Resumen

LOMBARDO, Enrique  y  KRZEMIEN, Deisy. La Psicología del curso de vida en el marco de la Psicología del Desarrollo. Rev. argent. sociol. [online]. 2008, vol.6, n.10, pp.111-120. ISSN 1669-3248.

Throughout the late nineteenth and early twentieth century, main trends in developmental psychology attempted to explain the changes in onto-genetic development based on a universal development pattern determined by genetic legacy and biological evolution. This pattern was in turn closely associated to the important role of innatist approaches. On the other hand, the notions of cultural diversity, contextualism, intergenerational variability, and crosscultural relativity had not yet made their way in the social sciences. The progress of scientific research and methodological designs has laid the groundwork for new ways of thinking about development. The relevance of biological factors has been reconsidered vis-à-vis the reciprocal influence of cultural and historical factors. Lifespan psychology contributes to a more holistic and meta-theoretical understanding of the nature of human development from conception to death. This approach basically emphasizes the dynamic interplay between biological and sociocultural influences, developmental and aging changes as a continuous process not limited by any particular age; the multidirectional and multidimensional nature of development. The paradigm of developmental psychology allows us to delve more deeply into the study of aging from a positive perspective.

Palabras clave : Development; Life span Psychology; Contextualism; Culture; Aging.

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