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: Lachman@Brandeis.edu

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

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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

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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

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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

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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.

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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

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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

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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-

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.