PRESCHOOL PERIOD MIDDLE CHILDHOOD (3 to 6 years) (6 to 12 years)

• Height and weight continue to increase rapidly. • Growth becomes slow and steady. Muscles • The body becomes less rounded and more develop, and “baby fat” is lost. muscular. • Gross motor skills (biking, swimming, skating, • The brain grows larger, neural interconnections ball handling) and fine motor skills (writing, typing, continue to develop, and lateralization emerges. fastening buttons) ­continue to improve. • Gross and fine motor skills advance quickly. ­Children can throw and catch balls, run, use forks and spoons, and tie shoelaces. • Children begin to develop handedness.

• Children show egocentric thinking (viewing world • Children apply logical operations to problems. from their own perspective) and “centration,” a • Understanding of conservation (that changes focus on only one aspect of a stimulus. in shape do not necessarily affect quantity) and • Memory, attention span, and symbolic thinking transformation (that objects can go through many improve, and intuitive thought begins. states without changing) emerge. • Language (sentence length, vocabulary, syntax, • Children can “decenter”—take multiple and grammar) improves rapidly. perspectives into account. • Memory encoding, storage, and retrieval improve, and control strategies (meta-memory) develop. • Language pragmatics (social conventions) and metalinguistic awareness (self-monitoring) improve.

• Children develop self-concepts, which may be • Children refer to psychological traits to define exaggerated. themselves. Sense of self becomes differentiated. • A sense of gender and racial identity emerges. • Social comparison is used to understand one’s • Children begin to see peers as individuals and form standing and identity. friendships based on trust and shared interests. • Self-esteem grows differentiated, and a sense of • Morality is rule-based and focused on rewards and self-efficacy (an appraisal of what one can and punishments. cannot do) develops. • Play becomes more constructive and cooperative, • Children approach moral problems intent on and social skills become important. maintaining social respect and accepting what society defines as right. • Friendship patterns of boys and girls differ. Boys mostly interact with boys in groups, and girls tend to interact singly or in pairs with other girls.

Preoperational stage Concrete operational stage

Initiative-versus-guilt stage Industry-versus-inferiority stage

Phallic stage Latency period

Preconventional morality level Conventional morality level

A01_FELD0869_05_SE_FM.indd 1 09/11/19 6:09 AM ADOLESCENCE EARLY ADULTHOOD (12 to 20 years) (20 to 40 years)

PHYSICAL • Girls begin the adolescent growth spurt around • Physical capabilities peak in the 20s, including DEVELOPMENT age 10, boys around age 12. strength, senses, coordination, and reaction • Girls reach puberty around age 11 or 12, boys time. around age 13 or 14. • Growth is mostly complete, although some • Primary sexual characteristics develop (affecting organs, including the brain, continue to grow. the ­reproductive organs), as do secondary • For many young adults, obesity becomes a sexual ­characteristics (pubic and underarm threat for the first time, as body fat increases. hair in both sexes, breasts in girls, deep voices • Stress can become a significant health threat. in boys). • In the mid-30s, disease replaces accidents as the leading cause of death.

COGNITIVE • Abstract thought prevails. Adolescents use formal • As world experience increases, thought DEVELOPMENT logic to consider problems in the abstract. becomes more flexible and subjective, geared to • Relative, not absolute, thinking is typical. adept problem solving. • Verbal, mathematical, and spatial skills improve. • Intelligence is applied to long-term goals involving career, family, and society. • Adolescents are able to think hypothetically, divide attention, and monitor thought through meta- • Significant life events of young adulthood may cognition. shape cognitive development. • Egocentrism develops, with a sense that one is always being observed. Self-consciousness and introspection are typical. • A sense of invulnerability can lead adolescents to ignore danger.

SOCIAL/ • Self-concept becomes organized and accurate • Forming intimate relationships becomes PERSONALITY ­ and reflects others’ perceptions. Self-esteem highly important. Commitment may be partly DEVELOPMENT grows differentiated. determined by the attachment style developed • Defining identity is a key task. Peer relationships in infancy. provide social comparison and help define • Marriage and children bring developmental acceptable roles. Popularity issues become changes, often stressful. Divorce may result, acute; peer pressure can enforce conformity. with new stresses. • Adolescents’ quest for autonomy can bring • Identity is largely defined in terms of work, as conflict with parents as family roles are young adults consolidate their careers. renegotiated. • Sexuality assumes importance in identity formation. Dating begins.

THEORIES Jean & Piaget Formal operations stage THEORISTS Erik Erikson Identity-versus-confusion stage Intimacy-versus-isolation stage Sigmund Freud Genital stage Lawrence Kohlberg Postconventional morality level may be reached

A01_FELD0869_05_SE_FM.indd 2 09/11/19 6:09 AM MIDDLE ADULTHOOD LATE ADULTHOOD (40 to 65 years) (65 years to death)

• Physical changes become evident. Vision declines • Wrinkles and gray or thinning hair are marks of noticeably, as does hearing, but less obviously. late adulthood. Height declines as backbone disk • Height reaches a peak and declines slowly. cartilage thins. Women are especially susceptible to Osteoporosis speeds this process in women. osteoporosis. Weight increases, and strength decreases. • The brain shrinks, and the heart pumps less blood • Reaction time slows, but performance of complex through the body. Reactions slow, and the senses tasks is mostly unchanged because of lifelong become less acute. Cataracts and glaucoma may practice. affect the eyes, and hearing loss is common. • Women experience menopause, with unpredictable • Chronic diseases, especially heart disease, effects. The male climacteric brings gradual grow more common. Mental disorders, such as changes in men’s reproductive systems. depression and Alzheimer’s disease, may occur.

• Some loss of cognitive functioning may begin in • Cognitive declines are minimal until the 80s. middle adulthood, but overall cognitive competence Cognitive abilities can be maintained with training holds steady because adults use life experience and practice, and learning remains possible and effective strategies to compensate. throughout the life span. • Slight declines occur in the efficiency of retrieval • Short-term memory and memory of specific life from long-term memory. episodes may decline, but other types of memory are largely unaffected.

• People in middle adulthood take stock, appraising • Basic personality traits remain stable, but changes accomplishments against a “social clock” and are possible. “Life review,” a feature of this period, developing a consciousness of mortality. can bring either fulfillment or dissatisfaction. • Middle adulthood, despite the supposed “midlife • Retirement is a major event of late adulthood, crisis,” usually is tranquil and satisfying. Individuals’ causing adjustments to self-concept and self- personality traits are generally stable over time. esteem. • Although marital satisfaction is usually high, family • A healthy lifestyle and continuing activity in areas of relationships can present challenges. interest can bring satisfaction in late adulthood. • The view of one’s career shifts from outward • Typical circumstances of late adulthood (reduced ambition to inner satisfaction or, in some cases, income, the aging or death of a spouse, a change dissatisfaction. Career changes are increasingly in living arrangements) cause stress. common.

Generativity-versus-stagnation stage Ego-integrity-versus-despair stage

A01_FELD0869_05_SE_FM.indd 3 09/11/19 6:09 AM A01_FELD0869_05_SE_FM.indd 4 09/11/19 6:09 AM Discovering the Life Span Fifth Edition

Robert S. Feldman University of Massachusetts Amherst

A01_FELD0869_05_SE_FM.indd 5 09/11/19 6:09 AM To Alex, Miles, Naomi, Lilia, Rose, and Marina

Copyright © 2021, 2018, 2015 by Pearson Education, Inc., 221 River Street, Hoboken, NJ 07030, or its ­affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be ­obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/.

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Names: Feldman, Robert S. (Robert Stephen). Title: Discovering the life span/Robert S. Feldman, University of Massachusetts, Amherst. Description: Fifth edition. | New York, NY : Pearson Education, Inc., [2021] | Includes bibliographical references and index. Identifiers: LCCN 2019021013 | ISBN 9780135710869 (paperback) Subjects: LCSH: Developmental psychology. | Life cycle, Human. | Human growth. Classification: LCC BF713 .F46 2021 | DDC 155—dc23 LC record available at https://lccn.loc.gov/2019021013

Revel Access Code Card ISBN 10: 0-13-568537-0 ISBN 13: 978-0-13-568537-2 ScoutAutomatedPrintCode Rental Edition ISBN 10: 0-13-571086-3 ISBN 13: 978-0-13-571086-9 Instructor’s Review Copy ISBN 10: 0-13-570677-7 ISBN 13: 978-0-13-570677-0

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1 Introduction 1 6 Adolescence 258 Module 1.1 Beginnings 3 Module 6.1 Physical Development in Adolescence 259 Module 1.2 Theoretical Perspectives on Lifespan Module 6.2 Cognitive Development in Adolescence 274 Development 11 Module 6.3 Social and Personality Development Module 1.3 Research Methods 25 in Adolescence 284

2 The Start of Life 40 7 Early Adulthood 309 Module 2.1 Prenatal Development 42 Module 7.1 Physical Development in Early Module 2.2 Prenatal Growth and Change 59 Adulthood 311 Module 2.3 Birth and the Newborn Infant 70 Module 7.2 Cognitive Development in Early Adulthood 319 Module 7.3 Social and Personality Development 3 Infancy 94 in Early Adulthood 330 Module 3.1 Physical Development in Infancy 96 Module 3.2 Cognitive Development in Infancy 116 8 Middle Adulthood 353 Module 3.3 Social and Personality Development Module 8.1 Physical Development in Middle in Infancy 137 Adulthood 354 Module 8.2 Cognitive Development in Middle 4 The Preschool Years 155 Adulthood 367 Module 8.3 Social and Personality Development Module 4.1 Physical Development in the in Middle Adulthood 373 Preschool Years 157 Module 4.2 Cognitive Development in the Preschool Years 165 9 Late Adulthood 395 Module 4.3 Social and Personality Development Module 9.1 Physical Development in Late Adulthood 397 in the Preschool Years 181 Module 9.2 Cognitive Development in Late Adulthood 412 Module 9.3 Social and Personality Development 5 Middle Childhood 202 in Late Adulthood 418 Module 5.1 Physical Development in Middle Childhood 204 10 Death and Dying 440 Module 5.2 Cognitive Development in Module 10.1 Death and Dying Across the Life Span 441 Middle Childhood 215 Module 10.2 Confronting Death 448 Module 5.3 Social and Personality Development in Middle Childhood 235 Module 10.3 Grief and Bereavement 455

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Preface xvii The Contextual Perspective: Taking a Broad About the Author xxx Approach to Development 19 THE BIOECOLOGICAL APPROACH TO DEVELOPMENT • ASSESSING THE BIOECOLOGICAL APPROACH • 1 Introduction 1 VYGOTSKY’S SOCIOCULTURAL THEORY • ASSESSING VYGOTSKY’S THEORY Module 1.1 Beginnings 3 Evolutionary Perspectives: Our Ancestors’ An Orientation to Lifespan Development 4 Contributions to Behavior 21 Characterizing Lifespan Development: ASSESSING THE EVOLUTIONARY PERSPECTIVE The Scope of the Field 4 Why “Which Approach Is Right?” Is the TOPICAL AREAS IN LIFESPAN DEVELOPMENT • AGE Wrong Question 22 RANGES AND INDIVIDUAL DIFFERENCES • THE LINKS Review, Check, and Apply 23 BETWEEN TOPICS AND AGES Module 1.3 Research Methods 25 Cohort and Other Influences on Development: Developing with Others in a Social World 6 Theories, Hypotheses, and Correlational Studies 25 Cultural Dimensions How Culture, Ethnicity, Theories and Hypotheses: Posing Developmental Questions 25 and Race Influence Development 7 Choosing a Research Strategy: Answering Questions 26 Key Issues and Questions: Determining the Correlational Studies 26 Nature—and Nurture—of Lifespan Development 8 THE CORRELATION COEFFICIENT • TYPES OF Continuous Change Versus Discontinuous Change 8 CORRELATIONAL STUDIES • ETHNOGRAPHY AND QUALITATIVE Critical and Sensitive Periods: Gauging the Impact of RESEARCH • PSYCHOPHYSIOLOGICAL METHODS Environmental Events 8 Experiments: Determining Cause and Effect 29 Lifespan Approaches Versus a Focus on The Basics of Experiments 29 Particular Periods 9 INDEPENDENT AND DEPENDENT VARIABLES • The Relative Influence of Nature and Nurture on CHOOSING A RESEARCH SETTING Development 9 Theoretical and Applied Research: Complementary Review, Check, and Apply 10 Approaches 32 Module 1.2 Theoretical Perspectives From Research to Practice Using Lifespan on Lifespan Development 11 Developmental Research to Improve Public Policy 32 The Psychodynamic, Behavioral, and Cognitive Measuring Developmental Change 33 Perspectives 12 LONGITUDINAL STUDIES: MEASURING INDIVIDUAL CHANGE • CROSS-SECTIONAL The Psychodynamic Perspective: Focusing on STUDIES • SEQUENTIAL STUDIES the Inner Person 12 FREUD’S PSYCHOANALYTIC THEORY • ERIKSON’S Ethics and Research 35 PSYCHOSOCIAL THEORY • ASSESSING THE Development in Your Life Thinking PSYCHODYNAMIC PERSPECTIVE Critically About “Expert” Advice 36 The Behavioral Perspective: Focusing on Review, Check, and Apply 37 Observable Behavior 14 Chapter 1 Summary: Putting It All Together: Introduction 38 CLASSICAL CONDITIONING: STIMULUS SUBSTITUTION • OPERANT CONDITIONING • SOCIAL-COGNITIVE LEARNING THEORY: LEARNING THROUGH IMITATION • ASSESSING THE 2 The Start of Life 40 BEHAVIORAL PERSPECTIVE The Cognitive Perspective: Examining the Roots of Module 2.1 Prenatal Development 42 Understanding 16 Earliest Development 42 PIAGET’S THEORY OF COGNITIVE DEVELOPMENT • Genes and Chromosomes: The Code of Life 42 ASSESSING PIAGET’S THEORY • INFORMATION MULTIPLE BIRTHS: TWO—OR MORE—FOR THE GENETIC PROCESSING APPROACHES • ASSESSING INFORMATION PRICE OF ONE • BOY OR GIRL? ESTABLISHING THE SEX PROCESSING APPROACHES • COGNITIVE NEUROSCIENCE OF THE CHILD APPROACHES • ASSESSING COGNITIVE NEUROSCIENCE The Basics of Genetics: The Mixing and APPROACHES Matching of Traits 44 The Humanistic, Contextual, and Evolutionary Perspectives 18 TRANSMISSION OF GENETIC INFORMATION • POLYGENIC The Humanistic Perspective: Concentrating on TRAITS • THE HUMAN GENOME AND BEHAVIORAL GENETICS: Uniquely Human Qualities 18 CRACKING THE GENETIC CODE • INHERITED AND GENETIC ASSESSING THE HUMANISTIC PERSPECTIVE DISORDERS: WHEN DEVELOPMENT DEVIATES FROM THE NORM ix

