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The Handbook of Lifespan Communication


Edited By Jon F. Nussbaum

The Handbook of Lifespan Communication is the foundational scholarly text that offers readers a state of the art view of the varied and rich areas of lifespan communication research. The fundamental assumptions of lifespan communication are that the very nature of human communication is developmental, and, to truly understand communication, change across time must be incorporated into existing theory and research. Beginning with chapters on lifespan communication theory and methodologies, chapters are then organized into the various phases of life: early childhood, adolescence, emerging adulthood, middle adulthood, and older adulthood. Top scholars across several disciplines have contributed to chapters within their domains of expertise, highlighting significant horizons that will guide researchers for years to come.
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Chapter Two: Lifespan Communication Methodology

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As early as the mid-1970s, researchers began to note both the potential for and naissance of a lifespan perspective in social sciences and especially lamented the insufficiency of methods developed to investigate continuity and change (Baltes, Reese, & Nesselroade, 1977). More than two decades later, Bronfenbrenner (1999) referred to the “evolution” of the lifespan approach as it developed within disciplines, especially with regard to psychology, that begins with the recognition and scholarly curiosity of a lifespan perspective and then moves to the evolution of the scientific models and measures used to explore developmental phenomena. In this way, the communication discipline follows suit. What communication lacks is a systematic way of thinking about and measuring communication as a developmental process. This is perhaps because of the relative newness of the scientific study of communication in comparison to its more established sister fields of psychology and sociology, for example, which have developed measurement tools and techniques for the study of lifespan processes. In writing this chapter, we borrow some methods and analytical tools from psychology, sociology, and other fields, but propose that the process of communication must be uniquely studied. Indeed, with the National Communication Association having reached its centennial year in 2014 and Eastern Communication Association (our oldest professional association) having reached the centennial milestone in 2010, it is time for those of us in the field to place human development at the foreground of our studies.

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