EssEntials of Life-Span DeveLopment
FiFth Edition
John W. Santrock
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Essen t i a l s o f L i fe -Span Deve lopmen t
f i f t h e d i t i o n
John W. Santrock University of Texas at Dallas
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ESSENTIALS OF LIFE-SPAN DEVELOPMENT, FIFTH EDITION
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Santrock, John W., author. Essentials of life-span development / John W. Santrock, University of Texas at Dallas. Fifth Edition. | New York : McGraw-Hill Education, 2018. | Revised edition of the author’s Essentials of life-span development, [2016] LCCN 2016038147 | ISBN 9781259708794 (alk. paper) | ISBN 1259708799 (alk. paper) LCSH: Developmental psychology. LCC BF713 .S256 2016b | DDC 155—dc23 LC record available at https://lccn.loc.gov/2016038147
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iii
Brief Contents
1 Introduction 1
2 Biological Beginnings 35
3 Physical and Cognitive Development in Infancy 74
4 Socioemotional Development in Infancy 112
5 Physical and Cognitive Development in Early Childhood 137
6 Socioemotional Development in Early Childhood 165
7 Physical and Cognitive Development in Middle and Late Childhood 193
8 Socioemotional Development in Middle and Late Childhood 222
9 Physical and Cognitive Development in Adolescence 253
10 Socioemotional Development in Adolescence 277
11 Physical and Cognitive Development in Early Adulthood 299
12 Socioemotional Development in Early Adulthood 319
13 Physical and Cognitive Development in Middle Adulthood 336
14 Socioemotional Development in Middle Adulthood 354
15 Physical and Cognitive Development in Late Adulthood 369
16 Socioemotional Development in Late Adulthood 397
17 Death, Dying, and Grieving 413
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iv
Contents
1 Introduction 1 Stories of Life-Span Development: How Did Ted
Kaczynski Become Ted Kaczynski and
Alice Walker Become Alice Walker? 1
The Life-Span Perspective 2 The Importance of Studying Life-Span Development 3
Characteristics of the Life-Span Perspective 3
Contemporary Concerns in Life-Span Development 6
Luis Vargas, Child Clinical Psychologist 7
The Nature of Development 10 Biological, Cognitive, and Socioemotional Processes 10
Periods of Development 11
Conceptions of Age 12
Developmental Issues 14
Theories of Development 16 Psychoanalytic Theories 17
Cognitive Theories 19
Behavioral and Social Cognitive Theories 21
Ethological Theory 23
Ecological Theory 23
An Eclectic Theoretical Orientation 25
Research in Life-Span Development 26 Methods for Collecting Data 26
Research Designs 28
Time Span of Research 30
Conducting Ethical Research 32
Summary 33 Key Terms 34
2 Biological Beginnings 35 Stories of Life-Span Development:
The Jim and Jim Twins 35
The Evolutionary Perspective 36 Natural Selection and Adaptive Behavior 36
Evolutionary Psychology 37
Genetic Foundations of Development 38 Genes and Chromosomes 40
Genetic Principles 42
Chromosome and Gene-Linked Abnormalities 42
Holly Ishmael, Genetic Counselor 45 The Interaction of Heredity and Environment: The Nature-Nurture Debate 46
Behavior Genetics 46
Heredity-Environment Correlations 46
The Epigenetic View and Gene × Environment (G × E) Interaction 47
Conclusions About Heredity-Environment Interaction 48
Prenatal Development 49 The Course of Prenatal Development 49
Prenatal Tests 53
Infertility and Reproductive Technology 55
Hazards to Prenatal Development 55
Prenatal Care 62
Birth and the Postpartum Period 63 The Birth Process 64
The Transition from Fetus to Newborn 67
Linda Pugh, Perinatal Nurse 67
Low Birth Weight and Preterm Infants 68
Bonding 70
The Postpartum Period 71
Summary 72 Key Terms 73
3 Physical and Cognitive Development in Infancy 74 Stories of Life-Span Development: Newborn Babies in
Ghana and Nigeria 74
Physical Growth and Development in Infancy 75 Patterns of Growth 75
Height and Weight 76
The Brain 76
Sleep 80
Nutrition 82
T. Berry Brazelton, Pediatrician 83 Motor Development 84 Dynamic Systems Theory 84
Reflexes 85
Gross Motor Skills 86
Fine Motor Skills 88
Sensory and Perceptual Development 89 Exploring Sensory and Perceptual Development 89
Visual Perception 91
Other Senses 92
Intermodal Perception 94
Nature, Nurture, and Perceptual Development 95
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Perceptual Motor Coupling 96
Cognitive Development 96 Piaget’s Theory 96
Learning, Remembering, and Conceptualizing 99
Language Development 103 Defining Language 104
How Language Develops 104
Biological and Environmental Influences 106
Summary 110 Key Terms 111
4 Socioemotional Development in Infancy 112 Stories of Life-Span Development:
Darius and His Father 112
Emotional and Personality Development 113 Emotional Development 113
