Thematische Bibliographien / 380106 Developmental psychology and ageing

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Auswahl der wissenschaftlichen Literatur zum Thema „380106 Developmental psychology and ageing“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 4. Februar 2022

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Zeitschriftenartikel zum Thema "380106 Developmental psychology and ageing"

Doyle, Colleen, Mary Luszcz und Peter Rendell. „Real and Perceived Effects of Ageing on Cognition“. Australian Educational and Developmental Psychologist 9, Nr. 2 (November 1992): 18–23. http://dx.doi.org/10.1017/s081651220002664x.

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ABSTRACTA symposium on ageing research was held at the 7th Australian Developmental Conference in July 1992. The theme of the symposium was the effect of ageing on cognition. Empirical and theoretical papers presented evidence for cognitive decline in late adulthood. However, discussion of the modifiability of cognition tempered the pessimistic view of cognitive ability in old age. Interdisciplinary studies such as the Berlin Aging Study provide hope for the discovery of factors affecting successful ageing by examining the interaction between health, personality, social factors, and cognition.

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Hess, Thomas M. „Ageing-related influences on personal need for structure“. International Journal of Behavioral Development 25, Nr. 6 (November 2001): 482–90. http://dx.doi.org/10.1080/01650250042000429.

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The need for structure construct was examined in relation to adult age using the Personal Need for Structure scale (PNS; M.M. Thompson, M.E. Naccarato, & K. Parker, 1989). The results of a series of confirmatory factor analyses indicated that the two intercorrelated-factor structure of the PNS scale held up well across individuals aged 21 to 85, validating its use for the examination of ageing effects. Structural equation modelling analyses found that ageing was associated with lower levels of physical health and cognitive skill, which in turn were related to higher PNS scores. It was also found, however, that the impact of reductions in these resources on need for structure were counteracted by high levels of social activity and emotional health. The argument is made that ageing-related changes in personal resources impact everyday behaviour through changes in motivation, such as need for structure.

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Ryff, Carol D. „Beyond Ponce de Leon and Life Satisfaction: New Directions in Quest of Successful Ageing“. International Journal of Behavioral Development 12, Nr. 1 (März 1989): 35–55. http://dx.doi.org/10.1177/016502548901200102.

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Previous approaches to the study of successful ageing are reviewed. It is argued that there has been an absence of theory guiding this research; an implicit negativism in the proposed conceptions of well-being; a neglect of the possibility for continued growth and development in old age; and a failure to see conceptions of positive ageing as human constructions that are open to cultural variations and historical change. An alternative approach that draws on the convergence in life-span developmental theories, clinical theories of personal growth, and mental health perspectives is presented. Six criteria of well-being result from this integration: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. These dimensions are defined and their relevance for the study of adulthood and ageing is discussed. New avenues for investigating successful ageing as a human construction are presented with emphasis given to the complementarity between quantitative and qualitative research strategies.

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Gariépy, Jean-Louis. „Gilbert Gottlieb's Contributions to Developmental Thinking in Developmental Psychology“. International Journal of Developmental Science 1, Nr. 2 (2007): 184–93. http://dx.doi.org/10.3233/dev-2007-1211.

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Colonia-Willner, Regina. „Investing in Practical Intelligence: Ageing and Cognitive Efficiency among Executives“. International Journal of Behavioral Development 23, Nr. 3 (September 1999): 591–614. http://dx.doi.org/10.1080/016502599383711.

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This paper has two objectives. (1) To review in part empirical evidence obtained in a recent study on practical intelligence in bank managers (Colonia-Willner, 1998). (2) To discuss the implications of these findings for the study of practical intelligence, expertise, and compensatory abilities. The first goal of the initial study was to determine whether managerial practical intelligence is preserved in older bank managers whereas differences in psychometric measures of reasoning are associated with age. The second was to verify whether practical intelligence measures better predict managerial job performance than traditional psychometric tests. Two hundred bank managers (43 experts and 157 nonexperts) participated in the initial study. Increased age appeared to be associated with lower performance in the Raven’s Advanced Progressive Matrices (Raven’s) and the Verbal Reasoning subtest of the Differential Aptitude Test (DAT), but less so with the Tacit Knowledge Inventory for Managers (TKIM). Although scoring lower on psychometric reasoning measures, the best performing older managers, on average, exhibited high levels of tacit knowledge, an instantiation of practical knowledge acquired in situations where information is not openly expressed. TKIM predicted managerial skill; DAT and Raven’s did not. These findings suggest: (1) that stabilisation of some aspects of intelligence may occur in old age; and (2) that domain-specific knowledge may contribute to compensation for age-related losses in functioning.

