207
Views
0
CrossRef citations to date
0
Altmetric
Introduction

Introduction to the Special Issue on Aging and Bisexuality: Can These Complex Life Patterns Be an Impetus for Identity Flexibility and Growth?

References

  • Benovenli, L., Fuller, E., Sinnott, J., & Waterman, S. (2011). Three applications of the theory of postformal thought: Wisdom, concepts of God, and success in college. Research in the Social Scientific Study of Religion, 22, 141–154.
  • Cartwright, K. B., Galupo, M. P., Tyree, S. D., & Jennings, J. (2009). Reliability and validity of the Complex Postformal Thought Questionnaire. Journal of Adult Development, 16, 183–189.
  • Chap, J. B., & Sinnott, J. D. (1977–1978). Performance on institutionalized and community active old persons on concrete and formal Piagetian tasks. International Journal of Aging and Human Development, 8, 269–278.
  • Churchman, C. (1971). The design of inquiring systems: Basic concepts of systems and organizations. New York, NY: Basic Books.
  • Commons, M., Armon, C., Kohlberg, L., Richards, F., Grotzer, T., & Sinnott, J. D. (Eds.). (1989). Beyond formal operations III: Models and methods in the study of adult and adolescent thought. New York, NY: Praeger.
  • Commons, M., Richards, F., & Armon, C. (Eds.). (1984). Beyond formal operations. New York, NY: Praeger.
  • Commons, M., & Ross, S. N. (2008). What postformal thought is and why it matters. World Futures, 64, 321–329.
  • Commons, M., Sinnott, J. D., Richards, F., & Armon, C. (Eds.). (1989). Adult development II: Comparisons and applications of adolescent and adult developmental models. New York, NY: Praeger.
  • Crocker, J. (1999). Social stigma and self-esteem: Situational construction of self-worth. Journal of Experimental Social Psychology, 35, 89–107.
  • Frable, D., Blackstone, T., & Scherbaum, C. (1990). Marginal and mindful: Deviants in social interactions. Journal of Personality and Social Psychology, 59, 140–149.
  • Galupo, M. P., Cartwright, K. B., & Savage, L. S. (2010). Cross-social category friendships as a context for postformal cognitive development. Journal of Adult Development, 17, 208–214.
  • Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. New York, NY: Simon & Schuster.
  • Griffin, J., Gooding, S., Semesky, M., Farmer, B., Mannchen, G., & Sinnott, J. D. (2009). Four brief studies of relations between postformal thought and non-cognitive factors: Personality, concepts of God, political opinions, and social attitudes. Journal of Adult Development, 16(3), 173–182.
  • Hatzenbeuhler, M. L., Nolen-Hoeksema, S., & Dovidio, J. (2009). How does stigma “get under the skin”? The mediating role of emotional regulation. Psychological Science, 20, 1282–1289.
  • Hofstadter, D. R. (1979). Gödel, Escher, Bach: An eternal golden braid. New York, NY: Basic Books.
  • Jennings, J., Galupo, M. P., & Cartwright, K. (2009). The role of postformal cognitive development in death acceptance. Journal of Adult Development, 16, 166–172.
  • Johnson, L. (1991). Bridging paradigms: The role of a change agent in an international technical transfer project. In J. Sinnott & J. Cavanaugh (Eds.), Bridging paradigms: Positive development in adulthood and cognitive aging (pp. 59–72). New York, NY: Praeger.
  • Johnson, L. (1994). Nonformal adult learning in international development projects. In J. D. Sinnott (Ed.), Interdisciplinary handbook of adult lifespan learning (pp. 203–217). Westport, CT: Greenwood.
  • Johnson, L. (2004). Postformal thinking in the workplace. Stockholm, Sweden: University of Stockholm Press.
  • Johnson, L., & Sinnott, J. D. (1996, August). Complex reasoning styles in expert research administrators. Paper presented at the Society for Research Administrators National Conference, Toronto, Canada.
  • Jones, R. S. (1992). Physics for the rest of us: Ten basic ideas of 20th century physics. New York, NY: Fall River Press.
  • Katz, I., & Hass, R. G. (1988). Racial ambivalence and American value conflict: Correlational and priming studies of dual cognitive structures. Journal of Personality and Social Psychology, 55, 893–905.
  • Keller, J., & Dauenheimer, D. (2003). Stereotype threat in the classroom: Dejection mediates the disrupting threat effect on women's math performance. Personality and Social Psychology Bulletin, 29, 371–381.
  • Lee, D. M. (1991). Relativistic operations: A framework for conceptualizing teachers' everyday problem-solving. In J. Sinnott & J. Cavanaugh (Eds.), Bridging paradigms: Positive development in adulthood and cognitive aging (pp. 73–68). New York, NY: Praeger.
