Preface

My grandson, Asa, is in early childhood. He sees the world in opposites: male/female, child/grown-up, good guys/bad guys. He considers himself one of the good guys, destroying the bad guys in his active imagination, and in karate kicks in the air.

Pondering My grandson, Asa, looks thoughtfully at his father, Oscar.

SOURCE: WORTH PUBLISHERS

Oscar, his father, knows better. He asked me if Asa really believes there are good guys and bad guys, or is that just a cliché. I said that most young children believe quite simple opposites.

Undeterred, Oscar told Asa that he knows some adults who were once bad guys but became good guys.

“No,” Asa insisted. “That never happens.”

Asa is mistaken. As he matures, his body will grow taller but become less active, and his mind will appreciate the development of human behavior as life goes on. This book describes how our thoughts and actions change over the lifespan, including that almost nothing “never happens” as humans grow older.

Oscar is not alone in realizing that people change. Many common sayings affirm development over time: People “turn over a new leaf,” are “born-again”; parents are granted a “do-over” when they become grandparents; today is “the first day of the rest of your life.” Adults also recognize that the past never disappears; we say, “The apple does not fall far from the tree,” and many other adages that stress past influences.

The complexity, the twists and turns, the endless variety of the human experience at every age is fascinating to me, which is why I wrote this book. We all have echoes of Asa in us: We want life to be simple, for people to be good guys. But life is not simple. Learning about human growth helps everyone respond to life’s variations and influences, not with imaginary kicks but with wise responses. Knowledge does that. In a vivid example, Stephen Pinker (2011) finds that humans kill each other less now than they did in previous centuries; he cites education as one reason.

Education occurs in hundreds of ways. This textbook is only one of them, an aid to understanding the complexity of your life, my life, and the lives of all the estimated 18 billion humans alive now or who once lived. Nonetheless, although life experiences and thousands of other books contribute to our education, writing this text is my contribution and studying it is yours: Together we might learn how to limit the bad and increase the good in each of us as time goes on.

New Material

Compare These with Those These children seem ideal for cross-sectional research—they are school children of both sexes and many ethnicities. Their only difference seems to be age, so a study might conclude that 6-year-olds raise their hands.

SOURCE: MARK BOWDEN/GETTY IMAGES

Every year, scientists discover and explain more concepts and research. The best of these are integrated into the text, including hundreds of new references on many topics—among them the genetics of delinquency, infant nutrition, bipolar and autistic spectrum disorders, attachment over the life span, high-stakes testing, drug use and drug addiction, brain changes throughout adulthood, and ways to die. Cognizant of the interdisciplinary nature of human development, I reflect recent research in biology, sociology, education, anthropology, political science, and more—as well as my home discipline, psychology.

Genetics and social contexts are noted throughout. The variations and hazards of infant day care and preschool education are described; emerging adulthood is further explained in a trio of chapters; the blurry boundaries of adulthood are stressed; the various manifestations, treatments, and prevention of neurocognitive disorders (not just Alzheimer disease) are discussed; and much more.

New Pedagogical Aids

Success At 6 months, she is finally able to grab her toes. From a developmental perspective, this achievement is as significant as walking, as it requires coordination of feet and fingers. Note her expression of determination and concentration.

SOURCE: VAVA VLADIMIR JOVANOVIC/SHUTTERSTOCK

This edition incorporates learning objectives at the beginning of each chapter: The “What Will You Know?” questions indicate important concepts for students to focus on. There is also a new element at the end of each chapter: The “What Have You Learned?” questions help students assess their learning in more detail. Some further explanation follows.

Much of what students learn from this course is a matter of attitude, approach, and perspective—all hard to quantify. In addition, there are specific learning objectives, which supplement the key terms that should also be learned. For the first time in this edition, two sets of objectives are listed for each chapter. The first set (“What Will You Know?”), asked at the beginning of each chapter, lists the general ideas that students might remember and apply lifelong. At the end of each chapter are more specific learning objectives (“What Have You Learned?”) that connect to each major heading within that chapter.

Ideally, students answer the learning objective questions in sentences, with specifics that demonstrate knowledge. Some items on the new lists are straightforward, requiring only close attention to the chapter content. Others require comparisons, implications, or evaluations.

We all need to develop our critical thinking skills. Virtually every page of this book presents not only facts but also questions with divergent interpretations. A new boxed feature called Opposing Perspectives appears in this edition of The Developing Person Through the Life Span for the first time. This box focuses on exciting and controversial topics in development—from prenatal sex selection to the right to die. These high-interest sections appear in most chapters and provide information on both sides of an issue so that students can practice weighing evidence, assessing arguments, and coming to their own conclusions.

In addition, the boxes titled A View from Science, which explain surprising insights from recent scientific research, and A Case to Study, which illustrate developmental issues through the story of specific individuals, have been extensively updated. All these new features are included in the table of contents.

Also new to this edition are full-page illustrations of key topics in development. Every chapter now includes an infographic display of data on key issues ranging from the biology of twin births to the economic benefits of a college degree to the range of venues in which elders spend their last years. Many of these infographics combine global statistics, maps, charts, and photographs. Working closely with noted designer Charles Yuen, I have tried to use this visual display to reinforce and explain key ideas.

Available online, these new resources link the content of the life-span course to key student career areas—early childhood development and nursing—by correlating the Ninth Edition and its test bank to the NAEYC (National Association for the Education of Young Children) preparation goals and the NCLEX (nursing) licensure exams.

Content Changes to the Ninth Edition

Life-span development, like all sciences, builds on past learning. Many facts and concepts are scaffolds that remain strong over time: ages and stages, norms and variations, dangers and diversities, classic theories and fascinating applications. However, the study of development is continually changed by discoveries and experiences, so no paragraph in this ninth edition is exactly what it was in the eighth edition, much less the first. Some major revisions have been made, and hundreds of new examples are cited. Highlights of this updating appear below.

Part I: The Beginnings

• 1. The Science of Human Development
  • A new chapter opener focuses on Kathleen Berger’s (embarrassing) experience at the birth of her grandson, Caleb.
  • Comprehensive explanation of the difference-equals-deficit error is used to highlight the importance of a multicultural approach in developmental science.
  
  Before Words The New York infant interpreting a smile is doing what babies do: trying to understand communications long before they are able to talk.
  SOURCE: VIKRAM RAGHUVANSHI/GETTY IMAGES

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  • An Opposing Perspectives feature box introduces students to the controversies surrounding the use of the word “race” in the social sciences.
  • An explanation of genetics and epigenetics now appears in this introductory chapter as an example of why the study of human development needs to take a multidisciplinary approach.
  • A new section on researching the topic of depression provides students with a concrete illustration of the way a multidisciplinary approach can lead to a better understanding of a particular issue.
  • Dynamic systems theory and the concept of differential sensitivity are used to explain the plasticity of human development.
• 2. Theories of Development
  • The controversial text of Battle Hymn of the Tiger Mother is used as an example to illustrate the popularity and ubiquity of theories of human development.
  • A new section on Comparing Grand Theories provides thought-provoking comparisons between psychoanalytic, behavioral, and cognitive theories.
  • A new feature box on Toilet Training illustrates exactly how various theoretical schools can take radically different approaches to a particular issue.
  • An expanded account of sociocultural theory explains the pervasiveness of cultural influences on individual people and the extent to which scientists now acknowledge these influences in their studies.
  • A View from Science feature box explores the way evolutionary theory accounts for sexual jealousy between men and women.
  

  Bliss for Boys But not for moms. Finger painting develops fine motor skills, which is why it is part of the curriculum in early childhood. This boy shows why most stay-at-home 3-year-olds miss out on this joy.

  SOURCE: AMY WHITT/RADIUS IMAGES/GETTY IMAGES
• 3. Heredity and Environment
  • New material on copy number variations as a type of interaction between genes that correlates with a large number of diseases and conditions.
  • An expanded discussion of genetic counseling that includes criteria for determining when a pregnant woman should be informed about genetic disorders that tests have detected in her fetus.
• 4. Prenatal Development and Birth
  • Updated data on rates of cesarean deliveries in the United States and around the world.
  • A new discussion of innate vulnerability as a factor that influences the effects of teratogens on prenatal development.
  • New material on the responsibility of doctors and scientists in advising pregnant women about avoiding various teratogens.
  • Expanded discussion of problems associated with low birthweight, including the complementary roles of mothers and fathers.
  • A new section on the way the parental alliance can have a healthy influence on pregnancy and birth.

Part II: The First Two Years

• 5. The First Two Years: Biosocial Development
  • A new View from Science feature box on Face Recognition outlines the role of experience in the development of dendrites in the fusiform face area of the brain, which in turn gives babies the ability to recognize faces.
  • New material on Harming the Infant Brain explores several sources of harm and successful interventions.
  • An expanded section on Touch and Pain summarizes current scientific thought on infants’ experience of pain.
  • A new section on Dynamic Sensory-Motor Systems connects dynamic systems theory with a baby’s growing ability to coordinate senses and skills.

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  • Updated data on infant death rates around the world show the way improved public health measures have increased infant survival rates.
  • An account of Susan Beal’s research into sudden infant death syndrome now ends this chapter, summarizing the complexity of infant care and the way many factors interact to produce any one result.
• 6. The First Two Years: Cognitive Development
  • A new section on Piaget and Modern Research focuses on the limitations of Piaget’s conclusions about Sensorimotor Intelligence that have come to light in more recent studies.
  • The section called Research on Early Affordances has been updated to include new research on the influence of social context on early affordances.
  • A new feature box on Language and Video discusses the connection between a toddler’s interpersonal relationships and his or her intellectual growth, cautioning against the claims of certain commercial “educational” products.
  • In the section on Information Processing there is more of an emphasis on the active nature of the young child’s brain and the influences of experiences and memory on what the child knows.
• 7. The First Two Years: Psychosocial Development
  • A new discussion of Social Awareness complements that on Self-Awareness in the section on the emotional development of toddlers.
  • The section on brain growth and its links to this stage of child development is expanded.
  • A discussion of Romanian orphans is used to illustrate the hazards associated with insecure attachment.
  • A new section on Preventing Problems discusses ways of avoiding insecure attachment between new parents and their babies.
  • The discussion of proximal and distal parenting has been expanded and highlighted by placing it in an Opposing Perspectives feature box.
  • In the section on theories, there are new discussions of Humanism and Evolutionary Theory and the way they apply to this stage of development.