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Rabbitt, Patrick, und Christine Lowe. „Patterns of cognitive ageing“. Psychological Research 63, Nr. 3-4 (18.08.2000): 308–16. http://dx.doi.org/10.1007/s004269900009.

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Evenhuis, H., C. M. Henderson, H. Beange, N. Lennox und B. Chicoine. „Healthy Ageing - Adults with Intellectual Disabilities: Physical Health Issues“. Journal of Applied Research in Intellectual Disabilities 14, Nr. 3 (August 2001): 175–94. http://dx.doi.org/10.1046/j.1468-3148.2001.00068.x.

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Sauna‐aho, Oili, Nina Bjelogrlic‐Laakso, Päivi Rautava und Maria Arvio. „Ageing and cognition in men with fragile X syndrome“. Journal of Applied Research in Intellectual Disabilities 33, Nr. 5 (12.04.2020): 1113–18. http://dx.doi.org/10.1111/jar.12733.

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Josephs, Ingrid E., und Jaan Valsiner. „Developmental Science Meets Culture: Cultural Developmental Psychology in the Making“. International Journal of Developmental Science 1, Nr. 1 (2007): 47–64. http://dx.doi.org/10.3233/dev-2007-1105.

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Rendell, Peter G., Louise H. Phillips, Julie D. Henry, Tristan Brumby-Rendell, Xochitl de la Piedad Garcia, Mareike Altgassen und Matthias Kliegel. „Prospective memory, emotional valence and ageing“. Cognition & Emotion 25, Nr. 5 (August 2011): 916–25. http://dx.doi.org/10.1080/02699931.2010.508610.

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Dissertationen zum Thema "380106 Developmental psychology and ageing"

Hayes, Tracy. „Making sense of nature : a creative exploration of young people's relationship with the natural environment“. Thesis, University of Cumbria, 2018. http://insight.cumbria.ac.uk/id/eprint/3732/.

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Can you imagine a world where no-one goes outside? Our world is under threat from human activities, from what we do, and the way we do it. This will have a huge impact on our future lives, and we need to think about how we protect places and the people, animals and plants found there. Whilst, there is a widely-recognised need to address this threat, there is a specific focus on how we can involve young people in this process. Within this, there is additional concern about how little time children and young people spend outside. My qualitative study responds to these concerns by exploring young people’s relationship with nature, and how this may be developed through the projects we offer them. The participating projects have been spread across England, from south-east to north-west, including rural, coastal and urban environments. The young people, aged between 11 and 25, were from diverse backgrounds, with a wide range of individual needs. This transdisciplinary research has used an innovative blended methodology, combining hermeneutics, (auto)ethnography and action research (HEAR) to explore the topic. I have been creative in my approach, preferring everyday language and making use of stories. I have listened to and observed people’s stories, and created new stories based on these experiences. My work emphasises the importance of communication, how we talk to and with people, and how we talk about the natural environment. Contributions to practice include the development of a new toolkit providing guidance for practitioners on how to work effectively outdoors, with young people identified as having special educational needs and/or disabilities. Contributions to knowledge include a new conceptualisation of the different forms of story, and a new methodological approach (HEAR) to explore outdoor learning experiences. These outcomes are founded in young peoples’ perspectives and grounded in practice.

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McDowell, Heather. „Emotional child abuse and resiliency: an Aotearoa/New Zealand study“. 1995. http://hdl.handle.net/2292/2201.