Temperament 117
Personality Development 121
Social Orientation and Attachment 123 Social Orientation and Understanding 123
Attachment 124
Social Contexts 129 The Family 129
Child Care 132
Wanda Mitchell, Child-Care
Director 134
Summary 136 Key Terms 136
5 Physical and Cognitive Development in Early Childhood 137 Stories of Life-Span Development:
Reggio Emilia’s Children 137
Physical Changes 138 Body Growth and Change 138
The Brain 139
Motor Development 139
Nutrition and Exercise 140
Illness and Death 143
Cognitive Changes 144 Piaget’s Preoperational Stage 144
Vygotsky’s Theory 146
Information Processing 150
Helen Hadani, Developmental Psychologist, Toy Designer,
and Associate Director of Research for the Center for
Childhood Creativity 155
Language Development 157 Understanding Phonology and Morphology 157
Changes in Syntax and Semantics 158
Advances in Pragmatics 159
Young Children’s Literacy 159
Early Childhood Education 160 Variations in Early Childhood Education 160
Education for Young Children Who Are Disadvantaged 161
Yolanda Garcia, Director of Children’s Services,
Head Start 162
Controversies in Early Childhood Education 163
Summary 164 Key Terms 164
6 Socioemotional Development in Early Childhood 165 Stories of Life-Span Development: Nurturing
Socioemotional Development 165
Emotional and Personality Development 166 The Self 166
Emotional Development 168
Moral Development 169
Gender 172
Families 174 Parenting 174
Darla Botkin, Marriage and Family Therapist 178
Child Maltreatment 179
Sibling Relationships and Birth Order 180
The Changing Family in a Changing Society 182
Peer Relations, Play, and Media/ Screen Time 187 Peer Relations 187
Play 188
Media and Screen Time 190
Summary 192 Key Terms 192
7 Physical and Cognitive Development in Middle and Late Childhood 193 Stories of Life-Span Development: Angie and
Her Weight 193
Physical Changes and Health 194 Body Growth and Change 194
The Brain 194
Motor Development 195
Exercise 195
Health, Illness, and Disease 196
Sharon McLeod, Child Life Specialist 197 Children with Disabilities 198 The Scope of Disabilities 198
Educational Issues 201
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Cognitive Changes 202 Piaget’s Cognitive Developmental Theory 202
Information Processing 204
Intelligence 209
Language Development 217 Vocabulary, Grammar, and Metalinguistic Awareness 217
Reading 218
Second-Language Learning and Bilingualism 219
Summary 221 Key Terms 221
8 Socioemotional Development in Middle and Late Childhood 222 Stories of Life-Span Development: Learning in
Troubled Schools 222
Emotional and Personality Development 223 The Self 223
Emotional Development 226
Moral Development 228
Gender 233
Families 237 Developmental Changes in Parent-Child Relationships 237
Parents as Managers 238
Attachment 238
Stepfamilies 238
Peers 239 Developmental Changes 240
Peer Status 240
Social Cognition 241
Bullying 241
Friends 243
Schools 243 Contemporary Approaches to Student Learning 244
Every Student Succeeds Act (ESSA) 245
Socioeconomic Status, Ethnicity, and Culture 246
James Comer, Child Psychiatrist 248 Summary 251 Key Terms 252
9 Physical and Cognitive Development in Adolescence 253 Stories of Life-Span Development: Annie, Arnie, and
Katie 253
The Nature of Adolescence 254 Physical Changes 255 Puberty 255
The Brain 257
Adolescent Sexuality 259
Lynn Blankinship, Family and Consumer
Science Educator 263 Adolescent Health 264 Nutrition and Exercise 264
Sleep Patterns 265
Leading Causes of Death in
Adolescence 266
Substance Use and Abuse 266
Eating Disorders 268
Adolescent Cognition 269 Piaget’s Theory 269
Adolescent Egocentrism 271
Information Processing 271
Schools 273 The Transition to Middle or Junior High School 273
Effective Schools for Young Adolescents 273
High School 274
Service Learning 275
Summary 276 Key Terms 276
10 Socioemotional Development in Adolescence 277 Stories of Life-Span Development: Jewel Cash, Teen
Dynamo 277
Identity 278 What Is Identity? 278
Erikson’s View 279
Developmental Changes 279
Ethnic Identity 281
Families 282 Parental Management and Monitoring 282
Autonomy and Attachment 282
Parent-Adolescent Conflict 284
Peers 285 Friendships 285
Peer Groups 286
Dating and Romantic Relationships 287
Culture and Adolescent Development 288 Cross-Cultural Comparisons 289
Ethnicity 290
The Media 292
Adolescent Problems 293 Juvenile Delinquency 293
Rodney Hammond, Health Psychologist 295
Depression and Suicide 295
The Interrelation of Problems and Successful Prevention/
Intervention Programs 297
Summary 298 Key Terms 298
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11 Physical and Cognitive Development in Early Adulthood 299 Stories of Life-Span Development: Dave Eggers,
Pursuing a Career in the Face of Stress 299