Part III: Early Childhood

• 8. Early Childhood: Biosocial Development
  • Treatment of stress hormones and their effects on the limbic system is expanded.
  • The discussion of Nutritional Deficiencies has been expanded to include recent research on food allergies.
  • The section on prevention of avoidable injuries has been reorganized to place a greater emphasis on cultural variations.
  • A new feature box describes the way scientific research encouraged the elimination of lead from paints and gasoline in the United States and the positive effects this has had on child development.
• 9. Early Childhood: Cognitive Development
  • The discussion of Piaget’s Preoperational Thought has been expanded to include the use of symbolic thought by young children.
  • Vygotsky’s Social Learning Theory is applied to the recent emphasis on STEM (Science, Technology, Engineering, Math) education and possible implications for early childhood learning.
  • Under Language Learning there is new material on the activities in early childhood that aid later literacy in elementary school.
  • A new section covers recent research into strategies for enhancing bilingual education in early childhood.

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• 10. Early Childhood: Psychosocial Development
  • The opening section on Emotional Development has been reorganized and rewritten to emphasize the connection with brain maturation during early childhood.
  • In the section on Motivation, there is a new discussion of why young children create imaginary friends.
  • Under Play, the discussion of the importance of culture and cohort has been significantly expanded.
  • The expanded treatment of Challenges for Caregivers discusses not only parents but also other significant adults in a child’s life.
  • The discussion of theoretical approaches to sex and gender has been broadened to include sociocultural theory, humanism, and evolutionary theory.
  • The nature/nurture controversy as it applies to early childhood behavior is treated in greater detail.
  • Under the topic of discipline, there is a new Opposing Perspectives box on the pros and cons of spanking.

Part IV: Middle Childhood

• Chapter 11: Middle Childhood: Biosocial Development
  • Extensively updated coverage of psychopathology in childhood including updated coverage of Autism Spectrum Disorder, ADHD, and Specific Learning Disorders.
  • New A Case to Study on Lynda, about a young girl with psychological difficulties, whose case is “diagnosed” by a number of professionals, leading to a critical thinking discussion of the challenges in treating and understanding childhood psychopathology.
  • New section on gifted education.
  • New A View from Science box on childhood obesity.
• Chapter 12: Middle Childhood: Cognitive Development
  • Updated and extensive section on the international contexts for the growth in childhood cognition, including an extended example of the sense of direction among children in Varanasi, a city in India.
  • Updated discussion of international tests and international schooling, including material on the Finnish educational success story.
  • New discussion of the Common Core standards.
• Chapter 13: Middle Childhood: Psychosocial Development
  • New chapter-opening vignette about an 8-year-old boy whose father says he’s too young to play video games in which he kills zombies.
  • Updated discussion and understanding of risk and resilience, focusing on epigenetics—and the fact that differential sensitivity may mean that what is beneficial to one child may be stressful for another.
  • New A Case to Study about child neglect and how to recognize it in children in school.

Part V: Adolescence

• Chapter 14: Adolescence: Biosocial Development
  • New research on sleep deprivation, including the observation that the light from computers, video games, and even cell phones can interrupt circadian rhythms and interfere with teenagers’ natural nighttime sleepiness.
  • New coverage of new DSM-5 diagnosis of binge eating disorders.
  • Updated data about the timing of adolescent sexual activity.

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• Chapter 15: Adolescence: Cognitive Development
  • New section on the impact of technology on adolescents Digital Natives, which includes material on potential Internet and video game addiction, sexting, and cyberbullying.
  • New chapter-opening vignette about the challenges of teaching sometimes “egocentric” adolescents in high school.
  • Updated research, including the work of Daniel Kahneman (the Nobel Prize—winning psychologist) on logical fallacies.
  • New research on what motivates students to succeed in middle and high school, including theories about students’ beliefs about what causes school success.
  • New material on high-stakes testing in high school, including coverage of the Common Core and updated international tests including the PISA.
• Chapter 16: Adolescence: Psychosocial Development
  • New material on culture and cultural differences and similarities in parent-child relationships across the world.
  • Updated section and data on relationships between same-sex adolescents.
  • New coverage of the impact of culture and context, particularly among Latino/Latina youths and gay youths, on depression in adolescence.
  • New Opposing Perspectives box on teenage rage, asking students to think critically about whether rage and rebellion are a culturally determined or universal part of the adolescent experience.

