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| The Beginnings | |
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| Introduction | |
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| Studying the Life Span: Five Characteristics | |
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| A Case to Study: "This Sense of Liberation" | |
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| In Person: My Nephew David | |
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| Developmental Study as a Science | |
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| Studying Changes over Time | |
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| Ethics and Science | |
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| Theories of Development | |
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| What Theories Do | |
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| Grand Theories | |
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| Thinking Like a Scientist: What Is a Mother For? | |
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| Emergent Theories | |
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| In Person: My Beautiful, Hairless Babies | |
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| What Theories Can Contribute | |
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| Heredity and Environment | |
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| The Genetic Code | |
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| Changing Policy: Too Many Boys? Too Many Girls? | |
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| Thinking Like a Scientist: The Human Genome Project | |
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| From Genotype to Phenotype | |
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| Chromosomal and Genetic Abnormalities | |
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| A Case to Study: What Do People Live to Do? | |
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| Changing Policy: Decisions and Values | |
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| Prenatal Development and Birth | |
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| From Zygote to Newborn | |
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| Risk Reduction | |
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| Changing Policy: AIDS and Alcohol as Teratogens | |
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| The Birth Process | |
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| The First Two Years: Infants and Toddlers | |
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| The First Two Years: Biosocial Development | |
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| Body Changes | |
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| A Case to Study: Toni's Well-Child Visit | |
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| Early Brain Development | |
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| Thinking Like a Scientist: Plasticity and Young Orphans | |
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| The Senses and Motor Skills | |
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| In Person: the Normal Berger Daughters | |
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| Public Health Measures | |
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| The First Two Years: Cognitive Development | |
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| Sensorimotor Intelligence | |
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| Thinking Like a Scientist: Object Permanence Revisited | |
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| Information Processing | |
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| Language: What Develops in Two Years? | |
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| The First Two Years: Psychosocial Development | |
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| A Case to Study: Parents on Autopilot | |
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| Theories About Early Psychosocial Development | |
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| Emotional Development | |
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| The Development of Social Bonds | |
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| Conclusions in Theory and Practice | |
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| The Play Years | |
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| The Play Years: Biosocial Development | |
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| Body and Brain | |
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| Motor Skills and Avoidable Injuries | |
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| Changing Policy: Fences All Around the Pool | |
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| Child Maltreatment | |
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| A Case to Study: The Neglect of Neglect: A 2-Year-Old Boy | |
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| The Play Years: Cognitive Development | |
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| How Children Think: Piaget and Vygotsky | |
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| Language | |
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| In Person: Fast Mapping: Mommy the Brat | |
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| Early-Childhood Education | |
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| The Play Years: Psychosocial Development | |
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| Emotional Development | |
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| Parenting Patterns | |
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| Boy or Girl: So What? | |
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| In Person: Berger and Freud | |
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| The School Years | |
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| The School Years: Biosocial Development | |
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| In Person: Two Children of Mexican Heritage in California | |
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| A Healthy Time | |
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| Brain Development | |
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| Children with Special Needs | |
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| A Case to Study: Billy: Dynamo or Dynamite? | |
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| The School Years: Cognitive Development | |
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| Building on Piaget and Vygotsky | |
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| Information Processing | |
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| Teaching and Learning | |
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| Thinking Like a Scientist: How Does Class Size Affect Learning? | |
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| The School Years: Psychosocial Development | |
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| The Child's Emotions and Concerns | |
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| The Peer Group | |
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| Thinking Like a Scientist: Intervention to Stop Bullying: Impossible? | |
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| Families and Children | |
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| Coping with Problems | |
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| Adolescence | |
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| Adolescence: Biosocial Development | |
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| Puberty Begins | |
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| Hazards to Health | |
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| Changing Policy: Postponing Teenage Drug Experimentation | |
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| Adolescence: Cognitive Development | |
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| Intellectual Advances | |
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| Thinking Like a Scientist: Piaget's Balance Experiment | |
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| Adolescent Decision Making | |
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| Adolescence: Psychosocial Development | |
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| The Self and Identity | |
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| Sadness and Anger | |
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| Family and Friends | |
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| In Person: Talking to My Children About Marriage and Parenthood | |
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| Conclusion | |
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| Early Adulthood | |
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| Early Adulthood: Biosocial Development | |
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| Growth, Strength, and Health | |
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| Emotional Problems in Early Adulthood | |
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| A Case to Study: Julia Again: "Too Thin, As If That's Possible" | |
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| Early Adulthood: Cognitive Development | |
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| Postformal Thought | |
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| Thinking Like a Scientist: Reducing Stereotype Threat | |
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| Adult Moral Reasoning | |
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| In Person: Faith and Tolerance | |
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| Cognitive Growth and Higher Education | |
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| In Person: A Dialectical View of Cheating | |
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| Early Adulthood: Psychosocial Development | |
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| Theories of Adulthood | |
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| A Case to Study: Linda: "Her Major Issues Were Relationships and Career" | |
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| Intimacy | |
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| In Person: Romance and Reality: Changing Expectations | |
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| Generativity | |
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| A Case to Study: Linda: "A Much Sturdier Self" | |
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| Middle Adulthood | |
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| Middle Adulthood: Biosocial Development | |
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| Primary and Secondary Aging | |
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| Measuring Health | |
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| Health Habits Through the Years | |
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| Thinking Like a Scientist: World Health and the Tragedy of the Commons | |
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| Ethnic Variations in Health | |
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| Middle Adulthood: Cognitive Development | |
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| What Is Intelligence? | |
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| Thinking Like a Scientist: Case by Case | |
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| Selective Gains and Losses | |
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| In Person: An Experienced Parent | |
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| A Case to Study: "Men Come and Go" | |
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| Middle Adulthood: Psychosocial Development | |
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| Personality Throughout Adulthood | |
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| Family Relationships in Midlife | |
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| Work in Middle Adulthood | |
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| Changing Policy: Income and Age | |
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| Late Adulthood | |
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| Late Adulthood: Biosocial Development | |
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| Prejudice and Predictions | |
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| Primary Aging in Late Adulthood | |
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| Theories of Aging | |
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| The Centenarians | |
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| Late Adulthood: Cognitive Development | |
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| Changes in Information Processing | |
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| Reasons for Age-Related Changes | |
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| Thinking Like a Scientist: Neuroscience and Brain Activity | |
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| Dementia | |
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| New Cognitive Development in Later Life | |
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| Late Adulthood: Psychosocial Development | |
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| Theories of Late Adulthood | |
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| A Case to Study: Mrs. Edwards, Doing Just Fine | |
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| Keeping Active | |
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| The Social Convoy | |
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| The Frail Elderly | |
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| Changing Policy: Between Fragile and Frail: Protective Buffers | |
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| Epilogue: Death and Dying | |
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| Deciding How to Die | |
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| Medical Professionals | |
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| Legal Preparations | |
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| Preparing for Death | |
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| Avoiding Despair | |
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| A Case to Study: "Ask My Son and My Husband" | |
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| Cultural Variations | |
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| Coping with Bereavement | |
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| Forms of Sorrow | |
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| Contemporary Challenges | |
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| Responses to Bereavement | |
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| Conclusion | |
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| Supplemental Charts, Graphs, and Tables | |
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| More About Research Methods | |
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| Suggestions for Research Assignments | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |