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| An Orientation to Lifespan Development | |
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| Genetics, Prenatal Development, and Birth | |
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| Physical Growth and Aging Across the Life Span | |
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| Health and Wellness | |
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| Cognitive Growth: Piaget and Vygotsky | |
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| Cognitive Growth: Information Processing Approaches | |
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| Language Development | |
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| Intelligence | |
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| Social and Emotional Development | |
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| Development of the Self | |
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| Moral Development and Aggression | |
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| Gender and Sexuality | |
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| Friends and Family | |
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| Schooling, Culture, and Society: Living in a Multicultural World | |
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| Death and Dying | |
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| An Orientation to Lifespan Development | |
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| Determining the Nature--and Nurture--of Lifespan Development | |
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| Key Debates in Lifespan Development | |
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| Theoretical Perspectives on Lifespan Development | |
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| Research Methods | |
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| Genetics, Prenatal Development, and Birth | |
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| Earliest Development and the Foundations of Genetics | |
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| Genetic Counseling: Predicting the Future from the Genes of the Present | |
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| The Interaction of Heredity and Environment | |
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| Prenatal Growth and Birth | |
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| Physical Growth and Aging Across the Life Span | |
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| Physical Growth and Change | |
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| Brain Growth and Motor Development | |
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| Perceptual Development | |
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| Health and Wellness | |
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| Stress and Coping | |
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| Illness and Well-Being | |
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| Promoting Health and Wellness | |
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| Cognitive Growth: Piaget and Vygotsky | |
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| Piaget's Approach to Cognitive Development | |
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| Appraising Piaget: Support, Challenges, and Alternatives | |
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| Vygotsky's View of Cognitive Development: Taking Culture into Account | |
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| Cognitive Growth: Information Processing Approaches | |
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| The Basics of Information Processing | |
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| Attention and Memory | |
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| Applying Information Processing Approaches | |
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| Language Development | |
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| The Course of Language Development | |
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| The Origins of Language Development | |
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| Children's Conversations:Speaking to and with Children | |
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| Intelligence | |
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| Intelligence: Determining Individual Strengths | |
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| Controversies Involving Intelligence | |
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| Intellectual Deficits and the Intellectually Gifted | |
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| Social and Emotional Development | |
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| Forging Early Social Relationships | |
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| Emotional Development | |
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| Personality Development across the Life Span | |
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| Development of the Self | |
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| The Development of the Self | |
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| Evaluating the Self | |
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| Picking an Occupation: Choosing Life's Work | |
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| Moral Development and Aggression | |
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| Developing Morality: Following Society's Rights and Wrongs | |
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| Values, Religion, and Spirituality: Focusing on the Meaning of Life | |
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| Aggression and Violence | |
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| Gender and Sexuality | |
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| Gender: Why Do Boys Wear Blue and Girls Wear Pink? | |
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| Sexual Maturation and Sexuality | |
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| Relationships | |
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| Friends and Family | |
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| Social Relationships Across the Life Span | |
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| Family Life | |
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| Family Ties in Middle and Late Adulthood | |
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| Schooling, Culture, and Society: Living in a Multicultural World | |
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| Schooling Throughout the Life Span | |
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| Leisure | |
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| Living in a Multicultural World | |
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| Death and Dying | |
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| Death and Dying across the Life Span | |
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| Confronting Death | |
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| Grief and Bereavement | |