disadvantaged populations and the plight of those in less than optimal conditions. Thus,
students may acquire a sensitivity and awareness about the range of possible pathways of
adult development, with an eye towards creating solutions and strategies for positive change.
Specific Learning Objectives and Outcomes
By the end of this course, students should be able to:
1. Demonstrate knowledge about lifespan developmental theory and its application to the
biopsychosocial aspects of adult development.
2. Show understanding of the key findings from the research literature on early and
middle adulthood.
3. Critically evaluate research findings about adulthood as portrayed in the scientific
5
literature and the popular media, and derive questions and ideas for generation of new
knowledge.
4. Consider the applied implications of research results for improving human
development and creating solutions and strategies for positive change.
5. Acknowledge the diversity and social disparities in adult development.
6. Review the research literature on a specific topic and design an empirical study. The
opportunity to analyze a national data set to address a research question will be
available.
7. Write research reports in a clear and succinct manner using APA publication style.
8. Present research findings orally to communicate main ideas and to stimulate
discussion.
9. Develop and use collaborative and cooperative skills when working in teams.
Assigned Readings (available on LATTE):
Adler, N. E., & Stewart, J. (2010). Health disparities across the lifespan: Meaning, methods
and mechanisms. Annals of the New York Academy of Sciences, 1186, 5-23. Doi: 10.1111/j.1749-6632.2009.05337.x
Agarwal, S., Driscoll, J., Gabaiz, X., & Laibson, D. (2007). The age of reason: Financial
decisions over the lifecyle. MIT, Department of Economics, Working Paper Series;
07-11.
Antonucci, T. , Ajrouch, K., & Birditt, K. ( 2013). The Convoy Model: Explaining Social
Relations From a Multidisciplinary Perspective. The Gerontologist, 54, 82–92.
Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the
twenties. Oxford: Oxford University Press.
6
Arnett, J. J. (2007). Suffering, selfish, slackers: Myth and reality about emerging adults. Journal of Youth and Adolescence, 36, 23-29. DOI 10.1007/s10964-006-9157-z Atwood, J. D. & Scholtz, C. (2008). The quarter-life time period: An age of indulgence, crisis or both? Contemporary Family Therapy, 30, 233-250.
doi 10.1007/s10591-008-9006-2
Brim, O.G., Ryff, C. D., & Kessler, R. (2004). The MIDUS national survey: An overview. In O.
G. Brim, C. D. Ryff, & R. Kessler (Eds.), How Healthy Are We? A National Study of
Well-Being at Midlife (pp. 1-36). Chicago: University of Chicago Press.
Case, A., & Deaton, A. (2015). Rising morbidity and mortality in midlife among white non-
Hispanic Americans in the 21st century. Proceedings of the National Academy of
Sciences, 112, www.pnas.org/cgi/doi/10.1073/pnas.1518393112
Charles, S. Piazza, J., Mogle, J., Sliwinski, M., & Almeida, D. (2013). The wear and tear of daily stressors on mental health. Psychological Science 24, 733-741 Cognitive Training Data (2014). “An Open Letter,” Cognitive Training Data, accessed August 22,
2016, http://www.cognitivetrainingdata.org/wp-content/uploads/2014/open-letter.pdf
Cohen, P. (2012). In our prime: The invention of middle age. NY: Scribner. Ch 1, 15.
Cohen, S., Alper, C., Doyle, W., Adler, N., Treanor, J., & Turner, R. (2008). Objective and
subjective socioeconomic status and susceptibility to the common cold. Health
Psychology, 27, 268-274.
Fingerman, K., Pillemer, K., Silverstein, M., & Suitor, J. (2012). The baby boomer’s intergenerational relationships. The Gerontologist, 52, 199–209 Freund, A. M., & Ritter, J. O. (2009). Midlife crisis: A debate. Gerontology, 55, 582-591. doi:
10.1159/000227322
Fu, A., & Markus, H. (2014). My Mother and Me: Why Tiger Mothers Motivate Asian
7
Americans But Not European Americans. Personality and Social Psychology Bulletin, 40, 739–749. Galambos, N. L., Fang, S., Krahn, H. J., Johnson, M. D., & Lachman, M. E. (2015). Up,
not down: The age curve in happiness from early adulthood to midlife in two
longitudinal studies. Developmental Psychology, 51, 1664-1671. doi:
10.1037/dev0000052
Hughes, M. Geraci, L., & De Forrest, R. (2013). Aging 5 Years in 5 Minutes: The Effect of
Taking a Memory Test on Older Adults’ Subjective Age. Psychological Science, 24, 2481–2488.