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Emotional child abuse is recognised as the unifying construct of child abuse (Brassard & Gelardo, 1987). Defining emotional child abuse (ECA) is an area of debate in the literature and a widely recognised definition has yet to be developed. There is general agreement on the definition of resilience with most making reference to adapting and coping well in the face of adversity. Recent research has questioned the implied unidimensionality of the term. A research study was designed with several aims: to explore how ECA is defined by professionals working in the area of child abuse, and by members of the general public; to develop an understanding of the nature of ECA from adults who self-identified as having experienced ECA; and, to examine the ways in which these adults coped, and dealt with ECA and its effects. Further aims of the research following from these were to develop a definition of ECA, and to identify implications for practice for those working in the area of ECA. Attachment theory (Bowlby, 1969, 1988; Crittenden & Ainsworth, 1989) was the theoretical base for the research. The literature on resilience was reviewed with a particular focus on ECA. Consistent findings in the literature on the cost of resiliency in the area of emotional well-being and functioning were explored and used to critically examine the clinical utility of the term. Two surveys were developed, one for distribution to all the professionals working in the area of child abuse in statutory agencies in Auckland; and one for distribution to a sample of adults living in the greater Auckland area. Comparison of the conceptual and specific categories derived from the definitions of ECA provided by the professional group (N=l8l) and the lay group (N=142) indicated considerable agreement. Differences between the groups on the relative frequency of use of the categories were explained and directions for future research were suggested. Concurrence between the findings of this study and others on developing a definition of ECA supported the existence of ECA as a separate and consistent form of child maltreatment. Adults who saw themselves as having experienced ECA were identified through the general public and professional surveys (N=30). They were individually interviewed using a semi-structured format about the nature of the ECA they had experienced and how they had coped with it as a child, adolescent, and adult. The interviews, and relevant material from the surveys, were analysed using a Grounded Theory approach. The themes that emerged from the material on the nature of ECA were grouped into four areas: the nature of ECA; the effects of ECA; the context of ECA; and, disclosure of ECA. The themes that emerged on how participants coped and dealt with the ECA they had experienced revealed a range of coping strategies and changes in these across the broad developmental stages of childhood, adolescence, and adulthood. An important distinction that emerged was that between coping with the ECA and dealing with it. The cost of coping was a prominent theme and concurred with findings in the literature. The implications for practice and directions for future research generated by these findings are discussed. A theoretical definition developed from the research findings is presented and applied to specific examples from the research.

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Carroll-Lind, Janis. „Children's perceptions of violence : the nature, extent, and impact of their experiences : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Hokowhitu Campus, Palmerston North, New Zealand“. 2006. http://hdl.handle.net/10179/1469.

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Perceptions of increased rates of violence worldwide have heightened the need to understand what children think about their experiences as victims or witnesses of violence. Few studies have examined violence from the viewpoint of children. The purpose of this study was to examine children's perceptions of the prevalence, incidence, and impact of violence experienced or witnessed by them and to explore the factors that might mitigate and reduce its impact. A national survey of New Zealand children, aged 9 to 13 years, with a representative sample of 2,077 children from 28 randomly selected schools of various sizes, geographic areas and socioeconomic neighbourhoods was undertaken. A questionnaire was developed for children to report the nature and extent of physical, sexual and emotional violence (including bullying) experienced within their main contexts (home and school). To assess the impact of this violence, as well as children's perceptions of school, their coping experiences, and the extent to which they used violence in their own interpersonal relationships, analyses of data comprised frequencies, bivariate correlations, t-tests, and multiple regressions. Results showed high prevalence rates of physical, emotional, and sexual violence. Comparison of the three types of violence revealed emotional violence to be the most prevalent form of violence and as having more impact on children than physical violence. Sexual violence had the most overall impact. Witnessing violence was more prevalent and, except for sexual victimisation, also had greater impact than direct violence. All types of violence involving adults were rated higher than violence involving children. The study also examined the ethical considerations and philosophy underpinning research that involves children. Guided by Article 12 of the United Nations Convention on the Rights of the Child, the results support the controversial ethical decision to adopt a passive consent procedure. The study demonstrated children's competence to express the ways in which violence has affected them. Conclusions are that effective development of policy and provision should be based on data that reflects children's perceptions of the violence in the context of their own lives

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(8795315), Gregor A. Horvath. „GENES BY HOME CHAOS INTERACTIONS PREDICT EXTERNALIZING PROBLEMS IN CHILDHOOD“. Thesis, 2020.