The Transition from Adolescence to Adulthood 300 Becoming an Adult 300
The Transition from High School to College 301
Grace Leaf, College/Career Counselor and College
Administrator 302 Physical Development 302 Physical Performance and Development 302
Health 303
Sexuality 307 Sexual Activity in Emerging Adulthood 307
Sexual Orientation and Behavior 307
Sexually Transmitted Infections 310
Cognitive Development 311 Cognitive Stages 311
Creativity 312
Careers and Work 313 Careers 314
Work 315
Summary 318 Key Terms 318
12 Socioemotional Development in Early Adulthood 319 Stories of Life-Span Development: Gwenna’s Pursuit and
Greg’s Lack of Commitment 319
Stability and Change from Childhood to Adulthood 320 Love and Close Relationships 322 Intimacy 322
Friendship 323
Romantic and Affectionate
Love 323
Consummate Love 324
Adult Lifestyles 325 Single Adults 325
Cohabiting Adults 325
Married Adults 326
Divorced Adults 329
Remarried Adults 330
Gay and Lesbian Adults 330
Challenges in Marriage, Parenting, and Divorce 331 Making Marriage Work 331
Becoming a Parent 332
Janis Keyser, Parent Educator 333
Dealing with Divorce 334
Summary 335 Key Terms 335
13 Physical and Cognitive Development in Middle Adulthood 336 Stories of Life-Span Development:
Changing Perceptions of Time 336
The Nature of Middle Adulthood 337 Changing Midlife 337
Defining Middle Adulthood 338
Physical Development 338 Physical Changes 338
Health and Disease 341
Mortality Rates 342
Sexuality 342
Cognitive Development 345 Intelligence 345
Information Processing 347
Careers, Work, and Leisure 348 Work in Midlife 348
Career Challenges and Changes 349
Leisure 350
Religion and Meaning in Life 350 Religion and Adult Lives 351
Religion and Health 351
Gabriel Dy-Liacco, University Professor and
Pastoral Counselor 352
Meaning in Life 352
Summary 353 Key Terms 353
14 Socioemotional Development in Middle Adulthood 354 Stories of Life-Span Development: Sarah and Wanda,
Middle-Age Variations 354
Personality Theories and Development 355 Adult Stage Theories 355
The Life-Events Approach 357
Stress and Personal Control in Midlife 358
Stability and Change 359 Longitudinal Studies 359
Conclusions 362
Close Relationships 362 Love and Marriage at Midlife 363
The Empty Nest and Its Refilling 364
Sibling Relationships and Friendships 365
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Grandparenting 365
Intergenerational Relationships 366
Summary 368 Key Terms 368
15 Physical and Cognitive Development in Late Adulthood 369 Stories of Life-Span Development: Learning to Age
Successfully 369
Longevity, Biological Aging, and Physical Development 370 Longevity 370
Biological Theories of Aging 372
The Aging Brain 375
Physical Development 377
Sexuality 379
Health 380 Health Problems 380
Exercise, Nutrition, and Weight 381
Health Treatment 383
Sarah Kagan, Geriatric Nurse 384 Cognitive Functioning 384 Multidimensionality and Multidirectionality 384
Use It or Lose It 388
Training Cognitive Skills 388
Cognitive Neuroscience and Aging 390
Work and Retirement 391 Work 391
Adjustment to Retirement 392
Mental Health 392 Dementia and Alzheimer Disease 393
Parkinson Disease 395
Summary 396 Key Terms 396
16 Socioemotional Development in Late Adulthood 397 Stories of Life-Span Development: Bob Cousy,
Adapting to Life as an Older Adult 397
Theories of Socioemotional Development 398 Erikson’s Theory 398
Activity Theory 399
Socioemotional Selectivity Theory 400
Selective Optimization with Compensation Theory 401
Personality and Society 402 Personality 402
Older Adults in Society 402
Families and Social Relationships 404
Lifestyle Diversity 404
Attachment 406
Older Adult Parents and Their Adult Children 406
Friendship 407
Social Support and Social Integration 407
Altruism and Volunteerism 408
Ethnicity, Gender, and Culture 409 Ethnicity 409
Norma Thomas, Social Work Professor and
Administrator 409 Gender 410
Culture 410
Successful Aging 410 Summary 412 Key Terms 412
17 Death, Dying, and Grieving 413 Stories of Life-Span Development: Paige Farley-Hackel
and Ruth McCourt, 9/11/2001 413
Defining Death and Life/Death Issues 414 Determining Death 414
Decisions Regarding Life, Death, and Health Care 414
Kathy McLaughlin, Home Hospice Nurse 417 Death and Sociohistorical, Cultural Contexts 417 Changing Historical Circumstances 417
Death in Different Cultures 418
Facing One’s Own Death 418 Kübler-Ross’ Stages of Dying 418
Perceived Control and Denial 419
Coping with the Death of Someone Else 420 Communicating with a Dying Person 420
Grieving 421
Making Sense of the World 422
Losing a Life Partner 422
Forms of Mourning 423
Summary 424 Key Terms 424
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Glossary G-1 References R-1 Name Index NI-1 Subject Index SI-1
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ix
How Would You?
Concept development in infants, pg. 100
Child-care programs for infants, pg. 130
Application of Vygotsky’s theory, pg. 144
Developmentally appropriate education, pg. 156
Gender development in early childhood, pg. 169
Home maltreatment and school performance, pg. 175
Learning through play, pg. 185
Physical activity in elementary school, pg. 191
Learning disabilities in elementary school, pg. 194
Improving children’s megacognitive skills, pg. 203
Programs for gifted children, pg. 212
Self-concept and academic ability, pg. 221
Self-efficacy, pg. 222
Reducing bullying in school, pg. 237
Applying the jigsaw strategy, pg. 242
Sex education for adolescents, pg. 257
Sleep needs vs. early classes in high school, pg. 260
Adolescent decision-making exercises, pg. 267
Transition to middle school, pg. 268
Service learning, pg. 270
High school graduation, pg. 286
Transition to college, pg. 298
Intellectual development in early adulthood, pg. 308
Cultivating creativity, pg. 309
Work during college, pg. 312
Intelligence changes in middle adulthood, pg. 340
Generativity in middle age, pg. 350
Changes in learning as people age, pg. 370
Older adult students in the classroom, pg. 372
Volunteerism in late adulthood, pg. 403
Social Work Professions Nonnormative life events, pg. 5
Down syndrome, pg. 42
Drug abuse during pregnancy, pg. 56
Environmental deprivation in childhood, pg. 105
Infant temperament, pg. 117
Obesity risk factors, pg. 192
Coping with a traumatic event, pg. 224
Psychology Professions Sociocultural factors in research, pg. 8
Risk of birth defects, pg. 53
Attachment in toddlers, pg. 123
Type of caregiving and infant development, pg. 132
Curriculum balance in early childhood education, pg. 158
Parenting styles and young children, pg. 172
Piaget’s contributions, pg. 199
Improving children’s creative thinking, pg. 202
Applying Gardner’s theory of multiple intelligences, pg. 207
Child’s sense of self, pg. 219
Gender and developing academic and social skills, pg. 231
Aggressive children, pg. 236
Adolescent mood swings, pg. 251
Gender differences in timing of first sexual experience, pg. 255
Applying Marcia’s theory of identity formation, pg. 275
Dating in early adolescence, pg. 283
Suicide prevention in adolescents, pg. 292
Markers of adulthood, pg. 297
Cohabitation before marriage, pg. 321
Sex in middle adulthood, pg. 339
Leisure and stress reduction in middle age, pg. 345
Young adults and their parents living together, pg. 360
Nursing home quality, pg. 377
Cognitive skills in older adults, pg. 383
Adjustment to retirement, pg. 387
Benefits of a life review in late adulthood, pg. 394
Divorce in late adulthood, pg. 400
Euthanasia, pg. 410
Stages of dying, pg. 413
Education Professions Bronfenbrenner’s ecological theory, pg. 23
Domain-specific mechanisms and exceptional students, pg. 36
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x HOW WOULD YOU?
Peer relationships, pg. 236
Conflict in families with adolescents, pg. 279
Juvenile delinquency, pg. 289
Transition to adulthood, pg. 297
Alcohol use on college campuses, pg. 302
Role of gender in communication and relationships, pg. 330
Healthy lifestyles for middle-aged adults, pg. 335
Careers in middle adulthood, pg. 344
Divorce in middle age, pg. 358
Importance of a living will, pg. 409
Bereavement, pg. 415
Grief support groups, pg. 417
Health Care Professions Cross-cultural research in health and wellness, pg. 7
Natural selection and medicine, pg. 35
Genetic abnormalities, pg. 44
Stress during pregnancy, pg. 58
Delivery options for pregnant women, pg. 62
Care for preterm infants, pg. 67
SIDS prevention, pg. 78
Attachment/caregiving style and at-risk infants, pg. 125
Nutrition for young children, pg. 137
Sports leagues for preschool children, pg. 139
Second-hand smoke and young children, pg. 139
Health services for Head Start program, pg. 157
Moral reasoning in young children, pg. 166
Maltreatment prevention with parents, pg. 175
Attention deficit hyperactivity disorder, pg. 195
Health risks to bullying victims, pg. 236
Effects of poor nutrition on achievement tests, pg. 241
Development norms in puberty, pg. 252
Physical fitness in adolescence, pg. 259
Signs of eating disorders, pg. 263
Culturally sensitive guidelines for adolescent health coverage, pg. 284
Body image of young women, pg. 300
Exercise in young adulthood, pg. 301
Prevention of sexually transmitted infections, pg. 307
Romance and sexual functioning, pg. 319
Stress reduction for middle-aged workers, pg. 353
Long-term effects of alcohol abuse and smoking in middle age, pg. 356
Challenges in middle age of caring for a chronically ill parent, pg. 362
Vision changes in late adulthood, pg. 372
Chronic diseases in late adulthood, pg. 375
Quality of medical care for older adults, pg. 377
Memory declines in late adulthood, pg. 389
Limited social contact in older adults, pg. 395
Treatment of chronic illness in older adults, pg. 398
Explaining brain death, pg. 408
Family Studies Professions Epigenetic view and alcoholism, pg. 46
Risks during prenatal development, pg. 49
Postpartum adjustment, pg. 69
Gross motor milestones, pg. 85
Attention in infants, pg. 98
Language development, pg. 106
Stranger anxiety, pg. 112
Autonomy in toddlers, pg. 119
Concept of conservation and young children, pg. 143
Children’s ideas about gender roles, pg. 168
Parenting styles, pg. 172
Children’s TV viewing, pg. 186
Treatment for ADHD, pg. 196
Advantages of bilingualism, pg. 215
