Looking Forward Through The Lifespan Developmental Psychology 6th Edition Peterson Test Bank

1. Part 1 Studying human development over the lifespan
2. Overview
3. Chapter 1 Lifespan developmental psychology
4. Chapter overview
5. Adults can grow psychologically through the whole of life
6. Hallmarks of the lifespan approach to psychological understanding
7. Lifelong development
8. Continuity and change
9. Box 1.1 Four luminary lifespans
10. Culture and the lifespan
11. Normative lifespan transitions
12. Why is age so important to psychologists?
13. The personal meaning of age
14. Box 1.2 A case in point: What it means to be 50
15. Personal plans for lifespan development
16. The human lifespan today
17. Social and historical changes in personal age consciousness
18. Box 1.3 Activity suggestion: Lifeline drawing
19. Will you live to be 100?
20. Culture, age and lifespan development
21. Filial piety and attitudes to age
22. Indigenous ageing: Becoming an elder
23. Development in historical perspective
24. The history of childhood
25. The history of adolescence
26. The history of adulthood, old age and the lifespan
27. Age and society
28. The normative social clock
29. Box 1.4 Activity suggestion: Age makes the news
30. The problem of ageism
31. Box 1.5 A pause for thought: Is it wrong to laugh?
32. Box 1.6 How can you explain it?: Ageism is a health hazard
33. The science of lifespan human development
34. Studying change
35. The field of lifespan developmental psychology
36. Core assumptions of the lifespan approach
37. The concept of development
38. Permanent change
39. Qualitative and quantitative change
40. Normative, generalisable change
41. Box 1.7 Activity suggestion: Development through art
42. Progressive change: The actualising of hidden potential
43. Life-cycle surprises
44. Longitudinal studies with unexpected twists
45. Box 1.8 How can you explain it?: Cheerfulness, conscientiousness and longevity
46. The adult development of ‘late bloomers’
47. Nurturing development through the lifespan
48. Developmental optimisation
49. Box 1.9 A case in point: Optimising health education with traditional Indigenous art
50. Parents and developmental optimisation
51. Optimisation through education
52. The optimising roles of health and helping professionals
53. Looking forward
54. Chapter summary
55. For further interest
56. Chapter 2 The science of lifespan development: Goals, theories and methodology
57. Chapter overview
58. The scientific goals of lifespan research
59. Three key scientific goals
60. Box 2.1 Activity suggestion: What can research tell us that we don’t already know?
61. Descriptive research: Picturing psychological development age by age
62. Interpreting descriptive age norms
63. Explanatory research: Creating theories and testing predictions
64. Box 2.2 How can you explain it?: Age differences in IQ
65. Box 2.3 Activity suggestion: Test your sleuthing skill
66. Analogies for development: Pre-theoretical models
67. The environmental-mechanistic model
68. The organic-maturational model
69. Box 2.4 Using science: From description to explanation: Why do we age?
70. The dialectical model
71. Box 2.5 Activity suggestion: Test your taste for the dialectical model of development
72. Optimisation: The goal of applied research
73. Life-cycle surprises and optimisation research
74. The methods of developmental psychology
75. Box 2.6 How can you explain it?: Learning music in childhood boosts mental ability in old age
76. Case studies
77. Naturalistic observation
78. Box 2.7 A child called Louise
79. Experimental research in developmental science
80. Self-report techniques
81. Developmental research designs: Tracking psychological functioning over time
82. The cross-sectional design
83. Box 2.8 How can you explain it?: Are Australians becoming more temperamental?
84. The longitudinal design
85. Time-lag studies and time-of-test effects
86. Sequential methodologies
87. Theories of lifespan development
88. The psychoanalytic approach: Freud and Erikson
89. Freud’s theory
90. Box 2.9 Freud’s life
91. Erikson’s theory
92. Box 2.10 Erikson’s life
93. The cognitive-developmental approach: Piaget and Vygotsky
94. Piaget’s theory
95. Box 2.11 Piaget’s life
96. Vygotsky’s theory
97. Box 2.12 Vygotsky’s life
98. Learning theories: Classical theories and the social learning approach
99. Social learning and Bandura’s social-cognitive learning theory
100. Box 2.13 A glossary of learning terminology
101. Adult-oriented lifespan theories: Organic self-determination
102. Buhler’s theory
103. Box 2.14 Buhler’s life
104. Levinson’s theory
105. Vaillant’s theory
106. Paul Baltes’ cognitive lifespan theory
107. Selective optimisation with compensation
108. Box 2.15 Baltes’ life
109. Chapter summary
110. For further interest
111. Chapter 3 In the beginning: Heredity, prenatal development and birth
112. Chapter overview
113. The first step in development: Heredity meets environment
114. Genes, chromosomes and DNA
115. Genes and individual differences
116. Polygenic inheritance versus simple pairs of genes
117. Dominance–recessivity in a gene pair
118. Co-dominance and additive gene effects
119. Sex-linked traits
120. Chromosome abnormalities
121. Genetic counselling
122. The new genetics: Polygenic inheritance and quantitative methodologies
123. Polygenic inheritance
124. Genome-wide association studies
125. Gene–environment interdependence
126. Epigenesis and epigenetics
127. Nurturant parenting reshapes DNA
128. Epigenetic shaping of the human brain
129. Behaviour genetics
130. Twin studies: A window on nature versus nurture
131. Twin comparisons: Intelligence and personality
132. Thinking critically about twin studies
133. Identical twins: Identical treatment?
134. Box 3.1 How can you explain it?: Uncanny similarities
135. Shared and non-shared environment
136. The children-of-twins (CoT) design
