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Paul Baltes
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Paul B. Baltes (June 18, 1939 – November 7, 2006) was a German psychologist whose broad scientific agenda was devoted to establishing and promoting the life-span orientation of human development. He was also a theorist in the field of the psychology of aging. He has been described by American Psychologist as one of the most influential developmental psychologists.[1]
Contents
[hide]
1 Biography
2 Life-Span Developmental Psychology
2.1 Overview
2.2 Lifelong Development
2.3 Multidimensionality and Multidirectionality
2.4 Development as Gain/Loss
2.5 Plasticity
2.5.1 Applications of Plasticity
2.6 Historical embeddedness
2.7 Contextualism as a Paradigm
2.8 Field of Development as Multidisciplinary
2.9 Applications of Life-Span Developmental Psychology
2.9.1 Positive Youth Development
2.9.2 Minnesota Family Investment Plan
2.9.3 Selective Optimization with Compensation Theory
3 Awards
4 See also
5 Publications
6 References
7 External links
Biography[edit]
Paul B. Baltes was born in Saarlouis, Germany. He is credited with developing theories about lifespan and wisdom, the selective optimization with compensation theory, and theories about successful aging and developing.[2] He received his doctorate from the University of Saarbrücken (Saarland, Germany) in 1967. After, Baltes spent 12 years at several American institutions as a professor of psychology and human development before returning to Germany in 1980. He was Director of the Center of Lifespan Psychology at the Max Planck Institute for Human Development, Berlin, Professor of Psychology at the Free University of Berlin, and Distinguished Professor of Psychology at the University of Virginia.[3] At the Max Planck Institute for Human Development he founded the Berlin Wisdom Project and became a leader in the scientific study of wisdom. Baltes later became the director of the Max Planck International Research Network on Aging.[4]
He was a founding member of the European Academy of Sciences, a member of the Berlin-Brandenburg Academy of Sciences, and a member and vice-president of the Deutsche Akademie der Naturforscher Leopoldina. Paul Baltes also became a member of the Order Pour le mérite for scientists and artists and a foreign member of the American Academy of Arts and Sciences and the Royal Swedish Academy of Sciences.[5]
As to research and theory, Baltes was interested in advancing a life-span view of human ontogenesis that considers behavioral and cognitive functioning from childhood into old age using a family of perspectives that together specify a coherent metatheoretical view on the nature of development.[6] Other substantive topics included work on historical cohort effects, cognitive development, a dual-process conception of lifespan intelligence, and the study of wisdom. His interests also included models of successful development and the cross-cultural comparative study of self-related agency beliefs in the context of child development and school performance. Together with his late wife, Margret Baltes, he proposed a systemic metatheory of ontogeny which characterizes lifespan development as the orchestration of three processes: selection, optimization, and compensation.[3]
Baltes was active in various national and international organizations including the US Social Science Research Council (where he served as chair of the Board of Directors from 1996 until 2000), the German-American Academy Council, the Berlin-Brandenburg Academy of Sciences, and the European Academy of Science. Regarding interdisciplinarity, Baltes was engaged primarily in two projects: he chaired (together with Karl Ulrich Mayer) the Berlin Aging Study and, together with the Sociologist Neil Smelser, he was co-editor-in-chief of the 26-volume International Encyclopedia of the Social and Behavioral Sciences (Elsevier) which appeared in 2001.[3]
Baltes was the author or editor of 18 books and more than 250 scholarly articles and chapters. For his work, he was honored with numerous awards including honorary doctorates and election as foreign member of the American Academy of Arts and Sciences and the Royal Swedish Academy of Sciences, and in 2000 to the German order Pour le mérite of Science and the Arts.[3]
He died at home in Berlin of pancreatic cancer in 2006.[7]
Life-Span Developmental Psychology[edit]
Overview[edit]
Life-span developmental psychology can be defined as the exploration of biological, cognitive, and psychosocial changes and constancies that occur throughout the course of life.[6] It has been presented as a theoretical perspective, proposing several fundamental, theoretical, and methodological principles about the nature of human development. An attempt by researchers has been made to examine whether research on the nature of development suggests a specific metatheoretical worldview. Several beliefs, taken together, form the “family of perspectives” that contribute to this particular view. Baltes argues there are seven key features which affect human development across the life span, namely: (1) development occurs across one’s entire life, (2) multidirectionality and multidimensionality, (3) development as growth and decline, (4) the role plasticity plays in development, (5) the influence of socio-cultural condition on development, (6) the interactions of age-graded, history-graded, and nonnormative historical influences on development, and (7) the multidisciplinary nature of human development.[6]
Lifelong Development[edit]
Lifelong development involves the idea that development is not completed in adulthood; it encompasses the entire life span, from conception to death.[6] The study of development traditionally focused almost exclusively on the changes occurring from conception to adolescence and the gradual decline in old age. It was believed that the five or six decades after adolescence yielded little to no developmental change at all. The current view reflects the possibility that specific changes in development can occur later in life, without having been established at birth. The early events of one’s childhood can be transformed by later events in one’s life. This belief clearly emphasizes that all stages of the life span equally contribute in the regulation of the nature of human development; no age period holds supremacy over another. Many diverse patterns of change such as direction, timing, and order can vary among individuals and affect the ways in which they develop. As individuals move through life, they are faced with many challenges, opportunities, and situations that “give direction, force, and substance to their development”.