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Genetic and home chaos influences in early childhood have been independently associated with externalizing problems, characterized by inattentive, hyperactive, and aggressive behaviors. However, the Behavioral Genetics approach indicates that genetic and environmental influences, although independently effective, interact to produce behavior throughout development. Thus, this thesis uses two samples, the Early Growth and Development study (EGDS), n= 564, and the Avon Longitudinal Study of Parents and Children (ALSPAC), n= 8,952, and two genetically-sensitive approaches, a parent-child adoption approach and a polygenic scoring approach, to examine how genetic influences and home chaos interact in early childhood (age 3-4) to predict externalizing problems later in childhood (age 7). Results indicate that, although home chaos is correlated with later externalizing problems, the effect is reduced in the context of earlier externalizing, possibly suggesting that home chaos is most salient for concurrent, not later, externalizing problems. In addition, genetic influences were not predictive of externalizing problems in either study, nor was the interaction of home chaos and genetic influences. This pattern of results suggests that, although home chaos may be an important factor for concurrent externalizing problems, other factors, e.g., parenting style and prenatal risk, may be more salient than home chaos, especially in interaction with genetic effects. Further, failure to find genetic influence in this thesis suggest that accounting for the broad scope of genetic influences on complex traits like externalizing and the specific genetic risk for individual externalizing phenotypes is important in attempts to find genetic influence and interaction.

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(5930852), Mengqian Shen. „Romance and the Psychosocial Adjustment of Indonesian Adolescents“. Thesis, 2019.

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The associations between religiosity, popularity, problem behavior, and adolescent romantic involvement were examined with both concurrent regressions and longitudinal cross-lagged models in this three-year longitudinal study of 869 high-school Indonesian Muslim adolescents. A problem behavior construct was formed from three variables (i.e., self-reported tobacco use, self-reported alcohol use, and self-reported deviancy). Religiosity, problem behavior, and adolescent romance were self-reported, and popularity was peer-reported. Indonesian adolescents reported high percentages of romantic involvement across three grades, and their romantic involvement increased with age. In the concurrent analyses, both problem behavior and popularity were positively associated with romance at tenth grade, but the main effect of popularity was significant for girls only. Religiosity was negatively associated with romance for girls at tenth grade. In the cross-lagged models, tenth-grade popularity was positively associated with changes in adolescent romance from tenth to eleventh grade. Bidirectional associations emerged between problem behavior and adolescent romance across three grades. No gender difference emerged in the longitudinal analyses. These patterns of association showed both similarities and differences to those found in the US. This study provides evidence that adolescent romance is intertwined with other aspects of adolescent development in Indonesia, and highlights the importance of exploring the influences of culture on adolescent romance in future studies.

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(8789903), Michael Smoker. „DETERMINATION OF THE REWARDING CAPACITY OF EDIBLE AND INJECTED ∆9-TETRAHYDROCANNABINOL IN ADOLESCENT AND ADULT MICE“. Thesis, 2020.

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Cannabis (and its main psychoactive component, THC) is one of the most widely-used drugs in the world, and recent expansion of its legal status has made it available in a variety of formulations and at a potency unrivaled in history. While its medicinal properties are gaining scientific support, so too is its potential to lead to abuse and dependence. Both initiation of cannabis use and frequent cannabis use are most prevalent in adolescence, and compared to adults, cannabis use by adolescents is associated with a greater likelihood of developing cannabis dependence and cannabis use disorder. Given the ethical limitations surrounding research that provides cannabis to non-users or non-adults, animal models of drug use can be valuable tools for the study of causes and consequences related to drug use, as well as allowing for investigating brain mechanisms underlying these factors. However, only recently have models in which animals reliably use cannabis (THC) at levels above its respective vehicle and at levels which produce consistent behavioral and physiological effects become available, and in no case has age-related differences in this use been examined. Thus, one goal of the current study was to directly compare the self-administration of edible THC (a route of administration used by humans and a formulation increasing in popularity) between adolescent and adult mice.

Adolescents also appear to be differentially sensitive to various effects of several classes of drugs, and they have been shown to be less sensitive to the aversive effects of cannabis, thereby putting them at greater risk for elevated and continued use. Evidence also suggests that, in addition to the risk associated with adolescent cannabis use, having initial positive subjective experiences resulting from its use is a strong predictor of subsequent cannabis dependence. Thus, the second goal of the current study was to use the place conditioning paradigm to examine the reward- (or aversion-) inducing properties of THC in adolescent and adult C57BL/6J mice, using both the traditional experimenter-administered THC (via injection) as well as edible THC self-administration.