137. Studying polygenic inheritance with the adoption design
138. Adoption studies of intelligence and personality
139. Combining adoption studies with twin studies in cross-cultural research
140. Thinking critically about adoption designs
141. Effects of adoption itself on psychological development
142. Nature and nurture together: The interaction between heredity and environment
143. Box 3.2 Fountain-of-youth in one world, poison chalice in another
144. Box 3.3 Expressing individuality: A ‘whole’ child of six
145. Niche-picking: Children as active environmental engineers
146. Non-shared family environments
147. Heritable environments: Active and passive gene–environment correlations
148. The range-of-reaction principle
149. Evolutionary preselection and specialisation
150. Box 3.4 Activity suggestion: Bush tucker
151. Why are children in the same family so different? Resolving the paradox of nature versus nurture
152. Heredity’s lifespan influence
153. Delayed gene action
154. Gene–environment interactions in adult development
155. Prenatal development: From zygote to foetus
156. The period of the zygote
157. The period of the embryo
158. The period of the foetus
159. Foetal brain development
160. Cortical cell migration
161. Prenatal myelination
162. The emergence of behaviour
163. Box 3.5 How can you explain it?: Does the nervous system ‘age’ before birth?
164. Critical periods in prenatal development
165. Teratogenic influences
166. Optimising prenatal development
167. Box 3.6 Optimising development: The ecology of the womb
168. Box 3.7 How can you explain it?: Maternal stress
169. Prenatal cognitive development
170. The human mind before birth
171. The expectant parents during pregnancy
172. Planned and unplanned pregnancies
173. Expecting a boy or a girl
174. Box 3.8 How can you explain it?: Life-cycle surprises: Does a mother’s attitude to the foetus pred
175. The baby’s birth
176. Stages of labour
177. The uncomplicated delivery
178. Childbirth complications: Prematurity and low birth weight
179. Box 3.9 Indigenous insight: Birth in a traditional Aboriginal community
180. Long-term developmental consequences of birth complications
181. The transition to parenthood
182. Box 3.10 A child called Louise: A father’s reaction to childbirth
183. Chapter summary
184. For further interest
185. Part 2 Infancy—From birth to age two
186. Overview
187. Chapter 4 Infancy: Physical, neurobiological, sensorimotor and cognitive development
188. Chapter overview
189. Behaviour in the first three months
190. Reflex behaviours
191. Crying
192. Culture and caregivers’ responses to crying
193. Soothing the crying infant
194. Indigenous Australians’ soothing practices
195. Sleeping
196. Lifespan changes in dreaming
197. Box 4.1 Indigenous insight: Dreamtime lullabies
198. A child called Louise: Pleasures and dreams at 10 months of age
199. Culture and infant sleep patterns
200. Box 4.3 How can you explain it?: Cot death: The mystery killer
201. Box 4.4 Optimising development: Reducing SIDS via neurocognition and learning
202. Solitary sleep versus communal social inclusion
203. Neurobiological and neurocognitive development in infancy
204. Growth of the brain
205. Neurogenesis and neural network connections
206. Synapses: Generating and pruning
207. Myelination
208. Physical growth during infancy
209. Cultural influences on physical growth: Aboriginal children
210. Box 4.5 How can you explain it?: Does owning a TV slow down the body’s physical growth
211. The growth of beauty
212. The development of motor skills
213. Nature versus nurture in motor skill development
214. Box 4.6 A case in point: The motor skills of a one-year-old
215. Culture and skill: Aboriginal infants’ motor development
216. The development of sensory and perceptual skills
217. The five senses at birth
218. The development of vision and hearing during infancy
219. Perceptual development
220. Coordinating perceptual and motor skills
221. Cognition and learning during infancy
222. Learning complex contingencies
223. Curiosity and attention
224. Box 4.7 The world of a 16-month-old
225. Infant learning
226. Piaget’s sensorimotor stage: Concepts of permanence and causality
227. Box 4.8 Activity suggestion: Grabbing attention over the lifespan
228. The concept of object permanence
229. The concept of causality
230. Contemporary research on infants’ causality concepts
231. Personality, emotion and cognition
232. Gaining trust
233. Box 4.9 A case in point: Babies learn about blindfolds by being tricked
234. Developing a sense of personal control
235. Learned helplessness
236. Developing self-efficacy
237. Chapter summary
238. For further interest
239. Chapter 5 Infancy: Social, emotional and personality development
240. Chapter overview
241. The roots of personality: Infant temperament
242. All babies are different
243. Box 5.1 Expressing individuality: Two different babies
244. Patterns of temperament
245. Nature versus nurture: Genetic and neurocognitive influences on temperament
246. Box 5.2 How can you explain it?: Prickly Generation X?
247. Variations in temperament over cultures and generations
248. Indigenous Australian infants’ temperaments
249. Box 5.3 Indigenous insight: Breastfeeding
250. Seeking causes for cross-cultural differences in temperament: Genes versus childrearing
251. Indigenous parenting and personality
252. Box 5.4 How can you explain it?: Cultural paradoxes in early temperament
253. Lifespan perspectives on temperament
254. Does early temperament predict later personality?
255. The goodness-of-fit hypothesis
256. Temperament, parenting and the socialisation process
257. Emotional development in infancy
258. Emotional self-regulation
259. Attachment: The first intimate relationship
260. Box 5.5 A case in point: Pacifying temper with a thumb
261. Before attachment: General sociability
262. Prerequisites for attachment
