To the Student | p. xviii |
To the Instructor | p. xx |
Foundations | |
Basic Concepts and Methods | p. 1 |
An Introduction to Human Development | p. 3 |
Key Issues in the Study of Human Development | p. 7 |
Research Designs and Methods | p. 12 |
Summary | p. 20 |
Key Terms | p. 21 |
Theories of Development | p. 22 |
Psychoanalytic Theories | p. 24 |
Learning Theories | p. 29 |
Cognitive Theories | p. 33 |
Current Trends | p. 38 |
Comparing Theories | p. 43 |
Summary | p. 45 |
Key Terms | p. 46 |
Prenatal Development and Birth | p. 47 |
Conception and Genetics | p. 49 |
Pregnancy and Prenatal Development | p. 54 |
Problems in Prenatal Development | p. 62 |
Birth and the Neonate | p. 72 |
Summary | p. 80 |
Key Terms | p. 81 |
Policy Question: Should Pregnant Women Who Use Illicit Drugs Be Prosecuted? | p. 82 |
Infancy and Early Childhood | |
Physical, Sensory, and Perceptual Development in Infancy | p. 84 |
Physical Changes | p. 86 |
Sensory Skills | p. 99 |
Perceptual Skills | p. 102 |
Summary | p. 110 |
Key Terms | p. 111 |
Cognitive Development in Infancy | p. 112 |
Cognitive Changes | p. 114 |
Learning, Categorizing, and Remembering | p. 121 |
The Beginnings of Language | p. 123 |
Measuring Intelligence in Infancy | p. 134 |
Summary | p. 135 |
Key Terms | p. 136 |
Social and Personality Development in Infancy | p. 137 |
Theories of Social and Personality Development | p. 139 |
Attachment | p. 141 |
Personality, Temperament, and Self-Concept | p. 150 |
Effects of Nonparental Care | p. 158 |
Summary | p. 162 |
Key Terms | p. 163 |
Physical and Cognitive Development in Early Childhood | p. 164 |
Physical Changes | p. 166 |
Cognitive Changes | p. 173 |
Changes in Language | p. 182 |
Differences in Intelligence | p. 185 |
Summary | p. 194 |
Key Terms | p. 194 |
Social and Personality Development in Early Childhood | p. 195 |
Theories of Social and Personality Development | p. 197 |
Family Relationships and Structure | p. 201 |
Peer Relationships | p. 212 |
Personality and Self-Concept | p. 217 |
The Gender Concept and Sex Roles | p. 220 |
Summary | p. 226 |
Key Terms | p. 227 |
Policy Question: "Deadbeat Dads": Irresponsible Parents or Political Scapegoats? | p. 228 |
Middle Childhood and Adolescence | |
Physical and Cognitive Development in Middle Childhood | p. 230 |
Physical Changes | p. 232 |
Cognitive Changes | p. 235 |
Schooling | p. 242 |
Children with Special Needs | p. 252 |
Summary | p. 256 |
Key Terms | p. 257 |
Social and Personality Development in Middle Childhood | p. 258 |
Theories of Social and Personality Development | p. 260 |
Dimensions of Moral Development | p. 261 |
Social Relationships | p. 265 |
Personality and Self-Concept | p. 275 |
Influences beyond Family and School | p. 280 |
Summary | p. 286 |
Key Terms | p. 287 |
Physical and Cognitive Development in Adolescence | p. 288 |
Physical Changes | p. 290 |
Adolescent Health | p. 295 |
Drugs, Alcohol, and Tobacco | p. 300 |
Changes in Thinking and Memory | p. 304 |
Schooling | p. 309 |
Summary | p. 315 |
Key Terms | p. 315 |
Social and Personality Development in Adolescence | p. 316 |
Theories of Social and Personality Development | p. 318 |
Self-Concept and Personality | p. 320 |
Social Relationships | p. 328 |
Moral Development | p. 335 |
Summary | p. 344 |
Key Terms | p. 345 |
Policy Question: Has Test-Based Reform Improved Schools in the United States? | p. 346 |
Early and Middle Adulthood | |
Physical and Cognitive Development in Early Adulthood | p. 348 |
Physical Functioning | p. 350 |
Health and Wellness | p. 358 |
Cognitive Changes | p. 367 |
Post-Secondary Education | p. 371 |
Summary | p. 377 |
Key Terms | p. 377 |
Social and Personality Development in Early Adulthood | p. 378 |
Theories of Social and Personality Development | p. 380 |
Intimate Relationships | p. 383 |
Parenthood and Other Relationships | p. 390 |
The Role of Worker | p. 396 |
Summary | p. 403 |
Key Terms | p. 403 |
Physical and Cognitive Development in Middle Adulthood | p. 404 |
Physical Changes | p. 406 |
Health and Wellness | p. 413 |
Cognitive Functioning | p. 422 |
Summary | p. 429 |
Key Terms | p. 430 |
Social and Personality Development in Middle Adulthood | p. 431 |
Theories of Social and Personality Development | p. 433 |
Changes in Relationships and Personality | p. 436 |
Mid-Life Career Issues | p. 447 |
Summary | p. 453 |
Key Terms | p. 453 |
Policy Question: What Types of Couples Should Be Sanctioned by Society? | p. 454 |
Late Adulthood and the End of Life | |
Physical and Cognitive Development in Late Adulthood | p. 456 |
Variability in Late Adulthood | p. 458 |
Physical Changes | p. 465 |
Mental Health | p. 472 |
Cognitive Changes | p. 480 |
Summary | p. 484 |
Key Terms | p. 484 |
Social and Personality Development in Late Adulthood | p. 485 |
Theories of Social and Personality Development | p. 487 |
Individual Differences | p. 489 |
Social Relationships | p. 494 |
Career Issues in Late Life | p. 504 |
Summary | p. 511 |
Key Terms | p. 511 |
Policy Question: How Should Stem Cell Research Be Funded and Regulated? | p. 512 |
Death, Dying, and Bereavement | p. 514 |
The Experience of Death | p. 516 |
The Meaning of Death across the Lifespan | p. 519 |
The Process of Dying | p. 525 |
The Experience of Grieving | p. 530 |
Theoretical Perspectives on Grieving | p. 536 |
Summary | p. 540 |
Key Terms | p. 541 |
Policy Question: Do People Have a Right to Die? | p. 542 |
References | p. 545 |
Glossary | p. 607 |
Name Index | p. 615 |
Subject Index | p. 641 |
Parctice Tests | p. 1 |
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