Prior to initiating these THC studies, sensitivity of the place conditioning procedure to age-related differences in drug-induced reward was validated using cocaine, yielding locomotor stimulation in both ages and a decreased sensitivity to cocaine’s rewarding properties in adolescent mice. When provided limited access to edible THC dough in doses ranging from 0.0 to 6.0 mg/kg, mice showed a dose-dependent reduction in consumption across access sessions, and this reduction was more rapid in adult mice at the highest doses, suggesting that adolescent mice might have been less sensitive to its aversive properties. These same mice, as well as a separate group of mice receiving injection (also 0.0 to 6.0 mg/kg THC), were given place conditioning sessions, alternating between THC dough and control dough or THC injection and vehicle injection, for 6 days per week and were tested once per week across a total of 3 weeks. Mice conditioned using edible THC showed a neutral response (neither reward nor aversion) at all doses. However, mice conditioned using injected THC showed a conditioned place aversion to the highest dose, which was more pronounced in adult mice. Interestingly, in mice self-administering edible THC, the dose of THC consumed was related to the outcome of place conditioning, such that a conditioned place preference was observed for adult mice which shifted their consumption of 3.0 mg/kg edible THC downward relative to those mice with full consumption of 3.0 mg/kg, and for adolescent mice which had the highest degree of consumption of 6.0 mg/kg edible THC relative to those mice with the lowest consumption of 6.0 mg/kg. Furthermore, initial place preference outcomes at the individual level at test 1 predicted subsequent doses of edible THC consumed, suggesting mice adjust their self-administration of edible THC based on the subjective experience it produces. Besides its impact in place conditioning, THC also had differential effects on body weight and locomotor activity based on age and route of administration. Collectively, this project demonstrates that adolescent mice are less sensitive to the hedonic properties of both cocaine and THC, and that differences in edible THC self-administration between ages, and between individuals within an age, are likely related the subjective experience of its rewarding and aversive properties.

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Brooker, Dawn J. R., und Rosemary J. Woolley. „Enriching opportunities for people living with Dementia: The Development of a Blueprint for a sustainable activity-based model of care“. 2007. http://hdl.handle.net/10454/3746.

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The aim of this paper is to describe the process of building a multi-level intervention called the Enriched Opportunities Programme, the objective of which is to provide a sustainable activity-based model for people with dementia living in long-term care. It is hypothesised that five key elements need to work together to bring about a sustainable activity-based model of care. These elements are specialist expertise-the staff role of Locksmith was developed as part of this programme; individualised assessment and case work; an activity and occupation programme; staff training; and management and leadership. These elements working together are known as the Enriched Opportunities Programme. This paper reports on the processes undertaken to develop Enriched Opportunities from its inception to the present, and focuses on lessons learnt from the literature, an expert working group and action research in four UK study sites. A blueprint for evaluation in other long-term care facilities is described.

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Rees, Daniel. „Role of age and physical disability in person perception“. 2005. http://arrow.unisa.edu.au:8081/1959.8/46714.

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This thesis has three key aims, firstly to explore the effects that perceived age and ability have on person perception. Secondly to discover how these two constructs add to the theory on person perception and thirdly, to test a new methodological approach to the study of person perception.

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Mendonça, Joana Maria Simão. „What do children think about older persons?: Developmental pattern of explicit and implicit ageism across childhood“. Doctoral thesis, 2019. http://hdl.handle.net/10071/20497.