263. First signs of true love
264. The ‘Strange Situation’
265. Box 5.6 How can you explain it?: Do you cuddle a teddy bear?
266. Cultural variations in attachment classifications
267. The cognitive and neurocognitive underpinnings of secure attachment: Working models and modules
268. Optimising development: Causes and consequences of secure/insecure attachment
269. Caregiver sensitivity
270. The caregiver’s attachment history
271. Infant temperament and attachment
272. Day care and attachment
273. Box 5.7 A case in point: Day care—a brave new world
274. Attachment through the lifespan
275. Child and adult sequels to infant attachment
276. Box 5.8 A pause for thought: Can you typecast these six-year-old storytellers?
277. Friendships with other children as a function of infant attachment
278. Attachment and intimacy over the lifespan
279. Fathering
280. Father–infant attachment
281. Culture, fathering and the world of work
282. Fathering from a lifespan perspective
283. Chapter summary
284. For further interest
285. In a nutshell: Milestones of development in infancy
286. Part 3 The preschool period—From age two to age six
287. Overview
288. Chapter 6 Toddlers: Cognitive, social and personality development in the context of language acquisi
289. Chapter overview
290. Getting ready to speak: The cognitive, social and neurological prerequisites for language
291. Symbolic representation
292. Sign language and spoken words
293. The neuropsychology of sign language and the developing brain
294. Symbolic representation and pretend play
295. Language milestones: Speech sounds before meaning
296. Box 6.1 Activity suggestion: Let’s pretend
297. Producing noises
298. Listening to others’ speech
299. Pragmatic language and pseudo-conversations
300. The greatest discovery in life: Word meaning
301. Box 6.2 A case in point: Ba’ means ‘ball’
302. Culture, cognition and the growth of word meaning
303. Linguistic creativity: Overextension of word meaning
304. Underextension of word meaning
305. Box 6.3 Indigenous insight: Thinking about numbers in Anindilyakwa and Walpiri
306. Language development: Is it uniquely human?
307. Box 6.4 A case in point: The range of things that a word can mean
308. Culture and conversational partners as language teachers
309. Setbacks in vocabulary development
310. Bilingual children
311. Box 6.5 A pause for thought: Can you decode the toddler’s lexicon?
312. Syntactic development: Mastering the rules of language
313. The holophrastic stage
314. Box 6.6 What can a single word mean?
315. Two-word sentences
316. Telegraphic grammar and overregularisation
317. Transformational grammar: Negatives, queries and complex sentences
318. Box 6.7 A case in point: The magic of a child’s early sentence constructions
319. Theories of language acquisition
320. Is language innate?
321. Conversational ‘nurture’ theories of language development
322. Pragmatic skills and the growth of social language
323. Language, culture and social cognition
324. Conversations, culture and motherese
325. Indigenous language teachers and learners
326. Box 6.8 Indigenous insight: Adults teaching language to children
327. Social cognition and conversation
328. Raising the ante and listening sympathetically
329. Box 6.9 Indigenous insight: Motherese in Arnhem Land
330. Personality development in toddlerhood
331. Self-awareness
332. Erikson’s lifespan theory: Autonomy versus shame and doubt
333. Toddlerhood negativism: Nexus of social, personality and language development
334. Negativistic self-assertion
335. Day care and negativism
336. Box 6.10 A case in point: The terrible twos
337. Gaining social skills: Negativism and negotiation
338. Cultural differences in parenting for self-assertion
339. Box 6.11 Activity suggestion: Developing assertiveness
340. Neuroscience and lifespan language growth
341. Neuroscience and language learning
342. Critical periods in language growth
343. The lifespan benefits of bilingualism
344. Bilingualism among Indigenous Australians and New Zealanders
345. Box 6.12 Indigenous insight: Test yourself: Developmental stages
346. Chapter summary
347. For further interest
348. Chapter 7 Preschoolers: Physical, neurocognitive, emotional, intellectual and social development
349. Chapter overview
350. Physical growth and motor skills during early childhood
351. Physical growth
352. Diet, growth and health
353. Motor skills
354. Box 7.1 Indigenous insight: Bush tucker
355. Neurocognitive development during the preschool period
356. Brain growth
357. Myelination of neural paths
358. Lateralisation
359. Deafness and brain lateralisation
360. Brain plasticity and critical periods for language
361. Cognitive development: Preoperational thinking
362. Preoperational concepts of biology and physics
363. Box 7.2 A case in point: Animistic thinking
364. Preschool logic
365. The problem of conservation
366. Box 7.3 Piaget’s realism and artificialism
367. Conservation of distance
368. Conservation of number
369. Conservation of substance
370. Conservation of fluid quantity
371. The development of conservation understanding
372. Box 7.4 Activity suggestion: Joking with conservation
373. Numerical and mathematical concepts
374. Classification
375. Seriation
376. Transitive inference
377. Numeracy
378. Piaget’s theory: Mechanisms of developmental change
379. Equilibration
380. Cognitive conflict
381. Responding to Piaget: Contemporary extensions and alternatives
382. Social influences on cognitive development: Peer discussion and conflict
383. Culture, peer debate and cognitive development
384. Learning to interpret conserving transformations
385. Lessons from bilingual children
386. Box 7.5 Indigenous insight: Thinking in two languages at once
387. Conversational biases in experimental testing
388. Vygotsky’s sociocultural approach
389. Memory development
390. Box 7.6 Applying psychology: Memories in court
