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Book Details
Abstract
For courses in Lifespan Development
A compelling blend of lifespan development research and applications
Development Across the Life Span provides a chronological overview of human development from the moment of conception through death, examining both the traditional areas of the field and more recent innovations. Author Robert Feldman focuses on how developmental findings can be can be applied meaningfully and practically, helping students to recognize the relevance of the discipline to their own lives. Thoroughly updated with the latest data and contemporary examples, the Eighth Edition better engages students in key concepts via recent news items, timely world events, and contemporary uses of lifespan development.
MyPsychLab® not included. Students, if MyPsychLab is a recommended/mandatory component of the course, please ask your instructor for the correct ISBN and course ID. MyPsychLab should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information.
MyPsychLab is an online homework, tutorial, and assessment product designed to personalize learning and improve results. With a wide range of interactive, engaging, and assignable activities, students are encouraged to actively learn and retain tough course concepts.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Brief Contents | 3 | ||
| Contents | 4 | ||
| Preface | 13 | ||
| About the Author | 19 | ||
| Part One: Beginnings | 21 | ||
| Chapter 1: An Introduction to Lifespan Development | 21 | ||
| Looking Ahead | 22 | ||
| An Orientation to Lifespan Development | 24 | ||
| Defining Lifespan Development | 24 | ||
| The Scope of the Field of Lifespan Development | 25 | ||
| Topical Areas in Lifespan Development | 25 | ||
| Age Ranges and Individual Differences | 25 | ||
| The Links Between Topics and Ages Influences on Development | 27 | ||
| Influences on Development | 27 | ||
| Developmental Diversity and Your Life: How Culture, Ethnicity, and Race Influence Development | 28 | ||
| Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development | 29 | ||
| Continuous Change Versus Discontinuous Change | 29 | ||
| Critical and Sensitive Periods: Gauging The Impact of Environmental Events | 30 | ||
| Lifespan Approaches Versus A Focus On Particular Periods | 30 | ||
| The Relative Influence of Nature and Nurture On Development | 31 | ||
| The Later Action of Nature and Nurture | 31 | ||
| Theoretical Perspectives on Lifespan Development | 32 | ||
| The Psychodynamic Perspective: Focusing on the Inner Person | 33 | ||
| Freud’s Psychoanalytic Theory | 33 | ||
| Erikson’s Psychosocial Theory | 35 | ||
| Assessing The Psychodynamic Perspective the Behavioral Perspective | 35 | ||
| The Behavioral Perspective: Focusing on Observable Behavior | 36 | ||
| Classical Conditioning: Stimulus Substitution | 36 | ||
| Operant Conditioning | 36 | ||
| Social-Cognitive Learning Theory: Learning Through Imitation | 37 | ||
| Assessing the Behavioral Perspective | 38 | ||
| The Cognitive Perspective: Examining the Roots of Understanding | 38 | ||
| Piaget’s Theory of Cognitive Development | 38 | ||
| Information Processing Approaches | 39 | ||
| Cognitive Neuroscience Approaches | 40 | ||
| The Humanistic Perspective: Concentrating on the Unique Qualities of Human Beings | 41 | ||
| Assessing the Humanistic Perspective | 41 | ||
| The Contextual Perspective: Taking a Broad Approach to Development | 41 | ||
| The Bioecological Approach to Development | 42 | ||
| Vygotsky’s Sociocultural Theory | 44 | ||
| Evolutionary Perspectives: our Ancestors’ Contributions to Behavior | 45 | ||
| Assessing the Evolutionary Perspective | 46 | ||
| Why “Which Approach is Right?” Is the Wrong Question | 46 | ||
| Research Methods | 47 | ||
| Theories and Hypotheses: Posing Developmental Questions | 48 | ||
| Choosing a Research Strategy: Answering Questions | 48 | ||
| Correlational Studies | 49 | ||
| The Correlation Coefficient | 50 | ||
| Types of Correlational Studies | 51 | ||
| Psychophysiological Methods | 52 | ||
| Experiments: Determining Cause and Effect | 53 | ||
| Independent and Dependent Variables | 54 | ||
| Choosing a Research Setting | 55 | ||
| Theoretical and Applied Research: Complementary Approaches | 55 | ||
| From Research to Practice: Using Developmental Research to Improve Public Policy | 56 | ||
| Measuring Developmental Change | 57 | ||
| Longitudinal Studies: Measuring Individual Change | 57 | ||
| Cross-Sectional Studies | 58 | ||
| Sequential Studies | 59 | ||
| Ethics and Research | 59 | ||
| Are you an Informed Consumer of Development?: Thinking Critically about “Expert” Advice | 60 | ||
| Epilogue | 61 | ||
| Looking Back | 62 | ||
| Key Terms and Concepts | 63 | ||
| Chapter 2: The Start of Life: Prenatal Development | 64 | ||
| Looking Ahead | 65 | ||
| Earliest Development | 66 | ||
| Genes and Chromosomes: The Code of Life | 66 | ||
| Multiple Births: Two—or More—for the Genetic Price of One | 67 | ||
| Boy or Girl? Establishing the Sex of the Child | 68 | ||
| The Basics of Genetics: The Mixing and Matching of Traits | 69 | ||
| Example of Transmission of Genetic Information | 69 | ||
| Polygenic Traits | 70 | ||
| The Human Genome and Behavioral Genetics: Cracking the Genetic Code | 71 | ||
| Inherited and Genetic Disorders: When Development Deviates from the Norm | 72 | ||
| Genetic Counseling: Predicting the Future from the Genes of the Present | 74 | ||
| Prenatal Testing | 75 | ||
| Screening for Future Problems | 76 | ||
| Are “Designer Babies” in our Future? | 76 | ||
| From Research to Practice: Prenatal Screenings are not Diagnoses | 78 | ||
| The Interaction of Heredity and Environment | 79 | ||
| The Role of the Environment in Determining the Expression of Genes: From Genotypes to Phenotypes | 79 | ||
