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| To the Student | |
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| To the Instructor | |
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| Introduction | |
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| Basic Issues in the Study of Development | |
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| Perspectives on Development | |
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| Nature versus Nurture | |
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| Stages and Sequences | |
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| Internal and External Influences on Development | |
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| Research Report: How Do Behavior Geneticists Identify Genetic Effects? | |
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| The Ecological Perspective | |
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| Vulnerability and Resilience | |
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| Theories of Development | |
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| Psychoanalytic Theories | |
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| Cognitive-Developmental and Information-Processing Theories | |
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| Learning Theories | |
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| Comparing Theories | |
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| Finding the Answers: Research Designs and Methods | |
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| Relating Goals to Methods | |
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| Studying Age-Related Changes | |
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| Identifying Relationships between Variables | |
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| Cross-Cultural (or Cross-Context) Research | |
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| The Real World: Thinking Critically about Research | |
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| Research Ethics | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Beginnings of Life | |
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| Prenatal Development | |
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| Conception and Genetics | |
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| The Process of Conception | |
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| Research Report: Assisted Reproductive Technology | |
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| Genotypes, Phenotypes, and Patterns of Genetic Inheritance | |
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| Development from Conception to Birth | |
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| The Stages of Prenatal Development | |
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| Sex Differences in Prenatal Development | |
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| Prenatal Behavior | |
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| Problems in Prenatal Development | |
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| Genetic Disorders | |
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| Chromosomal Errors | |
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| The Real World: Fetal Assessment and Treatment | |
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| Teratogens: Maternal Diseases | |
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| Teratogens: Drugs | |
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| Other Teratogens and Maternal Factors | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Birth and Early Infancy | |
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| Birth | |
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| Birth Choices | |
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| The Process of Birth | |
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| Low Birth Weight | |
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| Behavior in Early Infancy | |
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| Reflexes and Behavioral States | |
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| Research Report: Variations in Infants' Cries | |
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| Physical and Cognitive Abilities | |
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| Temperament and Social Skills | |
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| Health and Wellness in Early Infancy | |
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| Nutrition, Health Care, and Immunizations | |
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| The Real World: Breast or Bottle? | |
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| Illnesses | |
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| Infant Mortality | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Physical Child | |
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| Physical Development | |
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| The Brain and Nervous System | |
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| Growth Spurts | |
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| Synaptic Development | |
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| Myelination | |
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| Lateralization | |
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| Bones, Muscles, and Motor Skills | |
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| Patterns of Change in Size and Shape | |
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| Bones | |
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| Muscles and Fat | |
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| Using the Body | |
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| The Endocrine and Reproductive Systems | |
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| Hormones | |
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| The Real World: Sports for Children | |
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| Sequence of Changes in Girls and Boys | |
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| The Timing of Puberty | |
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| Sexual Behavior in Adolescence | |
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| Prevalence of Sexual Behavior | |
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| Explaining Adolescent Sexual Behavior | |
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| Sexually Transmitted Diseases and Sex Education | |
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| Teenage Pregnancy | |
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| Homosexuality | |
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| Health and Wellness | |
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| Health in Childhood | |
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| Research Report: Child Abuse and Neglect | |
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| Adolescent Health | |
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| Poverty and Health | |
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| Mortality | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Perceptual Development | |
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| Thinking about Perceptual Development | |
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| Ways of Studying Early Perceptual Skills | |
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| Explanations of Perceptual Development | |
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| Sensory Skills | |
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| Seeing | |
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| Hearing and Other Senses | |
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| Perceptual Skills | |
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| Looking | |
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| Research Report: Langlois's Studies of Babies' Preferences for Attractive Faces | |
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| Listening | |
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| Combining Information from Several Senses | |
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| Ignoring Perceptual Information | |
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| Individual Differences in Perceptual Skills | |
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| The Object Concept | |
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| Object Perception | |
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| Object Permanence | |
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| Perception of Social Signals | |
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| Early Discrimination of Emotional Expressions | |
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| Cross-Cultural Commonalities and Variations | |
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| The Real World: Infant Responses to Maternal Depression | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Thinking Child | |
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| Cognitive Development I: Structure and Process | |
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| Piaget's Basic Ideas | |
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| Schemes | |
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| Assimilation and Accommodation | |
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| Equilibration | |
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| Causes of Cognitive Development | |
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| Infancy | |
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| Piaget's View of the Sensorimotor Period | |
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| Challenges to Piaget's View of Infancy | |
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| The Preschool Years | |
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| Piaget's View of the Preoperational Stage | |
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| Challenges to Piaget's View of Early Childhood | |
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| Theories of Mind | |
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| False Belief and Theory of Mind across Cultures | |
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| Alternative Theories of Early Childhood Thinking | |
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| The School-Aged Child | |
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| Piaget's View of Concrete Operations | |
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| A Different Approach to Concrete Operational Thought | |
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| Adolescence | |
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| Piaget's View of Formal Operations | |