391. Strategic memorisation by preschoolers and older children
392. Box 7.7 A case in point: Effortless memory at 20 months and at age four
393. Deliberate, voluntary memory
394. Box 7.8 Indigenous insight: The amazing memory skills of Aboriginal children
395. Metamemory
396. Emotional development during early childhood
397. Understanding emotion and desire
398. Self-esteem
399. Social cognition and theory of mind
400. Culture and theory of mind
401. Neurocognitive development and theory of mind
402. Box 7.9 A case in point: Culture and the understanding of what is on an adult’s mind
403. Autism and theory of mind
404. Children with visual or hearing impairments
405. Siblings and theory of mind
406. Box 7.10 A case in point: Gifts as boosts to theory of mind
407. Social play
408. Developmental changes in social play
409. Cultural and evolutionary issues in the development of play
410. Pretend play as a developmental optimiser
411. Cognition, conservation and pretend play
412. Creativity and cognitive flexibility
413. Pretend play and theory of mind
414. Pretend play, emotional self-regulation and emotional understanding
415. Pretend play and negotiation skills
416. Parents and play
417. Chapter summary
418. For further interest
419. In a nutshell: Milestones of development from age two to age six
420. Part 4 Middle childhood—Age six to age 12
421. Overview
422. Chapter 8 Middle childhood: Social, personality and sex-role development
423. Chapter overview
424. Parental influences on social and personality development
425. Parents’ childrearing styles and philosophies
426. Box 8.1 A case in point: One six-year-old adjusts to the novelty of school
427. Reasoning or punishment? Parents’ disciplinary tactics
428. Optimally effective parenting
429. Cultural variations in parenting
430. Box 8.2 Indigenous insight: Childrearing in remote Indigenous Australia
431. Siblings and psychological development
432. Sibling rivalry and differential parenting
433. Siblings as tutors
434. Siblings and social cognition
435. ‘Catching’ a theory of mind from siblings
436. The only child
437. Personality and the self-concept
438. Industry versus inferiority
439. The development of self-esteem
440. Peers as developmental influences
441. Measuring a child’s status in the peer group: The sociometric technique
442. Box 8.3 A case in point: The pain of social exclusion
443. Are sociometric classifications reliable?
444. The correlates of peer acceptance and rejection
445. Loneliness versus unpopularity
446. Compensating for peer group rejection: Mixed-age peer groups and mutual friendships
447. The development of sex roles
448. The socialisation of children into sex roles
449. Do Millennial boys love dolls?
450. Box 8.4 Activity suggestion: Conducting an inventory of a child’s bedroom
451. Television and sex-typing
452. The cognitive development of gender understanding
453. Ages and stages of gender constancy understanding
454. Box 8.5 A case in point: Why can’t a woman be just like a man?
455. The development of androgyny
456. Theories of gender-role development
457. Freud’s psychoanalytic theory
458. Social learning theory
459. Kohlberg’s cognitive-developmental theory
460. Gender schema theory
461. Comparing theories of sex-role development
462. Culture and social relationships
463. Moral development
464. The development of moral behaviour
465. Box 8.6 A pause for thought: Do the best minds produce the strongest consciences?
466. The development of moral understanding during childhood
467. Box 8.7 A case in point: Louise and Taffy in awe of adults
468. Piaget’s theory in the 21st century
469. Social conventions versus moral rules
470. The positive side of morality
471. Helpfulness versus bystander apathy
472. Infants’ altruistic helpfulness
473. Fairness and distributive justice
474. Justice concepts
475. Box 8.8 Indigenous insight: Cultural contrasts in justice views
476. Chapter summary
477. For further interest
478. Chapter 9 Middle childhood: Physical, neurobiological, cognitive and emotional development in the co
479. Chapter overview
480. Health and physical growth during middle childhood
481. Physical growth trends
482. Problematic growth: Obesity and malnutrition
483. Box 9.1 A case in point: Counting calories at age nine
484. Box 9.2 Lessons from culture: If only I was plump!
485. Television and weight problems
486. Weight, diet and nutrition in cross-cultural perspective
487. Optimising physical growth: Diet and exercise
488. Health, illness and health understanding
489. Neurocognitive development in middle childhood
490. Myelination
491. Box 9.3 Indigenous insight: Shopping for health
492. Grey matter changes
493. Neurocognitive activity in sleep and wakefulness
494. Lateralisation and the corpus callosum
495. The development of motor and athletic skills
496. Emotional development
497. The development of emotional competence
498. Anger and anger management
499. Fear and anxiety
500. Box 9.4: Do fears grow as the child does?
501. Cognitive development in the context of schooling
502. Executive functioning skills and cognitive planning
503. Developmental changes in attention during middle childhood
504. Box 9.5: Activity suggestion: Brain teasers
505. Selective attention
506. Thinking flexibly and strategically
507. Metacognition: Children’s knowledge about thinking
508. Memory and problem solving
509. Executive functioning and cognitive flexibility
510. Box 9.6 Activity suggestion: Sorting cards
511. Creativity and cognitive flexibility
512. Evaluative thinking: Reflection versus impulsivity
513. Developing literacy
514. Developing reading readiness: Awareness of books and phonology
515. Box 9.7 Activity suggestion: How do you hold a book?
516. Novice readers
517. Box 9.8 A case in point: Learning the logic of words
518. Reading for meaning
519. The development of reading in Aboriginal children
520. The motivation to succeed academically
521. Mastery orientation versus learned helplessness
522. Box 9.9 Using psychology: Optimising children’s motivations to succeed
523. Parents, children and academic achievement
524. Children can be taught to become more mastery oriented
525. Developmental changes in causal attributions for success or failure
526. Culture and schooling
527. Mismatches between the cultures of home and school
528. The language of schooling
529. Box 9.10 Indigenous insight: Languages reborn
530. Teachers’ expectations of diverse cultural groups
531. Bilingual children in school
532. Box 9.11 Lessons from culture: The strange languages of school
533. Politeness, obedience and the culture of schooling
534. Chapter summary
535. For further interest
536. In a nutshell: Milestones of development from age six to age 12
537. Part 5 The adolescent phase
538. Overview
539. Chapter 10 Adolescence: Physical, emotional and sexual development in the context of biological pube
540. Chapter overview
541. Adolescence as a transition event
542. Historical views of adolescence and the modern ‘generation gap’
543. Box 10.1 A case in point: Puberty blues
544. Cross-cultural views of the adolescent transition
545. Initiation ceremonies
546. Box 10.2 Indigenous insight: The pubertal initiation ceremony
547. The growth changes of biological puberty
548. Box 10.3 Indigenous insight: Lifelong benefits of ceremonial initiation
549. The milestones of pubertal growth
550. Puberty and the brain
551. Intra- versus inter-individual growth asynchronies
552. A historical asynchrony: The secular trend
553. Emotions, lifestyle and puberty
554. Box 10.4 How can you explain it?: Early and late menarche
555. Father absence and pubertal timing
556. The psychological impact of puberty
557. Body image concerns and adolescentself-concept
558. Sexual maturation
559. Box 10.5 Activity suggestion: Breasts versus legs
560. Adolescent physical growth, body image and self-esteem
561. Eating disorders and weight preoccupation
562. Box 10.6 A case in point: On not being a ‘Sport’
563. Optimising weight and body imageover the lifespan
564. Life-cycle surprises: How puberty’s timing shapes development and wellbeing
565. Early and late puberty in boys: Consequences during adolescence
566. Box 10.7 How can you explain it?: Pubertal timing in adolescence and substance abuse in adulthood
567. Early and late puberty in girls: Consequences during adolescence
568. Cross-cultural comparisons of biological growth effects on adolescent psychology
569. Lifespan consequences of puberty’s timing
570. Box 10.8 A case in point: She’s a young woman going out the door
571. Adolescent family relationships and puberty
572. Mothers’ influences on girls
573. Adolescent sexuality
574. Sex education across cultures
575. Box 10.9 A case in point: A babe in the woods
576. Communicating with parents about sex
577. Sexually transmitted infections
578. Ethnic differences in STI and AIDS awareness
579. Coitarche
580. The timing of coitarche
581. Cultural variations in sexual behaviour
582. Chapter summary
583. For further interest
584. Chapter 11 Adolescence: Cognitive, moral and personality development
585. Chapter overview
586. Neurocognitive growth in adolescence
587. Methods for investigating adolescent brain development
588. Neurodevelopmental changes in the brain’s prefrontal cortex
589. Changes in subcortical brain systems during adolescence
590. Synaptic pruning and adolescent brain plasticity
591. Piaget’s theory of adolescent cognition
592. The transition from concrete-operational to formal-operational thinking
593. Box 11.1 A case in point: Thinking concretely about a classic film
594. Box 11.2 Activity suggestion: Testing for formal-operational thinking
595. The nature and measurement of formal-operational thought
596. The problem of the yellow liquid: All-combinations reasoning
597. The pendulum problem: Hypotheses and possibilities
598. The beam balance problem: Proportionality and reversibility
599. The horizontal plane: Higher-order abstract concepts and the logic of propositions
600. When do formal operations develop? Revisions of Piaget’s theory
601. Schooling and formal operations
602. Box 11.3 A case in point: Frustration in a physics class
603. Developmental divergence in peak abilities
604. Cognitive specialisation
605. Assessing Piagetian formal operations in the 21st century
606. Are contemporary teenagers illogical? A cohort-linked decline in formal-operational reasoning
607. Twenty-first century neurocognition and Piaget’s theory
608. Adolescent cognition in everyday life
609. Box 11.4 Activity suggestion: Test your own ingenuity: What do you think?
610. Thinking logically about health andillness
611. Thinking about politics and economics
612. Thinking about the mind: Second-order false belief understanding
613. Social cognition and the transition to formal-operational thought
614. The imaginary-audience syndrome
615. Box 11.5 Strutting and fretting on an imaginary stage
616. Health, dating and the imaginary audience
617. Formal operations and sexual risk-taking
618. Moral development during adolescence
619. Box 11.6 Using science: Social media and the imaginary audience
620. Kohlberg’s theory
621. Ages and stages of moral growth
622. A critique of Kohlberg’s theory
623. Actions speak louder than words: Moral reasoning and behaviour
624. Culture, collectivism and the morality of care
625. Gender and moral reasoning
626. Box 11.7 Expressing individuality: Gender dfferences in the logic of morality
627. Personality development: The identity crisis
628. Box 11.8 Indigenous insight: Identity crisis resolution as a dialectical balance
629. Box 11.9 A pause for thought: Can you assess identity?
630. Identity statuses
631. Box 11.10 A case in point: Identity exploration through social comparison
632. Consequences of identity growth for personality and adjustment