Israel, S., Moffitt, T., Belsky, D., Hancox, R., Poulton, R., Roberts, B., Thomson, W. Caspi, A.
(2014). Translating Personality Psychology to Help Personalize Preventive
Medicine for Young Adult Patients. Journal of Personality and Social Psychology, 106, 484–498
Koffer, R. E., Ram, N., Conroy, D. E., Pincus, A. L., & Almeida, D. M. (2016). Stressor
diversity: Introduction and empirical integration into the daily stress model.
Psychology and Aging, 31(4), 301-320. doi:10.1037/pag0000095, PMCID:
PMC4943459
Lachman, M. E. (2006). Perceived control over aging-related declines: Adaptive beliefs and
behaviors. Current Directions in Psychological Science, 15, 282-286.
Lachman, M.E., Teshale, S., & Agrigoroaei, S. (2014). Midlife as a pivotal period in the life course: Balancing growth and decline at the crossroads of youth and old age. International Journal of Behavioral Development, Advance online publication. doi: 10.1177/0165025414533223 Lachman, M. E. (2015). Mind the gap in the middle: A call to study midlife. Research in
8
Human Development, 12, 327-334. doi: 10.1080/15427609.2015.1068048
Marmot, M. (2004). The status syndrome. How social standing affects our health and
longevity. NY: Holt and Company. Chapter 1
Miller, G. E. , Lachman, M. E. , Chen, E., Gruenewald, T. L. , Karlamangla, A.S., & Seeman, T.
E. (2011). Pathways to resilience: Maternal nurturance as a buffer against the effects of
childhood poverty on metabolic syndrome at midlife. Psychological Science, 22, 1591-
1599. doi: 10.1177/0956797611419170
Miyamoto, Y., Boylan, J. Coe, C. Curhan, K., Levine, C., Markus, H., Park,J. Kitayama, S., Kawakami, N., Karasawa, M., Love, G., & Ryff, C. (2013). Negative emotions predict elevated interleukin-6 in the United States but not in Japan. Brain, Behavior, and Immunity 34, 79–85. Radler, B. (2014) The Midlife in the United States (MIDUS) series: A national longitudinal study of health and well-being. Open Health Data, 2(1), e3. Radler, B. (2015). Making the most of data. International Innovation, 184, 28-30. Radler, B., & Ryff, C. (2010). Who participates? Accounting for longitudinal retention in the MIDUS National Study of Health and Well-Being. Journal of Aging and Health, 22, 307- 331. Rebok, G. W. et al., (2014) Ten-year effects of the advanced cognitive training for independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. JAGS, 62, 16-24. DOI: 10.1111/jgs.12607 Rickenbach, E. H., Agrigoroaei, S., & Lachman, M. E. (2015). Awareness of Memory
Ability and Change: In(Accuracy) of Memory Self-Assessments in Relation to
Performance. Journal of Population Ageing, 8, 71-99. doi: 10.1007/s12062-014-9108-
5
9
Robbins, A., & Wilner, A. (2001). Quarterlife crisis: The unique challenges of life in your
twenties. New York: Tarcher.
Ryff, C.D., Friedman, E., Fuller-Rowell, T., Love, G., Miyamoto, Y., Morozink, J., Radler, B., &
Tsenkova, V. (2012). Varieties of resilience in MIDUS. Social and Personality
Psychology Compass, 6, 792-806.
Salthouse, T. When does age-related cognitive decline begin? (2009) Neurobiology of Aging 30,507–514. Settersten, R. A., Ottusch, T. M., & Schneider, B. (2015). Becoming adult: Meanings of
markers to adulthood. In In R. Scott & S. Kosslyn (Eds.), Emerging trends in the
social and behavioral sciences. An interdisciplinary, searchable, and linkable
resource. Hoboken, NJ: John Wiley and Sons.
doi: 10.1002/9781118900772.etrds0021
Shalev, I., Entringer, S., Wadhwa, P., Wolkowitz, O., Puterman, E., Lin, J., & Epel, E. (2013).
Stress and telomere biology: A lifespan perspective. Psychoneuroendocrinology, 38, 1835-1842.
Singh-Manoux, A. Kivimaki, M., Glymour, M. M., Elbaz, A. , Berr, C., Ebmeier, K. P., Ferrie,
J. E., & Dugravot, A. (2012). Timing and onset of cognitive decline: Results from
Whitehall II prospective cohort study. British Medical Journal,344: d7622.
Singh-Manoux, A.; Marmot, M.G.; Adler, N.E.; (2005) Does subjective social status predict
health and change in health status better than objective status? Psychosomatic
Medicine , 67 (6) pp. 855-861. 10.1097/01.psy.0000188434.52941.a0.
Stanford Center on Longevity (2014). “A Consensus on the Brain Training Industry from the
Scientific Community,” Max Planck Institute for Human Development and Stanford Center on
10
Longevity, accessed August 22, 2016, http://longevity3.stanford.edu/blog/2014/10/15/the-
consensus-on-the-brain-training-industry-from-the-scientific-community/
Stone, A. A., Schwartz, J. E., Broderick, J. E., & Deaton, A. (2010). A snapshot of the age
distribution of psychological well-being in the United States. Proceedings of the
National Academy of Sciences, 107(22), 9985-9990. doi:
10.1073/pnas.1073/pnas.1003744107
The Economist (2010, December 16th). Age and happiness: The U-bend of life, The
Economist.
Turiano, N. A., Mroczek, D. K., Moynihan, J., & Chapman, B. P. (2013). Big 5 personality
traits and interleukin-6: Evidence for 'healthy neuroticism' in a US population sample.
Brain, Behavior, and Immunity, 28, 83-89. doi:10.1016/j.bbi.2012.10.020, PMCID:
PMC3545072
Turiano, N. A., Chapman, B. P., Gruenewald, T. L., & Mroczek, D. K. (2015). Personality and
the leading behavioral contributors of mortality. Health Psychology, 34(1), 51-60.
doi:10.1037/hea0000038, PMCID: PMC4103968
Trzesniewski, K., & Donnellan, B. (2014). ‘‘Young People These Days . . . ’’:Evidence for Negative Perceptions of Emerging Adults. Emerging Adulthood 2, 211-226. Ulloa, B.F.L., Møller, V., & Sousa-Poza, A. (2013). How does subjective well-being evolve with
age? A literature review. Journal of Population Aging, 6, 227-246. doi:
10.1007/s12062-013-9085-0.
Umberson, D., & Montez, J. K. (2010). Social relationships and health: A flashpoint for health
policy. Journal of Health and Social Behavior, 51(1, Suppl), S54-S66.
doi:10.1177/0022146510383501, PMCID: PMC3150158
11
Washington Post. Five Myths about Millennials. https://www.washingtonpost.com/opinions/five-myths-about-millennials/2013/08/30/a6d9a854-ff6c-11e2-9711-3708310f6f4d_story.html?utm_term=.237c4d429774 Washington Post. Five Myths about Baby Boomers https://www.washingtonpost.com/opinions/five-myths-about-baby-boomers/2015/11/06/44ca943c-83fb-11e5-8ba6-cec48b74b2a7_story.html?utm_term=.aacd3736f4ce Wethington, E. (2000). Expecting stress: Americans and the Midlife Crisis. Motivation and
Emotion, 24, 85-102.
Zhong, J. & Arnett, J. J. (2014). Conceptions of adulthood among migrant women workers in China. International Journal of Behavioral Development. Published online before print. DOI: 10.1177/0165025413515133
Course Requirements:
Grades in this advanced seminar will be based on active class participation, leading a seminar
session and debate, a media presentation, and completion of a final project. The grades for
each component will be weighted and averaged, and the final grade will be based on the class
distribution out of 100 points. All submitted papers must be typed and double-spaced. All
work must be turned in on time, or grades will be lowered for each day overdue. Please
inform me in advance of any extenuating circumstances so we can agree on an alternative
arrangement. Class attendance is required (please notify me in advance, by email or phone
message, if you must miss a class). All cell phones, mobile and handheld devices, and
computers should be turned off and put away during class. Use of personal
computers or the internet is not permitted during class time, unless it is approved by the
instructor for classroom presentations, assignments, or other mutually agreed upon uses. I
12
would like to meet with all students outside of class at least once during the semester. Please
schedule an appointment or attend one of my office hours.
1. Required readings, discussion points, and active participation in seminar
discussions (20% of grade) Class sessions will be interactive with informed
discussion and debate of ideas based on the assigned readings and supplementary
materials. All students are expected to have read the assigned reading materials in
advance of class and to contribute to the discussion. Write down and bring a printed
copy of one or more thought-provoking and stimulating points, reactions, insights, or
questions of interest to you, for each of the assigned readings for every class session,
except during your presentation day. These can be brief bullet points, meant to
facilitate your contribution to the class discussion. Indicate from which reading each
of the comments or questions is derived, and give a brief context or summary based on
points from the article. These will be collected at the end of each class and logged in for
credit.
2. Discussion Leader Presentation and Debate (20% of grade). Each week two
students will be asked to lead the discussion for the first half of class (about one hour).