Children’s adjustment to parent’s remarriage after divorce, pg. 234
Body image in adolescent girls, pg. 252
Parental prevention of teen substance abuse, pg. 262
Bicultural identity formation in teens, pg. 276
Sexuality in young adulthood, pg. 304
Attachment and relationship style in adulthood, pg. 317
Making marriage work, pg. 327
Deciding when to have children, pg. 328
Media and the physical changes of middle age, pg. 334
Hormone replacement therapy, pg. 338
Leaving a legacy for the next generation, pg. 351
Benefits of having grandparents in children’s lives, pg. 361
Ageism, pg. 397
Friendship in late adulthood, pg. 401
Hospice, pg. 410
Perceived control over end of life, pg. 413
xi
About the Author
John W. Santrock John Santrock received his Ph.D. from the Uni versity of Minnesota in 1973. He taught at the University of Charleston and the University of Georgia before joining the Program in Psychology and Human Development at the University of Texas at Dallas, where he currently teaches a num- ber of undergraduate courses and recently was given the University’s Effective Teaching Award. In 2010, he created the UT-Dallas Santrock undergraduate schol- arship, an annual award that is given to outstanding undergraduate students major- ing in developmental psychology to enable them to attend research conventions.
John has been a member of the edito- rial boards of Child Development and Developmental Psychology. His research on the multiple factors involved in how divorce affects children’s development is widely cited and used in expert witness tes- timony to promote flexibility and alterna- tive considerations in custody disputes.
John also has authored these excep- tional McGraw-Hill texts: Children (13th edition), Adolescence (16th edition), Life- Span Development (16th edition), A Topical Approach to Life-Span Development (8th edition), and Educational Psychology (6th edition).
For many years, John was involved in tennis as a player, teaching professional, and coach of professional tennis players. At the University of Miami (FL), the tennis team on which he played still holds the NCAA Division I record for most consecutive wins (137) in any sport. His wife, Mary Jo, has a master’s degree in special education and has worked as a teacher and a realtor. He has two daughters, Tracy and Jennifer, who are both realtors. Tracy has run the Boston and New York marathons. Jennifer is a former professional tennis player and NCAA tennis player of the year. John has one granddaughter, Jordan, age 25, who works at Ernst & Young accounting firm, and two grandsons, Alex, age 12, and Luke, age 10. In the last two decades, John also has spent time painting expressionist art.
Dedication: With special appreciation to my wife, Mary Jo.
John Santrock (back row middle) with the 2015 recipients of the Santrock Travel Scholarship Award in developmental psychology. Created by Dr. Santrock, this annual award provides undergraduate students with the opportunity to attend a professional meeting. A number of the students shown here attended the Society for Research in Child Development conference. © Jessica Serna
xii
Connecting research and results As a master teacher, John Santrock connects current research and real-world applications. Through an integrated, personal- ized digital learning program, students gain the insight they need to study smarter and improve performance.
McGraw-Hill Education Connect is a digital assignment and assessment platform that strengthens the link between faculty, students, and course work, helping everyone accomplish more in less time. Connect Psychology includes assignable and assessable videos, quiz- zes, exercises, and interactivities, all associated with learning objectives. Interactive assign- ments and videos allow students to experience and apply their understanding of psychology to the world with fun and stimulating activities.
Learn, Apply, Reflect At the higher end of Bloom’s taxonomy (analyze, evaluate, create), students can learn, apply, and reflect through McGraw-Hill Education’s Quest: Psychology now available for lifespan development, which takes them on an engaging journey through the lifespan where they are in the center of the action. Using a game-like learning environment based on real-life situations and points of view, including those of guidance counselors, health-care professionals, and parents, students collect clues and make decisions to see how their choices affect outcomes. The purpose-driven approach not only helps students build their critical thinking skills using core concepts and related research, but also answers the age-old question of “why does this matter for me?” These modules are assignable and assessable within Connect Psychology, to track student performance.
Real People, Real World, Real Life Also at the higher end of Bloom’s taxonomy, the McGraw-Hill Education Milestones video series is an observational tool that allows students to experience life as it unfolds, from infancy to late adulthood. This ground- breaking, longitudinal video series tracks the development of real children as they progress through the early stages of physical, social, and emotional development in their first few weeks, months, and years of life. Assignable and assessable within Connect Psychology, Milestones also includes interviews with adolescents and adults to reflect development throughout the entire lifespan.