Multidimensionality and Multidirectionality[edit]
Baltes states that multidimensionality and multidirectionality are characteristics of human development. By multidimensionality, Baltes is referring to the fact that a complex interplay of factors, both endogenous and exogenous, influence development across the lifespan.[6] Baltes argues that a dynamic interaction of these factors is what influences an individual’s development. As a result, certain factors may have a more powerful effect on a particular domain than another factor. Regardless, Baltes stresses that not one single criterion determines the development of a domain.[6] The second part of the proposition referring to multidirectionality, Baltes states that the development of a particular domain does not occur in a strictly linear fashion that increases towards functional efficacy of a particular modality. Rather development can be characterized as having the capacity for both an increase and decrease in efficacy over the course of an individual’s life. As a result, the development of various domains is multidirectional in nature.[6]
The developmental process occurring between childhood and adolescence known as puberty illustrates Baltes’ principle of multidimensionality and multidirectionality. Puberty is described as a period of “rapid morphological body changes; including physical growth and hormonal changes, as well as a myriad psychological and social contextual changes.”[8] The types of morphological changes associated with puberty include the development of primary and secondary sex characteristics, alterations in height and weight, fluctuations in hormonal levels, along with several other changes.[9] Psychological changes during adolescence involve a broad range of experiences individuals encounter over this period of dynamic changes; including the development of advanced cognitive faculties such as abstraction and other adult cognitive processes, new emotions, along with other psychosocial changes.[10] The fact that the term puberty encompasses such a broad range of domains illustrates the multidimensionality component of the overarching concept. The concept of puberty is also multidirectional as individual domains may both improve or decline in levels of effectiveness. Self-regulation is one domain of puberty which undergoes profound multidirectional changes during the adolescent period. During childhood, individuals have difficulty effectively regulating their actions and impulsive behaviors.[11] Scholars have noted that this lack of effective regulation often results in children engaging in behaviors without fully considering the consequences of one’s actions.[11] Over the course of puberty, neuronal changes attempt to deal with this unregulated behavior by increasing one’s ability to regulate emotions and impulses.[11] Inversely, the ability for adolescents to engage in spontaneous activity and creativity, both domains commonly associated with impulse behavior, decreases over the adolescent period in response to changes in cognition.[8][11] In the end, neuronal changes to the limbic system and prefrontal cortex which are associated with puberty lead to the development of self-regulation, and the ability to consider the consequences of one’s actions.[11]
Development as Gain/Loss[edit]
Baltes argues development across the lifespan is influenced by the “joint expression of features of growth (gain) and decline (loss).”[6] Extending on the premise of multidirectionality, this principle argues for the existence of a parallel process of development that is composed of both gains and losses. Baltes argues that factors which contribute to gain or loss are not in equal proportions but adjust according to systematic age-related shifts.[6] The result of this gain/loss relationship is that an individual’s development occurs within the framework of this dynamic relationship. This relation between developmental gains and losses occurs in a direction to selectively optimize particular capacities which requires the sacrificing of other functions, a process known as selective optimization with compensation.[6] According to the process of selective optimization, individuals over the life-span prioritize particular functions above others, reducing the adaptive capacity of particulars for specialization and improved efficacy of other modalities.[6]
The acquisition of effective self-regulation in adolescents illustrates the gain/loss paradigm put forth by Baltes. As adolescents gain the ability to effectively regulate their actions, they may be forced to sacrifice features to selectively optimize their reactions. For example, individuals may sacrifice their capacity to be spontaneous or creative, if they are constantly required to make thoughtful decisions and regulate their emotions.[12] Adolescents may also be forced to sacrifice their reaction times toward processing stimuli in favour being able to fully consider the consequences of their actions.[12]
Plasticity[edit]
Plasticity denotes intrapersonal variability and focuses heavily on the potentialities and limits of the nature of human development.[13] The notion of plasticity emphasizes that there are many possible developmental outcomes and that the nature of human development is much more open and pluralistic than originally implied by traditional views; there is no single pathway that must be taken in an individual’s development across the life span. Plasticity is imperative to current research because the potential for intervention is derived from the notion of plasticity in development.[14] Undesired development or behaviors could potentially be prevented or ameliorated.
Applications of Plasticity[edit]
Neuronal plasticity, or the capability of the brain to adapt to new requirements, is a prime example of plasticity stressing that the individual’s ability to change is a lifelong process.[15] Recently, researchers have been analyzing how the spared senses compensate for the loss of vision. Without visual input, blind humans have demonstrated that tactile and auditory functions still fully develop. A superiority of the blind has even been observed when they are presented with tactile and auditory tasks. This superiority may suggest that the specific sensory experiences of the blind may influence the development of certain sensory functions, namely tactile and auditory. One experiment was designed by Röder and colleagues to clarify the auditory localization skills of the blind in comparison to the sighted. They examined both blind human adults’ and sighted human adults’ abilities to locate sounds presented either central or peripheral (lateral) to them. Both congenitally blind adults and sighted adults could locate a sound presented in front of them with precision but the blind were clearly superior in locating sounds presented laterally. Currently, brain-imaging studies have revealed that the sensory cortices in the brain are reorganized after visual deprivation. These findings suggest that when vision is absent in development, the auditory cortices in the brain recruit areas that are normally devoted to vision, thus becoming further refined.
A significant aspect of the aging process is cognitive decline. The dimensions of cognitive decline are partially reversible however, because the brain retains the lifelong capacity for plasticity and reorganization of cortical tissue. Mahncke and colleagues[16] developed a brain plasticity-based training program that induced learning in mature adults experiencing age-related decline. This training program focused intensively on aural language reception accuracy and cognitively demanding exercises that have been proven to partially reverse the age-related losses in memory. It included highly rewarding novel tasks that required attention control and became progressively more difficult to perform. In comparison to the control group, who received no training and showed no significant change in memory function, the experimental training group displayed a marked enhancement in memory that was sustained at the 3-month follow-up period. These findings suggest that cognitive function, particularly memory, can be significantly improved in mature adults with age-related cognitive decline by using brain plasticity-based training methods.
Historical embeddedness[edit]
The perspective of historical embeddedness is composed of two main ideas: the idea that a relationship exists between an individual's development and the socio-cultural setting around them, and also how this setting evolves over time. During the time of adolescence, Baltes believed the socio-cultural setting in which an individual develops plays a distinct role in the development of their personality. This has been exemplified in numerous studies, including Nesselroade and Baltes’, who showed that the level and direction of change in adolescent personality development was influenced as strongly by the socio-cultural settings at the time (in this case, the Vietnam War) as age related factors.[17] The study involved individuals of four different adolescent age groups who all showed significant personality development in the same direction (a tendency to occupy themselves with ethical, moral, and political issues rather than cognitive achievement). Similarly, Edler showed that the Great Depression was a setting that significantly affected the development of adolescents and their corresponding adult personalities, by showing a similar common personality development across age groups.[18][19] Baltes’ theory also states that the historical socio-cultural setting had an effect on the development of an individual's intelligence. The areas of influence that Baltes thought most important to the development of intelligence were health, education, and work. The first two areas, health and education, significantly affect adolescent development as a healthy child, who is educated effectively, will develop a higher level of intelligence.[20] The environmental factors, health and education, have been suggested by Neiss and Rowe[21] to have as much effect on intelligence as inherited intelligence. The second idea of historical embeddedness is that this socio-cultural setting evolves over time. Therefore, during adolescence, when intelligence is influenced significantly,[22] advances in the areas of health, education, and type of work available to adolescents will show an effect that persists into adulthood. This effect of intelligence not only changing with time (as people age), but also varying by the historical time period a person developed in, was shown in a study by Schaie on adults only ten years apart in age.[23] This study showed that intelligence levels change by cohort, or historical time.
Contextualism as a Paradigm[edit]
Contextualism as a paradigm is Baltes’ idea that three systems of biological and environmental influence work together to influence development: age-graded, history-graded, and nonnormative influences. Baltes wrote that these three influences operate throughout the life course, their effects accumulate with time, and, as a dynamic package, they are responsible for how lives develop.[6] While Baltes was referring to influences over the course of a lifetime, this perspective nonetheless is highly applicable to the study of adolescent development. Age-graded influences are those biological and environmental factors that have a strong correlation with chronological age. Adolescence is a time of much “biological maturation and age-graded socialization events.”[6] History-graded influences are biological determinants that are associated with a specific time period that define the broader bio-cultural context in which an individual develops.[6] This is similar to the perspective of historical embeddedness, which has been shown earlier in the paper to pertain heavily to the study of adolescent development. Nonnormative influences are unpredictable and not tied to a certain developmental time, personally or historically. They are the unique experiences of an individual, whether biological or environment, that shape the development process. This certainly applies to adolescent development as these experiences could occur in the adolescent time period, however they are just as likely to occur in any other period of development. The most important aspect of the perspective of contextualism as a paradigm is that the three systems of influence work together to influence development. Concerning adolescent development, the age-graded influences would help to explain the similarities within a cohort, the history-graded influences would help to explain the differences between cohorts, and the nonnormative influences would explain the idiosyncrasies of each adolescents individual development. When all influences are considered together, it lends to a broader explanation of an adolescent’s development.