This should include a brief summary of the highlights from each reading. In addition to
the assigned class readings, each presenter should read and present one additional
study that bears on the topical issue. The session leaders should also engage other
students in the discussion. Part of the presentation should take the format of a debate
wherein each leader should take one side of an issue from the topic of the day, and
present evidence in support of their perspective. Each presenter should take a different
perspective on the main issue for the day and engage in a debate about the evidence in
13
support of their positions. The two presenters should meet in advance to plan and
coordinate their presentation and debate perspectives. A 3-page double-spaced report
will be due on the day of the presentation, summarizing the key findings, different
perspectives, and conclusions about the issues. Post the additional reading on the latte
website and include the reference citation in the report. Students should sign up to
lead one class session during the first class meeting.
3. Media Presentation (10% of grade)- Challenging Views, Myths, Misconceptions and
Stereotypes about a Generation or Age Group. A key aspect of this project is to
identify myths, inaccuracies or stereotypes and to present an alternative view. First,
identify and document the misconceptions, myths, stereotypes, or overgeneralizations.
You may use literature, movies, videos, television, commercials, advertisements,
newspapers, magazine articles, or websites to identify the images and cultural views.
Bring a powerpoint or video clip to class to illustrate the image. Second, present one or
more alternative views that challenge the misconceptions based on a scientific journal
article. Each person will have 3 minutes to present their visual images and brief
commentary. Turn in a one-page description of your image, describing the stereotypes
and alternative view. Include the reference citation to your media selection and the
reference to your supporting research-based article.
4. Research Report on Early and Middle Adulthood: Advancing Knowledge
and Optimizing Development (50% of grade). This project involves reading,
integrating and critiquing the latest research on adulthood in a particular topic area,
and formulating and proposing directions and steps for future research, practice, and
14
policies. Choose one of the following two options. Graduate students are expected to
do Option B.
Option A: Research proposal using MIDUS. Review the literature on a topic, and
propose how you would use MIDUS data to address your question. Students can check
the University of Wisconsin MIDUS website (www.midus.wisc.edu) to review the
literature and to identify other studies already done using the data, and to develop a
rationale for the study. Develop a proposal to address an unanswered research
question derived from reading the research literature on a topic of your choice related
to the course. State your research question clearly. Review the literature on this topic
and develop a rationale and set of hypotheses. State what is known, what is not known,
and any controversies. Indicate what further work should be done to advance the field.
Propose a study to take the field to the next step. Indicate your hypotheses and the
methods you would use to test them, including information about the MIDUS
participants, measures, design, procedures, and analysis plan. Information about the
study is provided on the class Latte website. This should be written in APA style with
the following sections: Abstract, Introduction (including review of literature, rationale,
and hypotheses), Proposed Methods and Data Analysis, Figure showing your expected
findings, Summary, and References.
Option B: Research study using MIDUS. For students who are interested in doing
an empirical research project using actual data and all graduate students.
Use the Midlife in the United States (MIDUS) dataset available at the University of
Michigan ICPSR and on Latte to explore a research question. Students can check the
15
University of Wisconsin MIDUS website to review the literature and to identify other
studies already done using the data, and to develop a rationale for the study. The goal
is to extend previous findings by asking a new question on the same topic or on a
related issue, or examining change using the longitudinal data for studies previously
done with a cross-sectional design. Data, questionnaires, documentation about
measures and the sample, and links to ICPSR and MIDUS websites may be found on
the class LATTE site. You should use SPSS or the ICPSR website analysis program
using the Data Documentation Initiative (DDI/ XML) to analyze your data. Provide a
review and summary of the previous literature and your rationale for the study. The
writeup should be written in APA style with the following sections: Abstract,
Introduction (including literature review, rationale, and hypotheses), Methods
(Participants, Measures, Design and Procedures), Data Analysis, Results, Discussion,
References, and at least one Table and one Figure.
For both options:
Two or more alternative research questions and a brief description of the
planned focus for the project should be submitted no later than November
1 for feedback and approval by the instructor.
The report should be written in APA format. The complete paper including abstract
should be no more than 10 typewritten pages, double-spaced (pages for References,
Tables, Figures, and Appendices are not included in the page count). Read a minimum
of 5 journal articles or chapters for this project. Cite 5 or more articles in the text
and include them in the reference list. The paper is due on December 6 and
brief group presentations will be made in class on that day. Students have
16
the option to work alone or in pairs for this project. Graduate students
must work alone. Each project will be presented orally (5 minutes per project for
Option A and 8 minutes for Option B projects). A separate paper, individually written,
should be turned in by each student. Although some students may choose to work
together on the presentation, the paper should reflect each student’s own perspective
and views on the topic.