  • Lee, D. M. (1994). Becoming an expert: Reconsidering the place of wisdom in teaching adults. In J. D. Sinnott (Ed.), Interdisciplinary handbook of adult lifespan learning (pp. 234–248). Westport, CT: Greenwood.
  • Major, B., & O'Brian, I. (2005). The social psychology of stigma. Annual Review of Psychology, 56, 393–421.
  • McAdams, D. P. (2013). The psychological self as actor, agent, and author. Perspectives on Psychological Science, 8, 272–295.
  • Merchant, L. (2012). Adult cognition, creativity, and political ideology (Unpublished master's thesis), Towson University, Towson, MD.
  • Neuberg, S., Smith, D., Hoffman, J., & Russell, F. (1994). When we observe stigmatized and “normal” individuals interacting: Stigma by association. Personality and Social Psychology Bulletin, 20, 196–209.
  • Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1–12.
  • Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York, NY: Basic Books.
  • Rogers, D. B., Sinnott, J. D., & van Dusen, L. (1991, June). Marital adjustment and social cognitive performance in everyday logical problem solving. Paper presented at the Sixth Adult Development Conference, Boston, MA.
  • Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85, 440–452.
  • Sinnott, J. D. (1975). Everyday thinking and Piagetian operativity in adults. Human Development, 18, 430–444.
  • Sinnott, J. D. (1977). Sex-role inconstancy, biology, and successful aging: A postformal model. The Gerontologist, 17, 459–463.
  • Sinnott, J. D. (1981). The theory of relativity: A metatheory for development? Human Development, 24, 293–311.
  • Sinnott, J. D. (1982). Correlates of sex roles in older adults. Journal of Gerontology, 37, 587–594.
  • Sinnott, J. D. (1984a). Older men, older women: Are their perceived sex roles similar? Sex Roles, 10, 847–856.
  • Sinnott, J. D. (1984b). Postformal reasoning: The relativistic stage. In M. Commons, F. Richards, & C. Armon (Eds.), Beyond formal operations (pp. 298–325). New York, NY: Praeger.
  • Sinnott, J. D. (1985, June). The expression of postformal, relativistic self-referential operations in everyday problem-solving performance. Paper presented at the Second Beyond Formal Operations Conference at Harvard University, Cambridge, MA.
  • Sinnott, J. D. (1986a). Sex roles and aging: Theory and research from a systems perspective. New York, NY: S. Karger.
  • Sinnott, J. D. (1986b). Social cognition: The construction of self-referential truth? Educational Gerontology, 12, 337–240.
  • Sinnott, J. D. (1987). Sex roles in adulthood and old age. In D. B. Carter (Ed.), Current conceptions of sex roles and sex typing (pp. 155–180). New York, NY: Praeger.
  • Sinnott, J. D. (1989a). Changing the known, knowing the changing. In D. Kramer & M. Bopp (Eds.), Transformation in clinical and developmental psychology (pp. 51–69). New York, NY: Springer.
  • Sinnott, J. D. (Ed.) (1989b). Everyday problem-solving: Theory and applications. New York, NY: Praeger.
  • Sinnott, J. D. (1990, May). Yes, it's worth the trouble. Unique contributions from everyday cognition studies. Paper presented at the Twelfth West Virginia University Conference on Lifespan Developmental Psychology: Mechanisms of Everyday Cognition, Morgantown, WV.
  • Sinnott, J. D. (1991a, June). Conscious adult development: Complex thought and solving our intragroup conflicts. Invited presentation, Sixth Adult Development Conference, Suffolk University, Boston.
  • Sinnott, J. D. (1991b). Limits to problem-solving: Emotion, intention, goal clarity, health, and other factors in postformal thought. In J. D. Sinnott & J. Cavanaugh (Eds.), Bridging paradigms: Positive development in adulthood and cognitive aging (pp. 169–202). New York, NY: Praeger.
  • Sinnott, J. D. (1991c). What do we do to help John? A case study of everyday problem-solving in a family making decisions about an acutely psychotic member. In J. D. Sinnott & J. Cavanaugh (Eds.), Bridging paradigms: Positive development in adulthood and cognitive aging (pp. 203–220). New York, NY: Praeger.
  • Sinnott, J. D. (1992, August). Development and yearning: Cognitive aspects of spiritual development. Paper presented at the American Psychological Association Conference, Washington, D.C.
  • Sinnott, J. D. (1993a). Teaching in a chaotic new physics world: Teaching as a dialogue with reality. In P. Kahaney, J. Janangelo, & L. Perry (Eds.), Theoretical and critical perspectives on teacher change (pp. 91–108). Norwood, NJ: Ablex.
  • Sinnott, J. D. (1993b). Use of complex thought and resolving intragroup conflicts: A means to conscious adult development in the workplace. In J. Demick & P. M. Miller (Eds.), Development in the workplace (pp. 155–175). Hillsdale, NJ: Erlbaum.