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| Post-Piagetian Work on Adolescent Thought | |
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| Development of Information-Processing Skills | |
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| Research Report: Elkind's Adolescent Egocentrism | |
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| Changes in Processing Capacity and Efficiency | |
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| The Real World: The Child as Witness | |
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| Metamemory and Metacognition | |
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| Memory Strategies | |
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| Expertise | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Cognitive Development II: Individual Differences in Cognitive Abilities | |
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| Measuring Intellectual Power | |
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| The First IQ Tests | |
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| Modern IQ Tests | |
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| Stability of Test Scores | |
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| The Real World: Using Standardized Tests to Improve Schools | |
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| What IQ Scores Predict | |
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| Explaining Individual Differences in IQ Scores | |
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| Evidence for the Importance of Heredity | |
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| Evidence for the Importance of Environment | |
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| School Experience and Special Interventions | |
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| Interactions of Heredity and Environment | |
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| Explaining Group Differences in IQ or Achievement Test Scores | |
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| Racial Differences | |
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| Cross-Cultural Differences | |
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| Research Report: Stereotype Threat | |
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| Sex Differences | |
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| Alternative Views of Intelligence | |
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| Information-Processing Theory | |
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| Sternberg's Triarchic Theory of Intelligence | |
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| Gardner's Multiple Intelligences | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Development of Language | |
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| Before the First Word: The Prelinguistic Phase | |
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| Early Perception of Language | |
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| Early Sounds and Gestures | |
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| Receptive Language | |
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| Learning Words and Word Meanings | |
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| Characteristics of the First Words | |
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| The Naming Explosion | |
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| Later Word Learning | |
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| Extending the Class | |
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| Constraints on Word Learning | |
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| Learning the Rules: The Development of Grammar and Pragmatics | |
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| Holophrases | |
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| First Sentences | |
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| The Grammar Explosion | |
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| Later Grammar Learning | |
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| Pragmatics | |
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| Language and Self-Control | |
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| Explaining Language Development | |
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| Imitation and Reinforcement | |
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| Newer Environmental Theories | |
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| Nativist Theories | |
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| Constructivist Theories | |
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| An Eclectic Approach | |
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| Individual and Group Differences in Language Development | |
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| Differences in Rate | |
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| Cross-Cultural Differences in Language Development | |
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| Learning to Read and Write | |
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| The Early Foundation: Phonological Awareness | |
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| Research Report: African American Vernacular English | |
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| Becoming Literate in School | |
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| Learning a Second Language | |
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| The Real World: One Language or Two? | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Social Child | |
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| Personality Development: Alternative Views | |
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| Defining Personality | |
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| The Big Five | |
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| Links to Temperament | |
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| Dimensions of Temperament | |
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| Genetic and Biological Explanations of Personality | |
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| The Biological Argument | |
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| Critique of Biological Theories | |
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| Learning Explanations of Personality | |
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| The Learning Argument | |
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| The Real World: Role Models in Life and in the Media | |
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| Critique of Learning Models | |
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| Psychoanalytic Explanations of Personality | |
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| The Psychoanalytic Argument | |
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| Some Differences between Freud and Erikson | |
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| Freud's Psychosexual Stages | |
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| Erikson's Psychosocial Stages | |
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| Bowlby's Model of Attachment | |
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| Evidence and Applications | |
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| Research Report: Adoption and Development | |
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| Critique of Psychoanalytic Theories | |
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| A Possible Synthesis | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Concepts of Self, Gender, and Sex Roles | |
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| The Concept of Self | |
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| The Subjective Self | |
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| The Objective Self | |
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| The Emotional Self | |
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| Self-Concept at School Age | |
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| Self-Concept and Identity in Adolescence | |
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| Ethnic and Racial Identity in Adolescence | |
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| The Real World: Adolescent Rites of Passage | |
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| Self-Esteem | |
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| The Development of Self-Esteem | |
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| Consistency of Self-Esteem over Time | |
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| The Development of the Concepts of Gender and Sex Roles | |
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| Developmental Patterns | |
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| Research Report: A Troublesome Cluster of Traits | |
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| Sex-Role Concepts and Stereotypes | |
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| Explaining Sex-Role Development | |
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| Biological Approaches | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Development of Social Relationships | |
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| Relationships with Parents | |
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| Attachment Theory: Concepts and Terminology | |
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| The Parent's Bond to the Child | |
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| The Child's Attachment to the Parent | |
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| Parent-Child Relationships in Adolescence | |
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| Variations in the Quality of Attachments | |
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| Internal Working Models of Attachment | |
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| Secure and Insecure Attachments | |
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| Stability and Long-Term Consequences of Attachment Quality | |
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| Temperament and Attachment | |
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| Does Quality of Attachment Matter in Adulthood? | |
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| Relationships with Peers | |
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| Peer Relationships in Infancy and the Preschool Years | |
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| Peer Relationships at School Age | |
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| Social Status | |
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| Peer Relationships in Adolescence | |