Part VI: Emerging Adulthood

• Chapter 17: Emerging Adulthood: Biosocial Development
  • Material on homeostasis, organ reserve, and allostatis has been moved to this chapter.
  • Significantly reorganized and updated material on psychopathology in emerging adulthood, reflecting new DSM-5 categorizations.
  • New Opposing Perspectives box on risk-taking in early adulthood.
  • Updated material on abuse of drugs, including coverage of energy drinks and ketamine, and social-norms theories of drug-abuse prevention.
• Chapter 18: Emerging Adulthood: Cognitive Development
  • Updated research on stereotype threat and its power to influence the success of college students.
  • Updated data on trends in higher education, including the increasing costs of college and use of technology in the classroom (including the “flipped classroom” and MOOCs).
• Chapter 19: Emerging Adulthood: Psychosocial Development
  • Updated material on vocation and vocational identity in emerging adulthood, with coverage of John Holland’s research and the recent economic challenges faced by young adults.
  • New coverage of the importance of plasticity in emerging adulthood, including the concept of “plasticity genes,” which reiterates the ongoing coverage in this book of epigenesis—the impact of environment on gene expression throughout the life span.
  • Updated material on how use of the Internet and social media enhances friendships during emerging adulthood.
  • New coverage of “churning” relationships which start and stop frequently and are characterized by conflict.
  • Updated coverage of the relationship between emerging adults and their parents (which tends to be closer than ever before).

Part VII: Adulthood

• Chapter 20: Adulthood: Biosocial Development
  • Updated research on aging vision and senses.
  • New material on the use of hormone replacement therapy for aging men and women, and adult obesity.
• Chapter 21: Adulthood: Cognitive Development
  • Updated data on IQ changes in adulthood, including cohort and generational effects.
• Chapter 22: Adulthood: Psychosocial Development
  • New chapter-opening vignette on Kathleen Berger’s broken bones, illustrating the web of connection in adulthood.
  • New material on culture and variations in adult children’s relationships with their parents.
  • Updated section on sibling and “fictive kin” relationships.
  • Updated section on possible predictors of marital happiness and new research on same-sex marriage and adoption.
  • New box focusing on diversity in the workplace and the harm caused by “microaggression” among co-workers.

Part VIII: Late Adulthood

• Chapter 23: Late Adulthood: Biosocial Development
  • New box on sex in later adulthood—focusing on how satisfied many older adults are with their sexuality.
  • New material on driving in late adulthood, including material on policy issues and changes in our senses as we age.
  • Recent research on normative brain changes in late adulthood, including coverage of brain shrinkage.
  • Updated research on the theories of aging and controversies over how to delay it—including calorie restriction, sirtuins, and reversatrol.
• Chapter 24: Late Adulthood: Cognitive Development
  • Significantly revised and updated presentation on neurocognitive disorder to reflect the new DSM-5 categorization.
  • Significantly updated and revised discussion of brain function and cognitive processes during aging, including developments in memory and executive control processes.
  • New boxes on cognitive errors during adulthood, focusing on dual processing and intelligence testing in late adulthood.
• Chapter 25: Late Adulthood: Psychosocial Development
  • New coverage of compulsive hoarding, a new DSM-5 diagnosis.
  • New Opposing Perspectives box on positive world view among elders.
  • Updated section on employment in late adulthood to reflect the fact that many elders are still in the workforce, or would like to be.
• Epilogue
  • Updated coverage of hospice care in the U.S. and around the world.
  • New material on planning for the end of life, including coverage of advanced directives.
  • Updated material on bereavement and grief.

Ongoing Features

Many characteristics of this book have been acclaimed since the first edition and have been retained in this revision.

An overview of the science of human development should be lively, just as real people are. Each sentence conveys tone as well as content. Chapter-opening vignettes that describe real-life situations bring student readers into the immediacy of development. Examples and explanations abound, helping students make the connections among theory, research, and their own experiences.

Compare These with Those Any group, such as these 16-year-olds, in cross-sectional research may differ in a way that is not obvious—perhaps income, national origin, or culture—and that may be the underlying reason for any observed age differences.

SOURCE: SVETIKD/GETTY IMAGES

Inclusion of the exciting results from neuroscience is now a familiar feature of this book. Brain development is the most obvious example: Every trio of chapters includes a section on the brain, often enhanced with charts and photos to help students understand its inner workings. The following list highlights some of this material.

Don’t Worry Contemporary teenagers, like this couple, are more likely to be seen in public hugging and kissing but are less likely to be sexually active than similar couples were 20 years ago.

DASHA PETRENKO/SHUTTERSTOCK

Cross-cultural, international, multiethnic, sexual orientation, wealth, age, gender—all these words and ideas are vital to appreciating how people develop. Research uncovers surprising similarities and notable differences: We have much in common, yet each human is unique. From the discussion of social contexts in Chapter 1 to the coverage of cultural differences in mourning in the Epilogue, each chapter highlights possibilities and variations.

New research on family structures, immigrants, bilingualism, single adults, and ethnic differences in health are among the many topics that illustrate human diversity. Listed here is a smattering of the discussions of culture and diversity in this new edition. Respect for human differences is evident throughout. You will note that examples and research findings from many parts of the world are included, not as add-on highlights, but as integral parts of the description of each age.

Inclusion of all kinds of people in the study of development, p. 4

Multicontextual considerations in development (SES, cohort, family configuration, etc.), pp. 7–11

Culture defined; the need to include people of many cultures in developmental study, p. 11

Learning within a culture/cultural transmission (Vygotsky), p. 14

Race and ethnic group defined and discussed (includes Opposing Perspectives), pp. 14–16

Genetic, biochemical, and neurological differences in adults with depression versus adults without depression; international differences in incidence of depression, pp. 17–19

Age diversity in cross-sectional research and cohort diversity in cross-sequential research, pp. 25–28

Age, gender, and immigrant/nonimmigrant differences in explanation of correlation, p. 29

Ethnotheories arising from a specific culture or ethnic group, p. 35

Developmental theories reflect historical and cultural influences of their time, p. 48

Vygotsky’s sociocultural theory, pp. 52–55

Genetic variations among people: alleles, p. 69

Male and female sex chromosomes, pp. 70–71

Opposing Perspectives: international differences in sex selection, pp. 71–72

Rates of cesarean births in selected countries, p. 102

Birthing practices in various cultures, pp. 103–104

Ethnic differences in the allele that causes low folic acid, p. 108

Rates of low birthweight in various countries, p. 115

Opposing Perspectives: cultural differences in co-sleeping, pp. 135–136; rates in various countries, p. 136

Infant mortality rates in various countries, p. 143

Breast-feeding and HIV-positive women in Africa, p. 146

International rates of stunting, p. 148

Malnutrition: wasting in developing nations, pp. 148–149

Cultural and family differences in infants’ exposure to language and language use, pp. 171–172

Understanding of emotional content of English by non-English speakers, pp. 173–174

Separation anxiety and stranger wariness in Japan and Germany, p. 183

Cultural differences in emotions encouraged in toddlers, p. 184

Cultural differences in activation of the anterior cingulate gyrus, p. 185

Genetic and gender differences in infant/toddler temperament, p. 188

Ugandan mothers’ contact-maintaining behaviors, p. 193

Influence of SES on attachment type, p. 195

Outcomes for Romanian orphans adopted by North American, European, and

Australian families, p. 196

Danish father involvement with infants, p. 198

Gender differences in child care, pp. 198–199

Opposing Perspectives: proximal and distal parenting in Cameroon, Greece, and Costa Rica, pp. 201–202

International comparisons of infant caregiving differences, pp. 206–207

Parental leave policies in selected countries, p. 207

A View from Science: correlation of blood lead levels and crime in various countries, pp. 230–231

Healthy? Children have high energy but small stomachs, so they enjoy frequent snacks more than bog meals. Yet snacks are typically poor sources of nutrition.

FUSE/GETTY IMAGES

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Differences in the corpus callosum between right- and left-handed people, p. 220

Culture as a determinant of how one thinks and acts (social learning, Vygotsky), pp. 249–252

Study of overimitation in South Africa, Botswana, and Australia, p. 250

Cultural differences in development of theory of mind, pp. 255–256

Bilingualism in various nations; ethnicity and bilingualism in the U.S.; English proficiency among U.S. children whose home language is not English, pp. 260–261

Ethnic breakdown on children in preschool programs, p. 268

Effects of intervention programs on low-SES children, pp. 269–270

Various cultures’ goals for emotional regulation in young children, p. 278

A View from Science: sex differences in emotional regulation, p. 280

Cultural differences in young children’s play, pp. 282–283

Ethnic and SES differences in children’s activities, illustrated, p. 282

Cultural differences in caregiving styles, pp. 289–290

Cultural differences in child discipline, pp. 299–300

Opposing Perspectives: cultural attitudes towards spanking, pp. 301–302

Attitudes towards children’s leisure time: U.S., Australia, South Korea, p. 312

Common leisure activities in various nations, p. 312

A View from Science: childhood obesity in the U.S., by ethnicity; genetic propensity toward obesity and diabetes, pp. 315–316

Childhood asthma and ethnicity in the U.S., p. 317

Cultural considerations in IQ testing, p. 322

Consideration of children with special needs, pp. 323–335

A Case to Study: difficulties in diagnosis of special needs, p. 327

Cultural differences (Vygotsky) and SES differences in school-age children’s learning, pp. 341–343

Curriculum differences in various countries, pp. 353–355

Math and reading achievement in various countries, pp. 356–357

Children’s second-language proficiency: Europe, Africa, Canada, the U.S., pp.359–360

Class size and student performance in various countries, p. 362

Cultural differences in self-esteem in middle childhood, pp. 369–370

Children’s reactions to stress in Louisiana (Hurricane Katrina), Sri Lanka (tsunami), and Sierra Leone (war and child soldiers), pp. 371–372

SES and resilience, p. 372

Family function within various structures, including families headed by same-sex couples, pp. 374–381

International rates of single-parent families, p. 377

Percentage of one- and two-parent families in the U.S., by ethnicity of parents, pp. 380–381

Effects of SES on family structure and function, pp. 382–383

Shyness and popularity in North America and China, p. 386

Gender differences in bullying, p. 386

Efforts to control bullying in various nations, p. 388

Age-related differences in moral reasoning, p. 392

Gender differences in children’s retribution/restitution behavior, pp. 393–394

Ethnic differences in timing of puberty (U.S.), p. 406; in other nations, pp. 410–411

Ethnic differences in median age of menarche, p. 406

Influence of body fat on onset of puberty (girls): ethnic differences and international examples, pp. 406–408

Gender differences in reaction to early or late puberty, pp. 409–410

Nutritional deficiencies: U.S. ethnic and international examples, pp. 413–414

Ethnic differences in teen birth rates (U.S.); differences in other nations, p. 422

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Condom use among teens in various nations, p. 425

Age differences in logical thinking, pp. 430–432

Comparison of international scores on PISA, p. 453

Parent–child communication in Hong Kong, the United States, and Australia, p. 463

Formation of ethnic identity, pp. 467–468

Adolescent same-sex relationships and gender identity, pp. 460–461, 470–471

Differences in sex education, U.S. and Europe, pp. 472–473

Gender, ethnic, and age differences in self-esteem in adolescence, pp. 473–474

Genetic and gender differences in risk of depression, p. 474

Gender differences in rates of teen parasuicide and suicide, pp. 474–475

Opposing Perspectives: Is adolescent rebellion a social construction?—international comparisons, p. 476

International comparisons: adolescent use of alcohol and cigarettes, p. 479

Differences in teen drug use by age, gender and generation, pp. 479–480

The effect of globalization on the spread of infectious diseases, including STIs, pp. 501–502

Sex differences in experience of depression, p. 505

Gender differences in prevalence of risk-taking, pp. 507–509

Homicide victims and perpetrators, by age, p. 508

Differences in substance abuse, by age, p. 510

Stereotype threat—ethnic and gender factors, p. 524

Gender differences in morality, p. 530

Rates of college graduation in various nations, pp. 535–536

Proliferation of universities in Asia and the Middle East, p. 536

Ethnic and gender diversity in college, and their effects, pp. 536–538

Ethnic identity in emerging adulthood, pp. 544–547

Gender and friendship, p. 552

National differences in acceptance and timing of cohabitation, pp. 556–557

Ethnicity as a factor in romantic relationships, p. 561

National differences in relationship of emerging adults to their parents, pp. 565–568

National and regional differences in fertility, p. 582

Cultural differences in acceptance of HRT, p. 585

Gender differences in incidence of lung cancer (U.S.), p. 587

Rates of smoking in men and women (U.S.), p. 588

International rates of overweight and obesity, p. 590

Ethnic and cultural influences on incidence of obesity, p. 591

Gender differences in rates of daily exercise, p. 592

Mortality rates by age, gender, and ethnicity, p. 594

Gender differences in life expectancy, various nations, p. 595

SES and health, pp. 589–599

Gender and age differences in intellectual abilities, p. 606

Sex differences in response to stress, pp. 616–617

Age and job effectiveness, p. 626

The influence of culture, age, and social context on personality in adulthood, pp. 634–635

Opposing Perspectives: genetic and contextual influences on adult personality, pp. 636–637

Income as a determinant of family structure for young, married couples in Thailand, p. 639

National differences in the quality of older adults’ relationships with their children, p. 639

Income and education as factors in marital happiness, p. 642

Ethnic differences in likelihood of divorce, p. 643

No Toys Boys in middle childhood are happiest playing outside with equipment designed for work. This wheelbarrow is perfect, especially because at any moment the pusher might tip it.

E. HANAZAKI PHOTOGRAPHY/FLICKR RF/GETTY IMAGES

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A Social Gathering Fifty years ago teens hung out on the corner or at the local drug store. Now they gather in someone’s house. Each seems to be in his or her own world, but show and tell is part of technology for adolescents.