| Interaction of Factors | 79 | ||
| Studying Development: How much is Nature? How much is Nurture? | 80 | ||
| Nonhuman Animal Studies: Controlling Both Genetics and Environment | 81 | ||
| Contrasting Relatedness and Behavior: Adoption, Twin, and Family Studies | 81 | ||
| Genetics and the Environment: Working Together | 82 | ||
| Physical Traits: Family Resemblances | 82 | ||
| Intelligence: More Research, More Controversy | 83 | ||
| Genetic and Environmental Influences on Personality: Born to be Outgoing? | 84 | ||
| Psychological Disorders: The Role of Genetics and Environment | 85 | ||
| Developmental Diversity and Your Life: Cultural Differences in Physical Arousal: Might a Culture’s Philosophical Outlook Be Determined by Genetics? | 87 | ||
| Can Genes Influence the Environment? | 88 | ||
| Prenatal Growth and Change | 89 | ||
| Fertilization: The Moment of Conception | 89 | ||
| The Stages of the Prenatal Period: The Onset of Development | 90 | ||
| The Germinal Stage: Fertilization to 2 Weeks | 90 | ||
| The Embryonic Stage: 2 Weeks to 8 Weeks | 90 | ||
| The Fetal Stage: 8 Weeks to Birth | 91 | ||
| Pregnancy Problems | 92 | ||
| Infertility | 92 | ||
| Ethical Issues | 94 | ||
| Miscarriage and Abortion | 94 | ||
| The Prenatal Environment: Threats to Development | 95 | ||
| Mother’s Diet | 96 | ||
| Mother’s Age | 97 | ||
| Mother’s Prenatal Support | 97 | ||
| Mother’s Health | 97 | ||
| Mother’s Drug use | 98 | ||
| Mother’s use of Alcohol and Tobacco | 99 | ||
| Do Fathers Affect the Prenatal Environment? | 100 | ||
| Are you an Informed Consumer of Development?: Optimizing the Prenatal Environment | 100 | ||
| Epilogue | 101 | ||
| Looking Back | 102 | ||
| Key Terms and Concepts | 103 | ||
| Chapter 3: Birth and the Newborn Infant | 104 | ||
| Looking Ahead | 105 | ||
| Birth | 106 | ||
| Labor: The Process of Birth Begins | 106 | ||
| Are You an Informed Consumer of Development?: Dealing with Labor | 108 | ||
| Birth: From Fetus to Neonate | 108 | ||
| The Apgar Scale | 108 | ||
| Newborn Medical Screening | 109 | ||
| Physical Appearance And Initial Encounters | 109 | ||
| Approaches to Childbirth: Where Medicine and Attitudes Meet | 110 | ||
| Alternative Birthing Procedures | 111 | ||
| Childbirth Attendants: Who Delivers? | 112 | ||
| Pain And Childbirth | 113 | ||
| Use Of Anesthesia And Pain-Reducing Drugs | 113 | ||
| Postdelivery Hospital Stay: Deliver, Then Depart? | 114 | ||
| Birth Complications | 115 | ||
| Preterm Infants: Too Soon, Too Small | 116 | ||
| Very-Low-Birthweight Infants: The Smallest of the Small | 117 | ||
| What Causes Preterm and Low-Birthweight Deliveries? | 118 | ||
| Postmature Babies: Too Late, Too Large | 119 | ||
| Cesarean Delivery: Intervening in the Process of Birth | 119 | ||
| Stillbirth and Infant Mortality: The Tragedy of Premature Death | 121 | ||
| Developmental Diversity and Your Life: Overcoming Racial and Cultural Differences in Infant Mortality | 121 | ||
| Postpartum Depression: Moving from the Heights of Joy to the Depths of Despair | 123 | ||
| The Competent Newborn | 124 | ||
| Physical Competence: Meeting the Demands of a New Environment | 124 | ||
| Sensory Capabilities: Experiencing the World | 125 | ||
| From Research to Practice: Are Food Preferences Learned in the Womb? | 127 | ||
| Early Learning Capabilities | 127 | ||
| Classical Conditioning | 127 | ||
| Operant Conditioning | 128 | ||
| Habituation | 128 | ||
| Social Competence: Responding to Others | 129 | ||
| Epilogue | 130 | ||
| Looking Back | 131 | ||
| Key Terms and Concepts | 131 | ||
| Part Two: Infancy: Forming the Foundations of Life | 134 | ||
| Chapter 4: Physical Development in Infancy | 134 | ||
| Looking Ahead | 135 | ||
| Growth and Stability | 135 | ||
| Physical Growth: The Rapid Advances of Infancy | 136 | ||
| Four Principles of Growth | 137 | ||
| The Nervous System and Brain: The Foundations of Development | 137 | ||
| Synaptic Pruning | 138 | ||
| Environmental Influences on Brain Development | 140 | ||
| Integrating the Bodily Systems: The Life Cycles of Infancy | 141 | ||
| Rhythms and States | 141 | ||
| Sleep: Perchance to Dream? | 142 | ||
| SIDS: The Unanticipated Killer | 144 | ||
| Motor Development | 145 | ||
| Reflexes: Our Inborn Physical Skills | 146 | ||
| The Basic Reflexes | 146 | ||
| Ethnic and Cultural Differences and Similarities in Reflexes | 147 | ||
| Motor Development in Infancy: Landmarks of Physical Achievement | 148 | ||
| Gross Motor Skills | 148 | ||
| Fine Motor Skills | 149 | ||
| Dynamic Systems Theory: How Motor Development Is Coordinated | 149 | ||
| Developmental Norms: Comparing the Individual to the Group | 150 | ||
| Nutrition in Infancy: Fueling Motor Development | 150 | ||
| Developmental Diversity and Your Life: The Cultural Dimensions of Motor Development | 151 | ||
| Malnutrition | 152 | ||
| Obesity | 154 | ||
| Breast or Bottle? | 154 | ||
| Introducing Solid Foods: When and What? | 155 | ||
| From Research to Practice: The Science of Breast Milk | 156 | ||
| The Development of the Senses | 156 | ||
| Visual Perception: Seeing the World | 157 | ||
| Auditory Perception: The World of Sound | 159 | ||
| Smell and Taste | 160 | ||
| Sensitivity to Pain and Touch | 161 | ||
| Contemporary Views on Infant Pain | 161 | ||
| Responding to Touch | 161 | ||
| Multimodal Perception: Combining Individual Sensory Inputs | 162 | ||
| Are You an Informed Consumer of Development?: Exercising Your Infant’s Body and Senses | 163 | ||
| Epilogue | 163 | ||
| Looking Back | 164 | ||
| Key Terms and Concepts | 165 | ||
| Chapter 5: Cognitive Development in Infancy | 166 | ||
| Looking Ahead | 167 | ||
| Piaget’s Approach to Cognitive Development | 168 | ||
| Key Elements of Piaget’s Theory | 168 | ||
| The Sensorimotor Period: The Earliest Stage of Cognitive Growth | 169 | ||
| Substage 1: Simple Reflexes | 170 | ||
| Substage 2: First Habits and Primary Circular Reactions | 170 | ||
| Substage 3: Secondary Circular Reactions | 171 | ||
| Substage 4: Coordination of Secondary Circular Reactions | 171 | ||
| Substage 5: Tertiary Circular Reactions | 172 | ||
| Substage 6: Beginnings of Thought | 173 | ||
| Appraising Piaget: Support and Challenges | 173 | ||
| Information Processing Approaches to Cognitive Development | 175 | ||
| The Foundations of Information Processing | 176 | ||
| Encoding, Storage, and Retrieval | 176 | ||
| Automatization | 176 | ||
| Memory during Infancy: They Must Remember This… | 178 | ||
| Memory Capabilities in Infancy | 178 | ||
| The Duration of Memories | 178 | ||
| The Cognitive Neuroscience of Memory | 179 | ||
| From Research to Practice: Brain Growth May Be Responsible for Infantile Amnesia | 180 | ||
| Individual Differences in Intelligence: Is One Infant Smarter Than Another? | 180 | ||
| What is Infant Intelligence? | 181 | ||
| Developmental Scales | 181 | ||
| Information Processing Approaches to Individual Differences in Intelligence | 182 | ||
| Assessing Information Processing Approaches | 183 | ||
| Are You an Informed Consumer of Development?: What Can You Do to Promote Infants’ Cognitive Development? | 184 | ||
| The Roots of Language | 185 | ||
| The Fundamentals of Language: From Sounds to Symbols | 185 | ||
| Early Sounds and Communication | 186 | ||
| First Words | 188 | ||
| First Sentences | 189 | ||
| The Origins of Language Development | 190 | ||
| Learning Theory Approaches: Language as a Learned Skill | 190 | ||
| Nativist Approaches: Language as an Innate Skill | 191 | ||
| The Interactionist Approaches | 191 | ||
| Speaking to Children: The Language of Infant-Directed Speech and Gender-Related Speech | 191 | ||
| Infant-Directed Speech | 192 | ||
| Gender Differences | 193 | ||
| Developmental Diversity and Your Life: Is Infant-Directed Speech Similar in All Cultures? | 193 | ||
| Epilogue | 194 | ||
| Looking Back | 194 | ||
| Key Terms and Concepts | 195 | ||
| Chapter 6: Social and Personality Development in Infancy | 196 | ||
| Looking Ahead | 197 | ||
| Developing the Roots of Sociability | 198 | ||
| Emotions in Infancy: Do Infants Experience Emotional Highs and Lows? | 198 | ||
| Experiencing Emotions | 199 | ||
| Smiling | 199 | ||
| Stranger Anxiety and Separation Anxiety: It’s Only Natural | 200 | ||
| Social Referencing: Feeling What Others Feel | 201 | ||
| Two Explanations of Social Referencing | 202 | ||
| Decoding Others’ Facial and Vocal Expressions | 202 | ||
| The Development of Self: Do Infants Know Who They Are? | 203 | ||
| Theory of Mind: Infants’ Perspectives on the Mental Lives of Others—and Themselves | 204 | ||
| From Research to Practice: Do Infants Understand Morality? | 205 | ||
| Forming Relationships | 205 | ||
| Attachment: Forming Social Bonds | 206 | ||
| Harlow’s Monkeys | 206 | ||
| Bowlby’s Contributions to our Understanding of Attachment | 207 | ||
| The Ainsworth Strange Situation and Patterns of Attachment | 207 | ||
| Producing Attachment: The Roles of the Mother and Father | 208 | ||
| Mothers and Attachment | 209 | ||
| Fathers and Attachment | 210 | ||
| Are there Differences in Attachment to Mothers and Fathers? | 210 | ||
| Developmental Diversity and Your Life: Does Attachment Differ across Cultures? | 211 | ||
| Infant Interactions: Developing a Working Relationship | 212 | ||
| Processes Underlying Relationship Development | 212 | ||
| Infants’ Sociability with their Peers: Infant–Infant Interaction | 213 | ||
| Differences among Infants | 214 | ||
| Personality Development: The Characteristics That Make Infants Unique | 215 | ||
| Temperament: Stabilities in Infant Behavior | 215 | ||
| Categorizing Temperament: Easy, Difficult, and Slow-to-Warm Babies | 216 | ||
| The Consequences of Temperament: Does Temperament Matter? | 217 | ||
| The Biological Basis of Temperament | 217 | ||
| Gender: Boys in Blue, Girls in Pink | 218 | ||
| Gender Differences | 218 | ||
| Gender Roles | 219 | ||
| Family Life in the Twenty-First Century | 220 | ||
| How Does Infant Child Care Affect Later Development? | 220 | ||
| Are You an Informed Consumer of Development?: Choosing the Right Infant Care Provider | 222 | ||
| Epilogue | 223 | ||
| Looking Back | 223 | ||
| Key Terms and Concepts | 225 | ||
| Part Three: The Preschool Years | 228 | ||
| Chapter 7: Physical and Cognitive Development in the Preschool Years | 228 | ||
| Looking Ahead | 229 | ||
| Physical Growth | 230 | ||
| The Growing Body | 230 | ||
| Individual Differences in Height and Weight | 230 | ||
| Changes in Body Shape and Structure | 230 | ||
| Nutrition: Eating the Right Foods | 231 | ||
| Health and Illness | 232 | ||
| Injuries During the Preschool Years: Playing it Safe | 232 | ||
| The Silent Danger: Lead Poisoning in Young Children | 233 | ||
| The Growing Brain | 234 | ||
| Are You an Informed Consumer of Development?: Keeping Preschoolers Healthy | 235 | ||
| Brain Lateralization | 236 | ||
| The Links Between Brain Growth and Cognitive Development | 237 | ||
| Motor Development | 238 | ||
| Gross Motor Skills | 238 | ||
| Potty Wars: When—and How—Should Children be Toilet Trained? | 239 | ||
| Fine Motor Skills | 240 | ||
| Handedness | 240 | ||
| Intellectual Development | 241 | ||
| Piaget’s Stage of Preoperational Thinking | 241 | ||
| The Relation between Language and Thought | 242 | ||
| Centration: What you see is what you think | 242 | ||
| Conservation: Learning that Appearances are Deceiving | 243 | ||
| Incomplete Understanding of Transformation | 245 | ||
| Egocentrism: The Inability to Take Others’ Perspectives | 245 | ||
| The Emergence of Intuitive Thought | 245 | ||
| Evaluating Piaget’s Approach to Cognitive Development | 246 | ||
| Information Processing Approaches to Cognitive Development | 247 | ||
| Preschoolers’ Understanding of Numbers | 248 | ||
| Memory: Recalling the Past | 248 | ||
| Information Processing Theories in Perspective | 249 | ||
| Vygotsky’s View of Cognitive Development: Taking | 250 | ||
| The Zone of Proximal Development and Scaffolding: Foundations of Cognitive Development | 250 | ||
| Evaluating Vygotsky’s Contributions | 252 | ||
| The Growth of Language and Learning | 253 | ||
| Language Development | 253 | ||
| Private Speech and Social Speech | 254 | ||
| How Living in Poverty Affects Language Development | 255 | ||
| Learning from the Media: Television and the Internet | 256 | ||
| Television: Controlling Exposure | 257 | ||
| Sesame Street: A Teacher in Every Home? | 258 | ||
| Early Childhood Education: Taking the “Pre” Out of the Preschool Period | 259 | ||
| The Varieties of Early Education | 260 | ||
| The Effectiveness of Child Care | 260 | ||
| The Quality of Child Care | 261 | ||
| Developmental Diversity and Your Life: Preschools around the World: Why Does the United States Lag behind? | 262 | ||
| Preparing Preschoolers for Academic Pursuits: Does Head Start Truly \\ Provide a Head Start? | 262 | ||
| Are we Pushing Children Too Hard and Too Fast? | 263 | ||
| From Research to Practice: Reading to Children: Keeping It Real | 263 | ||
| Epilogue | 264 | ||
| Looking Back | 265 | ||
| Key Terms and Concepts | 265 | ||
| Chapter 8: Social and Personality Development in the Preschool Years | 266 | ||
| Looking Ahead | 267 | ||
| Forming a Sense of Self | 268 | ||
| Psychosocial Development: Resolving the Conflicts | 268 | ||
| Self-Concept in the Preschool Years: Thinking about the Self | 269 | ||
| Racial, Ethnic, and Gender Awareness | 269 | ||
| Racial Identity: Developing Slowly | 269 | ||
| Gender Identity : Developing Femaleness and Maleness | 270 | ||
| Developmental Diversity and Your Life: Developing Racial and Ethnic Awareness | 270 | ||
| Biological Perspectives on Gender | 271 | ||
| Psychoanalytic Perspectives | 272 | ||
| Social Learning Approaches | 273 | ||
| Cognitive Approaches | 274 | ||
| Friends and Family: Preschoolers’ Social Lives | 275 | ||
| The Development of Friendships | 275 | ||
| Playing by the Rules: The Work of Play | 276 | ||
| Categorizing Play | 276 | ||
| The Social Aspects of Play | 276 | ||
| Preschoolers’ Theory of Mind: Understanding What Others are Thinking | 278 | ||
| The Emergence of Theory of Mind | 279 | ||
| From Research to Practice: How Children Learn to Become Better Liars | 280 | ||
| Preschoolers’ Family Lives | 280 | ||
| Effective Parenting: Teaching Desired Behavior | 281 | ||
| Cultural Differences in Childrearing Practices | 282 | ||
| Child Abuse and Psychological Maltreatment: The Grim Side of Family Life | 283 | ||
| Physical Abuse | 284 | ||
| Psychological Maltreatment | 285 | ||
| Resilience: Overcoming the Odds | 286 | ||
| Are You an Informed Consumer of Development?: Disciplining Children | 287 | ||
| Moral Development and Aggression | 288 | ||
| Developing Morality: Following Society’s Rights and Wrongs | 288 | ||
| Piaget’s View of Moral Development | 288 | ||
| Evaluating Piaget’s Approach to Moral Development | 289 | ||
| Social Learning Approaches to Morality | 289 | ||
| Genetic Approaches to Morality | 290 | ||
| Empathy and Moral Behavior | 290 | ||
| Aggression and Violence in Preschoolers: Sources and Consequences | 291 | ||
| The Roots of Aggression | 292 | ||
| Social Learning Approaches to Aggression | 292 | ||
| Viewing Violence on Tv: Does It Matter? | 293 | ||
| Cognitive Approaches To Aggression: The Thoughts Behind Violence | 294 | ||
| Are you an Informed Consumer of Development?: Increasing Moral Behavior and Reducing Aggression in Preschool-Age Children | 295 | ||
| Epilogue | 296 | ||
| Looking Back | 296 | ||
| Key Terms and Concepts | 297 | ||
| Part Four: The Middle Childhood Years | 300 | ||
| Chapter 9: Physical and Cognitive Development in Middle Childhood | 300 | ||
| Looking Ahead | 301 | ||
| Physical Development | 302 | ||
| The Growing Body | 302 | ||
| Height and Weight Changes | 302 | ||
| Cultural Patterns of Growth | 303 | ||
| Promoting Growth with Hormones: Should Short Children be Made to Grow? | 303 | ||
| Nutrition | 304 | ||
| Childhood Obesity | 304 | ||
| Motor Development | 305 | ||
| Gross Motor Skills | 305 | ||
| Are You an Informed Consumer of Development?: Keeping Children Fit | 306 | ||
| Fine Motor Skills | 307 | ||
| Physical and Mental Health during Middle Childhood | 307 | ||
| Asthma | 308 | ||
| Accidents | 308 | ||
| Psychological Disorders | 309 | ||
| Children with Special Needs | 310 | ||
| Sensory Difficulties: Visual, Auditory, And Speech Problems | 310 | ||
| Learning Disabilities: Discrepancies between Achievement and Capacity to Learn | 312 | ||
| Attention-Deficit/Hyperactivity Disorder | 312 | ||
| From Research to Practice: Does Medicating Children with ADHD Produce Academic Benefits? | 314 | ||
| Intellectual Development | 314 | ||
| Piagetian Approaches to Cognitive Development | 315 | ||
| The Rise of Concrete Operational Thought | 315 | ||
| Piaget in Perspective: Piaget Was Right, Piaget was Wrong | 316 | ||
| Information Processing in Middle Childhood | 317 | ||
| Memory | 317 | ||
| Improving Memory | 318 | ||
| Vygotsky’s Approach to Cognitive Development and Classroom Instruction | 319 | ||
| Language Development: What Words Mean | 320 | ||
| Mastering the Mechanics of Language | 320 | ||
| Metalinguistic Awareness | 320 | ||
| How Language Promotes Self-Control | 321 | ||
| Bilingualism: Speaking in Many Tongues | 321 | ||
| Schooling: The Three Rs (and More) of Middle Childhood | 323 | ||
| Reading: Learning to Decode the Meaning behind Words | 324 | ||
| Reading Stages | 324 | ||
| How Should we Teach Reading? | 324 | ||