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| Sibling Relationships | |
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| Behavior with Peers | |
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| Prosocial Behavior | |
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| The Real World: Rearing Helpful and Altruistic Children | |
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| Aggression | |
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| Research Report: Bullies and Victims | |
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| Trait Aggression | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Thinking about Relationships: Social-Cognitive and Moral Development | |
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| The Development of Social Cognition | |
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| Some General Principles and Issues | |
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| Describing Other People | |
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| The Real World: Learning and Unlearning Racial Prejudice | |
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| Reading Others' Feelings | |
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| Research Report: An Intervention to Increase Children's Emotional Competence | |
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| Describing Friendships | |
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| Understanding Rules and Intentions | |
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| Moral Development | |
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| Dimensions of Moral Development | |
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| Kohlberg's Stages of Moral Development | |
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| Causes and Consequences of Moral Development | |
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| Alternative Views | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| The Whole Child | |
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| The Ecology of Development: The Child within the Family System | |
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| Bronfenbrenner's Bioecological Approach | |
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| Dimensions of Family Interaction | |
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| The Emotional Tone of the Family | |
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| Methods of Control | |
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| Communication Patterns | |
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| Research Report: To Spank or Not to Spank? | |
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| Patterns of Child Rearing | |
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| Parenting Styles | |
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| A Research Example: The Work of Steinberg and Dornbusch | |
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| Racial and Ethnic Differences in Parenting Styles | |
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| Adding Up What Is Known about Parenting Style | |
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| Other Aspects of Family Dynamics | |
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| The Child's Characteristics | |
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| Differential Treatment of Siblings | |
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| The Parents' Characteristics | |
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| Family Structure, Divorce, and Parental Employment | |
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| Family Structure | |
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| Divorce | |
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| Understanding the Effects of Family Structure and Divorce | |
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| The Real World: When Divorce Is Unavoidable | |
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| Parents' Jobs | |
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| Social Support for Parents | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Beyond the Family: The Impact of the Broader Culture | |
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| Nonparental Care | |
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| Difficulties in Studying Nonparental Care | |
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| Who Is Taking Care of the Children? | |
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| Effects of Nonparental Care on Cognitive Development | |
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| Effects of Nonparental Care on Personality | |
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| Effects of Nonparental Care on Attachment | |
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| Interpreting Research on Nonparental Care | |
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| The Real World: Choosing a Day-Care Center | |
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| Before- and After-School Care | |
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| The Impact of Schools | |
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| Schooling and Cognitive Development | |
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| Fitting In and Adapting to School | |
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| School Transitions | |
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| Engagement in and Disengagement from Secondary School | |
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| Research Report: The Effects of Teenaged Employment | |
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| Homeschooling | |
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| The Impact of Entertainment Media | |
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| Effects of Television on Learning | |
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| Television and Aggression | |
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| Parents' Regulation of Television Viewing | |
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| The Effects of Video Games | |
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| Macrosystem Effects: The Impact of the Larger Culture | |
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| Economic Variations: Social Class and Poverty | |
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| Race and Ethnicity | |
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| The Culture as a Whole | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Atypical Development | |
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| Understanding Atypical Development | |
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| Developmental Psychopathology | |
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| Vulnerability and Resilience | |
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| Research Report: Why Are Boys More Vulnerable? | |
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| Types and Frequency of Problems | |
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| Attention Problems and Externalizing Problems | |
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| Attention Deficit Hyperactivity Disorder | |
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| The Real World: Knowing When to Seek Professional Help | |
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| Conduct Disorder | |
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| Internalizing Problems | |
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| Eating Disorders | |
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| Depression | |
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| Adolescent Suicide | |
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| Atypical Intellectual and Social Development | |
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| Mental Retardation | |
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| Learning Disabilities | |
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| Giftedness | |
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| Pervasive Developmental Disorders | |
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| Schooling for Atypical Children | |
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| Summary | |
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| Key Terms | |
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| See for Yourself | |
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| Epilogue: Putting It All Together: The Developing Child | |
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| Transitions, Consolidations, and Systems | |
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| From Birth to 18 Months | |
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| Central Processes | |
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| Influences on the Basic Processes | |
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| The Preschool Years | |
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| Central Processes | |
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| Influences on the Basic Processes | |
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| The Elementary School Years | |
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| The Transition between 5 and 7 | |
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| Central Processes | |
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| Influences on the Basic Processes: The Role of Culture | |
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| Adolescence | |
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| Early and Late Adolescence | |
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| Central Processes and Their Connections | |
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| Influences on the Basic Processes | |
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| A Return to Some Basic Questions | |
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| What Are the Major Influences on Development? | |
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| Does Timing Matter? | |
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| What Is the Nature of Developmental Change? | |
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| What Is the Significance of Individual Differences? | |
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| A Final Point: The Joy of Development | |
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| Glossary | |
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| References | |
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| Photo Credits | |
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| Name Index | |
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| Subject Index | |