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Genetic Counseling: Predicting the Future from Cultural Dimensions Overcoming Racial and the Genes of the Present 48 Cultural Differences in Infant Mortality 84 PRENATAL TESTING • SCREENING FOR FUTURE PROBLEMS POSTPARTUM DEPRESSION: MOVING FROM THE HEIGHTS The Interaction of Heredity and Environment 50 OF JOY TO THE DEPTHS OF DESPAIR The Role of the Environment in Determining the The Highly Competent Newborn 85 Expression of Genes: From Genotypes to Phenotypes 50 Physical Competence: Meeting the Demands of a INTERACTION OF FACTORS • STUDYING DEVELOPMENT: New Environment 86 HOW MUCH IS NATURE? HOW MUCH IS NURTURE? Sensory Capabilities: Experiencing the World 86 From Research to Practice When Nurture Becomes Nature 51 CIRCUMCISION OF NEWBORN MALE INFANTS Genetics and the Environment: Working Together 53 Early Learning Capabilities 88 PHYSICAL TRAITS: FAMILY RESEMBLANCES • INTELLIGENCE: CLASSICAL CONDITIONING • OPERANT MORE RESEARCH, MORE CONTROVERSY • GENETIC AND CONDITIONING • HABITUATION ENVIRONMENTAL INFLUENCES ON PERSONALITY: DO WE Social Competence: Responding to Others 90 INHERIT OUR PERSONALITY? Review, Check, and Apply 91 Cultural Dimensions Cultural Differences in Chapter 2 Summary: Putting It All Together: The Start of Life 93 Physical Arousal: Might a Culture’s Philosophical Outlook Be Determined by Genetics? 56 PSYCHOLOGICAL DISORDERS: THE ROLE OF GENETICS AND ENVIRONMENT 3 Infancy 94 Can Genes Influence the Environment? 58 Module 3.1 Physical Development in Infancy 96 Review, Check, and Apply 58 Growth and Stability 96 Module 2.2 Prenatal Growth and Change 59 Physical Growth: The Rapid Advances of Infancy 96 The Prenatal Period 60 The Nervous System and Brain: The Foundations of The Moment of Conception and the Onset of Development 98 Development 60 SYNAPTIC PRUNING • ENVIRONMENTAL INFLUENCES THE GERMINAL STAGE: FERTILIZATION TO 2 WEEKS • ON BRAIN DEVELOPMENT THE EMBRYONIC STAGE: 2 TO 8 WEEKS • THE FETAL STAGE: Integrating the Bodily Systems: The Life Cycles of Infancy 100 8 WEEKS TO BIRTH RHYTHMS AND STATES • SLEEP: PERCHANCE Pregnancy Problems 62 TO DREAM? • SIDS: THE UNANTICIPATED KILLER INFERTILITY • MISCARRIAGE AND ABORTION Motor Development 104 The Prenatal Environment: Threats to Development 64 Reflexes: Our Inborn Physical Skills 104 MOTHER’S DIET • MOTHER’S AGE • MOTHER’S THE BASIC REFLEXES • ETHNIC AND CULTURAL HEALTH • MOTHER’S DRUG USE • MOTHER’S USE OF DIFFERENCES AND SIMILARITIES IN REFLEXES ALCOHOL AND TOBACCO • DO FATHERS AFFECT THE PRENATAL ENVIRONMENT? Motor Development in Infancy: Landmarks of Physical Achievement 106 Development in Your Life Optimizing the GROSS MOTOR SKILLS • FINE MOTOR SKILLS • Prenatal Environment 69 DEVELOPMENTAL NORMS: COMPARING THE INDIVIDUAL Review, Check, and Apply 69 TO THE GROUP Module 2.3 Birth and the Newborn Infant 70 Nutrition in Infancy: Fueling Motor Development 108 Birth 71 MALNUTRITION From Labor to Delivery 71 Cultural Dimensions Motor Development LABOR: THE PROCESS OF BIRTH BEGINS • BIRTH: Across Cultures 109 FROM FETUS TO NEONATE OBESITY • BREAST OR BOTTLE? • INTRODUCING Approaches to Childbirth: Where Medicine and SOLID FOODS: WHEN AND WHAT? Attitudes Meet 74 The Development of the Senses 111 ALTERNATIVE BIRTHING PROCEDURES • CHILDBIRTH Experiencing the World: The Sensory Capabilities ATTENDANTS: WHO DELIVERS? • USE OF ANESTHESIA of Infants 111 AND PAIN-REDUCING DRUGS • POSTDELIVERY HOSPITAL VISUAL PERCEPTION • AUDITORY PERCEPTION: THE STAY: DELIVER, THEN DEPART? WORLD OF SOUND • SMELL AND TASTE • SENSITIVITY TO Development in Your Life Dealing with Labor 77 PAIN • RESPONDING TO TOUCH Birth Complications 77 Multimodal Perception: Combining Individual Preterm Infants and Postmature Babies 78 Sensory Inputs 114 VERY-LOW-BIRTHWEIGHT INFANTS: THE SMALLEST OF THE Development in Your Life Exercising SMALL • WHAT CAUSES PRETERM AND LOW-BIRTHWEIGHT Your Infant’s Body and Senses 115 DELIVERIES? • POSTMATURE BABIES: LATER, LARGER Review, Check, and Apply 115 Cesarean Delivery: Intervening in the Process of Birth 82 Module 3.2 Cognitive Development in Infancy 116 Stillbirth, Infant Mortality, and Postpartum Depression 83 STILLBIRTH AND INFANT MORTALITY: THE TRAGEDY OF Piaget’s Approach to Cognitive Development 117 PREMATURE DEATH Key Elements of Piaget’s Theory 117

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SUBSTAGE 1: SIMPLE REFLEXES • SUBSTAGE 2: FIRST TEMPERAMENT: STABILITIES IN INFANT BEHAVIOR HABITS AND PRIMARY CIRCULAR REACTIONS • • GENDER: BOYS IN BLUE, GIRLS IN PINK SUBSTAGE 3: SECONDARY CIRCULAR REACTIONS • Family Life in the 21st Century 149 SUBSTAGE 4: COORDINATION OF SECONDARY CIRCULAR REACTIONS • SUBSTAGE 5: TERTIARY CIRCULAR Development in Your Life Choosing REACTIONS • SUBSTAGE 6: BEGINNINGS OF THOUGHT the Right Infant Care Provider 151 Appraising Piaget: Support and Challenges 121 Review, Check, and Apply 152 Information Processing Approaches to Cognitive Chapter 3 Summary: Putting It All Together: Infancy 154 Development 122 The Foundations of Information Processing: Encoding, Storage, and Retrieval 123 4 The Preschool Years 155 AUTOMATIZATION • MEMORY CAPABILITIES IN INFANCY Module 4.1 Physical Development in Individual Differences in Intelligence: Is One Infant the Preschool Years 157 Smarter Than Another? 125 The Growing Body 157 DEVELOPMENTAL SCALES • INFORMATION PROCESSING APPROACHES TO INDIVIDUAL DIFFERENCES IN Changes in Body Shape and Nutrition 157 INTELLIGENCE • ASSESSING INFORMATION PROCESSING Health and Illness 159 APPROACHES The Growing Brain 160 From Research to Practice Why Formal Education Is Development in Your Life Keeping Preschoolers Lost on Infants 128 Healthy 160 Development in Your Life What Can Brain Lateralization 161 You Do to Promote Infants’ Cognitive Development? 129 The Links Between Brain Growth and The Roots of Language 129 Cognitive Development 161 The Fundamentals of Language: From Sounds to Motor Development 162 Symbols 129 Gross Motor Skills 162 EARLY SOUNDS AND COMMUNICATION • FIRST WORDS Fine Motor Skills 164 • FIRST SENTENCES Review, Check, and Apply 164 The Origins of Language Development 133 LEARNING THEORY APPROACHES: LANGUAGE AS A Module 4.2 Cognitive Development in LEARNED SKILL • NATIVIST APPROACHES: LANGUAGE the Preschool Years 165 AS AN INNATE SKILL • THE INTERACTIONIST Piaget’s Approach to Cognitive Development 165 APPROACHES • INFANT-DIRECTED SPEECH Piaget’s Stage of Preoperational Thinking 166 Cultural Dimensions Is Infant-Directed THE RELATION BETWEEN LANGUAGE AND THOUGHT • Speech Similar Across All Cultures? 135 CENTRATION: WHAT YOU SEE IS WHAT YOU THINK • Review, Check, and Apply 136 CONSERVATION: LEARNING THAT APPEARANCES ARE Module 3.3 Social and Personality Development DECEIVING • INCOMPLETE UNDERSTANDING OF TRANSFORMATION • EGOCENTRISM: THE INABILITY TO in Infancy 137 TAKE OTHERS’ PERSPECTIVES • THE EMERGENCE OF Developing the Roots of Sociability 137 INTUITIVE THOUGHT Emotions in Infancy: Do Infants Experience Emotional Evaluating Piaget’s Approach to Cognitive Highs and Lows? 137 Development 169 STRANGER ANXIETY AND SEPARATION ANXIETY • Alternative Approaches: Information Processing SMILING • DECODING OTHERS’ FACIAL EXPRESSIONS • Theory and Vygotsky 169 SOCIAL REFERENCING: FEELING WHAT OTHERS FEEL Information Processing Approaches to Cognitive The Development of Self 140 Development 170 SELF-AWARENESS • THEORY OF MIND: INFANTS’ PRESCHOOLERS’ UNDERSTANDING OF NUMBERS • PERSPECTIVES ON THE MENTAL LIVES OF OTHERS AND MEMORY: RECALLING THE PAST • CHILDREN’S THEMSELVES EYEWITNESS TESTIMONY: MEMORY ON TRIAL • Forming Relationships 141 INFORMATION PROCESSING IN PERSPECTIVE Attachment: Forming Social Bonds 141 Vygotsky’s View of Cognitive Development: THE AINSWORTH STRANGE SITUATION AND PATTERNS OF Taking Culture into Account 172 ATTACHMENT • PRODUCING ATTACHMENT: THE ROLES OF THE ZONE OF PROXIMAL DEVELOPMENT AND SCAFFOLDING: MOTHER AND FATHER FOUNDATIONS OF COGNITIVE DEVELOPMENT • EVALUATING Cultural Dimensions Does Attachment VYGOTSKY’S CONTRIBUTIONS Differ Across Cultures? 144 The Growth of Language and Learning 174 Infants’ Sociability with Their Peers: Infant–Infant Language Development 174 Interaction 145 PRIVATE SPEECH • SOCIAL SPEECH Differences Among Infants 145 Informal and Formal Learning 176 Personality Development: The Characteristics MEDIA AND SCREEN TIME IN THE LIVES OF PRESCHOOLERS That Make Infants Unique 146 • THE UP- AND DOWNSIDES OF MEDIA VIEWING