633. Cultural variations in personality and identity development
634. Developing an ethnic identity
635. Box 11.11 Activity suggestion: Test your multicultural IQ
636. Identity development in AboriginalAustralian adolescents
637. Box 11.12 A case in point: A charming age in Samoa
638. The benefits of an Indigenous Australian ethnic identity
639. Identity development in New Zealand Maori adolescents
640. Box 11.13 A case in point: Identity in Maori women in New Zealand
641. Chapter summary
642. For further interest
643. Chapter 12 Adolescence: Social, personality and relationship development
644. Chapter overview
645. Becoming independent of parents
646. Gaining independence at home
647. Box 12.1 Growth towards independence
648. Emerging into adulthood: Emotional and social transitions
649. The psychoanalytic model: Freud and Erikson
650. Emancipation through dialogue
651. Cultural variations in the process of becoming independent
652. Attachment to parents and peers
653. Working models of attachment
654. Parent–adolescent conflict and communication
655. Family negotiation strategies
656. Learning to negotiate at home
657. Family conflict and adolescent self-esteem
658. Family communication, conflict and identity exploration
659. Parenting styles and discipline strategies
660. Parenting styles and adolescent outcomes
661. Single parents, step-parents and adolescent adjustment
662. Culture and the parenting of teenagers
663. Criminal activity and juvenile delinquency
664. Culture, income and juvenile delinquency
665. Family violence
666. Adolescents and substance abuse
667. Cigarette smoking
668. Drinking alcohol
669. Box 12.2 How can you explain it?: Does smoking damage the brain?
670. Other drugs
671. Adolescent suicide
672. Culture and youth suicide
673. Developmental changes in suicide risk
674. Indigenous Australians
675. The positive developmental influences of family and friends
676. Parent–peer cross-pressures
677. Box 12.3 Parent–peer pressures and the dilemmas of a school dance
678. Cross-cultural comparisons of adolescents’ parent–peer relations
679. Box 12.4 Fun with peers at Helensville, New Zealand
680. Adolescent friendship
681. Social cognition and the understandingof friendship
682. The problematic side of adolescent friendship: Bullying and relational aggression
683. Box 12.5 The horror of being ‘hated’
684. Friendship versus solitude in adolescent adjustment
685. Adolescent couple relationships in early dating
686. The dating game
687. Culture, dating and teen marriage
688. Box 12.6 The history of dating in Australia
689. The development of gender roles and androgyny in adolescence
690. The adolescent peer group
691. Box 12.7 Peer pressure and dating
692. Chapter summary
693. For further interest
694. In a nutshell: Milestones of development in adolescence
695. Part 6 Adulthood
696. Overview
697. Chapter 13 Early adulthood: Physical, cognitive, social and personality development
698. Chapter overview
699. Life events and emergent adulthood
700. Neurocognitive growth and functioning during early adulthood
701. Neurocognition and adult competencies
702. Neurocognitive growth spurts
703. Adult brain plasticity
704. Pathways to relationship maturity: Falling in love
705. What is romantic love?
706. The many splendours of early romantic love
707. Box 13.1 Media watch: The humour of love
708. Box 13.2 A case in point: The morning after the ball
709. Lifespan developmental theories of love
710. Equitable love: The development from passion to the keeping of accounts
711. Box 13.3 How can you explain it?: The rewards of romance
712. Dialectical mature love
713. Erikson’s theory of personality growth through intimacy
714. Adult attachment style and relationships
715. The influence of attachment style on the development of love
716. Box 13.4 Activity suggestion: Attachment styles of young adults
717. Falling out of love
718. Measuring adult attachment
719. Adult attachment, culture and relationships with parents
720. Attachments to love and work
721. The first career development transition: Entering the economy
722. Graduating into employment or unemployment
723. Youth economic inactivity: Psychological and developmental consequences
724. Indigenous Australian and New Zealand adults and economic inactivity
725. Career goals, life goals and adult identity development
726. Life goals and career goals
727. The identity crisis and forging an identity at work
728. Career exploration and identity search
729. The first stages of career development
730. Trial commitment
731. Adjusting to the job
732. Marriage, culture and psychological growth
733. Cohabiting versus legal marriage
734. The domestic division of labour
735. Box 13.5 Indigenous insight: An Aboriginal arranged marriage
736. Same-sex couplehood
737. What predicts divorce?
738. The transition to parenthood
739. The advantages and disadvantages of parenthood
740. Becoming a new parent
741. The later challenges of parenthood
742. Box 13.6 The delights of fatherhood
743. Chapter summary
744. For further interest
745. Chapter 14 Middle adulthood: Physical, cognitive, social and personality growth
746. Chapter overview
747. Physical and motor development in middle adulthood
748. Neurocognitive development in middle adulthood
749. Neurocognitive plasticity
750. Box 14.1 A pause for thought: Can playing golf change your brain?
751. Adult brain growth
752. Nurturing the development of the adult brain
753. Enriched experience and adult brain growth
754. Do men’s and women’s adult brains develop differently?
755. The gain–loss dialectic in adult neurocognition
756. The psychology of adult gender di�erences
757. Personality development in adulthood
758. Lifespan personality growth
759. Developing the need to be needed:Generativity versus stagnation
760. Lifespan changes in androgyny
761. Mature adults’ cognitive development