| Educational Trends: Beyond the Three Rs | 325 | ||
| Developmental Diversity and Your Life: Multicultural Education | 326 | ||
| Cultural Assimilation or Pluralistic Society? | 326 | ||
| Fostering a Bicultural Identity | 327 | ||
| Intelligence: Determining Individual Strengths | 328 | ||
| Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent | 328 | ||
| What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence | 331 | ||
| Group Differences in IQ | 333 | ||
| Explaining Racial Differences in IQ | 333 | ||
| The Bell Curve Controversy | 334 | ||
| Below and Above Intelligence Norms: Intellectual Disabilities and the Intellectually Gifted | 335 | ||
| Ending Segregation by Intelligence Levels: The Benefits of Mainstreaming | 336 | ||
| Below The Norm: Intellectual Disability | 337 | ||
| Above The Norm: The Gifted and Talented | 338 | ||
| Educating The Gifted and Talented | 338 | ||
| Epilogue | 339 | ||
| Looking Back | 340 | ||
| Key Terms and Concepts | 341 | ||
| Chapter 10: Social and Personality Development in Middle Childhood | 342 | ||
| Looking Ahead | 343 | ||
| The Developing Self | 344 | ||
| Psychosocial Development in Middle Childhood | 344 | ||
| Understanding One’s Self: A New Response to “Who Am I?” | 345 | ||
| The Shift in Self-Understanding from the Physical to the Psychological | 345 | ||
| Social Comparison | 345 | ||
| Self-Esteem: Developing a Positive—or Negative—View of the Self | 347 | ||
| Change and Stability in Self-Esteem | 347 | ||
| From Research to Practice: The Danger of Inflated Praise | 349 | ||
| Race and Self-Esteem | 349 | ||
| Developmental Diversity and Your Life: Are Children of Immigrant Families Well Adjusted? | 350 | ||
| Moral Development | 351 | ||
| Moral Development in Girls | 353 | ||
| Relationships: Building Friendship in Middle Childhood | 354 | ||
| Stages of Friendship: Changing Views of Friends | 355 | ||
| Stage 1: Basing Friendship on Others’ Behavior | 355 | ||
| Stage 2: Basing Friendship on Trust | 355 | ||
| Stage 3: Basing Friendship On Psychological Closeness | 355 | ||
| Individual Differences in Friendship: What Makes a Child Popular? | 356 | ||
| Status Among School-Age Children: Establishing One’s Position | 356 | ||
| What Personal Characteristics Lead to Popularity? | 357 | ||
| Social Problem-Solving Abilities | 357 | ||
| Teaching Social Competence | 358 | ||
| Schoolyard—and Cyber-Yard—Bullies | 358 | ||
| Are You an Informed Consumer of Development?: Increasing Children’s Social Competence | 359 | ||
| Gender and Friendships: The Sex Segregation of Middle Childhood | 360 | ||
| Cross-Race Friendships: Integration In and Out of the Classroom | 361 | ||
| Family and School: Shaping Children’s Behavior in Middle Childhood | 362 | ||
| Families: The Changing Home Environment | 363 | ||
| Family Life: Still Important after all these Years | 363 | ||
| When Both Parents Work Outside the Home: How do Children Fare? | 364 | ||
| Home and Alone: What do Children do? | 364 | ||
| Divorce | 364 | ||
| Single-Parent Families | 365 | ||
| Multigenerational Families | 366 | ||
| Living In Blended Families | 366 | ||
| Children with Gay and Lesbian Parents | 367 | ||
| Race and Family Life | 368 | ||
| Poverty And Family Life | 368 | ||
| Group Care: Orphanages in the Twenty-First Century | 368 | ||
| School: The Academic Environment | 369 | ||
| How Children Explain Academic Success and Failure | 370 | ||
| Cultural Comparisons: Individual Differences in Attribution | 370 | ||
| Beyond the 3rs: Should Schools Teach Emotional Intelligence? | 370 | ||
| Developmental Diversity and Your Life: Explaining Asian Academic Success | 371 | ||
| Epilogue | 372 | ||
| Looking Back | 372 | ||
| Key Terms and Concepts | 373 | ||
| Part Five: Adolescence | 376 | ||
| Chapter 11: Physical and Cognitive Development in Adolescence | 376 | ||
| Looking Ahead | 377 | ||
| Physical Maturation | 378 | ||
| Growth during Adolescence: The Rapid Pace of Physical and Sexual Maturation | 378 | ||
| Puberty in Girls | 379 | ||
| Puberty in Boys | 380 | ||
| Body Image: Reactions to Physical Changes in Adolescence | 381 | ||
| The Timing of Puberty: The Consequences of Early and Late Maturation | 382 | ||
| Nutrition, Food, and Eating Disorders: Fueling the Growth of Adolescence | 383 | ||
| Obesity | 383 | ||
| Anorexia Nervosa and Bulimia | 384 | ||
| Brain Development and Thought: Paving the Way for Cognitive Growth | 385 | ||
| The Immature Brain Argument: Too Young for the Death Penalty? | 386 | ||
| Sleep Deprivation | 387 | ||
| Cognitive Development and Schooling | 387 | ||
| Piagetian Approaches to Cognitive Development: Using Formal Operations | 388 | ||
| Using Formal Operations to Solve Problems | 388 | ||
| The Consequences of Adolescents’ Use of Formal Operations | 390 | ||
| Evaluating Piaget’s Approach | 390 | ||
| Information Processing Perspectives: Gradual Transformations in Abilities | 391 | ||
| Egocentrism in Thinking: Adolescents’ Self-Absorption | 392 | ||
| School Performance | 393 | ||
| Socioeconomic Status and School Performance: Individual Differences in Achievement | 394 | ||
| Ethnic and Racial Differences in School Achievement | 394 | ||
| Achievement Testing in High School: Will No Child Be Left Behind? | 395 | ||
| From Research to Practice: Do Video Games Improve Cognitive Ability? | 396 | ||
| Dropping Out of School | 397 | ||
| Cyberspace: Adolescents Online | 397 | ||
| Media and Education | 398 | ||
| Threats to Adolescents’ Well-Being | 399 | ||
| Illegal Drugs | 400 | ||
| Alcohol: Use and Abuse | 400 | ||
| Are You an Informed Consumer of Development?: Hooked on Drugs or Alcohol? | 402 | ||
| Tobacco: The Dangers of Smoking | 402 | ||
| Developmental Diversity and Your Life: Selling Death: Pushing Smoking to the Less Advantaged | 403 | ||
| Sexually Transmitted Infections | 403 | ||
| AIDS | 403 | ||
| Other Sexually Transmitted Infections | 404 | ||
| Avoiding STIS | 405 | ||
| Epilogue | 406 | ||
| Looking Back | 406 | ||
| Key Terms and Concepts | 407 | ||
| Chapter 12: Social and Personality Development in Adolescence | 408 | ||
| Looking Ahead | 409 | ||
| Identity: Asking “Who Am I?” | 410 | ||
| Self-Concept and Self-Esteem | 410 | ||
| Self-Concept: Asking, “What am I Like?” | 410 | ||
| Self-Esteem: Asking How Do I Like Myself? | 411 | ||
| Gender Differences in Self-Esteem | 411 | ||
| Socioeconomic Status and Race Differences in Self-Esteem | 412 | ||
| Identity Formation: Change or Crisis? | 412 | ||
| Societal Pressures and Reliance on Friends and Peers | 413 | ||
| Psychological Moratorium | 414 | ||
| Limitations of Erikson’s Theory | 414 | ||
| Marcia’s Approach to Identity Development: Updating Erikson | 414 | ||
| Religion and Spirituality | 415 | ||
| Identity, Race, and Ethnicity | 416 | ||
| Depression and Suicide: Psychological Difficulties in Adolescence | 417 | ||
| Adolescent Depression | 417 | ||
| Adolescent Suicide | 418 | ||
| Are You an Informed Consumer of Development?: Adolescent Suicide: How to Help | 420 | ||
| Relationships: Family and Friends | 421 | ||
| Family Ties: Changing Relations with Relations | 422 | ||
| The Quest for Autonomy | 422 | ||
| Culture and Autonomy | 422 | ||
| The Myth of the Generation Gap | 424 | ||
| Conflicts with Parents | 425 | ||
| Cultural Differences in Parent–Child Conflicts During Adolescence | 425 | ||
| Relationships with Peers: The Importance of Belonging | 426 | ||
| Social Comparison | 426 | ||
| Reference Groups | 426 | ||
| Cliques and Crowds: Belonging to a Group | 426 | ||
| Gender Relations | 427 | ||
| From Research to Practice: Empathy in Adolescence | 427 | ||
| Developmental Diversity and Your Life: Race Segregation: The Great Divide of Adolescence | 428 | ||
| Popularity and Conformity | 429 | ||
| Popularity and Rejection | 429 | ||
| Conformity: Peer Pressure in Adolescence | 430 | ||
| Juvenile Delinquency: The Crimes of Adolescence | 431 | ||
| Dating, Sexual Behavior, and Teenage Pregnancy | 432 | ||
| Dating and Sexual Relationships in the Twenty-First Century | 432 | ||
| The Functions of Dating | 433 | ||
| Dating, Race, and Ethnicity | 433 | ||
| Sexual Behavior | 433 | ||
| Sexual Intercourse | 434 | ||
| Sexual Orientation: Heterosexuality, Homosexuality, Bisexuality, and Transexualism | 435 | ||
| What Determines Sexual Orientation? | 436 | ||
| Teenage Pregnancies | 436 | ||
| Epilogue | 438 | ||
| Looking Back | 438 | ||
| Key Terms and Concepts | 439 | ||
| Part Six: Early Adulthood | 442 | ||
| Chapter 13: Physical and Cognitive Development in Early Adulthood | 442 | ||
| Looking Ahead | 443 | ||
| Physical Development | 444 | ||
| Physical Development, Fitness, and Health | 444 | ||
| The Senses | 445 | ||
| Physical Fitness | 445 | ||
| Health | 446 | ||
| Eating, Nutrition, and Obesity: A Weighty Concern | 446 | ||
| Good Nutrition | 447 | ||
| Obesity | 447 | ||
| Developmental Diversity and Your Life: How Cultural Beliefs Influence Health and Health Care | 448 | ||
| Physical Disabilities: Coping with Physical Challenge | 448 | ||
| Stress and Coping: Dealing with Life’s Challenges | 450 | ||
| The Origins of Stress | 451 | ||
| The Consequences of Stress | 452 | ||
| Coping with Stress | 452 | ||
| Hardiness, Resilience, And Coping | 454 | ||
| Are You an Informed Consumer of Development?: Coping with Stress | 454 | ||
| Cognitive Development | 455 | ||
| Intellectual Growth in Early Adulthood | 455 | ||
| Postformal Thought | 456 | ||
| Approaches to Postformal Thinking | 457 | ||
| Perry’s Relativistic Thinking | 457 | ||
| From Research to Practice: Young Adult Brains Are Still Developing | 457 | ||
| Schaie’s Stages of Development | 458 | ||
| Intelligence: What Matters in Early Adulthood? | 459 | ||
| Practical and Emotional Intelligence | 460 | ||
| Creativity: Novel Thought | 461 | ||
| Life Events and Cognitive Development | 462 | ||
| College: Pursuing Higher Education | 463 | ||
| The Demographics of Higher Education | 463 | ||
| The Gender Gap in College Attendance | 464 | ||
| The Changing College Student: Never Too Late to Go to College? | 464 | ||
| College Adjustment: Reacting to the Demands of College Life | 465 | ||
| Are You an Informed Consumer of Development?: When Do College Students Need Professional Help with Their Problems? | 466 | ||
| Gender and College Performance | 467 | ||
| Benevolent Sexism: When Being Nice is not so Nice Dropping Out of College | 468 | ||
| Dropping Out of College | 469 | ||
| Epilogue | 469 | ||
| Looking Back | 470 | ||
| Key Terms and Concepts | 471 | ||
| Chapter 14: Social and Personality Development in Early Adulthood | 472 | ||
| Looking Ahead | 473 | ||
| Forging Relationships: Intimacy, Liking, and Loving during Early Adulthood | 474 | ||
| The Components of Happiness: Fulfilling Psychological Needs | 475 | ||
| The Social Clocks of Adulthood | 475 | ||
| Women’s Social Clocks | 475 | ||
| Intimacy, Friendship, and Love | 476 | ||
| Seeking Intimacy: Erikson’s View of Young Adulthood | 476 | ||
| From Research to Practice: Emerging Adulthood: Not Quite There Yet! | 477 | ||
| Friendship | 477 | ||
| Defining the Indefinable: What is Love? | 478 | ||
| Passionate and Companionate Love: The Two Faces of Love | 479 | ||
| Sternberg’s Triangular Theory: The Three Faces Of Love | 479 | ||
| Choosing a Partner: Recognizing Mr. or Ms. Right | 480 | ||
| Seeking a Spouse: is Love the only thing that Matters? | 481 | ||
| Filtering Models: Sifting out a Spouse | 482 | ||
| Attachment Styles and Romantic Relationships: Do Adult Loving Styles Reflect Attachment in Infancy? | 483 | ||
| Developmental Diversity and Your Life: Gay and Lesbian Relationships: Men with Men and Women with Women | 484 | ||