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From Research to Practice Screen Time and Middle Childhood 202 the Video Deficit 177 5 EARLY CHILDHOOD EDUCATION: TAKING THE “PRE” OUT Module 5.1 Physical Development in OF THE PRESCHOOL PERIOD • THE VARIETIES OF EARLY Middle Childhood 204 EDUCATION • THE EFFECTIVENESS OF CHILD CARE • The Growing Body 204 THE QUALITY OF CHILD CARE Height and Weight Changes 204 Cultural Dimensions Preschools Around the World: Nutrition and Obesity 205 Why Does the United States Lag Behind? 179 Review, Check, and Apply 180 Development in Your Life Keeping Children Fit 207 Module 4.3 Social and Personality Development Motor Development and Safety 207 in the Preschool Years 181 Leaps and Bounds: The Rapid Growth of Motor Skills 207 GROSS MOTOR SKILLS • FINE MOTOR SKILLS Forming a Sense of Self 181 Health and Safety During Middle Childhood 208 Self-Concept in the Preschool Years 181 ASTHMA • ACCIDENTS • SAFETY IN CYBERSPACE • PSYCHOSOCIAL DEVELOPMENT: RESOLVING THE PSYCHOLOGICAL DISORDERS CONFLICTS • SELF-CONCEPT: THINKING ABOUT THE SELF Children with Special Needs 211 Cultural Dimensions Developing Racial Sensory Difficulties and Learning Disabilities 211 and Ethnic Awareness 182 VISUAL PROBLEMS • AUDITORY PROBLEMS • SPEECH PROBLEMS • LEARNING DISABILITIES: DISCREPANCIES Gender Identity: Developing Femaleness BETWEEN ACHIEVEMENT AND CAPACITY TO LEARN and Maleness 183 Attention Deficit Hyperactivity Disorder 212 BIOLOGICAL PERSPECTIVES • SOCIAL LEARNING APPROACHES • COGNITIVE APPROACHES Review, Check, and Apply 214 Friends and Family: Preschoolers’ Social Lives 185 Module 5.2 Cognitive Development in The Development of Friendships 186 Middle Childhood 215 PLAYING BY THE RULES: THE WORK AND CATEGORIZATION Intellectual and Language Development 215 OF PLAY • THE SOCIAL ASPECTS OF PLAY Perspectives on Cognitive Development in Preschoolers’ Theory of Mind: Understanding What Middle Childhood 215 Others Are Thinking 187 PIAGETIAN APPROACHES TO COGNITIVE Preschoolers’ Family Lives 188 DEVELOPMENT • INFORMATION PROCESSING IN MIDDLE CHANGES IN FAMILY LIFE • EFFECTIVE PARENTING: CHILDHOOD • VYGOTSKY’S APPROACH TO COGNITIVE TEACHING DESIRED BEHAVIOR DEVELOPMENT AND CLASSROOM INSTRUCTION Development in Your Life Disciplining Children 190 Language Development: What Words Mean 219 CULTURAL DIFFERENCES IN CHILDREARING PRACTICES MASTERING THE MECHANICS OF LANGUAGE • Child Abuse, Neglect, and Resilience: The Hidden METALINGUISTIC AWARENESS • HOW LANGUAGE Side of Family Life 190 PROMOTES SELF-CONTROL • BILINGUALISM: SPEAKING IN MANY TONGUES CHILDHOOD SEXUAL ABUSE • THE WARNING SIGNS OF ABUSE • REASONS FOR PHYSICAL ABUSE • THE Schooling: The Three Rs (and More) of Middle Childhood 221 CYCLE OF VIOLENCE HYPOTHESIS • PSYCHOLOGICAL Reading: Learning to Decipher the Meaning MALTREATMENT • RESILIENCE: OVERCOMING Behind Words 222 THE ODDS READING STAGES • HOW SHOULD WE TEACH READING? Moral Development and Aggression 193 Educational Trends: Beyond the Three Rs 223 Developing Morality: Following Society’s Rights CULTURAL ASSIMILATION OR PLURALISTIC SOCIETY? and Wrongs 194 Cultural Dimensions Multicultural Education 224 PIAGET’S VIEW OF MORAL DEVELOPMENT • SOCIAL FOSTERING A BICULTURAL IDENTITY • SCHOOLING LEARNING APPROACHES TO MORALITY • GENETIC AROUND THE WORLD AND ACROSS GENDERS: APPROACHES TO MORALITY • EMPATHY AND MORAL WHO GETS EDUCATED? BEHAVIOR Aggression and Violence in Preschoolers: Sources Intelligence: Determining Individual Strengths 225 and Consequences 195 Intelligence Benchmarks: Differentiating the THE ROOTS OF AGGRESSION • SOCIAL LEARNING Intelligent from the Unintelligent 225 APPROACHES TO AGGRESSION • VIEWING VIOLENCE ON BINET’S TEST • MEASURING IQ: PRESENT-DAY TV: DOES IT MATTER? • COGNITIVE APPROACHES TO APPROACHES TO INTELLIGENCE • WHAT IQ TESTS AGGRESSION: THE THOUGHTS BEHIND VIOLENCE DON’T TELL: ALTERNATIVE CONCEPTIONS OF Development in Your Life Increasing Moral Behavior INTELLIGENCE • GROUP DIFFERENCES IN IQ and Reducing Aggression in Preschool-Age Children 199 Below and Above Intelligence Norms: Intellectual Review, Check, and Apply 199 Disabilities and Intellectual Giftedness 231 BELOW THE NORM: INTELLECTUAL DISABILITY • Chapter 4 Summary: Putting It All Together: ABOVE THE NORM: THE GIFTED AND TALENTED The Preschool Years 201 Review, Check, and Apply 234

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Module 5.3 Social and Personality Development Threats to Adolescents’ Well-Being 267 in Middle Childhood 235 Drugs, Alcohol, and Tobacco 268 The Developing Self 236 DRUG ABUSE • ALCOHOL: USE AND ABUSE A Different Mirror: The Changing Ways Children Development in Your Life Hooked on Drugs View Themselves 236 or Alcohol? 270 PSYCHOSOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD: TOBACCO: THE DANGERS OF SMOKING INDUSTRY VERSUS INFERIORITY • UNDERSTANDING ONE’S SELF: A NEW RESPONSE TO “WHO AM I?” • Sexually Transmitted Infections 271 SELF-ESTEEM: DEVELOPING A POSITIVE—OR NEGATIVE— Review, Check, and Apply 273 VIEW OF ONESELF Module 6.2 Cognitive Development in Adolescence 274 Cultural Dimensions Are Children of Immigrant Cognitive Development 274 Families Well Adjusted? 239 Piagetian Approaches to Cognitive Development: Moral Development 239 Using Formal Operations 275 Relationships: Building Friendship in Middle Childhood 242 USING FORMAL OPERATIONS TO SOLVE PROBLEMS • Stages of Friendship: Changing Views of Friends 243 THE CONSEQUENCES OF ADOLESCENTS’ USE OF FORMAL OPERATIONS • EVALUATING PIAGET’S APPROACH STAGE 1: BASING FRIENDSHIP ON OTHERS’ BEHAVIOR • STAGE 2: BASING FRIENDSHIP ON TRUST • STAGE 3: BASING Information Processing Perspectives: Gradual FRIENDSHIP ON PSYCHOLOGICAL CLOSENESS • INDIVIDUAL Transformations in Abilities 277 DIFFERENCES IN FRIENDSHIP: WHAT MAKES A CHILD METACOGNITION: THINKING ABOUT THINKING • POPULAR? • BULLYING: SCHOOLYARD AND ONLINE EGOCENTRISM IN THINKING: ADOLESCENTS’ VICTIMIZATION SELF-ABSORPTION Development in Your Life Increasing Children’s School Performance 278 Social Competence 246 Adolescent School Performance: A Complex Picture 279 Gender, Race, and Friendships 247 SOCIOECONOMIC STATUS AND SCHOOL PERFORMANCE: GENDER AND FRIENDSHIPS: THE SEX SEGREGATION OF INDIVIDUAL DIFFERENCES IN ACHIEVEMENT • ETHNIC AND MIDDLE CHILDHOOD • CROSS-RACE FRIENDSHIPS: RACIAL DIFFERENCES IN SCHOOL ACHIEVEMENT • INTEGRATION IN AND OUT OF THE CLASSROOM DROPPING OUT OF SCHOOL Family Life in Middle Childhood 249 Adolescents’ Media Use: Screen Time in the Digital Age 281 Families Today: A Variety of Constellations 249 Review, Check, and Apply 283 FAMILY LIFE: THE INFLUENCE OF PARENTS AND SIBLINGS Module 6.3 Social and Personality Development • SINGLE-PARENT FAMILIES • MULTIGENERATIONAL in Adolescence 284 FAMILIES • LIVING IN BLENDED FAMILIES • FAMILIES WITH GAY, LESBIAN, AND TRANSGENDER PARENTS • RACE Identity: Asking “Who Am I?” 284 AND FAMILY LIFE Self-Concept and Self-Esteem 284 From Research to Practice Two Moms, Two Dads: SELF-CONCEPT: WHAT AM I LIKE? • SELF-ESTEEM: HOW How Do Children Fare with Gay, Lesbian, and DO I LIKE MYSELF? • GENDER DIFFERENCES IN SELF- ESTEEM • SES AND RACE DIFFERENCES IN SELF-ESTEEM Transgender Parents? 251 Perspectives on Identity Formation 286 Challenges to Family Life 252 ERIK ERIKSON: RESOLVING THE IDENTITY CRISIS • MARCIA’S HOME AND ALONE: WHAT DO CHILDREN DO? • APPROACH: UPDATING ERIKSON • RELIGION AND DIVORCE • POVERTY AND FAMILY LIFE • GROUP CARE: SPIRITUALITY IN IDENTITY FORMATION • THE ROLE OF ORPHANAGES IN THE 21ST CENTURY RACE AND ETHNICITY IN IDENTITY FORMATION Review, Check, and Apply 255 Anxiety, Depression, and Suicide: Psychological Chapter 5 Summary: Putting It All Together: Middle Childhood 257 Difficulties in Adolescence 290 ADOLESCENT ANXIETY • ADOLESCENT DEPRESSION • ADOLESCENT SUICIDE 6 Adolescence 258 Development in Your Life Preventing Module 6.1 Physical Development in Adolescence 259 Adolescent Suicide 293 Physical Maturation 260 Relationships: Family and Friends 293 Growth During Adolescence: The Rapid Pace Family Ties: Changing Relations with Relations 293 of Physical and Sexual Maturation 260 THE QUEST FOR AUTONOMY • CULTURE AND AUTONOMY PUBERTY IN GIRLS • PUBERTY IN BOYS • BODY IMAGE: • THE MYTH OF THE GENERATION GAP • CONFLICTS WITH REACTIONS TO PHYSICAL CHANGES IN ADOLESCENCE • PARENTS • CULTURAL DIFFERENCES IN PARENT–CHILD THE TIMING OF PUBERTY: THE CONSEQUENCES OF CONFLICTS DURING ADOLESCENCE EARLY AND LATE MATURATION Relationships with Peers: The Importance of Belonging 296 Nutrition, Food, and Eating Disorders: Fueling SOCIAL COMPARISON • REFERENCE GROUPS • CLIQUES the Growth of Adolescence 264 AND CROWDS: BELONGING TO A GROUP • GENDER RELATIONS OBESITY • ANOREXIA NERVOSA AND BULIMIA NERVOSA Brain Development and Thought: Paving the Way From Research to Practice Is Anyone “Liking” for Cognitive Growth 266 Me? Social Comparison and Self-Esteem in the SLEEP DEPRIVATION Digital Age 297