CONNECTING RESEARCH AND RESULTS xiii
Inform and Engage on Psychological Concepts At the lower end of Bloom’s taxonomy, students are introduced to Concept Clips—the dynamic, colorful graphics and stimulating ani- mations that break down some of psychology’s most difficult concepts in a step-by-step manner, engaging students and aiding in retention. They are assignable and assessable in Connect or can be used as a jumping-off point in class. Now with audio narration, the Fifth Edition also includes new Concept Clips on topics such as object permanence and conservation, as well as theories and theorists like Bandura’s social cognitive theory, Vygotsky’s sociocultural theory, Buss’s evolu- tionary theory, and Kuhl’s language development theory.
Better Data, Smarter Revision, Improved Results Students helped inform the revision strategy of Essentials of Life-Span Development.
McGraw-Hill Education’s Smartbook is the first and only adaptive reading and learning experience! SmartBook helps students distinguish
the concepts they know from the concepts they don’t, while pinpointing the concepts they are about to for- get. SmartBook continuously adapts to create a truly personalized learning path. SmartBook’s real-time reports help both students and instructors identify the concepts that require more attention, making study sessions and class time more efficient. Informed by Students Content revisions are informed by data collected anonymously through McGraw-Hill Education’s SmartBook.
STEP 1. Over the course of three years, data points showing concepts that caused students the most difficulty were anonymously collected from Connect for Essentials of Life-Span Development SmartBook®.
STEP 2. The data from LearnSmart was provided to the author in the form of a Heat Map, which graphically illustrates “hot spots” in the content that affect student learning (see image at left).
STEP 3. The author used the Heat Map data to refine the content and reinforce student compre- hension in the new edition. Additional quiz ques- tions and assignable activities were created for use in Connect to further support student success.
RESULT: Because the Heat Map gave the author empirically based feedback at the paragraph and even sentence level, he was able to develop the new edition using precise student data that pinpointed concepts that gave students the most difficulty.
xiv CONNECTING RESEARCH AND RESULTS
Personalized Grading, On the Go, At a Glance Connect Insight™ is a one-of-kind visual analytics dashboard—now available for both instructors and students—that provides at-a-glance information regarding student performance. The immediate analysis from Connect Insight empowers students and helps instructors improve class performance efficiently and effectively.
∙ Make It Intuitive. Instructors and students receive instant, at-a-glance views of performance matched with student activity.
∙ Make It Dynamic. Connect Insight puts real-time analytics in the user’s hands for a just-in-time approach to teaching and learning.
∙ Make It Mobile. Connect Insight is available on demand wher- ever and whenever needed.
THE ESSENTIAL APPROACH TO LIFE-SPAN DEVELOPMENT xv
The Essential Approach to Life-Span Development
In the view of many instructors who teach the lifespan development course, the biggest challenge they face is cov- ering all periods of human development within one aca- demic term. My own teaching experience bears this out. I have had to skip over much of the material in a compre- hensive lifespan development text in order to focus on key topics and concepts that students find difficult and to fit in applications that are relevant to students’ lives. I wrote Essentials of Life-Span Development to respond to the need for a shorter text that covers core content in a way that is meaningful to diverse students. This fifth edition continues my commitment to provide a brief introduction to lifespan development—with an excit- ing difference. Recognizing that most of today’s students have grown up in a digital world, I take very seriously the need for communicating content in different ways, online as well as in print. Consequently, I’m enthusiastic about McGraw- Hill’s online assignment and assessment platform, Connect for Life-Span Development, which incorporates this text, the captivating Milestones video modules, and the brand new game-based learning assignment, Quest: Psychology. Together, these resources give students and instructors the essential coverage, applications, and course tools they need to tailor the lifespan course to meet their specific needs.
The Essential Teaching and Learning Environment Research shows that students today learn in multiple modalities. Not only do their work preferences tend to be more visual and more interactive, but also their reading and study sessions often occur in short bursts. With shorter chapters and innovative interactive study modules, Essentials of Life-Span Development allows students to study whenever, wherever, and however they choose. Regardless of individual study habits, preparation, and approaches to the course, Essentials connects with stu- dents on a personal, individual basis and provides a road map for success in the course.
Essential Coverage The challenge in writing Essentials of Life-Span Develop- ment was determining what comprises the core content of the course. With the help of consultants and instructors who have responded to surveys and reviewed the content at different stages of development, I am able to present all of the core topics, key ideas, and most important research in lifespan development that students need to know in a brief format that stands on its own merits.
The 17 brief chapters of Essentials are organized chron- ologically and cover all periods of the human lifespan, from the prenatal period through late adulthood and death. Pro- viding a broad overview of lifespan development, this text especially gives attention to the theories and concepts that students seem to have difficulty mastering.
Essential Applications Applied examples give students a sense that the field of life- span development has personal meaning for them. In this edition of Essentials are numerous real-life applications as well as research applications for each period of the lifespan. In addition to applied examples, Essentials of Life- Span Development offers applications for students in a vari- ety of majors and career paths.
• How Would You . . . ? questions. Given that students enrolled in the lifespan course have diverse majors, Essentials includes applications that appeal to different interests. The most prevalent areas of specialization are education, human development and family studies, health professions, psychology, and social work. To engage these students and ensure that Essentials orients them to concepts that are key to their understanding of lifespan development, instructors specializing in these fields contributed How Would You . . . ? questions for each chapter. Strategically placed in the margin next to relevant topics, these questions highlight the essential takeaway ideas for these students.