Field of Development as Multidisciplinary[edit]
Any single discipline’s account of behavioural development across the life span would not be able to express all aspects of this theoretical framework.[6] That is why it is suggested explicitly by life span researchers that the combination of disciplines is necessary to define the origins and directionality of this theory. This combination of disciplines would also be able to delineate the source and mechanisms associated with age-graded, history-graded, and nonnormative influences that one discipline, such as psychology, would find quite difficult to approach. The field of psychology would only be able to provide a partial representation of human development from conception to death.
The concept of a multidisciplinary perspective assists in helping one to understand the complexities of lifelong development as well as appreciate just how incomplete the study of behavioural development actually is. Many disciplines are able to contribute important concepts that integrate knowledge, which may ultimately result in the formation of a new and enriched conception of development across the life span.
Applications of Life-Span Developmental Psychology[edit]
Positive Youth Development[edit]
The idea that development is a lifelong process is very beneficial to society because it may help in the identification of qualities or problems that are distinctive in a particular age period. If these qualities or problems could be identified, specific programs could be established such as after-school interventions that enhance positive youth development (PYD).
Positive Youth Development holds the belief that all youths have the potential to become productive, contributing members of society.[24] PYD emphasizes the strengths of youth, promoting their development physically, personally, socially, emotionally, intellectually, and spiritually. Interventions must be conducted with the needs and preferences of the participants kept in mind however; the individuals’ choice, values, and culture must always be considered.
Big Brothers/Big Sisters is a positive youth development program targeted in the community domain that demonstrates substantial behavioural outcomes for youth.[25] This program sought to promote positive identity and competence by creating a strong bond with a healthy adult. These healthy adults, or mentors, committed a minimum of several hours, two to four times a month for a year with a youth that was carefully assigned to them based on their background, preference, and geographic proximity. Youths in this program improved in “school attendance, parental relations, academic performance, and peer emotional support.”[25] Substance use and problem behaviors were also reported as either prevented or reduced.
Minnesota Family Investment Plan[edit]
The study of development across the life span contributes to one of society’s most important functions: parenting and fostering the development of the next generation. One of the ways that life-span developmental psychologists contribute to this function is by studying the various social policies implemented by the government and how such policies affect adolescents and children. Does helping poor parents affect the outcomes of their children as well? This issue had been debated for decades and the only way it was resolved was by researching the effects of welfare reform initiatives on children’s outcomes.[26]
In the 1990s, the Minnesota Family Investment Plan (MFIP) was implemented by the government to accomplish two goals: to increase employment and reduce poverty.[26] MFIP achieved these goals by providing financial incentives to attend work and introducing mandatory employment-focused activities. The research on the effects of MFIP on the children found that while MFIP did increase employment rates and decrease poverty, it was also linked with benefits for the children of parents receiving welfare. According to the reports given by the mothers, “the children were less likely to exhibit problem behaviours and more likely to perform better in school.”[26]
Many other policies have been researched by life span developmental psychologists in the hopes of improving the quality of life for low-income families and providing feedback on the development of new government policies.
Selective Optimization with Compensation Theory[edit]
Selective optimization with compensation is a developmental process that was first outlined by Baltes in 1980 to describe the relation between age-related changes within individuals and changes in behavioral and cognitive styles.[6][27] Baltes argues that as individuals advance through life they are increasingly faced by age-related deficits which place limits on their cognitive and behavioral resources. To deal with these limits placed on domains, individuals will begin to invest resources into particular styles and behaviors that are deemed adaptive to the new constraints. This specialization in particular domains and styles will increase the ability in those particular faculties that are deemed more adaptive to growing age-related deficits.[6] Baltes notes, specialization in particular domains and styles takes time, effort, and motivation, requiring individuals to disregard other behavior and cognitive styles which are not deemed adaptive to new developmental limits.[6] The result of this process is an age-related increase in specialized styles and behaviors in order to enhance efficiency and improve performance, while a reduction in unfavourable styles. In response to the reduction in particular styles and behaviors, individuals will utilize specialized capacities as a compensatory mechanism to deal with gaps in capacities created by the specialization process.[6]
Awards[edit]
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Baltes received the American Psychological Association's Award for Distinguished Contributions to the International Advancement of Psychology and the Novartis Prize for Gerontological Research awarded by the International Association of Gerontology. He also started the Margret M. and Paul B. Baltes Foundation which aims to advance research in developmental psychology and gerontology. He was elected a Foreign Honorary Member of the American Academy of Arts and Sciences in 1991.[28]
See also[edit]
Developmental psychology
Paul B. Baltes Lecture
Publications[edit]
Paul Baltes, Karl Ulrich Mayer (Eds.): The Berlin aging study : aging from 70 to 100 ; a research project of the Berlin-Brandenburg Academy of Sciences Cambridge University Press 1999, ISBN 0-521-62134-8
Baltes, P. B., Freund, A. M., & Li, S. (2005). The psychological science of human aging. In M. L. Johnson (Ed.), The Cambridge handbook of age and aging (pp. 47–71). New York: Cambridge University Press.
Baltes, P. B., & Smith, J. (2003). New frontiers in the future of aging: From successful aging of the young old to the dilemmas of the fourth age. Gerontology, 49, 123-135.
References[edit]
Jump up ^ Nesseroade, J: page 696, American Psychologist, 62, 2007
Jump up ^ Lerner, Richard M. (2002). Concepts and theories of human development. Routledge. ISBN 0-8058-2798-6.
^ Jump up to: a b c d "Biographical Information | Max Planck Institute for Human Development". Mpib-berlin.mpg.de. Retrieved 2015-12-14.
Jump up ^ Baltes, Paul B. (2006). Lifespan development and the brain. Cambridge, UK: Cambridge University Press.
Jump up ^ Baltes P.B. "Max Planck Institute for Human Development : Curriculum Vitae : Paul B Baltes" (PDF). Mpib-berlin.mpg.de. Retrieved 2015-12-14.
^ Jump up to: a b c d e f g h i j k l m n o p q r s Baltes, P. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23(5), 611-626.
Jump up ^ Smith, J. (2007). In memory of Paul B. Baltes. International Society for the Study of Behavioural Development (ISSBD) Newsletter, 2(52), 38.
^ Jump up to: a b Lerner, R.M., & Steinberg, L. (Eds.) (2009). Handbook of adolescent psychology, Volume 1: Individual bases of adolescent development (3rd Ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Jump up ^ Shirtcliff, E.A., Dahl, R.E., & Pollak, S.D. (2009). Pubertal Development: Correspondence between Hormonal Development. Child Development, 80(2), 327-337.
Jump up ^ Keulers, E.H.H., Evers, E.A.T., Stiers, P., & Jolles, J. (2010). Age, Sex, and Pubertal Phase Influence Mentalizing About Emotions and Actions in Adolescent. Developmental Neuropsychology, 35(5), 555-569.