| The Course of Relationships | 485 | ||
| Cohabitation, Marriage, and Other Relationship Choices: Sorting Out the Options of Early Adulthood | 486 | ||
| Marriage | 486 | ||
| What Makes Marriages Work? | 487 | ||
| Early Marital Conflict | 487 | ||
| Parenthood: Choosing To Have Children | 488 | ||
| Family Size | 489 | ||
| Dual-Earner Couples | 490 | ||
| The Transition To Parenthood: Two’s a Couple, Three’s a Crowd? | 490 | ||
| Gay and Lesbian Parents | 492 | ||
| Staying Single: I Want to Be Alone | 492 | ||
| Work: Choosing and Embarking on a Career | 493 | ||
| Identity during Young Adulthood: The Role of Work | 493 | ||
| Picking an Occupation: Choosing Life’s Work | 494 | ||
| Ginzberg’s Career Choice Theory | 494 | ||
| Holland’s Personality Type Theory | 495 | ||
| Are You an Informed Consumer of Development?: Choosing a Career | 496 | ||
| Gender and Career Choices: Women’s Work | 496 | ||
| Why Do People Work? More Than Earning a Living | 498 | ||
| Intrinsic and Extrinsic Motivation | 498 | ||
| Satisfaction on the Job | 499 | ||
| Epilogue | 499 | ||
| Looking Back | 500 | ||
| Key Terms and Concepts | 501 | ||
| Part Seven: Middle Adulthood | 504 | ||
| Chapter 15: Physical and Cognitive Development in Middle Adulthood | 504 | ||
| Looking Ahead | 505 | ||
| Physical Development | 506 | ||
| Physical Transitions: The Gradual Change in the Body’s Capabilities | 506 | ||
| Height, Weight, and Strength: The Benchmarks of Change | 507 | ||
| The Senses: The Sights and Sounds of Middle Age | 507 | ||
| Vision | 507 | ||
| Hearing | 508 | ||
| Reaction Time: Not-So-Slowing Down | 508 | ||
| Sex in Middle Adulthood: The Ongoing Sexuality of Middle Age | 510 | ||
| The Female Climacteric and Menopause | 511 | ||
| The Dilemma of Hormone Therapy: No Easy Answer | 511 | ||
| The Psychological Consequences of Menopause | 512 | ||
| The Male Climacteric | 513 | ||
| Health | 514 | ||
| Wellness and Illness: The Ups and Downs of Middle Adulthood | 514 | ||
| Stress in Middle Adulthood | 515 | ||
| Developmental Diversity and Your Life: Individual Variation in Health: Socioeconomic Status and Gender Differences | 517 | ||
| The A’s and B’s of Coronary Heart Disease: Linking Health and Personality | 518 | ||
| Risk Factors for Heart Disease | 518 | ||
| Type A’s And Type B’s | 519 | ||
| The Threat of Cancer | 520 | ||
| From Research to Practice: Is Genetic Testing for Serious Diseases a Good Idea? | 522 | ||
| Psychological Factors Relating To Cancer: Mind Over Tumor? | 523 | ||
| Cognitive Development | 524 | ||
| Does Intelligence Decline in Adulthood? | 524 | ||
| The Difficulties in Answering the Question | 524 | ||
| Crystallized and Fluid Intelligence | 525 | ||
| Reframing The Issue: What Is the Source of Competence During Middle Adulthood? | 526 | ||
| The Development of Expertise: Separating Experts from Novices | 527 | ||
| Memory: You Must Remember This | 528 | ||
| Types of Memory | 528 | ||
| Memory Schemas | 529 | ||
| Are You an Informed Consumer of Development?: Effective Stratiges for Remembering | 529 | ||
| Epilogue | 530 | ||
| Looking Back | 531 | ||
| Key Terms and Concepts | 532 | ||
| Chapter 16: Social and Personality Development in Middle Adulthood | 533 | ||
| Looking Ahead | 534 | ||
| Personality Development | 535 | ||
| Two Perspectives on Adult Personality Development: Normative Crisis versus Life Events | 535 | ||
| Erikson’s Stage of Generativity versus Stagnation | 536 | ||
| Building on Erikson’s Views: Vaillant and Gould | 536 | ||
| Building on Erikson’s Views: Levinson’s Season of Life Theory | 537 | ||
| The Midlife Crisis: Reality or Myth? | 537 | ||
| Stability versus Change in Personality | 538 | ||
| Stability And Change In the “Big Five” Personality Traits | 539 | ||
| Developmental Diversity and Your Life: Middle Age: In Some Cultures It Doesn’t Exist | 539 | ||
| Relationships: Family in Middle Age | 541 | ||
| Marriage and Divorce | 541 | ||
| Marriage | 541 | ||
| The Ups and Downs of Marriage | 541 | ||
| Divorce | 542 | ||
| Remarriage | 544 | ||
| Family Evolutions: From Full House to Empty Nest | 545 | ||
| Boomerang Children: Refilling the Empty Nest | 546 | ||
| The Sandwich Generation: Between Children and Parents | 546 | ||
| Becoming a Grandparent: Who, Me? | 547 | ||
| Family Violence: The Hidden Epidemic | 548 | ||
| The Prevalence of Spousal Abuse | 548 | ||
| The Stages of Spousal Abuse | 549 | ||
| The Cycle of Violence | 550 | ||
| Spousal Abuse and Society: The Cultural Roots of Violence | 550 | ||
| Are you an Informed Consumer of Development?: Dealing with Spousal Abuse | 551 | ||
| Work and Leisure | 551 | ||
| Work and Careers: Jobs at Midlife | 552 | ||
| Challenges of Work: On-The-Job Dissatisfaction | 552 | ||
| From Research to Practice: House-Husbands: When Fathers Are the Primary Caregivers for Their Children | 553 | ||
| Unemployment: The Dashing of the Dream | 553 | ||
| Switching—andStarting—Careersat Midlife | 554 | ||
| Leisure Time: Life beyond Work | 555 | ||
| Developmental Diversity and Your Life: Immigrants on the Job: Making It in America | 555 | ||
| Epilogue | 558 | ||
| Looking Back | 558 | ||
| Key Terms and Concepts | 559 | ||
| Part Eight: Late Adulthood | 562 | ||
| Chapter 17: Physical and Cognitive Development in Late Adulthood | 562 | ||
| Looking Ahead | 563 | ||
| Physical Development in Late Adulthood | 564 | ||
| Aging: Myth and Reality | 564 | ||
| The Demographics of Late Adulthood | 564 | ||
| Ageism: Confronting the Stereotypes of Late Adulthood Physical Transitions in Older People | 564 | ||
| Physical Transitions in Older People | 567 | ||
| Outward Signs of Aging | 567 | ||
| Internal Aging | 568 | ||
| Slowing Reaction Time | 569 | ||
| The Senses: Sight, Sound, Taste, and Smell | 570 | ||
| Vision | 570 | ||
| Hearing | 571 | ||
| Taste and Smell | 572 | ||