• Careers in Life-Span Development. This feature person- alizes lifespan development by describing an individual working in a career related to the chapter’s focus. One example is Holly Ishmael, a genetic counselor. The fea- ture describes Ms. Ishmael’s education and work set- ting, includes a direct quote from Ms. Ishmael, discusses various employment options for genetic counselors, and provides resources for students who want to find out more about careers in genetic counseling.
Essential Resources The following resources accompany Essentials of Life-Span Development, 5th edition. Please contact your McGraw-Hill representative for details concerning the availability of these and other valuable materials that can help you design and enhance your course.
• Instructor’s Manual • Test Bank • PowerPoint Slides
xvi CONTENT REVISIONS
Content Revisions As an indication of the up-to-date nature of this new edition, the text has more than 1,500 citations from 2014, 2015, and 2016. Following are many of the chapter-by-chapter changes that were made in this new edition of Essentials of Life-Span Development.
Chapter 1: Introduction • Update on life expectancy in the United States (U.S.
Census Bureau, 2015) • Expanded coverage of the effects of the rapid and dra-
matic increase in life expectancy on society and on the quality of life for older adults, with commentary about how society has essentially been built for young people rather than older adults and what is needed to improve the lives of older people (Carstensen, 2015, 2016)
• Updated statistics on the percentage of U.S. children and adolescents under 18 years of age living in pov- erty, including data reported separately for African American and Latino families (DeNavas-Walt & Proctor, 2015)
• Description of recent research that found a higher level of conscientiousness was protective of older adults’ cognitive functioning (Wilson & others, 2015)
• Inclusion of recent research on individuals from 22 to 93 years of age that found older adults reported having more positive emotional experiences than did young adults (English & Carstensen, 2014)
• Inclusion of recent information from studies on varia- tions in age and well-being, including variations involving middle age and health (OECD, 2014; Step- toe, Deaton, & Stone, 2015)
• New section, “Three Developmental Patterns of Aging,” that describes the pathways of normal aging, pathological aging, and successful aging (Schaie, 2016)
• New coverage of the distinction between the evaluative and hedonic aspects of well-being, and how these dif- ferent aspects produce different life course trajectories (Lachman, Teshale, & Agrigoroaei, 2015)
• Expanded discussion of physiological measures to include cortisol and its use by researchers to assess stress (Jacoby & others, 2016)
• Coverage of a recent study in which older adults assessed in 2013–2014 engaged in a higher level of abstract reasoning than their counterparts who were assessed two decades earlier (Gerstorf & others, 2015)
• Inclusion of findings that cross-sectional studies indi- cate that 90 percent of cognitive aging decline is due to a slowing of processing speed while longitudinal studies reveal that 20 percent or less of cognitive aging decline is due to processing speed (MacDonald & Stawski, 2015, 2016)
Chapter 2: Biological Beginnings • Editing and updating of chapter based on comments by
leading expert David Moore
• Updated and expanded discussion of genome-wide association studies, including research on suicide (Sokolowski, Wasserman, & Wasserman, 2016) and glaucoma (Bailey & others, 2016)
• New description of recent research on how exercise and nutrition can modify the behavior of genes (Lind- holm & others, 2014; Ma & others, 2015)
• New content on how sleep deprivation can influence gene expression in negative ways such as increased inflamma- tion, expression of stress-related genes, and impairment of protein functioning (Da Costa Souza & Ribeiro, 2015)
• Update on the percentage of individuals who have Klinefelter syndrome (1 in 1000 males)
• New content on fertility drugs being more likely to produce multiple births than in vitro fertilization (March of Dimes, 2016)
• Coverage of a recent large-scale study in Brazil in which flour that was fortified with folic acid produced a significant reduction in neural tube defects (Santos & others, 2016)
• Description of a recent research review that concluded many aspects of the developing prenatal brain can be detected in the first trimester using ultrasound, which also can help to identify spina bifida early (Engels & others, 2016)
• Inclusion of information from a recent review that con- cluded fetal MRI does not provide good results in the first trimester of pregnancy because of small fetal struc- tures and movement artifacts (Wataganara & others, 2016). In this review, it also was argued that fetal MRI can especially be beneficial in assessing central nervous system abnormalities in the third trimester of pregnancy.