^ Jump up to: a b c d e Yurgelun-Todd, D.A., & Killgore, W.D. (2006). Fear-related activity in the prefront cortex increases with age during adolescence: a preliminary fMRI study. Neuroscience Letters, 406(3), 194-199.
^ Jump up to: a b Gestsdottir, S., & Lerner, R.M. (2008). Positive Development in Adolescence: The Development and Role in Intentional Self-Regulation. Human Development, 58, 5, 611-626.
Jump up ^ Baltes, P., Lindenberger, U., & Staudinger, U. (2006). Life span theory in developmental psychology. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 569-595). New Jersey: John Wiley & Sons, Inc.
Jump up ^ Dixon, R., Lerner, R. (1999). History and systems in developmental psychology. In M.H. Bornstein & M.E. Lamb (Eds.), Developmental psychology: An advanced textbook (pp. 3-45). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Jump up ^ Röder, B. (2006). Blindness: A source and case of neuronal plasticity. In P. Baltes, P. Reuter-Lorenz, & F. Rösler (Eds.), Lifespan development and the brain: The perspective of biocultural co-constructivism (pp. 134-157). New York: Cambridge University Press.
Jump up ^ Mahncke, H., Connor, B., Appelman, J., Ahsanuddin, O., Hardy, J., Wood, R.,…Merzenich, M. (2006). Memory enhancement in healthy older adults using a brain plasticity-based training program: A randomized, controlled study. Proceedings of the National Academy of Sciences, 103(33), 12523-12528.
Jump up ^ Nesselroade, J. R., & Baltes, P. B. (1974). Adolescent personality development and historical change: 1970-1972. Monographs of the Society for Research in Child Development, 39(1, Serial No. 154).
Jump up ^ Edler, G. H., Jr. (1974). Children of the Great Depression. Chicago: University of Chicago Press.
Jump up ^ Edler, G. H., Jr., & Liker, J. K. (1982). Hard times in women’s lives: Historical influences across forty years. American Journal of Sociology, 88, 241–269.
Jump up ^ Colom, R., Lluis-Font, J.M., and Andrés-Pueyo, A. (2005). The generational intelligence gains are caused by decreasing variance in the lower half of the distribution: Supporting evidence for the nutrition hypothesis. Intelligence, 33(1), 83–91.
Jump up ^ Neiss, M., & Rowe, D. C. (2000). Parental education and child’s verbal IQ in adoptive and biological families in the national longitudinal study of adolescent health. Behavior Genetics, 30(6), 487-495.
Jump up ^ Ramsden, S., Richardson, F. M., Josse, G., Thomas, M. S., Ellis, C., Shakeshaft, C., . . . Price, C. J. (2011). Verbal and non-verbal intelligence changes in the teenage brain. Nature, 479(1), 113–116.
Jump up ^ Schaie, K. W. (Ed.). (1983). Longitudinal studies of adult psychology development, New York: Guiliford Press.
Jump up ^ Durlak, J., Taylor, R., Kawashima, K., Pachan, M., DuPre, E., Celio, C.,…Weissberg, R. (2007). Effects of positive youth development programs on school, family, and community systems. Am J Community Psychol, 39, 269-286.
^ Jump up to: a b Catalano, R., Berglund, L., Ryan, J., Lonczak, H., & Hawkins, D. (2002). Positive youth development in the united states: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5(15), 27-28.
^ Jump up to: a b c Gennetian, L.A., & Miller, C. (2002). Children and welfare reform: A view from an experimental welfare program in minnesota. Child Development, 73(2), 601-620.
Jump up ^ Baltes, P., & Baltes, M.M. (1980). Plasticity and variablility in psychological aging: Methodological and theoretical issues. In G. Guski (Ed.), Determining the effects of aging on the central nervous system (pp. 41-66). Berlin: Schering.
Jump up ^ "Book of Members, 1780-2010: Chapter B" (PDF). American Academy of Arts and Sciences. Retrieved 9 May 2011.
External links[edit]
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Offer in compromise
From Wikipedia, the free encyclopedia
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The Offer in Compromise (or OIC) program, in the United States, is an Internal Revenue Service (IRS) program under 26 U.S.C. § 7122 which allows qualified individuals with an unpaid tax debt to negotiate a settled amount that is less than the total owed to clear the debt. A taxpayer uses the checklist in the Form 656, Offer in Compromise, package to determine if the taxpayer is eligible for the offer in compromise program. The objective of the OIC program is to accept a compromise when acceptance is in the best interests of both the taxpayer and the government and promotes voluntary compliance with all future payment and filing requirements.
Contents
[hide]
1 Qualifying conditions
1.1 Doubt as to liability
1.2 Doubt as to collectibility
1.3 Effective Tax Administration
2 Liabilities Eligible for Compromise
3 Partial payment
4 Effect of an Offer in Compromise on IRS levy or lien
5 Consumer Alert
6 See also
7 Notes
8 External links
Qualifying conditions[edit]
At least one of three conditions must be met to qualify a taxpayer for consideration of an OIC settlement:
Doubt as to Liability — Debtor can show reason for doubt that the assessed tax liability is correct
Doubt as to Collectibility — Debtor can show that the debt is likely uncollectable in full by the IRS under any circumstances
Effective Tax Administration — Debtor does not contest liability or collectibility but can demonstrate extenuating or special circumstances that the collection of the debt would "create an economic hardship or would be unfair and inequitable."
This Offer in Compromise program is available for any taxpayer, but is primarily used by individuals that are elderly, disabled, or have special extenuating circumstances.
Doubt as to liability[edit]
Taxpayers who file an Offer based on a theory as to doubt as to liability (or DATL) will need to establish that they have not otherwise had an opportunity to dispute a tax liability. If the IRS can show that the taxpayer received the proper notices of assessment and failed to act on them, or otherwise contested the tax in the context of an audit, the taxpayer will not be able to seek this sort of relief. An Offer in Compromise based solely on the basis of Doubt as to liability does not require the submission of financial information.
Doubt as to collectibility[edit]
Doubt as to collectibility (or DATC) means that the taxpayer will never be able to fully pay the tax bill. The IRS will consider a settlement based on the following formula:
Settlement Amount = (monthly disposable income x a number of months) + the net realizable equity in the taxpayer's assets.
Disposable income is monthly income minus allowable monthly expenses. It is important to recognize that the IRS will not allow all expenses the taxpayer may actually have. Common disallowed expenses are college tuition payments for a dependent and credit card payments (disallowed since they represent unsecured debt).
The number of months over which disposable income must be calculated into the offer amount is based on the smaller of the number of months remaining until the Collection Statute Expiration Date (CSED) for the tax debt OR either 6 or 24 months, depending on the payment option for the OIC which the applicant is selecting.
Net realizable equity in assets is the quick sale value of the asset (often 80% of Fair Market Value (FMV)) minus any liabilities which are secured by the asset (e.g., a loan). As an example, if a taxpayer has a home worth $100,000 and owes $50,000 on the home, the IRS will calculate the net realizable equity in the asset as follows: ($100,000 x .80) - $50,000 = $30,000. The IRS expects, in this example, that the $30,000 will be included in the Offer amount.