  • Sinnott, J. D. (1994a). Development and yearning: Cognitive aspects of spiritual development. Journal of Adult Development, 1, 91–99.
  • Sinnott, J. D. (1994b). The future of adult lifespan learning. In J. D. Sinnott (Ed.), Interdisciplinary handbook of adult lifespan learning (pp. 449–466). Westport, CT: Greenwood.
  • Sinnott, J. D. (1994c). Interdisciplinary handbook of adult lifespan learning. Westport, CT: Greenwood.
  • Sinnott, J. D. (1994d). New science models for teaching adults: Teaching as a dialogue with reality. In J. D. Sinnott (Ed.), Interdisciplinary handbook of adult lifespan learning (pp. 90–104). Westport, CT: Greenwood.
  • Sinnott, J. D. (1994e). The relationship of postformal learning and lifespan development. In J. D. Sinnott (Ed.), Interdisciplinary handbook of adult lifespan learning (pp. 105–119). Westport, CT: Greenwood.
  • Sinnott, J. D. (1996). The developmental approach: Postformal thought as adaptive intelligence. In F. Blanchard-Fields & T. Hess (Eds.), Perspectives on cognitive change in adulthood and aging (pp. 358–383). New York, NY: McGraw-Hill.
  • Sinnott, J. D. (1997a). Brief report: Complex postformal thought in skilled research administrators. Journal of Adult Development, 4(1), 45–53.
  • Sinnott, J. D. (1997b). Developmental models of midlife and aging in women: Metaphors for transcendence and for individuality in community. In J. M. Coyle (Ed.), Women and aging: A research guide (pp. 149–163). Westport, CT: Greenwood.
  • Sinnott, J. D. (1998a). Creativity and postformal thought. In C. Adams-Price (Ed.), Creativity and aging: Theoretical and empirical approaches (pp. 43–72). New York, NY: Springer.
  • Sinnott, J. D. (1998c). Development of logic in adulthood: Postformal thought and its applications. New York, NY: Plenum.
  • Sinnott, J. D. (1998b). New patterns: Creating the multinational problem focused university. In R. Carneiro (Ed.), Educacao e sociedade (pp. 160–192). Lisbon, Portugal: Gulbenkian Foundation.
  • Sinnott, J. D. (Ed.). (1999). Reinventing the university to teach both mind and heart [Special issue]. Journal of Adult Development, 6(3/4).
  • Sinnott, J. D. (2000). Cognitive aspects of unitative states: Spiritual self-realization, intimacy, and knowing the unknowable. In M. E. Miller & A. N. West (Eds.), Spirituality, ethics, and relationship in adulthood: Clinical and theoretical explorations (pp. 177–198). Madison, CT: Psychosocial Press.
  • Sinnott, J. D. (2003a). Postformal thought and adult development: Living in balance. In J. Demick & C. Andreoletti (Eds.), Adult development (pp. 221–238). New York, NY: Plenum.
  • Sinnott, J. D. (2003b, March). Spirituality, development and healing: Lessons from several cultures. Paper presented at Loyola College Midwinter Conference on Religion and Spirituality, Columbia, MD.
  • Sinnott, J. D. (2003c). Teaching as nourishment for complex thought. In N. L. Diekelmann (Ed.), Interpretive Studies in Healthcare and the Human Services Series: Teaching the practitioners of care: New pedagogies for the health professions (pp. 232–271). Madison, WI: University of Wisconsin Press.
  • Sinnott, J. D. (2004a). Learning as a humanistic dialogue with reality; new theories that help us teach the whole person: Context of learning and complex thought: Implications for modern life. In T. Hagestrom (Ed.), Stockholm lectures: Adult development and working life (pp. 78–108). Stockholm, Sweden: University of Stockholm Press.
  • Sinnott, J. D. (2004b). Learning as a humanistic dialogue with reality; new theories that help us teach the whole person: Complex postformal thought and its relation to adult learning, life span development, and the new sciences. In T. Hagestrom (Ed.), Stockholm lectures: Adult development and working life (pp. 109–152). Stockholm, Sweden: University of Stockholm Press.
  • Sinnott, J. D. (2004c). Learning as a humanistic dialogue with reality; new theories that help us teach the whole person: Context of learning and complex thought: Implications for modern life. Invited monograph, University of Stockholm, Stockholm, Sweden.
  • Sinnott, J. D. (2004d). Learning as a humanistic dialogue with reality; new theories that help us teach the whole person: Complex postformal thought and its relation to adult learning, life span development, and the new sciences. Invited monograph, University of Stockholm, Stockholm, Sweden.