JGI/JAMIE GRILL/BLEND IMAGES/GETTY IMAGES

Gay and lesbian partners, p. 644

SES and ethnicity as factors in remarriage, p. 645

Ethnic differences in interdependence of family members, p. 652

Cultural determinants of family caregiving for the elderly, pp. 652–654

Evolving gender differences in the U.S workforce; ethnic make-up of the U.S. labor force, 1980 and 2012, p. 656

A View from Science: accommodating diversity in the workplace, p. 656

Work schedules in the U.S. and Europe, p. 658

Cultural and age differences in ageist stereotypes; differences between hearing and nonhearing Americans, pp. 669–670

Percent of population age 65 or older, selected nations, p. 673

Dependency ratio in developed and developing nations, p. 674

A Case to Study: gender differences in sexual desire and activity in late adulthood, pp. 677–678

Death rates by cause of death in late adulthood relative to adulthood, p. 685

Age differences in drug testing and in the efficacy of medical interventions in the old and the young, p. 685

Gender difference in incidence of chronic and acute diseases, p. 686

Breakdown of U.S. population over 55, by age and gender, p. 686

Genetic diversity: alleles that promote or compromise longevity, pp. 689–690

Correlation between high SES and high intellect in old age, p. 702

Age-related disparity in efficacy of IQ testing and tests of memory, pp. 706–708

Disparity in prevalence of neurocognitive disorders in developed and developing nations; rates in selected nations, p. 711

Gender differences in prevalence of neurocognitive disorders, p. 711

Genetic propensity to developing Alzheimer disease, p. 712

Genetic propensity to developing vascular disorder, p. 712

The impact of gender, ethnic, and SES stratification, pp. 734–736

Effects of ethnic stratification on Africa Americans and on U.S. immigrant elders, p. 735

Ethnic and age disparities in SES, p. 735

Average life expectancy compared by ethnicity and age (California), p. 735

Effects of age stratification, p. 736

SES as a factor in disengagement, p. 736

Culture and policy effects on volunteerism among the elderly, p. 739

Differences in national policies regarding care for the elderly, p. 745

Cultural differences in expectations about care of the elderly, U.S. and Asian cultures, p. 745

Cultural differences in the well-being of grandparents who raise their grandchildren, pp. 747–748

Life expectancy compared: white and black men and women with and without a high school diploma, p. 747

Cultural and national differences in care for the frail elderly, pp. 751–752

Death beliefs and practices in ancient Egypt and Greece, p. 762

Modern death beliefs and practices in different cultures/religions, p. 763

Age differences in response to death, pp. 763–767

Ethnic and national differences in the availability and use of hospice care, pp. 770–771

State, national, and cultural differences in attitudes toward and policies about euthanasia and physician-assisted suicide, pp. 773–774

Mourning rituals in various religions, pp. 780–781

My mentors welcomed curiosity, creativity, and skepticism; as a result, I am eager to read and analyze thousands of articles and books on everything from Alzheimer disease to zygosity. The recent explosion of research in neuroscience and genetics has challenged me, once again, first to understand and then to explain many complex findings and speculative leaps. My students continue to ask questions and share their experiences, always providing new perspectives and concerns.

The book’s basic organization remains unchanged. Four chapters begin the book with coverage of definitions, theories, genetics, and prenatal development. These chapters function not only as a developmental foundation but also as the structure for explaining the life-span perspective, plasticity, nature and nurture, multicultural awareness, risk analysis, gains and losses, family bonding, and many other concepts that yield insights for all of human development.

The other seven parts correspond to the major periods of development. Each part contains three chapters, one for each of the three domains: biosocial, cognitive, and psychosocial. The topical organization within a chronological framework is a useful scaffold for students’ understanding of the interplay between age and domain. The chapters are color-coded with tabs on the right-hand margins. The pages of the biosocial chapters have turquoise tabs, the cognitive chapters have purple tabs, and the psychosocial chapters have green tabs.

Didn’t Want to Marry This cohabiting couple decided to wed only after they learned that her health insurance would not cover him unless they were legally married. Two years later they had a son, who is now developing happily and well. She is pregnant with their second child, and he is searching for a house to buy. Would this have happened if they were still unmarried?

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Three series of deeper discussions appear as integral parts of the text, and only where they are relevant. Readers of earlier editions will remember A Case to Study and A View from Science; new to this edition is the Opposing Perspectives feature.

Each chapter ends with a summary, a list of key terms (with page numbers indicating where the word is introduced and defined), key questions, and three or four application exercises designed to help students apply concepts to everyday life. Key terms appear in boldface type in the text and are defined in the margins and again in a glossary at the back of the book. The outline on the first page of each chapter, the new learning objectives, and the system of major and minor subheads facilitate the survey-question-read-write-review (SQ3R) approach.

A “Summing Up” feature at the end of each section provides an opportunity for students to pause and reflect on what they’ve just read. Observation Quizzes inspire readers to look more closely at certain photographs, tables, and figures. The “Especially for…” questions in the margins, many of which are new to this edition, apply concepts to real-life careers and social roles.

Students learn a great deal from this book’s illustrations because Worth Publishers encourages authors to choose the photographs, tables, and graphs and to write captions that extend the content. Appendix A furthers this process by presenting numerous charts and tables that contain detailed data for further study.

Supplements

After teaching every semester for many years, I know well that supplements can make or break a class. Students are now media savvy and instructors use tools that did not exist when they themselves were in college. Many supplements are available for both students and professors.