If a taxpayer believes he or she qualifies, the taxpayer completes a financial statement on a form provided by the Internal Revenue Service. Wage earners and self-employed individuals use Form 433-A. Form 433-B is for Offers involving all other business types. These financial statements identify all assets and liabilities as well as disposable income.
Effective Tax Administration[edit]
Effective Tax Administration (or ETA) offers may apply where the taxpayer is ineligible for an offer in compromise based on either a theory of Doubt as to Liability or Doubt as to Collectibility. The taxpayer must establish that collecting on the tax liability would cause economic hardship, or - in the alternative - "where compelling public policy or equity considerations identified by the taxpayer provide a sufficient basis for accepting less than full payment."[1]
Liabilities Eligible for Compromise[edit]
An Offer in Compromise can be submitted to settle any federal tax liability incurred under the Internal Revenue Code. This includes both business taxes (payroll, income, etc.) and individual taxes (income, trust fund recovery penalties, etc.).
An Offer in Compromise can only settle taxes that have already been assessed. In the United States, Income tax is considered assessed on the date the return is due (see tax day), or, if the return is filed after the due date, on the day the return is received. For income taxes in the United States, the due date is April 15. If a tax liability has not yet been assessed, it cannot be included in an Offer in Compromise. Certain taxes, however, are due throughout the year. And those taxes can be included in an Offer in Compromise.
Partial payment[edit]
Effective July 15, 2006, the IRS made changes to the Offer in Compromise program requiring that an up-front twenty percent, non-refundable payment plus US$186 be submitted along with the Offer of Compromise in the case of a cash offer.
An Offer submitted without the required fees is subject to rejections without appeal. After the IRS receives the Offer, the IRS has two years to make a decision. If the decision is not reached by that time, then the Offer is automatically accepted.[2]
Under the Tax Increase Prevention and Reconciliation Act of 2005 (TIPRA 2005) if a taxpayer chooses to make payments over time, i.e. monthly, the taxpayer must include with the offer the first month's payment. The taxpayer is not required to submit the 20%, which applies only to the lump sum payment option. Then during the time that the offer is being considered by the IRS, the taxpayer must keep making the monthly payments to keep the offer current. If the taxpayer fails to make the payments, the offer will be returned to the taxpayer.
In the case of both the $150 application fee and either the 20% down payment or the monthly payments, a low income taxpayer may be exempt from both. The taxpayer should review the Form 656A to determine whether these fees and payments apply to them.
Effect of an Offer in Compromise on IRS levy or lien[edit]
An Offer in Compromise will have no effect upon a tax lien. The lien will remain in effect until the offer is accepted by the IRS and the full amount of the offer has been paid in full. Once the offered amount has been paid, the taxpayer should request that the IRS remove the lien.
An offer in compromise will stop tax levies under section 301.7122(g)(1) of the US Federal Tax Regulations.[3] That regulation states that the IRS will not levy upon a taxpayer's property while a valid offer in compromise (an offer that has been accepted for processing) is pending and, if rejected, for thirty days after the rejection. If the taxpayer appeals the rejection, the IRS cannot levy while the appeals process is ongoing. If a levy is in place when the offer is submitted, it is not automatically released.
Consumer Alert[edit]
In 2004, the IRS issued a consumer alert warning of promoters' claims to settle debts for "pennies on the dollar" through the OIC program.[4] The warning addressed companies charging high fees to consumers who may not be eligible for the program; all other payment means would have to be exhausted, including installment payments. A recommendation is to check with the Better Business Bureau before contracting any firm to resolve tax problems.
In 2014 the IRS did lower the threshold, and that is expected to last for an indefinite period.[5]
See also[edit]
settlement (litigation)
Notes[edit]
Jump up ^ Internal Revenue Manual 5.8.11.2.2, item 2 (rev. Sept. 23, 2008).
Jump up ^ "Revamped Offer in Compromise Program Plays New Role in Collection Process, FS-2006-22, July 2006". IRS. Retrieved 2006-08-17.
Jump up ^ 26 C.F.R. sec. 301.7122(g)(1).
Jump up ^ "Check Carefully Before Applying for Offers in Compromise, IR-2004-17". IRS. February 3, 2004. Retrieved 2006-08-17.
Jump up ^ Dunn, Stephen J. (February 6, 2014). "IRS Lowers Bar For Offers In Compromise". Forbes Magazine. Retrieved October 31, 2015.
External links[edit]
IRS OIC information, from IRS.gov
IRS Appeals - Resolving Tax Disputes Official IRS Appeals Office Website
Form 656 Offer in Compromise, includes Forms 433-A and 433-B, from irs.gov
Publication 594 The IRS Collection Process, from irs.gov
Chapter 8. Offer in Compromise, from irs.gov
Retrieved from "https://en.wikipedia.org/w/index.php?title=Offer_in_compromise&oldid=802867876"
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Yellow Submarine (song)
From Wikipedia, the free encyclopedia
Jump to: navigation, search
"Yellow Submarine"
US picture sleeve
Single by the Beatles
from the album Revolver and Yellow Submarine
A-side
(double A-side) "Eleanor Rigby"
Released
5 August 1966
Format
7"
Recorded
26 May and 1 June 1966,
EMI Studios, London
Genre
Children's music[1]
folk[2]
pop[3]
Length
2:38
Label
Parlophone
Capitol
Songwriter(s)
Lennon–McCartney
Producer(s)
George Martin
The Beatles singles chronology
"Paperback Writer"
(1966) Paperback Writer1966 "Eleanor Rigby"/"Yellow Submarine"
(1966) Eleanor RigbyYellow Submarine1966 "Strawberry Fields Forever"/"Penny Lane"
(1967) Strawberry Fields ForeverPenny Lane1967
Music video
"Yellow Submarine" on YouTube
"Yellow Submarine" is a 1966 song by the Beatles, written by Paul McCartney and John Lennon, with lead vocals by Ringo Starr. It was included on the Revolver (1966) album and issued as a single, coupled with "Eleanor Rigby". The single went to number one on every major British chart, remained at number one for four weeks, and charted for 13 weeks. It won an Ivor Novello Award "for the highest certified sales of any single issued in the UK in 1966". In the US, the song peaked at number two on the Billboard Hot 100 chart and became the most successful Beatles song to feature Starr as lead vocalist.
It became the title song of the animated United Artists film, also called Yellow Submarine (1968), and the soundtrack album to the film, released as part of the Beatles' music catalogue. An orchestral reprise to the song arranged by George Martin titled "Yellow Submarine in Pepperland" is featured at the end of the film and its soundtrack.