• Discussion of recent research that found isotretinoin (used to treat acne) is one of the most commonly prescribed drugs for adolescent girls seeking contraceptive advice, yet girls do not receive adequate information about its harmful effects on offspring if they become pregnant (Eltonsy & others, 2016; Stancil & others, 2016)
• Coverage of recent research on negative outcomes for fetal alcohol spectrum disorders (FASD) that include a lower level of executive function (Kingdon, Cardoso, & McGrath, 2016), externalized and internalized behavior problems (Tsang & others, 2016), and a significantly lower life expectancy (Thanh & Johnsson, 2016)
• Inclusion of recent research indicating that maternal cigarette smoking during pregnancy was linked to increased risk of smoking by offspring at 16 years of age (De Genna & others, 2016)
• Discussion of a recent study that found simultaneous exposure to environmental tobacco smoke and alcohol
CONTENT REVISIONS xvii
during pregnancy increased the offspring’s risk of hav- ing ADHD (Suter & others, 2015)
• Description of a recent study that revealed maternal smoking during pregnancy was associated with increased risk of asthma and wheezing in adolescence (Hollams & others, 2014)
• Discussion of recent research indicating that cocaine use by pregnant women is linked to attention deficit hyperactivity disorder, oppositional defiant disorder, and posttraumatic stress disorder (PTSD) in offspring (Richardson & others, 2016)
• Coverage of a recent meta-analysis that found mari- juana use during pregnancy was associated with low birth weight in offspring and an increased likelihood of being placed in a neonatal intensive care unit (Gunn & others, 2016)
• Inclusion of two recent research reviews that concluded maternal obesity during pregnancy is associated with an increased likelihood of offspring becoming obese in childhood and adulthood (Pinto Pereira & others, 2016; Santangeli, Sattar, & Huda, 2015)
• Coverage of the recent increase in e-cigarette use, including a survey that found pregnant women hold misconceptions about e-cigarettes (Mark & others, 2015)
• Description of a recent study in which at 14 weeks following conception fetuses of obese pregnant women had less efficient cardiovascular functioning (Ingul & others, 2016)
• Inclusion of a recent research review indicating that pregestational diabetes increases the risk of fetal heart disease (Pauliks, 2015)
• Coverage of a recent study that found maternal preg- nancy diabetes was linked to an increased risk of fatty liver disease in offspring at 18 years of age (Patel & others, 2016)
• Description of recent research in which maternal preg- nancy diabetes was associated with an increased risk of autism in offspring (Xiang & others, 2015)
• Discussion of a recent study in China that revealed folic acid supplementation during pregnancy decreased the risk of preterm birth (Liu & others, 2015)
• Revised content on fish consumption by pregnant women, who are now being advised to increase their fish consumption, especially low-mercury fish such as salmon, shrimp, tilapia, and cod (American Pregnancy Association, 2016; Federal Drug Administration, 2016)
• Coverage of two recent studies that found very advanced maternal age (40 years and older) was linked to negative perinatal outcomes, including spontaneous abortion, preterm birth, stillbirth, and fetal growth restriction (Traisrislip & Tongsong, 2015; Walden- strom & others, 2015)
• Inclusion of a recent research review that found anti- depressant use by pregnant women is linked to small increased risks of cardiac malfunctions in the fetus and persistent pulmonary hypertension in the newborn (Pearlstein, 2015), increased risk of miscarriage
(Almeida & others, 2016), and increased risk of autism spectrum disorders in children (Boukhris & others, 2016)
• Coverage of recent research that has found increasing paternal age decreases the success rate of in vitro fer- tilization and increases the risk of preterm birth (Sharma & others, 2015)
• New discussion of how the father’s relationship with the mother might influence the mother’s health and well-being and contribute to positive or negative pre- natal development and birth
• Inclusion of a recent study that found intimate partner violence increased the mother’s stress level (Fonseca- Machado Mde & others, 2015)
• Description of recent research in which CenteringPreg- nancy participation was linked to reduced incidence of low birth weight and reduced likelihood of placement in a neonatal intensive care unit (Gareau & others, 2016)
• Coverage of a recent study of adolescent mothers in which the CenteringPregnancy program was successful in getting participants to attend meetings, have appro- priate weight gain, increase the use of highly effective contraceptive methods, and increase breast feeding (Trotman & others, 2015)
• Discussion of a recent research review in which water- birth neonates experienced fewer negative outcomes than non-waterbirth neonates (Bovbjerg, Cheyney, & Everson, 2016)
• Description of a recent research review that concluded waterbirth is associated with high levels of maternal satisfaction with pain relief and the experience of childbirth (Nutter & others, 2015)
• Discussion of a recent study in which acupuncture reduced labor pain 30 minutes after the intervention (Allameh, Tehrani, & Ghasemi, 2015)
• Coverage of recent studies that have found low Apgar scores are linked to long-term additional educational support needs and decreased educational attainment (Tweed & others, 2016), risk of developmental vulner- ability at 5 years of age (Razaz & others, 2016), and risk of developing ADHD (Hanc & others, 2016)
• Update on the percentage of U.S. births that take place in hospitals, at home, and in birthing centers and the percentage of babies born through caesarean delivery (Martin & others, 2015)
• Updated statistics on the percentage of babies born preterm and low birth weight in the United States, including ethnic variations (Martin & others, 2015)
• Inclusion of information about a recent study in which kangaroo care and massage therapy were equally effec- tive in improving body weight and reducing hospital stay for low birth weight infants (Rangey & Sheth, 2015)
• Description of a recent study that found kangaroo care significantly reduced the amount of crying and increased heart rate stability in preterm infants (Choud- hary & others, 2016)
xviii CONTENT REVISIONS
• Coverage of a recent study in Great Britain in which the use of kangaroo care in neonatal units resulted in substantial cost savings mainly because of its reduc- tions in diseases such as gastroenteritis and colitis (Lowson & others, 2016)