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Cultural Dimensions Race Segregation: GENDER BIAS • STEREOTYPE THREAT AND The Great Divide of Adolescence 298 DISIDENTIFICATION WITH SCHOOL • COLLEGE ADJUSTMENT: REACTING TO THE DEMANDS OF COLLEGE LIFE POPULARITY AND REJECTION • CONFORMITY: PEER PRESSURE IN ADOLESCENCE • JUVENILE Development in Your Life When Do College Students DELINQUENCY: THE CRIMES OF ADOLESCENCE Need Professional Help with Their Problems? 329 Dating, Sexual Behavior, and Teenage Pregnancy 301 Review, Check, and Apply 329 Dating: Close Relationships in the 21st Century 301 Module 7.3 Social and Personality Development THE FUNCTIONS OF DATING • DATING, RACE, AND ETHNICITY in Early Adulthood 330 Sexual Relationships 302 Forging Relationships: Intimacy, Liking, and Loving MASTURBATION • SEXUAL INTERCOURSE • SEXUAL During Emerging and Early Adulthood 331 ORIENTATION AND IDENTITY: LGBTQ AND MORE • WHAT Emerging Adulthood 332 DETERMINES SEXUAL ORIENTATION? • CHALLENGES FACING ADOLESCENTS WITH LGBTQ SEXUAL ORIENTATIONS AND Intimacy, Friendship, and Love 332 IDENTITIES • TEENAGE PREGNANCY SEEKING INTIMACY: ERIKSON’S VIEW OF YOUNG Review, Check, and Apply 306 ADULTHOOD • FRIENDSHIP • FALLING IN LOVE: WHEN LIKING TURNS TO LOVING Chapter 6 Summary: Putting It All Together: Adolescence 307 The Faces of Love 334 PASSIONATE AND COMPANIONATE LOVE: THE TWO FACES 7 Early Adulthood 309 OF LOVE • STERNBERG’S TRIANGULAR THEORY: THE THREE FACES OF LOVE Module 7.1 Physical Development in Early Choosing a Partner: Recognizing Mr. or Ms. Right 336 Adulthood 311 SEEKING A SPOUSE: IS LOVE THE ONLY THING THAT Physical Development and Health 311 MATTERS? • FILTERING MODELS: SIFTING OUT A SPOUSE Physical Changes and Challenges 311 Cultural Dimensions Gay and Lesbian Relationships: THE SENSES: SUBTLE SHIFTS • MOTOR Men with Men and Women with Women 338 FUNCTIONING • PHYSICAL DISABILITIES: COPING WITH ATTACHMENT STYLES AND ROMANTIC RELATIONSHIPS: PHYSICAL CHALLENGE DO ADULT LOVING STYLES REFLECT ATTACHMENT Fitness, Diet, and Health 312 IN INFANCY? PHYSICAL FITNESS • GOOD NUTRITION: NO SUCH The Course of Relationships 339 THING AS A FREE LUNCH? • OBESITY • HEALTH Cohabitation, Marriage, and Other Relationship Cultural Dimensions How Cultural Beliefs Influence Choices: Sorting Out the Options of Early Adulthood 339 Health and Health Care 314 MARRIAGE • WHAT MAKES MARRIAGE WORK? • EARLY Stress and Coping: Dealing with Life’s Challenges 315 MARITAL CONFLICT • STAYING SINGLE: I WANT TO BE ALONE The Origins and Consequences of Stress 315 Parenthood: Choosing to Have Children 342 Coping with Stress 317 FAMILY SIZE • DUAL-EARNER COUPLES • THE TRANSITION TO PARENTHOOD: TWO’S A COUPLE, Development in Your Life Coping with Stress 317 THREE’S A CROWD? • GAY AND LESBIAN PARENTS Review, Check, and Apply 318 Work: Choosing and Embarking on a Career 345 Module 7.2 Cognitive Development The Role of Work 345 in Early Adulthood 319 IDENTITY DURING YOUNG ADULTHOOD • WHY DO Cognitive Development and Intelligence 319 PEOPLE WORK? MORE THAN EARNING A LIVING Intellectual Growth and Postformal Thought 319 Picking an Occupation: Choosing Life’s Work 347 From Research to Practice How Long Do Young GINZBERG’S CAREER CHOICE THEORY • HOLLAND’S PERSONALITY TYPE THEORY • GENDER AND CAREER Adult Brains Continue to Develop? 320 CHOICES: WOMEN’S WORK POSTFORMAL THOUGHT • PERRY’S APPROACH TO Development in Your Life Choosing a Career 348 POSTFORMAL THINKING • SCHAIE’S STAGES OF DEVELOPMENT • LIFE EVENTS AND COGNITIVE Review, Check, and Apply 350 DEVELOPMENT • COMPARING THE THEORIES OF Chapter 7 Summary: Putting It All Together: Early Adulthood 352 POSTFORMAL THOUGHT Intelligence: What Matters in Early Adulthood? 322 PRACTICAL AND EMOTIONAL INTELLIGENCE • 8 Middle Adulthood 353 CREATIVITY: NOVEL THOUGHT Module 8.1 Physical Development College: Pursuing Higher Education 324 in Middle Adulthood 354 The Demographics of Higher Education: Who Attends College? 325 Physical Development and Sexuality 355 THE GENDER GAP IN COLLEGE ATTENDANCE • Physical Transitions: The Gradual Change in the THE CHANGING COLLEGE STUDENT: NEVER TOO LATE Body’s Capabilities 355 TO GO TO COLLEGE? HEIGHT, WEIGHT, AND STRENGTH: THE BENCHMARKS OF The Effects of Gender Bias and Negative CHANGE • THE SENSES: THE SIGHTS AND SOUNDS OF Stereotypes on College Performance 326 MIDDLE AGE

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Sexuality in Middle Adulthood: The True, the False, Development in Your Life Dealing with and the Controversial 358 Spousal and Intimate Partner Abuse 387 THE ONGOING SEXUALITY OF MIDDLE AGE • THE Work and Leisure 388 FEMALE CLIMACTERIC AND MENOPAUSE • THE DILEMMA OF HORMONE THERAPY: NO EASY ANSWER • THE Work in Middle Adulthood: The Good and the Bad 388 PSYCHOLOGICAL CONSEQUENCES OF MENOPAUSE • WORK AND CAREERS: JOBS AT MIDLIFE • CHALLENGES THE MALE CLIMACTERIC OF WORK: ON-THE-JOB SATISFACTION • UNEMPLOYMENT: THE DASHING OF THE DREAM • SWITCHING—AND Health 361 STARTING—CAREERS AT MIDLIFE Wellness and Illness: The Ups and Downs of Middle Cultural Dimensions Immigrants on Adulthood 361 the Job: Making It in America 391 Cultural Dimensions Individual Variation Leisure Time: Life Beyond Work 392 in Health: Socioeconomic Status and Review, Check, and Apply 392 Gender Differences 363 Chapter 8 Summary: Putting It All Together: Heart Disease and Cancer: The Big Worries of Middle Adulthood 394 Middle Adulthood 364 THE A’S AND B’S OF HEART DISEASE: HEALTH AND PERSONALITY • THE THREAT OF CANCER 9 Late Adulthood 395 From Research to Practice Routine Mammograms: Module 9.1 Physical Development in At What Age Should Women Start? 366 Late Adulthood 397 Review, Check, and Apply 367 Physical Development in Late Adulthood 397 Module 8.2 Cognitive Development in Middle Aging: Myth and Reality 397 Adulthood 367 THE DEMOGRAPHICS OF LATE ADULTHOOD • AGEISM: Intelligence and Memory 368 CONFRONTING THE STEREOTYPES OF LATE ADULTHOOD Does Intelligence Decline in Adulthood? 368 Physical Transitions in Older People 400 THE DIFFICULTIES IN ANSWERING THE QUESTION • OUTWARD SIGNS OF AGING • INTERNAL AGING • CRYSTALLIZED AND FLUID INTELLIGENCE • REFRAMING SLOWING REACTION TIME THE ISSUE: WHAT IS THE SOURCE OF COMPETENCE DURING The Senses: Sight, Sound, Taste, and Smell 401 MIDDLE ADULTHOOD? • THE DEVELOPMENT OF EXPERTISE: VISION • HEARING • TASTE AND SMELL SEPARATING EXPERTS FROM NOVICES How Does Aging Affect Memory? 371 The Impact of Aging on Health 403 TYPES OF MEMORY • MEMORY SCHEMAS Health Problems and Wellness in Older People 404 COMMON PHYSICAL DISORDERS • PSYCHOLOGICAL Development in Your Life Effective AND MENTAL DISORDERS • ALZHEIMER’S DISEASE • Strategies for Remembering 372 WELLNESS IN LATE ADULTHOOD: THE RELATIONSHIP Review, Check, and Apply 373 BETWEEN AGING AND ILLNESS Module 8.3 Social and Personality Development Development in Your Life Caring for in Middle Adulthood 373 People with Alzheimer’s Disease 407 Personality Development 374 SEXUALITY IN OLD AGE: USE IT OR LOSE IT Perspectives on Adult Personality Development 374 Approaches to Aging: Why Is Death Inevitable? 408 ERIKSON’S STAGE OF GENERATIVITY VERSUS RECONCILING THE THEORIES OF AGING • LIFE EXPECTANCY: STAGNATION • BUILDING ON ERIKSON’S VIEWS: HOW LONG HAVE I GOT? • POSTPONING AGING: CAN VAILLANT, GOULD, AND LEVINSON • THE MIDLIFE SCIENTISTS FIND THE FOUNTAIN OF YOUTH? CRISIS: REALITY OR MYTH? Cultural Dimensions Racial and Ethnic Stability Versus Change in Personality 377 Differences in Life Expectancy 410 Cultural Dimensions Middle Age: Review, Check, and Apply 411 In Some Cultures It Doesn’t Exist 377 Module 9.2 Cognitive Development in Late STABILITY AND CHANGE IN THE “BIG FIVE” PERSONALITY Adulthood 412 TRAITS • HAPPINESS ACROSS THE LIFE SPAN Intelligence 412 Relationships: Family in Middle Age 379 Cognitive Functioning in Older People 413 Marriage and Divorce 379 Recent Conclusions About the Nature of Intelligence THE UPS AND DOWNS OF MARRIAGE • DIVORCE • in Late Adulthood 413 REMARRIAGE Memory and Learning 414 Family Evolutions 382 BOOMERANG CHILDREN: REFILLING THE EMPTY NEST • Memory 414 THE SANDWICH GENERATION: BETWEEN CHILDREN AND AUTOBIOGRAPHICAL MEMORY: RECALLING THE DAYS OF PARENTS • BECOMING A GRANDPARENT: WHO, ME? OUR LIVES • EXPLAINING MEMORY CHANGES IN OLD AGE Family Violence: The Hidden Epidemic 385 Never Too Late to Learn 416 THE STAGES OF SPOUSAL ABUSE • THE CYCLE OF From Research to Practice Can We Train the Brain? VIOLENCE • SPOUSAL ABUSE AND SOCIETY: THE CULTURAL Interventions to Improve Cognitive Functioning 417 ROOTS OF VIOLENCE Review, Check, and Apply 417

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Module 9.3 Social and Personality Development Death and Dying 440 in Late Adulthood 418 10 Personality Development and Successful Aging 419 Module 10.1 Death and Dying Across the Life Span 441 Continuity and Change in Personality During Understanding Death 442 Late Adulthood 419 Defining Death: When Does Life End? 442 EGO INTEGRITY VERSUS DESPAIR: ERIKSON’S FINAL Death Across the Life Span: Causes and Reactions 442 STAGE • PECK’S DEVELOPMENTAL TASKS • LEVINSON’S DEATH IN INFANCY AND CHILDHOOD • CHILDHOOD FINAL SEASON: THE WINTER OF LIFE • COPING WITH AGING: CONCEPTIONS OF DEATH • DEATH IN ADOLESCENCE • NEUGARTEN’S STUDY • LIFE REVIEW AND REMINISCENCE: DEATH IN YOUNG ADULTHOOD • DEATH IN MIDDLE THE COMMON THEME OF PERSONALITY DEVELOPMENT ADULTHOOD • DEATH IN LATE ADULTHOOD Age Stratification Approaches to Late Adulthood 422 Cultural Dimensions Differing Conceptions of Death 446 Cultural Dimensions How Culture Shapes the Way Death Education: Preparing for the Inevitable? 446 We Treat People in Late Adulthood 422 Review, Check, and Apply 447 Does Age Bring Wisdom? 423 Module 10.2 Confronting Death 448 Successful Aging: What Is the Secret? DISENGAGEMENT THEORY: GRADUAL RETREAT • ACTIVITY Understanding the Process of Dying 448 THEORY: CONTINUED INVOLVEMENT • CONTINUITY Steps Toward Death: Kübler-Ross’s Theory 448 THEORY: A COMPROMISE POSITION • SELECTIVE DENIAL • ANGER • BARGAINING • DEPRESSION • OPTIMIZATION WITH COMPENSATION: A GENERAL MODEL OF ACCEPTANCE • EVALUATING KÜBLER-ROSS’S SUCCESSFUL AGING THEORY • ALTERNATIVES TO KÜBLER-ROSS’S THEORY The Daily Life of Late Adulthood 426 Choosing the Nature of Death 451 Living Arrangements: The Places and Spaces of DNRS • LIVING WILLS • EUTHANASIA AND Their Lives 426 ASSISTED SUICIDE LIVING AT HOME • SPECIALIZED LIVING Where to Die: Easing the Final Passage 453 ENVIRONMENTS • INSTITUTIONALISM AND Review, Check, and Apply 454 LEARNED HELPLESSNESS Module 10.3 Grief and Bereavement 455 Finances, Work, and Retirement 428 Death: Effects on Survivors 455 THE ECONOMICS OF LATE ADULTHOOD • WORK AND RETIREMENT IN LATE ADULTHOOD Saying Farewell: Final Rites and Mourning 456 Development in Your Life Planning Bereavement and Grief 457 for—and Living—a Good Retirement 431 From Research to Practice Moving On: Relationships: Old and New 431 Surviving the Loss of a Long-Time Spouse 457 Marriage in the Later Years: Together, Then Alone 431 DIFFERENTIATING UNHEALTHY GRIEF FROM NORMAL GRIEF • THE CONSEQUENCES OF GRIEF AND BEREAVEMENT DIVORCE • DEALING WITH RETIREMENT: TOO MUCH TOGETHERNESS? • CARING FOR AN AGING SPOUSE OR Development in Your Life Helping PARTNER • THE DEATH OF A SPOUSE OR PARTNER a Child Cope with Grief 460 Friends and Family in Late Adulthood 434 Review, Check, and Apply 460 FRIENDSHIP: WHY FRIENDS MATTER IN LATE Chapter 10 Summary: Putting It All Together: Death and Dying 461 ADULTHOOD • FAMILY RELATIONSHIPS: THE TIES THAT BIND Glossary G-1 Elder Abuse: Relationships Gone Wrong 436 Review, Check, and Apply 437 References R-1 Chapter 9 Summary: Putting It All Together: Late Name Index NI-1 Adulthood 439 Subject Index SI-1 Answers to Check Yourself Questions A-1