Although intended as a nonsense song for children, "Yellow Submarine" received various social and political interpretations at the time.[4]
Contents
[hide]
1 Composition
2 Recording
3 Release
4 Reception and interpretations
5 Personnel
6 Charts and certifications
6.1 Charts
6.2 Certifications
7 Tribute
8 Cover versions
8.1 Protester adaptation
9 Notes
10 References
11 External links
Composition[edit]
In a joint interview in March 1967, McCartney and Lennon recalled that the song's melody was created by combining two different songs they had been working on separately. Lennon noted that McCartney brought in the chorus ("the submarine... the chorus bit") which Lennon suggested combining with a melody for the verses that he'd already written.[5] McCartney also noted: "It's a happy place, that's all. You know, it was just ... We were trying to write a children's song. That was the basic idea. And there's nothing more to be read into it than there is in the lyrics of any children's song."[6][7]
In 1980, Lennon talked further about the song: "'Yellow Submarine' is Paul's baby. Donovan helped with the lyrics. I helped with the lyrics too. We virtually made the track come alive in the studio, but based on Paul's inspiration. Paul's idea. Paul's title ... written for Ringo."[6] Donovan added the words, "Sky of blue and sea of green".[8]
In 1994, McCartney discussed his inspiration for the song's concept:[9] "I was laying in bed in the Ashers' garret ... I was thinking of it as a song for Ringo, which it eventually turned out to be, so I wrote it as not too rangey in the vocal, then started making a story, sort of an ancient mariner, telling the young kids where he'd lived. It was pretty much my song as I recall ... I think John helped out. The lyrics got more and more obscure as it goes on, but the chorus, melody and verses are mine."[6] The song began as being about different coloured submarines, but evolved to include only a yellow one.[10]
Recording[edit]
Produced by George Martin and engineered by Geoff Emerick, "Yellow Submarine" was finished after five takes on 26 May 1966, in Studio Two at Abbey Road Studios; special effects were added on 1 June.[8] Martin drew on his experience as a producer of comedy records for Beyond the Fringe and The Goon Show, providing an array of zany sound effects to create the nautical atmosphere.[11] On the second session the studio store cupboard was ransacked for special effects, which included chains, a ship's bell, tap dancing mats, whistles, hooters, waves, a tin bath filled with water, wind, and thunderstorm machines, as well as a cash register, which was later used on Pink Floyd's song "Money" (1973).[12] Lennon blew through a straw into a pan of water to create a bubbling effect; McCartney and Lennon talked through tin cans to create the sound of the captain's orders; at 1:38-40 in the song, Starr stepped outside the doors of the recording room and yelled like a sailor, acknowledging "Cut the cable! Drop the cable!", which was looped into the song afterwards; and Abbey Road employees John Skinner and Terry Condon twirled chains in a tin bath to create water sounds.[8] After the line, "and the band begins to play", Emerick found a recording of a brass band and changed it slightly so it could not be identified, although it is thought to be a recording of Georges Krier and Charles Helmer's composition, "Le Rêve Passe" (1906).[8] The original recording had a spoken intro by Starr, but the idea was abandoned on 3 June.[8]
When the overdubs were finished, Mal Evans strapped on a marching bass drum and led everybody in a line around the studio doing the conga dance whilst banging on the drum.[12]
Release[edit]
Original US release single
The "Yellow Submarine" single was the Beatles' 13th single release in the United Kingdom. It was released in the UK on 5 August 1966 as a 'double A side' with "Eleanor Rigby", and in the United States on 8 August. In both countries, the album Revolver (which also featured both songs) was released on the same day as the single.[13]
Reception and interpretations[edit]
The single went to number 1 on every major British chart, remained at number 1 for four weeks and charted for 13 weeks.[8] It won an Ivor Novello Award for the highest certified sales of any single issued in the UK in 1966.
In the United States, the single reached number 2 on the Billboard Hot 100, number 1 in Record World, and number 2 in Cashbox, where it was held off number 1 by the Supremes' "You Can't Hurry Love".[8] The single was released during the controversies about the "Butcher Cover" (the Yesterday and Today album cover)[8] and Lennon's remarks about Christianity,[14] which are cited as part of the reason the song failed to reach number 1 on all US charts. It sold 1,200,000 copies in four weeks and earned the Beatles their twenty-first US Gold Record award, beating the record set by Elvis Presley.[15]
Although intended as a nonsense song for children, "Yellow Submarine" received various social and political interpretations at the time; music journalist Peter Doggett wrote that the "culturally empty" song "became a kind of Rorschach test for radical minds."[4] The song's chorus was reappropriated by schoolchildren, sports fans, and striking workers in their own chants. At a Mobe protest in San Francisco, a yellow papier-mâché submarine made its way through the crowd, which Time magazine interpreted as a "symbol of the psychedelic set's desire for escape".[4] A reviewer for the P.O. Frisco wrote in 1966, "the Yellow Submarine may suggest, in the context of the Beatles' anti-Vietnam War statement in Tokyo this year, that the society over which Old Glory floats is as isolated and morally irresponsible as a nuclear submarine."[4] Writing for Esquire, Robert Christgau felt that the Beatles "want their meanings to be absorbed on an instinctual level" and wrote of the interpretations, "I can't believe that the Beatles indulge in the simplistic kind of symbolism that turns a yellow submarine into a Nembutal or a banana—it is just a yellow submarine, damn it, an obvious elaboration of John [Lennon]'s submarine fixation, first revealed in A Hard Day's Night."[16]
Personnel[edit]
Ringo Starr – drums, lead vocals
Paul McCartney – bass, backing vocals
John Lennon – acoustic guitar, backing vocals, sound effects (bubbles)
George Harrison – acoustic guitar, tambourine, backing vocals
Mal Evans – bass drum, backing vocals
George Martin – backing vocals, producer
Geoff Emerick – backing vocals, tape loops, engineer
Neil Aspinall – backing vocals
Alf Bicknell – sound effects (rattling chains)
Pattie Boyd – backing vocals
Marianne Faithfull – backing vocals
Brian Jones – backing vocals, sound effects (clinking glasses)
Brian Epstein – backing vocals
Personnel per Ian MacDonald[17]
Charts and certifications[edit]
Charts[edit]
Chart (1966)
Peak
position
Australia (Go-Set Top 40)[18] 1
Austria (Ö3 Austria Top 40)[19] 1
Belgium (Ultratop 50 Flanders)[20] 1
Canadian RPM Top Singles[21] 1
Germany (Official German Charts)[22] 1
Irish Singles Chart[23] 1
Netherlands (Dutch Top 40)[24] 1
Netherlands (Single Top 100)[25] 1
New Zealand (Listener)[26] 1
Norway (VG-lista)[27] 1
Swedish Kvällstoppen Chart[28] 1
UK (Official Charts Company)[29] 1
US Billboard Hot 100[30] 2
Chart (1986)
Peak
position
UK (Official Charts Company)[30] 63
Chart (2012)
Peak
position
Belgium (Ultratop 50 Back Catalogue Singles Flanders)[31] 16
Certifications[edit]
Region
Certification
Certified units/Sales
United States (RIAA)[32]
Gold 1,000,000^
*sales figures based on certification alone
^shipments figures based on certification alone
Tribute[edit]
The Yellow Submarine sculpture (1984).
