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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 | |