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To the Student concepts are printed in italics and defined within the para- graph where they first appear, but not in the margin. Welcome to the field of lifespan development! It’s a disci- To further help you study, modules end with a “Review, pline that’s about you, about your family and those who Check, and Apply” section. The “Review” section includes came before you, and about those who may follow in your a summary of the material in the module, organized by footsteps. It’s about your genetic heritage, and it’s about the learning objective. Each module also includes four “Check world in which you were raised. Yourself” questions, which require that you recall and un- Lifespan development is a field that will speak to you derstand the material to answer correctly. Finally, there’s a in a personal way. It covers the range of human existence question that requires you to apply the material in the chap- from its beginnings at conception to its inevitable ending at ter to some real-world issue. By answering the “Applying death. It is a discipline that deals with ideas and concepts Lifespan Development” question, you’re demonstrating a and theories, but one that above all has at its heart people— higher-order understanding related to critical thinking. our fathers and mothers, our friends and acquaintances, You’ll also find several recurring features in every chap- and our very selves. ter. There are opening vignettes designed to illustrate how But before we jump into the world of lifespan develop- lifespan development is relevant to everyday life. There are ment, let’s spend a little time getting to know this book and boxes, called “From Research to Practice,” which include the way it presents the material. Knowing how the book is recent research that is applied to current social issues, and constructed will pay off in big ways. “Cultural Dimensions” sections that highlight multicultural issues related to lifespan development. Getting to Know the Book Ever wish you could apply the theoretical material You’ve probably already read a fair number of textbooks you’re reading about in a textbook to your own life? The sec- over the course of your college career. This one is different. tion called “Development in Your Life” offers a variety of tips Why? Because it’s written from your perspective as a and guidelines, based on the chapter’s theme, ranging from student. Every word, sentence, paragraph, and feature in this childrearing tips to choosing a career and planning your re- book is included because it’s meant to explain the field of tirement. By applying these to your life, you’ll learn the di- ­lifespan development in a way that excites you, engages you versity of what the field of lifespan development has to offer. with the content, and facilitates the study of the material. And Finally, there are several features illustrating how the by doing that, it maximizes your chances for not only learning material is relevant from the perspectives of people in dif- the material and getting a good grade in your class, but also ferent roles and professions, including parents, educa- applying the material in a way that will improve your life. tors, healthcare providers, and social workers. “From the The organization of the book is based on what psychol- Perspective of . . . ” asks you questions designed to help you ogists know about how students study most effectively. The think critically about how lifespan development applies text is divided into short modules, nestled within chapters, to someone working in a specific field, and “Putting It All with each module having several clearly demarcated sub- Together”—a summary at the end of each chapter—will sections. By focusing your study in short sections, you’re help you integrate the material in the modules and learn much more likely to master the material. how it applies across a variety of dimensions. Similarly, the material is organized into learning objec- tives, abbreviated as LO. At the start of every subsection, A Last Word . . . you’ll find them in the form of statements. It makes sense I wrote this book for you. Not for your instructor, not for my to pay particular attention to the learning objectives because colleagues, and not to see it sitting on my own bookshelf. I they indicate the material that instructors most want you to wrote this book as an opportunity to extend what I do in my learn and that they use to develop test questions. The learn- own classes at the University of Massachusetts Amherst, and to ing objectives are also listed at the beginning of each chapter. reach a wider, and more diverse, set of students. For me, there’s The book also has a way of indicating which terms nothing more exciting as a college professor than to share my are most critical to your understanding of lifespan devel- teaching and knowledge with as many students as possible. opment. Key terms and concepts are printed in boldface I hope this book grabs your interest in lifespan develop- type, and are defined in the margins. Less-critical terms and ment and shows you how it can apply to your own life and

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improve it. Let me know if it does, or anything else you’d The modular approach has another advantage: It allows like to convey to me. I’d love to hear from you, and you can instructors to customize instruction by assigning only those easily reach me at [email protected]. In the modules that fit their course. Each of the book’s chapters fo- meantime, enjoy your introduction to lifespan development. cuses on a particular period of the life span, and within each chapter separate modules address the three main concep- tual approaches to the period: physical development, cogni- To the Instructor tive development, and social and personality development. I’ve never met an instructor of a lifespan development Because of the flexibility of this structure, instructors who course who didn’t feel that he or she was fortunate to teach wish to highlight a particular theoretical or topical approach the course. The subject matter is inherently fascinating, and to lifespan development can do so easily. there is a wealth of information to convey that is at once Finally, Discovering the Life Span, Fifth Edition, pro- intriguing and practical. Students come to the course with vides complete integration between the book and a huge anticipation, motivated to learn about a topic that, at base, array of media interactives and assessments in Revel, com- is about their own lives and the lives of every other human prising videos, quizzes, and literally hundreds of activities being. that extend the text and make concepts come alive. At the same time, the course presents unique chal- lenges. For one thing, the breadth of lifespan development is so vast that it is difficult to cover the entire field within An Introduction to Discovering the confines of a traditional college term. In addition, many instructors find traditional lifespan development texts too the Life Span, Fifth Edition long. Students are concerned about the length of the texts Discovering the Life Span, Fifth Edition—like its and have trouble completing the entire book. As a result, ­predecessor—provides a broad overview of the field of instructors are often reluctant to assign the complete text human development. It covers the entire range of the human and are forced to drop material, often arbitrarily. life, from the moment of conception through death. The text Finally, instructors often wish to incorporate into their furnishes a broad, comprehensive introduction to the field, classes computer-based electronic media that promote un- covering basic theories and research findings, as well as derstanding of key concepts and take advantage of stu- highlighting current applications outside the laboratory. It dents’ capabilities using electronic media. Yet traditional covers the life span chronologically, encompassing the pre- lifespan development textbooks do little to integrate the natal period, infancy and toddlerhood, the preschool years, electronic media with the book. Consequently, in most middle childhood, adolescence, early and middle adult- courses, the book and accompanying electronic media hood, and late adulthood. Within these periods, it focuses on stand largely in isolation to one another. This lack of inte- physical, cognitive, and social and personality development. gration diminishes the potential impact of both traditional In a unique departure from traditional lifespan de- and electronic media and the advantages that an integra- velopment texts, each chapter integrates the physical, tion of the two could produce in terms of helping students ­cognitive, and social and personality domains within each engage with and learn the subject matter. chronological period. Chapters begin with a compelling Discovering the Life Span, Fifth Edition, directly ad- story about an individual representing the age period cov- dresses these challenges. The book, which is based on the ered by the chapter, and the chapter ends by refocusing on highly popular Development Across the Life Span, is some that individual and integrating the three domains. 25 percent shorter than traditional lifespan books. At the The book also blends and integrates theory, research, same time, it maintains the student friendliness that has and applications, focusing on the breadth of human devel- been the hallmark of the original. It is rich in examples and opment. Furthermore, rather than attempting to provide a illustrates the applications that can be derived from the re- detailed historical record of the field, it focuses on the here search and theory of lifespan developmentalists. and now, drawing on the past where appropriate, but with The book uses a modular approach to optimize student a view toward delineating the field as it now stands and the learning. Each chapter is divided into three modules, and in directions toward which it is evolving. Similarly, while pro- turn each module is divided into several smaller sections. viding descriptions of classic studies, the emphasis is more Consequently, rather than facing long, potentially daunting on current research findings and trends. chapters, students encounter material that is divided into The book is designed to be user friendly. Written in a smaller, more manageable chunks. Of course, presenting direct, conversational voice, it replicates as much as pos- material in small chunks represents a structure that psycho- sible a dialogue between author and student. The text is logical research long ago found to be optimum for promot- meant to be understood and mastered on its own by stu- ing learning. dents of every level of interest and motivation. To that end,

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it includes a variety of pedagogical features that promote the text designed to show the applicability of the ma- mastery of the material and encourage critical thinking. terial to a variety of professions, including education, These features include: nursing, social work, and healthcare. • CHAPTER-OPENING PROLOGUES. Each of the • THINKING ABOUT THE DATA. Every chapter in- chapters starts with an attention-grabbing account of an cludes a “Thinking About the Data” figure, which in- individual who is at the developmental stage covered vites students to apply critical thinking to a graph or by the chapter. The material in the prologue sets the diagram. stage for the chapter, and the material is addressed in • RUNNING GLOSSARY. Key terms are defined in the end of the chapter when the physical, cognitive, and the margins of the page on which the term is presented. social and personality aspects are integrated. • END-OF-CHAPTER INTEGRATIVE MATERIAL. • MODULE-OPENING VIGNETTE. Modules (which At the end of each chapter, the chapter-opening pro- are nestled within chapters) begin with short vignettes, logue is recapped and addressed from the three do- describing an individual or situation that is relevant to mains of physical, cognitive, and social and personality the basic developmental issues being addressed in the development. In addition, questions address the pro- module. logue from the perspective of people such as parents, professional caregivers, nurses, and educators. • LEARNING OBJECTIVES. Every subsection begins with a learning objective, clearly specifying what stu- dents are expected to master after reading and study- ing the material. Learning objectives are listed at the What’s New in the Fifth Edition? beginning of each chapter. The fifth edition of Discovering the Life Span has been • FROM RESEARCH TO PRACTICE. Each chapter extensively revised in response to the comments of includes a box that describes current developmental dozens of reviewers. Among the major changes are the research or research issues, applied to everyday prob- following: lems. Most of these boxes are new to the fifth edition. Additions of New and Updated Material. The revision incorporates a significant amount of new and updated in- • CULTURAL DIMENSIONS. Every chapter includes formation. For instance, advances in areas such as behav- “Cultural Dimensions” sections incorporated into the ioral genetics, brain development, evolutionary perspec- text. These sections highlight issues relevant to today’s tives, and cross-cultural approaches to development receive multicultural society. Examples of these sections in- expanded and new coverage. Overall, hundreds of new ci- clude discussions about preschools around the world, tations have been added, with most of those from articles gay and lesbian relationships, the marketing of ciga- and books published in the last few years. rettes to the less advantaged, and race, gender, and eth- The fifth edition also includes the following improvements: nic differences in life expectancy. • THEORETICAL PERSPECTIVES. Each chapter in- • DEVELOPMENT IN YOUR LIFE. Every chapter in- cludes a look at a topic through the lenses of various cludes information on specific uses that can be derived theoretical perspectives. For example, Chapter 1 dis- from research conducted by developmental investiga- cusses how various theorists would study the Ruiz tors. For instance, the text provides concrete informa- family, profiled in the chapter opener. tion on how to encourage children to become more physically active, how to help troubled adolescents • STRONGER EMPHASIS ON CULTURE. More so who might be contemplating suicide, and on planning than in previous editions, Discovering the Life Span, and living a good retirement. In previous editions, this Fifth Edition emphasizes the impact of culture on feature was titled “Becoming an Informed Consumer of development. Development.” • REDESIGNED CHAPTER SUMMARIES. “Putting It • REVIEW, CHECK, AND APPLY SECTIONS. At All Together” chapter summaries have been redesigned the end of each module are short recaps of the chap- to more closely link to chapter content. ters’ main points, a series of questions on the chapter • CHAPTER-OPENING PHOTO. Every chapter opens content, and a question oriented to apply the chap- with a photo representing the content to follow and ter content to the real world, keyed to the learning tying into the Summary vignette. objectives. New topics were added to every chapter. The following • “FROM THE PERSPECTIVE OF . . . ” QUESTIONS. sample of new and revised topics featured in this edition Students will encounter frequent questions throughout provides a good indication of the currency of the revision:

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Chapter 1: Introduction • Updated Table 2-3 on DNA-based genetic tests • Updated abortion statistics • Revised prologue on Louise Brown and Elizabeth Carr, both born by in vitro fertilization • Marijuana use during pregnancy • Revised “perspective” prompt on cohort membership, • Opioid use during pregnancy emphasizing the cell phone generation • Cultural myths of pregnancy • Revised material on gender, culture, ethnicity, and race, • New guidelines on drugs during delivery from the including: American College of Obstetricians and Gynecologists • How roles played by men and women vary across • Importance of touch in newborns cultures • New research on immediate mother-child bonding • Revised Cultural Dimensions box “How Culture, • Updated statistics on length of hospital stay Ethnicity, and Race Influence Development” dis- cusses cultural, ethnic, racial, socioeconomic, and • New data on rates of infant mortality in the United gender considerations in the study of development States by race, including new Figure 2-17 • Revised discussion of critical and sensitive periods • New Figure 2-14 on worldwide rates of infant mortality • Streamlined coverage of Freud’s psychoanalytic • New Table 2-4 on risk factors for low-birthweight pre- perspective term infants • New examples in assessment of behavioral perspective • New estimates of cost of caring for premature infants • New section on assessing cognitive neuroscience • New material on risk factors for premature births approaches • Family and Medical Leave Act (FMLA) update • New Figure 1-1 on brain differences in a person with • Additional material on postpartum depression autism • Updated statistics on IVF infants • Additional material on Vygotsky and scaffolding • New coverage of circumcision rates • Theoretical perspectives: Discussion of how various theorists would study the Ruiz family, profiled in the Chapter 3: Infancy chapter opener • Updated Figure 1-5 on longitudinal vs. cross-sectional • Statistics on shaken baby syndrome, with new Figure 3-5 research showing damage to the brain of a shaken baby • New example of application of theories • Causes of cultural differences in infant sleep patterns • New Figure 1-2 on scientific method • Rates of poverty and hunger in the United States and • Additional coverage of ethnographic research and worldwide challenges • Clarification of timing of breastfeeding and introduc- • Additional coverage of the importance of replication in tion of solid foods psychological experiments • Change in key term from scheme to schema • New replication crisis discussion • New From Research to Practice box on why formal edu- • Revised From Research to Practice box on using lifespan cation is lost on infants development research for public policy • Theoretical perspectives: Comparing application of • Expanded meta-analysis discussion Piagetian and information processing theories • New coverage of informed consent and vulnerable • Updated statistics on single-parent and no-parent families populations • Updated statistics on teen pregnancy Chapter 2: The Start of Life • American Academy of Pediatrics guidelines on infant sleep location • New prologue on genetic testing • Mothers’ sleep difficulties • New Figure 2-2 showing rise in number of triplet and higher-order births • Efficacy of strategies to increase infant intelligence • New From Research to Practice box on transgenerational • Suggestion to teach cause-and-effect in infants epigenetic inheritance • Newer critiques of Chomsky’s nativist approach to lan- • Updated Table 2-1 on the genetic basis of various disorders guage learning • Updated Table 2-2 on fetal development monitoring • Imitative vocalization of infants techniques • Average size of families—changes

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Chapter 4: The Preschool Years • Updated material on family demographics • Multigenerational families • New opening vignette • Self-care laws • New definition of obesity in terms of BMI • Free-range parenting • New statistics on obesity • Obesity and overweight children in developing countries Chapter 6: Adolescence • “Just-right phenomenon” eating rituals in children • BMI definition of obesity • Updated statistics on parents’ views of children’s health • Updated information on males with anorexia • Updated statistics on early childhood education • From Research to Practice box on brain development in • Long-term benefits of preschool education adolescence • Explaining the complementary nature of alternate the- • Updated statistics on marijuana use and opioid abuse oretical perspectives • Figure 6-4 on marijuana use among teens • Additional comparison of differing theoretical approaches • Updated statistics on binge drinking and alcohol use • Transgender preschoolers’ challenges among teens and its effect on the brain • Mental health advantages of androgyny • New Figure 6-5 on binge drinking • More symptoms of autism spectrum disorder • Updated coverage of e-cigarettes • New statistics of family life demographics • New statistics on grade inflation • Success of immigrant children despite different parent- • New Figure 6-6 on child care choices ing styles • New Figure 6-8 on how teens prefer to communicate • New figure on child abuse with friends • Additional signs of child abuse • New statistics on social media use and video games • Revised discussion of screen time • Emerging adulthood • Video deficit hypothesis • Adolescent anxiety • Revised end-of-chapter summary to reflect new chap- • New statistics on suicide among adolescents ter opener • New Figure 6-9 on behavioral problems of teens in Chapter 5: Middle Childhood terms of time spent with parents • New From Research to Practice box on social comparison, • Revised obesity statistics self-­esteem, and social media • New Figure 5-1 on obesity rates in childhood • Cross-race friendships • Obesity demographics • Transgender and gender-fluid persons • Risk factors in asthma • New Figure 6-12 on teen pregnancy • Prevalence of asthma • Demographic differences in asthma Chapter 7: Early Adulthood • Updated material on cyber-safety • New learning objective relating to emerging adulthood • Prevalence of learning disabilities • Brain development in early adulthood • Theoretical perspectives: Explanatory theories of learn- • New recommendations for physical fitness ing disabilities • New Figure 7-1 on connection between fitness and longevity • Incidence of ADHD • New Figure 7-2 on obesity rates in the United States • New Figure 5-5 on bilingualism rates in the United States • Updated statistics on obesity • Cognitive advantages of bilingualism • New Figure 7-3 on obesity rates worldwide • Revised section with new support for code-based read- • More on cross-cultural differences in health beliefs ing instruction • Using mindfulness to reduce stress • New edition of WISC-V • New section comparing theories of post-formal think- • Individuals with Disabilities Education Act (IDEA) ing in adulthood • Categories of bullying • Additional creativity peaking examples • One-child policy in China and academic performance • Decline in flexibility in thinking relating to creativity

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• Updated statistics on college attendance • Lengthening telomeres • New Figure 7-6 on diversity increases in college attendance • New drug therapies for extending life • New Figure 7-7 on increase in students reporting prob- • New Figure 9-6 on longer life spans lems with anxiety, depression, and relationships • New Figure 9-10 on technology adoption in late • New statistics on support of gay marriage adulthood • Mother’s attachment style and parenting of infants • Socioemotional selectivity theory • New statistics on delay of marriage • Cost of nursing home care • New Figure 7-9 on rates of cohabitation • New Figure 9-12 on living arrangements in late • New Figure 7-10 on median age at first marriage adulthood • New divorce statistics • New Figure 9-13 on perceived benefits of growing older • New fertility rate statistics Chapter 10: Death and Dying • Millennial generation views of work • New material on emerging adulthood • New prologue on a good death • New Figure 7-14 on the gender gap in wages • Theoretical perspectives: Alternative theories on dying to that of Kübler-Ross Chapter 8: Middle Adulthood • Four-component theory of grieving • SES and health • New From Research to Practice box on grief after spouse death • Cause of death statistics • Professional mourners in China • New data on hormone replacement therapy • Displays of grief in Egypt • New Figure 8-5 on incidence of breast cancer • Additional ways of helping children deal with grief • Routine mammogram controversy • New statistics on assisted suicides and jurisdictions • Normative crises theories • Treatment of dying across cultures • Life events theories • Updated statistics on infant mortality in the United • Application of life events theories States and other countries • Updated divorce statistics • New Figure 10-4 on predictions of life span versus reality • Updated causes for divorce • Discussion of crisis intervention used for children who survived the Sandy Hook school shooting • Remarriage failure statistics • New Check Yourself question in module 10.3 • Stress from children returning compared to leaving during middle adulthood • Revised Summary • Rise in multigenerational families • New statistics on life expectancy A Final Note • Update on intimate partner violence I am excited about this new edition of Discovering the Life • Honor killings and spousal abuse Span. I believe its length, structure, and media and text in- tegration will help students learn the material in a highly • Revised leisure time statistics effective way. Just as important, I hope it will nurture an • Burnout on the job interest in the field that will last a lifetime. • Suicide and job loss Chapter 9: Late Adulthood Teaching and Learning Resources Discovering the Life Span is accompanied by a superb set of • New From Research to Practice box on cognitive skills teaching and learning materials. training in late adulthood • New Figure 9-1 on growing size of the late adulthood Revel ™ population Revel is an interactive learning environment that deeply • New data on leading causes of death in elderly people engages students and prepares them for class. Media and • New data on Alzheimer rates assessment integrated directly within the authors’ narrative • New Figure 9-3, data on vehicular crashes involving lets students read, explore interactive content, and practice older adults vs. teens in one continuous learning path. Thanks to the dynamic

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reading experience in Revel, students come to class pre- • PowerPoint Lecture Slides (ISBN: 9780135872222). The pared to discuss, apply, and learn from instructors and from PowerPoints provide an active format for presenting con- each other. cepts from each chapter and feature prominent figures Learn more about Revel and tables from the text. The PowerPoint Lecture Slides www.pearson.com/revel are available for download via the Pearson Instructor’s The fifth edition includes integrated videos and media Resource Center (www.pearsonhighered.com). content throughout, allowing students to explore topics • Video Enhanced Lecture PowerPoint Slides (ISBN: more deeply at the point of relevancy. Revel makes the 9780135872253). The lecture PowerPoint slides content come alive as students respond to “Myth or Truth” have been embedded with video, enabling instruc- and “Fun Facts and a Lie” interactives. Each chapter also in- tors to show videos within the context of their lecture. cludes at least one “Trending Topic” feature, which explores No Internet connection is required to play videos. cutting-edge research or current events. Available for download on the Instructor’s Resource Highly engaging interactives encourage student par- Center (www.pearsonhighered.com). ticipation. Interactive scenarios invite students into “choose • PowerPoint Slides for Photos, Figures, and Tables your own path”–type activities. Other interactives lead (ISBN: 9780135871881). These slides contain only them through how a health-care professional, counselor, the photos, figures, and line art from the textbook. teacher, or parent might react to a specific developmen- Available for download on the Instructor’s Resource tal situation or solve a problem. Students can also explore Center (www.pearsonhighered.com). interactive figures using drag-and-drop and predictive • Test Bank (ISBN: 9780135871843). For the fifth edi- graphing tools. tion, each question was checked to ensure that the cor- Each chapter includes a Thinking About the Data prompt, rect answer was marked and the page reference was which encourages the student to think about what is behind accurate. The test bank contains multiple-choice, true/ the data they see in graphs and tables using a data-driven false, and essay questions, each referenced to the rele- Social Explorer activity in Revel. vant page in the book and correlated to chapter learn- Finally, a set of carefully curated videos builds on text ing objectives. The test bank features the identification content, exploring developmental psychology from a vari- of each question as factual, conceptual, or applied and ety of perspectives, including a deeper look at diversity and also makes use of Bloom’s Taxonomy. Finally, each the latest in neuroscience. item is also identified in terms of difficulty level to Revel also offers the ability for students to assess their allow professors to customize their tests and ensure content mastery by taking multiple-choice quizzes that a balance of question types. Each chapter of the test offer instant feedback and by participating in a variety of item file begins with the Total Assessment Guide: writing assignments, such as peer-reviewed questions and an easy to reference grid that makes creating tests autograded assignments. easier by organizing the test questions by text section, MyVirtualLife integration enables students to apply question type, and whether it is factual, conceptual, developmental concepts in a simulated environment within or applied. The Test Bank is available for download their Revel™ course. MyVirtualLife is an interactive simu- via the Pearson Instructor’s Resource Center (www. lation that allows students to parent a child from birth to pearsonhighered.com). age 18, making decisions on the child’s behalf. Once the vir- tual child turns 18, the student user’s perspective flips for • MyTest (ISBN: 9780135872178). The test bank comes the second half of the program, which enables students to with the Pearson MyTest, a powerful assessment gen- live a simulated life and see the impact of their first-person eration program that helps instructors easily create decisions over the course of a lifetime. and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flex- Print and Media Supplements ibility and the ability to efficiently manage assessments • Instructor’s Resource Manual (ISBN: 9780135871904). anytime, anywhere. For more information, go to www. Designed to make your lectures more effective and save PearsonMyTest.com. you preparation time, this extensive resource gathers to- • Pearson Teaching Films Lifespan Development Video gether the most effective activities and strategies for teach- (ISBN: 0205656021). This video engages students and ing your course. The Instructor’s Resource Manual includes brings to life a wide range of topics spanning prenatal learning objectives, key terms and concepts, self-contained through the end of the life span. International videos lecture suggestions, and class activities for each chap- shot on location allow students to observe similarities ter. Available for download via the Pearson Instructor’s and differences in human development across various Resource Center (www.pearsonhighered.com). cultures.