A 51-foot (16 m)-long yellow submarine metal sculpture was built by apprentices from the Cammell Laird shipyard, and was used as part of Liverpool's International Garden Festival in 1984. In 2005, it was placed outside Liverpool's John Lennon Airport, where it remains.[33]
Cover versions[edit]
It has entered popular usage as a children's song, such as in Fun Song Factory, when it was once combined with colourful props and actions, and on Sesame Street, where a group of Anything Muppets sang the song inside a yellow submarine (resembling the one from the animated movie).
Protester adaptation[edit]
The tune of the song has been used in Britain and America by those protesting government actions, with the lyrics changed to "we all live in a Fascist regime".[34][35][36][37]
Notes[edit]
Jump up ^ "The Beatles Album Review". Condé Nast. September 9, 2009. Retrieved July 29, 2016.
Jump up ^ Cohen, Norm (2005). Folk Music: A Regional Exploration. Greenwood Press. p. 335. ISBN 0-313-32872-2.
Jump up ^ "The Beatles Revolver Review". BBC. 2007. Retrieved July 29, 2016.
^ Jump up to: a b c d Doggett, Peter (6 May 2009). There's a Riot Going On: Revolutionaries, Rock Stars, and the Rise and Fall of the '60s. Canongate U.S. pp. 107–108. ISBN 1-84767-193-4.
Jump up ^ "Lennon & McCartney Interview: Ivor Novello Awards, 3/20/1967". Beatles Interviews Database. Retrieved 22 February 2017.
^ Jump up to: a b c Beatles Interview Database 2008.
Jump up ^ Gilliland 1969, show 39, track 2.
^ Jump up to: a b c d e f g h Fontenot 1999.
Jump up ^ Miles 1998, p. 106.
Jump up ^ Turner 2005, p. 109.
Jump up ^ "74 - Yellow Submarine". 100 Greatest Beatles Songs. Rolling Stone.
^ Jump up to: a b Spitz 2005, p. 612.
Jump up ^ Spitz 2005, p. 629.
Jump up ^ Spitz 2005, p. 627.
Jump up ^ "US single release: Eleanor Rigby/Yellow Submarine". The Beatles Bible. Retrieved 26 October 2016.
Jump up ^ Christgau, Robert (December 1967). "Columns: December 1967". Esquire. Retrieved 6 January 2013.
Jump up ^ MacDonald 2005, p. 206.
Jump up ^ "Yellow submarine in Australian Chart". Poparchives.com.au. Retrieved 17 July 2013.
Jump up ^ "Austriancharts.at – The Beatles – Yellow Submarine" (in German). Ö3 Austria Top 40.
Jump up ^ "Ultratop.be – The Beatles – Yellow Submarine" (in Dutch). Ultratop 50.
Jump up ^ "Yellow submarine in Canadian Top Singles Chart". Library and Archives Canada. Retrieved 17 July 2013.
Jump up ^ "Offiziellecharts.de – The Beatles – Yellow Submarine". GfK Entertainment Charts.
Jump up ^ "Yellow submarine in Irish Chart". IRMA. Retrieved 17 July 2013. Only one result when searching "Yellow submarine"
Jump up ^ "Nederlandse Top 40 – The Beatles" (in Dutch). Dutch Top 40.
Jump up ^ "Dutchcharts.nl – The Beatles – Yellow Submarine / Eleanor Rigby" (in Dutch). Single Top 100.
Jump up ^ "flavour of new zealand - Home (23 September 1966)". www.flavourofnz.co.nz. Retrieved 30 December 2016.
Jump up ^ "Norwegiancharts.com – The Beatles – Yellow Submarine". VG-lista.
Jump up ^ "Swedish Charts 1966–1969/Kvällstoppen – Listresultaten vecka för vecka > Augusti 1966" (PDF) (in Swedish). hitsallertijden.nl. Retrieved 25 June 2017.
Jump up ^ "Beatles". Official Charts Company. Retrieved 17 July 2013.
^ Jump up to: a b "The Beatles awards on Allmusic". Allmusic. Rovi Corporation. Retrieved 17 July 2013.
Jump up ^ "50 Back Catalogue Singles – 27 November 2010". Ultratop 50. Hung Medien. Retrieved 17 July 2013.
Jump up ^ "American single certifications – The Beatles – Yellow Submarine". Recording Industry Association of America. Retrieved 14 May 2016. If necessary, click Advanced, then click Format, then select Single, then click SEARCH
Jump up ^ Icons of England 1999.
Jump up ^ Robert Booth (April 29, 2011). "Royal wedding: police criticised for pre-emptive strikes against protesters". The Guardian.
Jump up ^ Carl O'Brien (July 7, 2005). "Three Irish mammies in vanguard of demonstration". The Irish Times.
Jump up ^ Philip Marsh (May 15, 2015). "No One Would Riot for Less: the UK General Election, "Shy Tories" and the Eating of Lord Ashdown's Hat". The Weeklings.
Jump up ^ Rachel Campbell (January 21, 2005). "Feeling blue about the inauguration". The Journal Times.
References[edit]
"Badmeaningood 2". MTV. 2008. Retrieved 9 September 2008.
The Beatles (2000). The Beatles Anthology. San Francisco: Chronicle Books. ISBN 0-8118-2684-8.
Fontenot, Robert (20 August 1999). "Yellow Submarine". About.com.
Gilliland, John (1969). "The Rubberization of Soul: The great pop music renaissance" (audio). Pop Chronicles. Digital.library.unt.edu.
Lewisohn, Mark (1988). The Beatles Recording Sessions. New York: Harmony Books. ISBN 0-517-57066-1.
MacDonald, Ian (2005). Revolution in the Head: The Beatles' Records and the Sixties (Second Revised ed.). London: Pimlico (Rand). ISBN 1-84413-828-3.
Martin, George; Hornsby, Jeremy (1994). All You Need Is Ears. New York: St. Martin's Press. ISBN 0-312-11482-6.
"Maurice Chevalier - de "Valentine" à "Yellow Submarine"". Database.cd. 2008. Archived from the original on 6 July 2011. Retrieved 10 September 2008.
"Maurice Chevalier Songs". Allmusic. 2009. Retrieved 28 December 2009.
Miles, Barry (1997). Paul McCartney: Many Years From Now. New York: Henry Holt & Company. ISBN 0-8050-5249-6.
Spitz, Bob (2005). The Beatles: The Biography. Boston: Little, Brown. ISBN 0-316-80352-9.
Turner, Steve (2005). A Hard Day's Write (Third ed.). HarperResource. ISBN 0-06-273698-1.
"Yellow Submarine". The Beatles Bible. 2008. Retrieved 11 October 2008.
"Yellow Submarine". Beatles Interview Database. 2008. Retrieved 9 September 2008.
"Yellow Submarine". Icons of England. 20 August 1999. Archived from the original on 10 April 2012. Retrieved 9 September 2008.
Royal Philharmonic Orchestra (2008). Yellow Submarine. YouTube.
Emlyn Ellis Addison (2012). Elegy For A Stranger - A Realization of "Yellow Submarine" by the Beatles. YouTube.
External links[edit]
Wikiquote has quotations related to: Revolver (Beatles album)
Wikimedia Commons has media related to Yellow Submarine.
Lyrics of this song at MetroLyrics
Preceded by
"With a Girl Like You" by the Troggs UK Singles Chart number one single
18 August 1966 – 8 September 1966 Succeeded by
"All or Nothing" by Small Faces
[show]
v
t
e
Revolver
Songs
Side one
"Taxman"
"Eleanor Rigby"
"I'm Only Sleeping"
"Love You To"
"Here, There and Everywhere"
"Yellow Submarine"
"She Said She Said"
Side two
"Good Day Sunshine"
"And Your Bird Can Sing"
"For No One"
"Doctor Robert"
"I Want to Tell You"
"Got to Get You into My Life"
"Tomorrow Never Knows"
Non-album single
"Paperback Writer"
"Rain"
Related articles
Yesterday and Today
More popular than Jesus
The Beatles' 1966 tour of Germany, Japan and the Philippines
The Beatles' 1966 US tour
The Beatles discography
Please Please Me
With the Beatles
A Hard Day's Night
Beatles for Sale
Help!
Rubber Soul
Revolver
Sgt. Pepper's Lonely Hearts Club Band
Magical Mystery Tour
The Beatles (White Album)
Yellow Submarine
Abbey Road
Let It Be
Past Masters
[show]
v
t
e
Yellow Submarine
Songs
Side one
"Yellow Submarine"
"Only a Northern Song"
"All Together Now"
"Hey Bulldog"
"It's All Too Much"
"All You Need Is Love"
Side two
"Pepperland"
"Sea of Time"
"Sea of Holes"
"Sea of Monsters"
"March of the Meanies"
"Pepperland Laid Waste"
"Yellow Submarine in Pepperland"
Outtakes
"Across the Universe"
Non-album single
"Lady Madonna"
"The Inner Light"
Related articles
Film
Yellow Submarine (sculpture)
Yellow Submarine Songtrack
The Beatles discography
George Martin
Blue Meanies
Chief Blue Meanie
Jeremy Hillary Boob
Ringo's Yellow Submarine
Please Please Me
With the Beatles
A Hard Day's Night
Beatles for Sale
Help!
Rubber Soul
Revolver
Sgt. Pepper's Lonely Hearts Club Band
Magical Mystery Tour
The Beatles (White Album)
Yellow Submarine
Abbey Road
Let It Be
Past Masters
[show]
v
t
e
The Beatles singles discography
UK and US
(all labels)
1963
"Please Please Me" / "Ask Me Why"
"From Me to You" / "Thank You Girl"
"She Loves You" / "I'll Get You"
1964
"Can't Buy Me Love" / "You Can't Do That"
"I Feel Fine" / "She's a Woman"
1965
"Ticket to Ride" / "Yes It Is"
"Help!" / "I'm Down"
"We Can Work It Out" / "Day Tripper"
1966
"Paperback Writer" / "Rain"
"Yellow Submarine" / "Eleanor Rigby"
1967
"Penny Lane" / "Strawberry Fields Forever"
"All You Need Is Love" / "Baby, You're a Rich Man"
"Hello, Goodbye" / "I Am the Walrus"
1968
"Lady Madonna" / "The Inner Light"
"Hey Jude" / "Revolution"
1969
"Get Back" / "Don't Let Me Down"
"The Ballad of John and Yoko" / "Old Brown Shoe"
"Something" / "Come Together"
1970
"Let It Be" / "You Know My Name (Look Up the Number)"
1978
"Sgt. Pepper's Lonely Hearts Club Band/With a Little Help from My Friends" / "A Day in the Life"
1982
"The Beatles Movie Medley" / "I'm Happy Just to Dance with You"
1995
"Free as a Bird" / "Christmas Time (Is Here Again)"
1996
"Real Love" / "Baby's in Black"
UK only
(Parlophone,
Apple)
1962
"My Bonnie" / "The Saints"
"Love Me Do" / "P.S. I Love You"
1963
"I Want to Hold Your Hand" / "This Boy"
1964
"Ain't She Sweet" / "If You Love Me, Baby"
"A Hard Day's Night" / "Things We Said Today"
1976
"Yesterday" / "I Should Have Known Better"
"Back in the U.S.S.R." / "Twist and Shout"
US only
(Vee-Jay,
Swan,
Tollie,
Capitol,
Apple)
1963
"I Want to Hold Your Hand" / "I Saw Her Standing There"
1964
"Twist and Shout" / "There's a Place"
"Do You Want to Know a Secret" / "Thank You Girl"
"Love Me Do" / "P.S. I Love You"
"Sie liebt dich" / "I'll Get You"
"I'll Cry Instead" / "I'm Happy Just to Dance with You"
"And I Love Her" / "If I Fell"
"A Hard Day's Night" / "I Should Have Known Better"
"Matchbox" / "Slow Down"
1965
"Eight Days a Week" / "I Don't Want to Spoil the Party"
"Yesterday" / "Act Naturally"
1966
"Nowhere Man" / "What Goes On"
1970
"The Long and Winding Road" / "For You Blue"
1976
"Got to Get You into My Life" / "Helter Skelter"
"Ob-La-Di, Ob-La-Da" / "Julia"
Other
countries
(Odeon,
Parlophone,
Apple)
1963
"All My Loving" / "This Boy" (Canada)
1964
"Komm, gib mir deine Hand / Sie liebt dich" (Germany)
1966
"Norwegian Wood (This Bird Has Flown)" / "Nowhere Man" (Australia)
1968
"Ob-La-Di, Ob-La-Da" / "While My Guitar Gently Weeps" (Europe, Japan, Australia)
"Ob-La-Di, Ob-La-Da" / "I Will" (Philippines)
"Back in the U.S.S.R." / "Don't Pass Me By" (Sweden)
1969
"You're Going to Lose That Girl" / "Tell Me What You See" (Japan)
1970
"Oh! Darling" / "Here Comes the Sun" (Japan)
1972
"All Together Now" / "Hey Bulldog" (Europe)
1978
"Sgt. Pepper's Lonely Hearts Club Band/With a Little Help from My Friends" / "Within You Without You" (Germany)
Retrieved from "https://en.wikipedia.org/w/index.php?title=Yellow_Submarine_(song)&oldid=829780496"
Categories:
The Beatles songs
The Beatles' Yellow Submarine
1966 singles
Pinky and Perky songs
Parlophone singles
Fictional submarines
UK Singles Chart number-one singles
Number-one singles in Germany
Number-one singles in Norway
Irish Singles Chart number-one singles
Number-one singles in New Zealand
Song recordings produced by George Martin
Songs written by Lennon–McCartney
Songs published by Northern Songs
RPM Top Singles number-one singles
Submarines
Capitol Records singles
Children's songs
Ringo Starr songs
Songs written by Donovan
1966 songs
Hidden categories:
CS1 Swedish-language sources (sv)
Use British English from June 2011
Music infoboxes with deprecated parameters
Articles with hAudio microformats
Singlechart usages for Austria
Singlechart usages for Flanders
Singlechart usages for Germany2
Singlechart usages for Dutch40
Singlechart usages for Dutch100
Singlechart usages for Norway
Certification Table Entry usages for United States
Use dmy dates from June 2011
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