Mark sepanski in museums youtube

The purpose of the self-reflection essay is for students to examine how their history, values, emotions, and/or beliefs contribute to their understanding of class material or concepts. One of the primary requirements is the ability to look at oneself openly and honestly and to convey such awareness in the essay. Students are to address the following:

With reference to research and theorists, describe your relationships with principle care givers in your life and with the environment in which you were raised and how these have affected your development as a person. How has your experience changed as you have become an adult? What is your understanding of how your experience and development differs from your parents’, children’s, and/or grandparents’ experience?

Bring in material from the readings and peer-reviewed reserarch and illustrate it with your developmental experience as case material. The paper should be 7-9 pages in length.

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

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2016, 2014, and 2012. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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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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CONTENTS v

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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viii CONTENTS

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

McGraw-Hill Education Psychology’s APA Documentation Style Guide

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)

• Inclusion of a recent study in which massage therapy improved the scores of HIV-exposed infants on both physical and mental scales, as well as improving their hearing and speech (Perez & others, 2015)

• Discussion of a recent study in which depressive symp- toms in both the mother and father were associated with impaired bonding with their infant in the postpar- tum period (Kerstis & others, 2016)

Chapter 3: Physical and Cognitive Development in Infancy • New description indicating that neuronal connections

number in the trillions (de Haan, 2015) • Coverage of a recent study that found higher-quality

mother-infant interaction predicted a higher level of frontal lobe functioning when assessed by EEG later in infancy (Bernier, Calkins, & Bell, 2016)

• New discussion of the recent increase in the use of func- tional near-infrared spectroscopy to assess infants’ brain activity through a device that is portable and allows researchers to monitor infants’ brain activity while they are exploring the world around them (Brigadoi & Cooper, 2015; de Haan & Johnson, 2016; Ravicz & others, 2015). Also, inclusion of new Figure 3 that shows an infant in an experiment using near-infrared spectroscopy.

• New commentary that after prone sleeping position, the two most critical factors in predicting SIDS are (1) maternal smoking, and (2) bed sharing (Mitchell & Krous, 2015)

• Coverage of three recent studies that found sleep dif- ficulties in infancy were linked to later developmental problems in attention (Geva, Yaron, & Kuint, 2016; Sadeh & others, 2015) and emotional dysfunction (Geva, Yaron, & Kuint, 2016)

• Updated data on the continuing increase in breast feed- ing by U.S. mothers (Centers for Disease Control and Prevention, 2014)

• Description of a recent Danish study that found breast feeding did not protect against allergic sensitization in early childhood and allergy-related diseases at 7 years of age (Jelding-Dannemand, Malby Schoos, & Bis- gaard, 2015)

• Coverage of a recent large-scale study of more than 500,000 Scottish children in which those who were exclusively breast fed at 6 to 8 weeks were less likely to ever have been hospitalized through early childhood than their formula-fed counterparts (Ajetunmobi & others, 2015)

• Inclusion of recent research that found breast feeding was associated with a small increase in intelligence in children (Kanazawa, 2015)