762. Marriage development in middle adulthood
763. The U-shaped curve of marital happiness
764. Marital disenchantment
765. Marital re-enchantment: Why are old marriages happier than younger ones?
766. Box 14.2 How can you explain it?: Marital disenchantment
767. Box 14.3 A case in point: A marriage of minds
768. Are married people happier than singles?
769. Cross-cultural studies of the development of marriage
770. Traditional Indigenous Australian marriage
771. Box 14.4 Indigenous insight: When ‘legal marriage’ was illegal
772. Traditional Japanese marriage
773. Traditional Chinese marriage
774. Theories of marriage development over the adult lifespan
775. Lifespan sexuality and sexual satisfaction
776. Stresses of parenthood
777. Marital communication and conflict management
778. Adult personality development in marriage
779. Love and work
780. Working at home: Family roles and adults’ household work
781. Culture and family roles
782. Androgyny and household work
783. Domestic role allocation in same-sex couplehood
784. Lifespan development, marital communication and household work
785. Marriage and the home–career balance
786. Dual-career couplehood
787. Role strain: The pain of juggling love and work
788. Box 14.5 Indigenous insight: Marital role division in remote Aboriginal Australia
789. Theories of career development
790. Donald Super’s theory
791. Robert Havighurst’s theory
792. Daniel Levinson’s theory
793. Douglas Tim Hall’s theory: Protean careers
794. Comparing career development theories: Research evidence
795. The mid-career crisis
796. Box 14.6 Activity suggestion: Protean careers
797. Second careers and career recycling
798. Box 14.7 A case in point: Mid-career crisis
799. Changes in career satisfaction over the lifespan
800. Burnout and career stress
801. Box 14.8 A case in point: A rewarding second career
802. Leisure pursuits and adult development
803. What is leisure?
804. Developmental potential of leisure pursuits
805. Theories of leisure’s place in lifespan development
806. Chapter summary
807. For further interest
808. Chapter 15 Late adulthood: Physical, cognitive, social and personality development
809. Chapter overview
810. The prime of life
811. Life satisfaction at 50
812. Box 15.1 A case in point: ‘The end’
813. Turning points and transition events of late middle age
814. Box 15.2 Indigenous insight: Senior Aboriginal women’s spiritual responsibilities
815. Psychological adjustment to life transitions
816. Cultural expectations and the social clock
817. Intellectual and cognitive development in late middle age
818. Schaie’s stage theory
819. Dialectical thinking
820. Balancing cognitive gains against losses: Mature creativity
821. The development of faith, religion and spirituality
822. Personality development in late middle age: The generativity crisis
823. Age, generativity and creative potential
824. Box 15.3 Expressing individuality: Elderly tall poppies
825. Biological changes in late middle age
826. Menopause and female physiology
827. Box 15.4 Lessons from culture: Menopause in Mexico
828. Psychological consequences of menopause
829. Is there a male menopause?
830. Sexuality after age 50
831. Parent–child relationships after age 50
832. The empty nest
833. Adult children and their parents
834. The transition into grandparenthood
835. Box 15.5 Lessons from culture: Grandparenting in Fiji
836. The psychological impact of the transition into grandparenthood
837. The grandparent–grandchild relationship
838. Grandparents, personality development and generativity
839. Box 15.6 Indigenous insight: Grandparenthood
840. The transition to retirement
841. When to retire?
842. Preparing for retirement
843. Box 15.7 Retirement mythology
844. The process of retiring
845. Adjusting to retired life
846. Leisure activities and goal development in retirement
847. Chapter summary
848. For further interest
849. In a nutshell
850. Part 7 Old age and the end of the lifespan
851. Overview
852. Chapter 16 Old age: Physical, neurobiological, sensorimotor and cognitive development
853. Chapter overview
854. What age is old age?
855. The young-old versus the old-old
856. Ageism and fear of ageing
857. Personal optimism about ageing
858. Box 16.1 A case in point: How does it feel to be 70 years old?
859. Cross-cultural perspectives on ageing
860. Old age in Western versus non-Western cultures
861. Age and the sociocultural environment
862. Box 16.2 Indigenous insight: An artistic seniority
863. Box 16.3 Lessons from culture: Age and etiquette
864. The interaction of biology and culture in human ageing
865. Cultural environments and biological ageing
866. Health attitudes, preventative health practices and physiological ageing
867. The biological ageing process
868. Ageing of the hair and skin
869. Ageing of internal physiology
870. Hormonal changes
871. Ageing of the bones and teeth
872. Ageing of the sense organs and perception
873. The psychological impact of biological ageing
874. Neurocognitive ageing
875. Box 16.4 Test yourself: Are you health conscious or a victim of ageism?
876. Box 16.5 Erasing the effects of neurocognitive ageing by playing video games
877. Theories of biological ageing
878. Disease theories
879. Homeostasis and the compression of morbidity
880. Cellular theories of ageing
881. Environmental insult theories of ageing
882. Optimising health and fitness in old age
883. Diet and healthy ageing
884. Box 16.6 A case in point: Two diffrent women face ageing in France
885. Exercise and health in old age
886. A healthy lifestyle: Avoiding avoidable risks
887. Ageing and sport
888. The processes of cognitive ageing: Memory
889. Lifespan changes in memory performance
890. Strategic compensation: Optimising memory performance in old age
891. Box 16.7 A case in point: Absent-minded professors
892. Motivation, lifestyle and memory
893. Metamemory, self-efficacy and personal control
