Life-span developmental psychology involves the study of constancy and change in behavior throughout the life course. One aspect of life-span research has been the advancement of a more general, metatheoretical view on the nature of development. The family of theoretical perspectives associated with this metatheoretical view of life-span developmental psychology includes the recognition of multidirectionality in ontogenetic change, consideration of both age-connected and disconnected developmental factors, a focus on the dynamic and continuous interplay between growth (gain) and decline (loss), emphasis on historical embeddedness and other structural contextual factors, and the study of the range of plasticity in development. Application of the family of perspectives associated with life-span developmental psychology is illustrated for the domain of intellectual development. Two recently emerging perspectives of the family of beliefs are given particular attention. The first proposition is methodological and suggests that plasticity can best be studied with a research strategy called testing-the-limits. The second proposition is theoretical and proffers that any developmental change includes the joint occurrence of gain (growth) and loss (decline) in adaptive capacity. To assess the pattern of positive (gains) and negative (losses) consequences resulting from development, it is necessary to know the criterion demands posed by the individual and the environment during the lifelong process of adaptation. The study of life-span development is not a homogeneous field. It comes in two major interrelated modes. The first mode is the extension of developmental studies across the life course without a major effort at the construction of metatheory that emanates from life-span work. The second mode includes the endeavor to explore whether life-span research has specific implications for the general nature of developmental theory. The second approach represents the topic of this article. Specifically, the purpose of this article is twofold. First, after a brief introduction to the field of life-span developmental psychology, some prototypical features of the life-span approach in developmental psychology are presented. Second, these features are illustrated by work in one domain: intellectual development. Although the focus of this paper is on life-span developmental psychology and its theoretical thrust, it is important to recognize at the outset that similar perspectives on developmental theory have been advanced in other quarters of developmental scholarship as well (Hetherington & Baltes, in press; Scan; 1986). There is, however, a major difference in the gestalt in which the features of the theoretical perspective of life-span psychology are organized.
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