By Nancy Datan
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Extra resources for Life-Span Developmental Psychology. Dialectical Perspectives on Experimental Research
There may very well be other aspects to history that eventually need to be explored, but as long as these are not revealed through historical interpretations by the individual-psychological perceivers, they are of no value for any inquiry. In further explorations of this issue, I compared the records produced by students with different degrees of education and, presumably, different degrees of historical knowledge. I expected that the more advanced students would show the spiking effect less strongly and would fill the gaps between the spikes more evenly with the names of historical figures not engaged in warfare and uprisings.
Gadamer, 1960, and Merleau-Ponty, 1963) regard "being" as primary and "becoming" (which the individual completes) as secondary. While there is a shared concern for the concrete experience of the individual, dialectics emphasize human activities (rather than contemplations) in their interactional determination during developmental and historical processes. Thus, dialectics goes only part of the way with Schaltenbrands, (1967) conclusion, that modern man "instead of seeing his living existence .
This analysis of inertia, moreover, parallels the comparison between endogenous and exogenous biological clocks. The existence of a purely endogenous clock could only be proved in an empty universe without history, the existence of a purely exogenous clock could be proved only if it had no potentially rhythmic internal structure. In practice, the temporal nature of the biological clock must be conceived of as a relationship between its physical self and the world. For convenience, this relationship may be imagined as the fusion of two abstract clocks, an endogenous and an exogenous o n e .
Life-Span Developmental Psychology. Dialectical Perspectives on Experimental Research by Nancy Datan