| Part I | The Beginnings | 1 |
| Chapter 1 | Introduction | 3 |
| Studying the Life Span: Five Characteristics | 3 |
| A Case to Study: "This Sense of Liberation" | 8 |
| In Person: My Nephew David | 16 |
| Developmental Study as a Science | 18 |
| Studying Changes over Time | 23 |
| Ethics and Science | 29 |
| Chapter 2 | Theories of Development | 33 |
| What Theories Do | 33 |
| Grand Theories | 34 |
| Thinking Like a Scientist: What Is a Mother For? | 40 |
| Emergent Theories | 45 |
| In Person: My Beautiful, Hairless Babies | 51 |
| What Theories Can Contribute | 52 |
| Chapter 3 | Heredity and Environment | 59 |
| The Genetic Code | 59 |
| Changing Policy: Too Many Boys? Too Many Girls? | 63 |
| Thinking Like a Scientist: The Human Genome Project | 69 |
| From Genotype to Phenotype | 70 |
| Chromosomal and Genetic Abnormalities | 75 |
| A Case to Study: What Do People Live to Do? | 81 |
| Changing Policy: Decisions and Values | 86 |
| Chapter 4 | Prenatal Development and Birth | 91 |
| From Zygote to Newborn | 91 |
| Risk Reduction | 97 |
| Changing Policy: AIDS and Alcohol as Teratogens | 102 |
| The Birth Process | 107 |
| Part II | The First Two Years: Infants and Toddlers | 119 |
| Chapter 5 | The First Two Years: Biosocial Development | 121 |
| Body Changes | 121 |
| A Case to Study: Toni's Well-Child Visit | 122 |
| Early Brain Development | 125 |
| Thinking Like a Scientist: Plasticity and Young Orphans | 129 |
| The Senses and Motor Skills | 130 |
| In Person: the Normal Berger Daughters | 135 |
| Public Health Measures | 136 |
| Chapter 6 | The First Two Years: Cognitive Development | 147 |
| Sensorimotor Intelligence | 147 |
| Thinking Like a Scientist: Object Permanence Revisited | 150 |
| Information Processing | 154 |
| Language: What Develops in Two Years? | 158 |
| Chapter 7 | The First Two Years: Psychosocial Development | 171 |
| A Case to Study: Parents on Autopilot | 172 |
| Theories About Early Psychosocial Development | 172 |
| Emotional Development | 178 |
| The Development of Social Bonds | 180 |
| Conclusions in Theory and Practice | 189 |
| Part III | The Play Years | 195 |
| Chapter 8 | The Play Years: Biosocial Development | 197 |
| Body and Brain | 197 |
| Motor Skills and Avoidable Injuries | 203 |
| Changing Policy: Fences All Around the Pool | 207 |
| Child Maltreatment | 208 |
| A Case to Study: The Neglect of Neglect: A 2-Year-Old Boy | 211 |
| Chapter 9 | The Play Years: Cognitive Development | 217 |
| How Children Think: Piaget and Vygotsky | 217 |
| Language | 225 |
| In Person: Fast Mapping: Mommy the Brat | 227 |
| Early-Childhood Education | 230 |
| Chapter 10 | The Play Years: Psychosocial Development | 237 |
| Emotional Development | 237 |
| Parenting Patterns | 246 |
| Boy or Girl: So What? | 253 |
| In Person: Berger and Freud | 255 |
| Part IV | The School Years | 263 |
| Chapter 11 | The School Years: Biosocial Development | 265 |
| In Person: Two Children of Mexican Heritage in California | 266 |
| A Healthy Time | 267 |
| Brain Development | 271 |
| Children with Special Needs | 276 |
| A Case to Study: Billy: Dynamo or Dynamite? | 276 |
| Chapter 12 | The School Years: Cognitive Development | 289 |
| Building on Piaget and Vygotsky | 289 |
| Information Processing | 296 |
| Teaching and Learning | 301 |
| Thinking Like a Scientist: How Does Class Size Affect Learning? | 302 |
| Chapter 13 | The School Years: Psychosocial Development | 313 |
| The Child's Emotions and Concerns | 313 |
| The Peer Group | 317 |
| Thinking Like a Scientist: Intervention to Stop Bullying: Impossible? | 322 |
| Families and Children | 323 |
| Coping with Problems | 330 |
| Part V | Adolescence | 339 |
| Chapter 14 | Adolescence: Biosocial Development | 341 |
| Puberty Begins | 341 |
| Hazards to Health | 350 |
| Changing Policy: Postponing Teenage Drug Experimentation | 358 |
| Chapter 15 | Adolescence: Cognitive Development | 363 |
| Intellectual Advances | 363 |
| Thinking Like a Scientist: Piaget's Balance Experiment | 364 |
| Adolescent Decision Making | 372 |
| Chapter 16 | Adolescence: Psychosocial Development | 385 |
| The Self and Identity | 385 |
| Sadness and Anger | 391 |
| Family and Friends | 397 |
| In Person: Talking to My Children About Marriage and Parenthood | 400 |
| Conclusion | 406 |
| Part VI | Early Adulthood | 411 |
| Chapter 17 | Early Adulthood: Biosocial Development | 413 |
| Growth, Strength, and Health | 413 |
| Emotional Problems in Early Adulthood | 423 |
| A Case to Study: Julia Again: "Too Thin, As If That's Possible" | 425 |
| Chapter 18 | Early Adulthood: Cognitive Development | 435 |
| Postformal Thought | 436 |
| Thinking Like a Scientist: Reducing Stereotype Threat | 442 |
| Adult Moral Reasoning | 445 |
| In Person: Faith and Tolerance | 449 |
| Cognitive Growth and Higher Education | 449 |
| In Person: A Dialectical View of Cheating | 454 |
| Chapter 19 | Early Adulthood: Psychosocial Development | 459 |
| Theories of Adulthood | 459 |
| A Case to Study: Linda: "Her Major Issues Were Relationships and Career" | 461 |
| Intimacy | 464 |
| In Person: Romance and Reality: Changing Expectations | 474 |
| Generativity | 476 |
| A Case to Study: Linda: "A Much Sturdier Self" | 485 |
| Part VII | Middle Adulthood | 489 |
| Chapter 20 | Middle Adulthood: Biosocial Development | 491 |
| Primary and Secondary Aging | 491 |
| Measuring Health | 498 |
| Health Habits Through the Years | 502 |
| Thinking Like a Scientist: World Health and the Tragedy of the Commons | 508 |
| Ethnic Variations in Health | 509 |
| Chapter 21 | Middle Adulthood: Cognitive Development | 519 |
| What Is Intelligence? | 519 |
| Thinking Like a Scientist: Case by Case | 527 |
| Selective Gains and Losses | 530 |
| In Person: An Experienced Parent | 531 |
| A Case to Study: "Men Come and Go" | 539 |
| Chapter 22 | Middle Adulthood: Psychosocial Development | 543 |
| Personality Throughout Adulthood | 543 |
| Family Relationships in Midlife | 549 |
| Work in Middle Adulthood | 564 |
| Changing Policy: Income and Age | 566 |
| Part VIII | Late Adulthood | 573 |
| Chapter 23 | Late Adulthood: Biosocial Development | 575 |
| Prejudice and Predictions | 576 |
| Primary Aging in Late Adulthood | 583 |
| Theories of Aging | 593 |
| The Centenarians | 599 |
| Chapter 24 | Late Adulthood: Cognitive Development | 605 |
| Changes in Information Processing | 605 |
| Reasons for Age-Related Changes | 611 |
| Thinking Like a Scientist: Neuroscience and Brain Activity | 611 |
| Dementia | 618 |
| New Cognitive Development in Later Life | 625 |
| Chapter 25 | Late Adulthood: Psychosocial Development | 633 |
| Theories of Late Adulthood | 634 |
| A Case to Study: Mrs. Edwards, Doing Just Fine | 642 |
| Keeping Active | 644 |
| The Social Convoy | 649 |
| The Frail Elderly | 656 |
| Changing Policy: Between Fragile and Frail: Protective Buffers | 660 |
| Epilogue: Death and Dying | 1 |
| Deciding How to Die | 1 |
| Medical Professionals | 2 |
| Legal Preparations | 4 |
| Preparing for Death | 7 |
| Avoiding Despair | 7 |
| A Case to Study: "Ask My Son and My Husband" | 8 |
| Cultural Variations | 9 |
| Coping with Bereavement | 12 |
| Forms of Sorrow | 12 |
| Contemporary Challenges | 14 |
| Responses to Bereavement | 15 |
| Conclusion | 16 |
| Appendix A | Supplemental Charts, Graphs, and Tables | 1 |
| Appendix B | More About Research Methods | 1 |
| Appendix C | Suggestions for Research Assignments | 1 |
| Glossary | 1 |
| References | 1 |
| Name Index | 1 |
| Subject Index | 1 |
Loading...