Disabilities
If you are a student with a documented disability on record at
Brandeis University and wish to have a reasonable accommodation
made for you in this class, please see me immediately.
Academic Integrity
Academic integrity is central to the mission and values of
educational excellence at Brandeis University. Students are expected to
be honest in all academic work and to do their own work. In some cases,
portions of the assignments call for collaborative effort. For these
situations, please pay careful attention to instructions about which parts
involve group work and which aspects require independent work. Also
be sure to document carefully all sources used (including materials
gathered from the web)with appropriate reference citations for all
presented and written work. You are expected to be familiar with and to
follow the University’s policies on academic integrity (see section 4 of the
Rights and Responsibilities handbook distributed annually and posted
on the Student Life website). Instances of alleged dishonesty will be
17
forwarded to the Office of Campus Life for possible referral to the Student
Judicial System. Potential sanctions include failure in the course and/or
the assignment, and could result in suspension from the University. If
you have any questions about my expectations, please ask me for
clarification.
Note: Success in this 4 credit hour course is based on the expectation that students will
spend a minimum of 9 hours of study time per week in preparation for class (readings,
assignments, papers, and discussions).
Resources: Bibliography of Books, Monographs, and Articles on Early and Middle Adulthood
Allemand, M., Gomez, V., & Jackson, J. J. (2010). Personality trait development in midlife:
Exploring the impact of psychological turning points. European Journal of Aging, 7, 147-155. doi: 10.1007/s10433-010-0158-0
Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the
twenties. Oxford: Oxford University Press. Arnett, J. J. (2007). Suffering, selfish, slackers Myth and reality about emerging adults. Journal of Youth and Adolescence, 36, 23-29. DOI 10.1007/s10964-006-9157-z Barrow, L., and Rouse, C. E. (2005).Does college still pay? The Economists’ Voice
Volume 2, Issue 4,Article 3 , http://www.transad.pop.upenn.edu/publications/publication%20index.htm
Baruch, G., & Barnett, R. C. (Eds.) (1984). Women in midlife. New York: Plenum Press.
Berkman, L. F., Glass, T., Brissette, I., & Seeman, T. E. (2000). From social integration to
health: Durkheim in the new millenium. Social Science and Medicine, 51, 843-857. Berardo, F. M. (Ed.) (1982). The annals of the American academy of political and social
science. Middle and late life transitions. Beverly Hills, CA: Sage Publications. Blanchflower, D. G., & Oswald, A. J. (2008). Is well-being U-shaped over the life cycle? Social
Science & Medicine, 66, 1733-1749. doi: 10.1016/j.socscimed.2008.01.030
18
Blanchflower, D. G., & Oswald, A. J. (2009). The U-shape without controls: A response to
Glenn. Social Science & Medicine, 69, 486-488. doi: 10.1016/j.socscimed.2009.05.022 Brim, G. (1992). Ambition: how we manage success and failure throughout our lives. New
York: Basic Books. Brim, O.G., Ryff, C., & Kessler, R. (2004). How healthy are we?: A national study of well-
being at midlife. Chicago: University of Chicago Press. Chinen. A. B. (1992). Once upon a midlife: classic stories and mythic tales to illuminate the
middle years. New York: Jeremy P. Tarcher. Coe, C. L., Love, G. D., Karasawa, M., Kawakami, N., Kitayama, S., Markus, H. R., Ryff, C. D. . (2010). Population differences in proinflammatory biology: Japanese have healthier
profiles than Americans. Brain, Behavior, and Immunity. Advance online publication. doi:10.1016/j.bbi.2010.11.013.
Cohen, P. (2012). In our prime: The invention of middle age. NY: Scribner. Cognitive Training Data. “Studies on Cognitive Training Benefits,” Cognitive Training Data, accessed
August 22, 2016, http://www.cognitivetrainingdata.org/studies-cognitive-training-benefits/ Danziger, S., & Rouse, C. (Eds.). (2007). The price of independence: The economics of early
adulthood. NY: Russell Sage Foundation. Eichorn, D. H., Clausen, J. A., Haan, N., Honzik, M. P., & Mussen, P. H. (Eds). (1981).
Present and past in midlife. New York: Academic Press. Farrell, M.P., & Rosenberg, S.D. (1981). Men at midlife. Boston: Auburn House Publishing
Company. Fodor, I. G., & Franks, V. (Eds.). (1990). Women in midlife and beyond: The new prime of
life? Psychology of Women Quarterly, 14, 445-616. Franz, C. E. & Stewart A. J. (Eds.). (1994). Women creating lives: identities, resilience, and
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Additional resources, links, and papers are available on the LATTE class site.