  • Sinnott, J. D. (2005). The dance of the transforming self: Both feelings of connection and complex thought are needed for learning. In M. A. Wolf (Ed.), Adulthood, new terrain, new directions (pp. 27–38). San Francisco, CA: Jossey Bass.
  • Sinnott, J. D. (2006). Spirituality as “feeling connected with the transcendent”: Outline of a transpersonal psychology of adult development of self. Religion, Spirituality, and the Scientific Study of Religion, 16, 287–308.
  • Sinnott, J. D. (2007). Cognitive and representational development in adults. In K. Cartwright (Ed.), Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning (pp. 42–70). New York, NY: Guilford Publications.
  • Sinnott, J. D. (2008). Humanistic psychology, learning, and teaching the “whole person.” I-Manager's Journal on Educational Psychology, 1(4), 55–63.
  • Sinnott, J. D. (Ed.). (2009a). Complex thought and construction of identity [Special Issue]. Journal of Adult Development, 16.
  • Sinnott, J. D. (2009b). Complex thought and construction of the self in the face of aging and death. Journal of Adult Development, 16(3), 155–165.
  • Sinnott, J. D. (Ed.). (2009c). Positive psychology and adult development, Parts I & II [Special Issue]. Journal of Adult Development, 17.
  • Sinnott, J. D. (2010). Coherent themes: Individuals' relationships with God, their early childhood experiences, their bonds with significant others, and their relational delusions during psychotic episodes all have similar holistic, existential, and relational themes. Journal of Adult Development, 17(4), 230–244.
  • Sinnott, J. D. (2011). Constructing the self in the face of aging and death: Complex thought and learning. In C. Hoare (Ed.), Oxford handbook of adult development and learning (2nd ed., pp. 248–264). New York, NY: Oxford University Press.
  • Sinnott, J. D. (Ed.). (2013). Positive psychology: Advances in understanding adult motivation. New York, NY: Springer Publishing.
  • Sinnott, J. D. (2014). Adult development: Cognitive aspects of thriving close relationships. New York, NY: New York, NY: Oxford University Press.
  • Sinnott, J. D., & Berlanstein, D. (2006). The importance of feeling whole: Learning to “feel connected”, community, and adult development. In C. H. Hoare (Ed.), Oxford handbook of adult development and learning (pp. 381–406). New York, NY: Oxford University Press.
  • Sinnott, J. D., Block, M., Grambs, J., Gaddy, C., & Davidson, J. (1980). Sex roles in mature adults: Antecedents and correlates. College Park, MD: University of Maryland College Park, Center on Aging.
  • Sinnott, J. D., & Cavanaugh, J. (Eds.). (1991). Bridging paradigms: Positive development in adulthood and cognitive aging. New York, NY: Praeger.
  • Sinnott, J. D., Geissler, T., Hilton, S., Merson, J., Nardini, A., Newman, R., … Tippett, C. (2013, May). Cognition and relationship quality. Paper presented at the 25th Annual Convention of the Association for Psychological Science, Washington, D.C.
  • Sinnott J. D., & Guttmann, D. (1978a). Piagetian logical abilities and older adults' abilities to solve everyday problems. Human Development, 21, 327–333.
  • Sinnott, J. D., & Guttmann, D. (1978b). The dialectics of decision making in older adults. Human Development, 21, 190–200.
  • Sinnott, J. D., Hilton, S., Wood, M., Spanos, E., & Topel, R. (2015). Does motivation affect emerging adults' intelligence and complex postformal problem solving? Journal of Adult Development. doi: 10.1007/s10804-015-9222-5
  • Sinnott, J. D., & Johnson, L. (1996). Reinventing the university: A radical proposal for a problem focused university. Norwood, NJ: Ablex.
  • Sinnott, J. D., & Rabin, J. S. (2010). Sex roles revisited. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 323, pp. 1–7). New York, NY: Elsevier.
  • Sinnott, J. D., & Shifren, K. (2002). Gender and aging: Transforming and transcending gender roles. In J. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging (5th ed., pp. 454–476). San Diego, CA: Academic Press.
  • Vaughan, M. D., Miles, J., Parent, M. C., Lee, H. S., Tilghman, J. D., & Prokhorets, S. (2014). A content analysis of LGBT-themed positive psychology articles. Psychology of Gender Orientation and Sexual Diversity, 1, 313–324.
  • Wolf, F. A. (1981). Taking the quantum leap. New York, NY: Harper & Row.
  • Yan, B. (1995). Nonabsolute/relativistic (N/R) thinking: A possible unifying commonality underlying models of postformal reasoning (Unpublished doctoral dissertation), University of British Columbia, Vancouver.
  • Yan, B., & Arlin, P. K. (1995). Non-absolute/relativistic thinking: A common factor underlying models of postformal reasoning? Journal of Adult Development, 2, 223–240.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.