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• Supplementary Texts. Contact your Pearson rep- Sally Archer, College of New Jersey resentative to package any of these supplementary Janet Arndt, Gordon College texts with Discovering the Life Span, Fifth Edition. Christine Bachman, University of Houston–Downtown • Current Directions in Developmental Psychology Harriet Bachner, Pittsburg State University (ISBN: 0205597505). Readings from the American Nannette Bagstad, Mayville State University Psychological Society. This exciting reader includes Jolly Bailey, Delaware Technical Community College more than 20 articles that have been carefully se- Mary Ballard, Appalachian State University lected for the undergraduate audience, and taken Michelle Bannoura, Hudson Valley Community College from the accessible Current Directions in Psychological Daniel Barajas, Community College of Denver Science journal. These timely, cutting-edge articles Ted Barker, Okaloosa-Walton College allow instructors to bring their students a real-world Catherine Barnard, Kalamazoo Valley Community College perspective about today’s most current and pressing Gena Barnhill, Lynchburg College issues in psychology. The journal is discounted when Sue Barrientos, Butler Community College packaged with this text for college adoptions. Sandra Barrueco, The Catholic University of America Carolyn Barry, Loyola College in Maryland • Twenty Studies That Revolutionized Child Chris Barry, University of Southern Mississippi Psychology by Wallace E. Dixon Jr. (ISBN: Robin Bartlett, Northern Kentucky University 0130415723). Presenting the seminal research stud- Shirley Bass-Wright, St. Philip’s College ies that have shaped modern developmental psy- Kellie Bassell, Palm Beach Community College chology, this brief text provides an overview of the Sherry Black, Western Nevada College environment that gave rise to each study, its experi- Bette Beane, University of North Carolina at Greensboro mental design, its findings, and its impact on current Heidi Beattie, Troy University thinking in the discipline. Dan Bellack, Trident Technical College • Human Development in Multicultural Contexts: Amy Bender, University of Milwaukee A Book of Readings (ISBN: 0130195235). Written Marshelle Bergstrom, University of Wisconsin–Oshkosh by Michele A. Paludi, this compilation of readings Doreen Berman, Queens College highlights cultural influences in developmental Debra Berrett, Solano Community College psychology. Irene Bersola-Nguyen, Sacramento State University • The Psychology Major: Careers and Strategies Wendy Bianchini, Montana State University for Success (ISBN: 0205684688). Written by Eric John Bicknell, Temple College Landrum (Idaho State University), Stephen Davis Robert Birkey, Goshen College (Emporia State University), and Terri Landrum Carol Bishop, Solano Community College (Idaho State University), this 160-page paperback Sherry Black, Western Nevada College provides valuable information on career options Angela Blankenship, Nash Community College available to psychology majors, tips for improving Cheryl Bluestone, Queensborough Community (CUNY) academic performance, and a guide to the APA style Judy Blumenthal, Montgomery College of research reporting. Tracie Blumentritt, University of Wisconsin–La Crosse Kathy Bobula, Clark College Acknowledgments Denise Ann Bodman, Arizona State University Kathleen Bonnelle, Lansing Community College I am grateful to the following reviewers who pro- Janet Boseovski, The University of North Carolina at vided a wealth of comments, constructive criticism, and Greensboro encouragement: Teri Bourdeau, University of Tulsa Lola Aagaard, Morehead State University Sarah Boysen, Ohio State University Glen Adams, Harding University Nicole Bragg, Mt. Hood Community College Sharron Adams, Wesleyan College Gregory Braswell, Illinois State University Carolyn Adams-Price, Mississippi State University Judith Breen, College of DuPage Leslie Adams Lariviere, Assumption College Alaina Brenick, University of Maryland Judi Addelston, Valencia Community College Jennifer Brennom, Kirkwood Community College Bill Anderson, Illinois State University Barbara Briscoe, Kapiolani Community College Carrie Andreoletti, Central Connecticut State University Caralee Bromme, San Joaquin Delta Community College Harold Andrews, Miami Dade College–Wolfson Betty Cecile Brookover, Xavier University of Louisiana Ivan Applebaum, Valencia Community College Veda Brown, Prairie View A&M University

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Janine Buckner, Seton Hall University Betsy Diver, Lake Superior College Sharon Burson, Temple College Delores Doench, Southwestern Community College Cathy Bush, Carson-Newman College Margaret Dombrowski, Harrisburg Area Community Jean Cahoon, Pitt Community College College–Lancaster Cheryl Camenzuli, Molloy College Heather Dore, Florida Community College at Jacksonville Angela Campbell, Harrisburg Area Community College Jackie Driskill, Texas Tech University Debb Campbell, College of the Sequoias Victor Duarte, North Idaho College Lillian Campbell, Humber College Susan Dubitsky, Florida International University Diane Caulfield, Honolulu Community College Shelley Dubkin-Lee, Oregon State University Rick Caulfield, University of Hawaii at Manoa Beryl Dunsmoir, Concordia University at Austin Lisa Caya, University of Wisconsin–La Crosse Paula Dupuy, University of Toledo Laura Chapin, Colorado State University Kathleen Dwinnells, Kent State University–Trumbull Jing Chen, Grand Valley State University Campus John Childers, East Carolina University Darlene Earley-Hereford Southern Union State Saundra Ciccarelli, Gulf Coast Community College ­Community College Diana Ciesko, Valencia Community College Y. van Ecke, College of Marin Cherie Clark, Queens University of Charlotte David Edgerly, Quincy University Wanda Clark, South Plains College Jean Egan, Asnuntuck Community College J. B. Clement, Daytona College Trish Ellerson, Miami University Kimberly Cobb, Edgecombe Community College Kelley Eltzroth, Mid-Michigan Community College Margaret Coberly, University of Hawaii–Windward Laurel End, Mount Mary College Lawrence Cohn, University of Texas at El Paso Dale Epstein, University of Maryland Barbara Connolly, University of Tennessee Health Diana Espinoza, Laredo Community College ­Sciences Center Melissa Essman, California State University, Fullerton Deborah Copeland, Palm Beach Community College Deborah Stipp, Ivy Tech Community College Kristi Cordell-McNulty, Angelo State University Jenni Fauchier, Metropolitan Community College Pam Costa, Tacoma Community College Nancy Feehan, University of San Francisco Ellen Cotter, Georgia Southwestern State University Jef Feldman, Los Angeles Pierce College Trina Cowan, Northwest Vista College Pamela Fergus, MCTC and IHCC Jodi Crane, Lindsey Wilson College Ric Ferraro, University of North Dakota Pat Crane, Santa Ana College Donna Fletcher, Florida State University Amanda Creel, Sowela Technical Community College Christine Floether, Centenary College Jeanne Cremeans, Hillsborough Community College June Foley, Clinton Community College Don Crews, Southwest Georgia Technical College Jeanene Ford, Holmes Community College Geraldine Curley, Bunker Hill Community College Lee Fournet, Central Arizona College Gregory Cutler, Bay de Noc Community College Jody Fournier, Capital University Chris Daddis, Ohio State University at Marion Tony Fowler, Florence-Darlington Technical College Anne Dailey, Community College of Allegheny County James Francis, San Jacinto College Billy Daley, Fort Hays State University Megan Fulcher, Washington and Lee University Dianne Daniels, University of North Carolina–Charlotte Inoke Funaki, Brigham Young University–Hawaii Karen Davis, Southwest Georgia Technical College Sonia Gaiane, Grossmont College Minca Davis Brantley, Miami Dade College Donna Gainer, Mississippi State University Dora Davison, Southern State Community College Teresa Galyean, Wytheville Community College Paul Dawson, Weber State University Mary Garcia-Lemus, California Polytechnic State Barbara DeFilippo, Lansing Community College ­University–San Luis Obispo Tara Dekkers, Northwestern College Laura Garofoli, Fitchburg State College J. DeSimone, William Paterson University Andy Gauler Florida, Community College at Jacksonville Michael Devoley, Montgomery College C. Ray Gentry, Lenior-Rhyne College David Devonis, Graceland University Jarilyn Gess, Minnesota State University Moorhead Ginger Dickson, University of Texas at El Paso Sharon Ghazarian, University of North Carolina at Trina Diehl, Northwest Vista College Greensboro Darryl Dietrich, The College of St. Scholastica Pam Gingold, Merced College Jennie Dilworth, Georgia Southern University Shery Ginn, Rowan Cabarrus Community College Stephanie Ding, Del Mar College Drusilla Glascoe, Salt Lake Community College

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Donna Goetz, Elmhurst College Sybillyn Jennings, Russell Sage College Rob Goralewicz, Dabney Lancaster Community College Daphne Johnson, Sam Houston State University Christina Gotowka, Tunxis Community College Margaret Johnson, Bridgewater State College Thomas Grady, Neosho County Community College Stephanie Johnson, Southeast Community College Donna Gray, Irvine Valley College Deborah Jones, Florida Community College Troianne Grayson, Florida Community College at Katherine Jones, Mississippi College ­Jacksonville–South Campus James Jordan, Lorain County Community College Jo Greathouse, Brazosport College Linda G. Jordan, Skagit Valley College Jerry Green, Tarrant County College Terri Joseph, Kent State University East Liverpool Janelle Grellner, University of Central Oklahoma Diana Joy, Community College of Denver Kristi Guest, University of Alabama–Birmingham Carl Jylland-Halverson, University of Saint Francis James Guinee, University of Central Arkansas Louise Kahn, University of New Mexico Jill Haasch, Glenville State College Susan Kamphaus, Tulsa Community College West Sharon Habermann, Providence Theological Seminary ­Campus Helen Hagens, Central Michigan University Richard Kandus, Mt. San Jacinto College Lisa Hager, Spring Hill College Paul Kaplan, SUNY at Stony Brook Carolyn Halliburton, Dallas Baptist University Michele Karpathian, Waynesburg College Sam Hardy, Brigham Young University Mark Kavanaugh, Kennebec Valley Community College Mark Harmon, Reedley College–North Centers Henry Keith, Delaware Technical & Community College Dyan W. Harper, University of Missouri–St. Louis Debbie Keller, College of the Ozarks Melody Harrington, St. Gregory’s University Jeffrey Kellogg, Marian College Nancy Hartshorne, Central Michigan University Colleen Kennedy, Roosevelt University Myra Harville, Holmes Community College Rosalie Kern, Michigan Tech University Loretta Hauxwell, McCook Community College Lisa Kiang, Wake Forest University Christina Hawkey, Arizona Western College Tim Killian, University of Arkansas Lora Haynes, University of Louisville William Kimberlin, Lorain County Community College Sam Heastie, Fayetteville State University April Kindrick, South Puget Sound Community College Patti Heer, Clarke College Michalene King, Kent State University at Tuscarawas Jessica Hehman, University of Redlands Jennifer King-Cooper, Sinclair Community College Steve Hendrix, James Sprunt Community College Kenyon Knapp, Troy University, Montgomery Campus Sarah Herald, Arizona State University Don Knox, Midwestern State University Mary Hetland, Minnesota State Community Larry Kollman, North Iowa Area Community College Carolyn Hildebrandt, University of Northern Iowa Leslee Koritzke, Los Angeles Trade Tech College Pamela Hill, San Antonio College Nicole Korzetz, Lee College Sharon Hogan, Cuyahoga Community College Holly Krogh, Mississippi University for Women Frank Holiwski, South Georgia College August Lageman, Virginia Intermont College Debra Hollister, Valencia Community College Carol Laman, Houston Community College Sachi Horback, Baltimore City Community College Warren Lambert, Somerset Community College Scott Horton, Mitchell College Jonathan Lang, Borough of Manhattan Community Julie Howard, Vanguard University College Herman Huber, College of Saint Elizabeth Rich Lanthier, George Washington University Martha Hubertz, Florida Atlantic University Leslie Lariviere, Adams Assumption Barbara Huff, Chandler Gilbert Community College Kara Larkan-Skinner, Amarillo College Heidi Humm, Mercy College Yvonne Larrier, Indiana University South Bend Bob Humphries, Walsh University Constance Larson, Northeast Community College David Hurford, Pittsburg State University Richard Lazere, Portland Community College MaryLu Hutchins, West Liberty State College Jennifer Leaver, Eastern Arizona College Cynthia Ingle, Bluegrass Community and Technical Maria LeBaron, Randolph Community College ­College Marilyn Lehmkuhl, Alexandria Technical College Nicolle Ionascu, Queen’s University Gary Leka, University of Texas–Pan American Jessica Jablonski, Richard Stockton College of New Jersey Diane Lemay, University of Maine at Augusta Sabra Jacobs, Big Sandy Community and Technical College Elizabeth Lemerise, Western Kentucky University Alisha Janowsky, University of Central Florida Cynthia Lepley, Thomas College Debbra Jennings, Richland College Norma Lestikow, Highland Community College