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The general aim of this work was to explore the development of ageism along childhood. The current literature presents mixed findings regarding children’s attitudes towards older persons, which have been attributed to the lack of uniformity of the measures used. In this regard, firstly, a literature review was carried out with a focus on the available measures to assess ageism in children (Chapter 2). Results showed that in studies using explicit measures positive attitudes regarding older persons are found, especially in older children. Conversely, in studies using implicit measures, results revealed more ageism. Based on these findings, two studies were conducted in Chapter 3 revealing that implicit and explicit ageism follow different developmental trends along childhood: in Study 1, preschoolers already revealed both implicit and explicit bias against older persons; in Study 2, while first and fourth graders revealed implicit ageism, fourth graders expressed less explicit bias than first graders. Based on these findings and in order to explore the specific content of ageing stereotypes held by children at different developmental stages, two qualitative studies – using interviews and the Human Figure Drawing method - were developed. Results proved to be aligned with the developmental pattern of ageism found in Chapter 3: while fourth graders expressed more positive attitudes regarding older persons and their future ageing self than first graders, a different pattern was found by means of drawings by older children revealing subtle ageism. These results are discussed given their implications to theory and intervention in this domain.
Esta tese visou explorar o desenvolvimento do idadismo ao longo da infância. A literatura acerca do idadismo na infância apresenta resultados contraditórios os quais têm sido atribuídos à diversidade de medidas utilizadas. Nesse sentido, desenvolveu-se uma revisão de literatura acerca das medidas disponíveis (Capítulo 2). Os resultados demonstraram que, nos estudos que utilizaram medidas explícitas foram encontradas atitudes mais positivas em relação às pessoas idosas. Por outro lado, os estudos que utilizaram medidas implícitas revelaram mais idadismo. Com base nestes resultados, desenvolveram-se dois estudos no Capítulo 3, os quais revelaram que o idadismo implícito e explícito apresentam diferentes padrões de desenvolvimento ao longo da infância: no estudo 1, crianças em idade pré-escolar demonstraram idadismo implícito e explíctio; no estudo 2, enquanto que as crianças do 1º e 4º ano demonstraram idadismo implícito, as crianças do 4º ano demonstraram menos idadismo explícito do que as do 1º ano. Com base nestes resultados e no sentido de explorar o conteúdo específico dos estereótipos de envelhecimento adquiridos pelas crianças em diferentes fases de desenvolvimento, foram desenvolvidos dois estudos qualitativos com base em entrevistas e Desenho da Figura Humana. Os resultados destes estudos qualitativos vão de encontro ao padrão de desenvolvimento de idadismo identificado no Capítulo 3: enquanto que as crianças do 4º ano expressaram atitudes mais positivas relativamente às pessoas idosas e ao seu processo de envelhecimento, um padrão diferente foi identificado quando a medida do desenho foi aplicada, com as crianças mais velhas a revelarem idadismo subtil. Estes resultados são discutidos à luz das suas implicações teóricas e para a intervenção neste domínio.

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Nesik, Aleksandra. „Executive Function in the Intellectually Disabled Offender: A Preliminary Investigation“. 2008. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:36662.

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Despite executive function deficits now been examined in relation to the propensity to commit crimes in the general offending population, to date there has been little investigation of this within an intellectually disabled offending sample. The aim of the present study was to undertake a content analysis of the offending patterns and general behavior of Disabilities SA clients with a view to ascertaining whether such an assessment is justified for this offending group. The present study involved content analysis of five participants, currently clients of Disabilities SA. A coding schema was used to assess for evidence of four executive functions: Learning from previous experience; Engaging in logical reasoning; Impulse control; and Understanding the reactions of others. Findings suggest that offenders with intellectual disability have difficulties in all four areas. These findings are discussed in terms of the need for more comprehensive assessment and treatment implications.

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Bücher zum Thema "380106 Developmental psychology and ageing"

Louw, A. E. (Anet Elizabeth), 1949-, Hrsg. Adult development and ageing. [Bloemfontein, South Africa]: Psychology Publications, 2009.

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Rayner, Eric. Human development: An introduction to the psychodynamics of growth, maturity, and ageing. 3. Aufl. London: Allen & Unwin, 1986.

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Human development: An introduction to the psychodynamics of growth, maturity and ageing. 3. Aufl. London: Allen & Unwin, 1986.

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Rayner, Eric. Human development: An introduction to the psychodynamics of growth, maturity and ageing. 3. Aufl. London: Routledge, 1993.

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Introduction to the psychology of ageing for non-specialists. London, England: Jessica Kingsley Publishers, 2014.

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Adult development and ageing. ABC PUBLISHER, 2009.

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Tucker, Nicholas. Adolescence, Adulthood and Ageing (Open Learning Units: Developmental Psychology). BPS Blackwell, 1996.

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Rose, James, Christopher Clulow, Angela Joyce, Mary Twyman und Eric Rayner. Human Development: An Introduction to the Psychodynamics of Growth, Maturity and Ageing. 4. Aufl. Routledge, 2005.

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Age and ageing in the Roman Empire. Portsmouth, RI: Journal of Roman Archaeology, 2007.

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Eric, Rayner, Hrsg. Human development: An introduction to the psychodynamics of growth, maturity, and ageing. 4. Aufl. New York, NY: Routledge, 2005.

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