A comprehensive web resource for teaching and learning development, LaunchPad combines rich media resources and an easy-to-use platform. For students, it is the ultimate online study guide with videos, ebook, and the LearningCurve adaptive quizzing system. For instructors, LaunchPad is a full-course space where class documents can be posted, quizzes are easily assigned and graded, and students’ progress can be assessed and recorded. The LaunchPad can be previewed at www.worthpublishers.com/launchpad/bergerls9e. You’ll find the following in our LaunchPad:

The LearningCurve quizzing system was designed based on the latest findings from learning and memory research. It combines adaptive question selection, immediate and valuable feedback, and a game-like interface to engage students in a learning experience that is unique to them. Each LearningCurve quiz is fully integrated with other resources in LaunchPad through the Personalized Study Plan, so students will be able to review with Worth’s extensive library of videos and activities. And state-of-the-art question-analysis reports allow instructors to track the progress of individual students as well as their class as a whole. A team of dedicated instructors—including Jim Cuellar, Indiana University, Bloomington; Lisa Hager, Spring Hill College; Jessica Herrick, Mesa State College; Sara Lapsley, Simon Fraser University; Rosemary McCullough, Ave Maria University; Wendy Morrison, Montana State University; Emily Newton, University of California, Davis; Diana Riser, Columbus State University; Curtis Visca, Saddleback College; and Devon Werble, East Los Angeles Community College—have worked closely to develop more than 5,000 quizzing questions developed specifically for this book.

SOURCE: WORTH PUBLISHERS

In collaboration with dozens of instructors and researchers, Worth has developed an extensive archive of video clips. This collection covers the full range of the course, from classic experiments (like the Strange Situation and Piaget’s conservation tasks) to investigations of children’s play, adolescent risk-taking, and the devastation of Alzheimer disease. Instructors can assign these videos to students through LaunchPad or choose one of 50 popular video activities that combine videos with short-answer and multiple-choice questions. For presentation purposes, our videos are available in a variety of formats to suit your needs, including download and flash drive.

Now fully integrated with LaunchPad, this collection of resources written by Richard O. Straub (University of Michigan, Dearborn) has been hailed as the richest collection of instructor’s resources in developmental psychology. The resources include learning objectives, springboard topics for discussion and debate, handouts for student projects, course-planning suggestions, ideas for term projects, and a guide to audiovisual and online materials.

A new extraordinary series of “next-generation” interactive presentation lectures gives instructors a dynamic yet easy-to-use new way to engage students during classroom presentations of core developmental psychology topics. Each lecture provides opportunities for discussion and interaction and enlivens the psychology classroom with an unprecedented number of embedded video clips and animations from Worth’s library of videos. In addition to these animated presentations, Worth also offers a set of prebuilt slide sets with all chapter art and illustrations. These slides can be used as is or can be customized to fit individual needs.

The test bank, prepared by Jessica Siebenbruner, Winona State University, and Jillene Seiver, Bellevue College, includes at least 100 multiple-choice and 70 fill-in-the-blank, true-false, and essay questions for each chapter. Good test questions are critical to every course and we have gone through each and every one of these test questions with care. We have added more challenging questions, and questions are keyed to the textbook by topic, page number, and level of difficulty. We have also written rubrics for grading all of the short answer and essay questions in the test bank.

The Diploma computerized test bank, available on a dual-platform CD-ROM for Windows and Macintosh, guides instructors step by step through the process of creating a test. It also allows them to quickly add an unlimited number of questions; edit, scramble, or resequence items; format a test; and include pictures, equations, and media links. The accompanying gradebook enables instructors to record students’ grades throughout the course and includes the capacity to sort student records, view detailed analyses of test items, curve tests, generate reports, and add weights to grades.

The CD-ROM is also the access point for Diploma Online Testing, which allows instructors to create and administer secure exams over a network or over the Internet. In addition, Diploma has the ability to restrict tests to specific computers or time blocks. Blackboard-formatted versions of each item in the test bank are available on the CD-ROM.

Thanks

I’d like to thank the academic reviewers who have read this book in every edition and who have provided suggestions, criticisms, references, and encouragement. They have all made this a better book. I want to mention especially those who have reviewed this edition:

In addition, I wish to thank the instructors who participated in our online survey. We’ve tried to apply the insights gained from their experiences with the last edition to make this new edition even better.

The editorial, production, and marketing people at Worth Publishers are dedicated to meeting the highest standards of excellence. Their devotion of time, effort, and talent to every aspect of publishing is a model for the industry. I particularly would like to thank Jessica Bayne, Tom Churchill, Lyndall Culbertson, John Franchak, Sheena Goldstein, Lisa Kinne, Ann Kirby-Payne, Tracey Kuehn, Rosemary McCullough, Catherine Michaelsen, Katherine Nurre, Babs Reingold, Lauren Samuelson, Barbara Seixas, and Teri Stratford.