| Health and Wellness in Late Adulthood | 572 | ||
| Health Problems in Older People: Physical and Psychological Disorders | 573 | ||
| Common Physical Disorders | 573 | ||
| Psychological and Mental Disorders | 573 | ||
| Alzheimer’s Disease | 575 | ||
| From Research to Practice: Falling is a Risk and a Fear for Older Adults | 574 | ||
| Are You an Informed Consumer of Development?: Caring for People with Alzheimer’s Disease | 576 | ||
| Wellness in Late Adulthood: The Relationship between Aging and Illness | 577 | ||
| Promoting Good Health | 577 | ||
| Sexuality in Old Age: Use It or Lose It | 578 | ||
| Approaches to Aging: Why is Death Inevitable? | 579 | ||
| Genetic Programming Theories of Aging | 579 | ||
| Wear-and Tear Theories of Aging | 580 | ||
| Reconciling the Theories of Aging | 580 | ||
| Life Expectancy: How Long have I Got? | 580 | ||
| Postponing Aging: Can Scientists Find the Fountain of Youth? | 581 | ||
| Developmental Diversity and Your Life: Gender, Race, and Ethnic Differences in Average Life Expectancy: Separate Lives, Separate Deaths | 583 | ||
| Cognitive Development in Late Adulthood | 584 | ||
| Intelligence in Older People | 584 | ||
| Recent Findings About Intelligence in Older People | 585 | ||
| Memory: Remembrance of Things Past—and Present | 586 | ||
| Autobiographical Memory: Recalling the Days of our Lives | 587 | ||
| Explaining Memory Changes in Old Age | 588 | ||
| Never Too Late | 588 | ||
| Technology and Learning In Late Adulthood | 589 | ||
| Epilogue | 590 | ||
| Looking Back | 590 | ||
| Key Terms and Concepts | 591 | ||
| Chapter 18: Social and Personality Development in Late Adulthood | 592 | ||
| Looking Ahead | 593 | ||
| Personality Development and Successful Aging | 594 | ||
| Continuity and Change in Personality during Late Adulthood | 594 | ||
| Ego Integrity Versus Despair: Erikson’s Final Stage | 594 | ||
| Peck’s Developmental Tasks | 595 | ||
| Levinson’s Final Season: The Winter of Life | 595 | ||
| Coping With Aging: Neugarten’s Study | 596 | ||
| Life Review and Reminiscence: The Common Theme Of Personality Development | 596 | ||
| Age Stratification Approaches to Late Adulthood | 597 | ||
| Does Age Bring Wisdom? | 597 | ||
| Developmental Diversity and Your Life: How Culture Shapes the Way We Treat People in Late Adulthood | 598 | ||
| Successful Aging: What is the Secret? | 599 | ||
| Disengagement Theory: Gradual Retreat | 600 | ||
| Activity Theory: Continued Involvement | 600 | ||
| Continuity Theory: A Compromise Position | 601 | ||
| From Research to Practice: Is Age Really Just a State of Mind? | 602 | ||
| Selective Optimization with Compensation: A General Model of Successful Aging | 602 | ||
| The Daily Life of Late Adulthood | 604 | ||
| Living Arrangements: The Places and Spaces of their Lives | 604 | ||
| Living at Home | 604 | ||
| Specialized Living Environments | 604 | ||
| Institutionalism and Learned Helplessness | 605 | ||
| Financial Issues: The Economics of Late Adulthood | 606 | ||
| Work and Retirement in Late Adulthood | 607 | ||
| Older Workers: Combating Age Discrimination | 607 | ||
| Retirement: Filling a Life of Leisure | 608 | ||
| Are You an Informed Consumer of Development?: Planning for—and Living—a Good Retirement | 609 | ||
| Relationships: Old and New | 610 | ||
| Marriage in the Later Years: In Sickness and in Health | 610 | ||
| Divorce | 611 | ||
| Dealing with Retirement: Too Much Togetherness? | 611 | ||
| Caring for an Aging Spouse | 611 | ||
| The Death of a Spouse: Becoming Widowed | 612 | ||
| The Social Networks of Late Adulthood | 614 | ||
| Friendship: Why Friends Matter in Late Adulthood | 614 | ||
| Social Support: The Significance of Others | 615 | ||
| Family Relationships: The Ties That Bind | 615 | ||
| Children | 615 | ||
| Grandchildren and Great-Grandchildren | 616 | ||
| Elder Abuse: Relationships Gone Wrong | 617 | ||
| Epilogue | 618 | ||
| Looking Back | 618 | ||
| Key Terms and Concepts | 619 | ||
| Chapter 19: Death and Dying | 622 | ||
| Looking Ahead | 623 | ||
| Dying and Death across the Life Span | 623 | ||
| Defining Death: Determining the Point at Which Life Ends | 624 | ||
| Death across the Life Span: Causes and Reactions | 624 | ||
| Death in Infancy and Childhood | 624 | ||
| Childhood Conceptions of Death | 625 | ||
| Death in Adolescence | 626 | ||
| Death in Young Adulthood | 626 | ||
| Death in Middle Adulthood | 627 | ||
| Death in Late Adulthood | 627 | ||
| Cultural Responses to Death | 628 | ||
| Developmental Diversity and Your Life: Differing Conceptions of Death | 629 | ||
| Can Death Education Prepare Us for the Inevitable? | 629 | ||
| Confronting Death | 631 | ||
| Understanding the Process of Dying: Are There Steps toward Death? | 631 | ||
| Denial | 631 | ||
| Anger | 632 | ||
| Bargaining | 632 | ||
| Depression | 632 | ||
| Acceptance | 632 | ||
| Evaluating Kübler-Ross’s Theory | 632 | ||
| Choosing the Nature of Death: Is DNR the Way to Go? | 633 | ||
| Living Wills | 634 | ||
| Euthanasia and Assisted Suicide | 634 | ||
| Caring for the Terminally Ill: The Place of Death | 636 | ||
| Grief and Bereavement | 637 | ||
| Mourning and Funerals: Final Rites | 638 | ||
| Cultural Differences in Grieving | 638 | ||
| From Research to Practice: The Rising Popularity of Cremation | 639 | ||
| Bereavement and Grief: Adjusting to the Death of a Loved One | 639 | ||
| Differentiating Unhealthy Grief from Normal Grief | 640 | ||
| The Consequences of Grief and Bereavement | 640 | ||
| Are You an Informed Consumer of Development?: Helping a Child Cope with Grief | 641 | ||
| Epilogue | 642 | ||
| Looking Back | 642 | ||
| Key Terms and Concepts | 643 | ||
| References | 646 | ||
| Credits | 701 | ||
| Name Index | 707 | ||
| Subject Index | 730 | ||
| Developmental Timeline | 740 | ||
| Back Cover | Back Cover |