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Blue Levin, Ridge Community College David Nitzschke, Western Iowa Tech Community College Lawrence Lewis, Loyola University New Orleans Harriett Nordstrom, University of Michigan–Flint Mary B. Eberly Lewis, Oakland University Meghan Novy, Palomar College Linda Liptok, McIntosh Kent State University–Tuscarawas Elleen O’Brien, University of Maryland, Baltimore County Nancey Lobb, Alvin Community College Valerie O’Krent, California State University–Fullerton R. Martin Lobdell, Pierce College Shirley Ogletree, Texas State–San Marcos Janet Lohan, Washington State University Jennifer Oliver, Rockhurst University Don Lucas, Northwest Vista College Leanne Olson, Wisconsin Lutheran College Joe Lund, Taylor University Rose Olver, Amherst College Salvador Macias, University of South Carolina–Sumter Sharon Ota, Honolulu Community College Grace Malonai, Saint Mary’s College of California John Otey, Southern Arkansas University Donna Mantooth, Georgia Highlands College Karl Oyster, Tidewater Community College Deborah Marche, Van Glendale Community College Gwynne Pacheco, Hawaii Community College Rebecca Marcon, University of North Florida Roger Page, Ohio State University–Lima T. Darin Matthews, The Citadel Joseph Panza, Southern Connecticut State University Kelly McCabe, University of Mary Hardin-Baylor Jennifer Parker, University of South Carolina Upstate William McCracken, Delaware Technical & Brian Parry, San Juan College Community College Joan Paterna, Manchester Community College Jason McCoy, Cape Fear Community College Julie Patrick, West Virginia University Jim McDonald, California State University–Fresno Sue Pazynski, Glen Oaks Community College Cathy McElderry, University of Alabama–Birmingham Carola Pedreschi, Miami Dade College Jim McElhone, University of Texas of the Permian Basin Colleen Peltz, Iowa Lakes Community College Cathy McEvoy, University of South Florida John Phelan, Western Oklahoma State College Annie McManus, Parkland College at Jacksonville Peter Phipps, Dutchess Community College Courtney McManus, Colby Sawyer College Michelle Pilati, Rio Hondo College Tai McMiller, York Technical College Laura Pirazzi, San Jose State University Beth McNulty, Lake Sumter Community College Diane Pisacreta, St. Louis Community College Marcia McQuitty, Southwestern Theological Seminary Deanna Pledge, Stephens College Dixie Cranmer McReynolds, St. Vincent’s College Leslee Pollina, Southeast Missouri State University Joan Means, Solano Community College Yuly Pomares, Miami Dade College Omar Mendez, William Paterson University of Jean Poppei, The Sage Colleges/Russell Sage College New Jersey Lydia Powell, Vance-Granville Community College K. Mentink, Chippewa Valley Technical College Sherri Restauri, Jacksonville State University Peter Metzner, Vance Granville Community College Kate Rhodes, Dona Ana Community College LeeAnn Miner, Mount Vernon Nazarene University Shannon Rich, Texas Woman’s University Ellen Mink, Elizabethtown Community and Cynthia Riedi, Morrisville State College, Norwich Campus Technical ­College Laura Rieves, Tidewater Community College Michael Miranda, Kingsborough Community Vicki Ritts, St. Louis Community College–Meramec ­College (CUNY) Jane Roda, Penn State–Hazleton Campus Steve Mitchell, Somerset Community College Keith Rosenbaum, Dallas Baptist University Yvonne Montgomery, Langston University Karl Rosengren, University of Illinois at Urbana–Champaign Beverly Moore, Sullivan County Community College Renda Ross, Capital University Brad Morris, Grand Valley State University Willow Rossmiller, Montana State University–Great Falls Dolly Morris, University Alaska Fairbanks, TVC Campus College of Technology AudreyAnn C. Moses, Hampton University Melinda Rouse, Alamance Community College Jean Mosley, Oral Roberts University Marlo Rouse-Arnett, Georgia Southern Carol Mulling, Des Moines Area Community College Lisa Routh, Pikes Peak Community College Jeannette Murphey, Meridian Community College Loretta Rudd, Texas Tech University Sylvia Murray, University of South Carolina Upstate Robert Rycek, University of Nebraska at Kearney Ron Naramore, Angelina College Brooke Saathoff, Labette Community College Sandra Naumann, Delaware Technical Community College James Sapp, Kentucky Christian University Lisa Newell, Indiana University of Pennsylvania Marie Saracino, Stephen F. Austin State University Glenda Nichols, Tarrant County College–South Al Sarno, Hannibal-LaGrange College

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Patricia Sawyer, Middlesex Community College Barbara Townsend, Gannon University Linda Schaefer, Minot State University Jeannine Turner, Florida State University Troy Schiedenhelm, Rowan Cabarrus Community College Jeffrey Turner, Mitchell College Celeste Schneider, Saint Mary’s College Dave Urso, Lord Fairfax Community College Pamela Schuetze, Buffalo State College Cecelia Valrie, East Carolina University Joe Schuh, Northern Kentucky University Michael Vandehey, Midwestern State University Candace Schulenburg, Cape Cod Community College Marina Vera, Southwestern College Eric Seemann, University of Alabama–Huntsville Monica Vines, Central Oregon Community College Nancy Segal, California State University–Fullerton Steven Voss, Moberly Area Community College Sandy Sego, American International College John Wakefield, University of North Alabama Zewelanji Serpell, James Madison University Rebecca Walker-Sands, Central Oregon Community College Nitya Sethuraman, Indiana University James Wallace, St. Lawrence University Stacie Shaw, Presentation College–Fairmont Campus Todd Walter, D’Youville College Virginia Shipman, University of New Mexico Mark Wasicsko, Northern Kentucky University Beth Sigmon, Robeson Community College Debbie Watson, Shawnee State University Theresa Simantirakis, Wilbur Wright College Sheree Watson, University of Southern Mississippi Denise Simonsen, Fort Lewis College Nancy Wedeen, Los Angeles Valley College Julie Singer, University of Nevada, Reno Glenn Weisfeld, Wayne State University Peggy Skinner, South Plains College Orville Weiszhaar, Minneapolis Community and Tara Smith, Elizabethtown College Technical College Todd Smith, Lake Superior State University Lori Werdenschlag, Lyndon State College Jerry Snead, Coastal Carolina Community College Laurie Westcott, New Hampshire Community James Snowden, Midwestern State University Technical College Le’Ann Solmonson, Stephen F. Austin State University Linda Whitney, Houston Community College Northwest Brooke Spatta, Lynn University Robert Wiater, Bergen Community College Tracy Spinrad, School of Social and Family Dynamics Sharon Wiederstein, Blinn College Melinda Spohn, Spokane Falls Community College Vicki Will, Brescia University Jeannine Stamatakis, Lincoln University Jacqueline Williams, Moorpark College Richard States, Allegany College of Maryland June Williams, Southeastern Louisiana University Jill Steinberg, University of Wisconsin–Madison Kay Williams, Tidewater Community College Robby Stewart, Oakland University Patti Williams, Tidewater Community College Nancy Stinnett, University of Alabama Lois Willoughby, Miami Dade College Mary Hughes Stone, San Francisco State University Stephen Wills, Mercer University Terry Stone, University of Nebraska–Omaha Cynthia Wilson, University of South Julia Stork, Jefferson State Community College Alabama–Baldwin County Amy Strimling, Sacramento City College Christy Wolfe, University of Louisville Rose Suggett, Southeast Community College Peter Wooldridge, Durham Technical Community College Terre Sullivan, Chippewa Valley Technical College Shelly Wooldridge, University of Arkansas Community Cyril Svoboda, University of Maryland University College College at Batesville Peter Talty, Keuka College Bonnie Wright, Gardner-Webb University Amber Tatnall, SUNY Delhi Kent Yamauchi, Pasadena City College Becky Taylor, Texas Christian University Robin Yaure, Penn State Mont Alto Marianne Taylor, Pacific Lutheran University Ani Yazedjian, Texas State University–San Marcos Samuel Taylor, Tacoma Community College Mahbobeh Yektaparast, Central Piedmont Luis Terrazas, California State University–San Marcos Community College Thomas Thieman, College of St. Catherine Susan Zandrow, Bridgewater State College Linda EagleHeart Thomas, The University of Rowan Zeiss, Blue Ridge Community College Montana–COT Laura Zettel-Watson, California State Mojisola Tiamiyu, University of Toledo University–Fullerton Vicki Tinsley, Brescia University Elizabeth Zettler, Rellinger Illinois College Ed Titus, Troy University Ginny Zhan, Kennesaw State University Ivonne Tjoefat, Rochester Community & Technical College Ling-Yi Zhou, University of St. Francis Adrian Tomer, Shippensburg University Renee Zucchero, Xavier University

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Many others deserve a great deal of thanks. I am in- format of this book. Now Kelli Strieby has taken over, and debted to the numerous people who provided me with a she has brought creativity and a wealth of good ideas to the superb education, first at Wesleyan University and later project. Cathy Murphy, developmental editor on this edi- at the University of Wisconsin. Specifically, Karl Scheibe tion, did a superb job of providing thoughtful advice and played a pivotal role in my undergraduate education, and keeping on top of a myriad of details. On the production the late Vernon Allen acted as mentor and guide through end of things, project manager Valerie Iglar-Mobley helped my graduate years. It was in graduate school that I learned bring all aspects of the text together. Finally, I’d like to about development, being exposed to such experts as Ross thank (in advance) marketing manager Christopher Brown, Parke, Joel Levin, Herb Klausmeier, and many others. My on whose skills I’m counting. education continued when I became a professor. I am es- I also wish to acknowledge the members of my fam- pecially grateful to my colleagues at the University of ily, who play such an essential role in my life. My brother, Massachusetts, who make the university such a wonderful Michael, my sisters-in-law and brother-in-law, my nieces place in which to teach and do research. and nephews, all make up an important part of my life. In Several people played central roles in the development addition, I am always indebted to the older generation of my of this book. The thoughtful and creative Stephen Hupp and family, who led the way in a manner I can only hope to emu- Jeremy Jewell of Southern Illinois University–Edwardsville late. I will always be obligated to Harry Brochstein, Mary were partners in developing the Revel materials, and Vorwerk, and Ethel Radler. Most of all, the list is headed by their input was critical. John Bickford of the University my father, Saul Feldman, and my mother, Leah Brochstein. of Massachusetts Amherst provided important research In the end, it is my immediate family who deserve and editorial support, and I am thankful for his help and the greatest thanks. My son, Jon, his wife, Leigh, and my superb writing skills. I am also grateful to Christopher grandsons Alex and Miles; my son, Josh, his wife, Julie, and Poirier of Stonehill College, who produced the wonderful my granddaughters Naomi and Marina; and my daughter,­ Instructor Resource Manual and Test Bank that accompany Sarah, her husband, Jeff, and my granddaughters Lilia and Development Across the Life Span. Finally, Michelle Goncalves Rose, not only are nice, smart, and good-looking, but my was essential in juggling and coordinating the multiple as- pride and joy. And ultimately my wife, Katherine Vorwerk, pects of working on a project such as this, and I am very provides the love and grounding that makes everything grateful for the substantial role they played. worthwhile. I thank them, with all my love. I am also thankful to the superb Pearson team that was instrumental in the inception and development of this book. Robert S. Feldman Jeff Marshall, the original Executive Editor, conceived of the University of Massachusetts Amherst

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Robert S. Feldman is Professor more than 200 books, book chapters, and scientific articles. of Psychological and Brain He has edited Development of Nonverbal Behavior in Children Sciences and Senior Advisor and Applications of Nonverbal Behavioral Theory and Research to the Chancellor of the and co-edited Fundamentals of Nonverbal Behavior. He is also University of Massachusetts author of Development Across the Life Span, Understanding Amherst. He has also served Psychology, and P.O.W.E.R. Learning: Strategies for Success in as Dean of the College of College and Life. His books have been translated into many Social and Behavioral Scien­ languages, including Spanish, French, Portuguese, Dutch, ces, Interim Dean of the Chinese, Korean, German, Arabic, Tagalog, and Japanese, College of Education, and and more than 2.5 million students have used his textbooks. Deputy Chancellor of the Professor Feldman’s research interests include hon- University of Massachusetts. esty and deception in everyday life, work that he de- A recipient of the College Distinguished Teacher scribed in The Liar in Your Life, a trade book. His research Award, he teaches classes ranging in size from 10 to nearly has been supported by grants from the National Institute 500 students. During the course of more than two decades of Mental Health and the National Institute on Disabilities as a college instructor, he has taught both undergraduate and Rehabilitation Research. He is also past president and graduate courses at Mount Holyoke College, Wesleyan of the Federation of Associations in the Behavioral and University, and Virginia Commonwealth University in ad- Brain Sciences Foundation, an organization that pro- dition to the University of Massachusetts Amherst. motes the social sciences, a member of the Board of the A Fellow of the American Psychological Association, Social Psychology Network, and is Chair of the Board and American Association for the Advancement of Science, and Executive Committee of New England Public Media. the Association for Psychological Science, Professor Feldman Professor Feldman loves music, is an enthusiastic pia- received a B.A. with High Honors from Wesleyan University nist, and enjoys cooking and traveling. He has three ­children (and from which he received the Distinguished Alumni and six grandchildren. He and his wife, a ­psychologist, Award). He has an M.S. and Ph.D. from the University of live in western Massachusetts in a home overlooking the Wisconsin–Madison. He is a winner of a Fulbright Senior Holyoke Mountain Range. Research Scholar and Lecturer award, and he has written

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