| 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 |