894. Autobiographical memory
895. Box 16.8 Activity suggestion: Who remembers what?
896. Memory and personality: Life review and reminiscence
897. Life review and psychological wellbeing
898. The processes of cognitive ageing: Intelligence
899. Box 16.9 A case in point: Taking a PhD exam at 80
900. Age and IQ scores: A critical look at the scientific evidence
901. One IQ or many? The different kinds of adult intelligence
902. Fluid versus crystallised intelligence
903. Speeded versus carefully considered performance
904. Creative versus academic intelligence
905. Successful cognitive ageing
906. Box 16.10 Indigenous insight: The creativity of a senior Anmatyerre custodian of the land
907. Wisdom
908. Culture and wisdom
909. Box 16.11 Indigenous insight: A wise elder
910. Eastern and Western models of wisdom: A dialectical balance
911. Box 16.12 Do you have a taste for Eastern or Western wisdom?
912. Cultivating wisdom through lifelong learning
913. Chapter summary
914. For further interest
915. Chapter 17 Old age: Social, emotional and personality development
916. Chapter overview
917. Successful social ageing
918. Social roles and relationships in old age
919. Is the rocking chair the way to go?
920. Disengagement theory
921. Three postulates of disengagement theory
922. Thinking critically about disengagement theory
923. Box 17.1 Ask yourself: A case of disengagement
924. Culture and disengagement
925. Box 17.2 A case in point: The continued pursuit of a committed life
926. Activity theory
927. Do people disengage or remain active in old age?
928. Should old people disengage or stay active?
929. Longitudinal research evidence on social ageing
930. Personality continuity theory
931. Integrated adults
932. Less-than-optimal social ageing
933. Box 17.3 A case in point: Integrated elderly adopt life patterns to suit earlier personalities
934. The British longitudinal personalitystudy
935. Socioemotional selectivity theory
936. Older marriages and socioemotional selectivity theory
937. Comparing disengagement, activity, continuity and selectivity theories
938. Conflict-resolution strategies in mature relationships
939. Cross-cultural studies of social ageing
940. Personality, culture and choices of where and how to live
941. Culture, gender and residential choices
942. Box 17.4 Lessons from culture: Residential care in China
943. The older person and the internet
944. The developmental benefits of mixed-age social contact
945. Personality and adjustment in old age
946. The development of the self-concept in old age
947. Box 17.5 Test yourself: How does your age self-concept measure up?
948. Motivation, personality and personal control
949. Box 17.6 How do you explain it?: A life-or-death experiment in a nursing home
950. Aged health care and personal control
951. Stress and coping
952. Coping with stress in mature adulthood
953. Developmental gains in coping skills during old age
954. Integrity: The crisis over wisdom versus despair
955. Sexuality in old age
956. Box 17.7 Is sex in old age a joke?
957. Chapter summary
958. For further interest
959. Chapter 18 The end of the lifespan: Death, dying and bereavement
960. Chapter overview
961. Death as a lifespan developmental process
962. Death through the lifespan
963. Longevity in the world today
964. Centenarians and the ageing population
965. How to live to be 100
966. Box 18.1 A case in point: Extreme longevity
967. The tragedy of Indigenous Australians’ curtailed longevity
968. Promoting health and longevity in Indigenous communities
969. Box 18.2 How can you explain it?: Indigenous versus non-Indigenous Australians’ longevity
970. The psychological impact of population longevity
971. The timing of death and lifespan psychological development
972. Box 18.3 A pause for thought: How psychology’s causal influence on longevity transcends methodolog
973. Death’s natural causes
974. Social influences on longevity
975. Nature versus nurture in predicting personal longevity
976. Box 18.4 Activity suggestion: How long will you live?
977. Development of knowledge, beliefs and feelings about death over the lifespan
978. Children’s beliefs about death
979. Box 18.5 Activity suggestion: Death quiz
980. Developmental changes in children’s death understanding and death anxiety
981. Box 18.6 A pause for thought: What does a mature understanding of death consist of?
982. Death understanding in adolescence and adulthood
983. Box 18.7 A child called Louise: A case in point: Thoughts about death from toddlerhood to adolescenc
984. Death anxiety in adolescence and adulthood
985. Box 18.8 Activity suggestion: Test your own death anxiety
986. Death anxiety in old age
987. The influence of close encounters with death
988. The process of dying
989. Stages in adjustment to death
990. Box 18.9 A case in point: Dying courageously
991. A critique of Kübler-Ross’ theory
992. Choice and personal control
993. The rights of the dying and living wills
994. The hospice
995. Cultural variations in dying and the acceptance of death
996. Indigenous Australians’ and New Zealanders’ death attitudes and practices
997. Box 18.10 Indigenous insight: Cultural cooperation in terminal care
998. Box 18.11 Lessons from culture: Wishes fulfilled
999. Death and dying in cross-cultural perspective
1000. Bereavement
1001. The management of grief
1002. Widows and widowers
1003. Box 18.12 A case in point: Staying involved after death
1004. The immediate aftermath of spousal bereavement
1005. Identity development after the widowhood transition
1006. Positive psychological growth during widowed life
1007. Widowhood and culture
1008. Gender, bereavement, divorce and individuality
1009. Chapter summary
1010. For further interest
1011. In a nutshell
1012. Glossary
1013. References
1014. Photo credits
1015. Author index
1016. Subject index

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