Rachel stassen berger bio

The Developing Person

Through Childhood and Adolescence

ELEVENTH EDITION

The Developing Person

Through Childhood and Adolescence

Kathleen Stassen Berger Bronx Community College City University of New York

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Library of Congress Control Number: 2017936099 ISBN-13: 978-1-319-14624-5 (EPUB)

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ABOUT THE AUTHOR

Kathleen Stassen Berger received her undergraduate education at Stanford University and Radcliffe College, and then she earned an MAT from Harvard University and an M.S. and Ph.D. from Yeshiva University. Her broad experience as an educator includes directing a preschool, serving as chair of philosophy at the United Nations International School, and teaching child and adolescent development at Fordham University graduate school, Montclair State University, and Quinnipiac University. She also taught social psychology to inmates at Sing Sing Prison who were earning paralegal degrees.

Currently, Berger is a professor at Bronx Community College of the City University of New York, as she has been for most of her professional career. She began there as an adjunct in English and for the past decades has been a full professor in the Social Sciences Department, which includes psychology, sociology, economics, anthropology, political science, and human services. She has taught introduction to psychology, child and adolescent development, adulthood and aging, social psychology, abnormal psychology, and human motivation. Her students—from diverse ethnic, economic, and educational backgrounds, of many ages, ambitions, and interests—honor her with the highest teaching evaluations.

Berger is also the author of Invitation to the Life Span and The Developing Person Through the Life Span. Her developmental texts are used at more than 700 colleges and universities worldwide and are available in Spanish, French, Italian, and Portuguese as well as English. Her research interests include adolescent identity, immigration, bullying, and grandparents, and she has published articles on developmental topics in the Wiley Encyclopedia of Psychology, Developmental Review, and in publications of the American Association for Higher Education and the National Education Association for Higher Education. She continues teaching and learning from her students as well as from her four daughters and three grandsons.

BRIEF CONTENTS

Preface

PART I The Beginnings CHAPTER 1 The Science of Human Development

CHAPTER 2 Theories

CHAPTER 3 The New Genetics

CHAPTER 4 Prenatal Development and Birth

PART II The First Two Years CHAPTER 5 The First Two Years: Biosocial Development

CHAPTER 6 The First Two Years: Cognitive Development

CHAPTER 7 The First Two Years: Psychosocial Development

PART III Early Childhood CHAPTER 8 Early Childhood: Biosocial Development

CHAPTER 9 Early Childhood: Cognitive Development

CHAPTER 10 Early Childhood: Psychosocial Development

PART IV Middle Childhood CHAPTER 11 Middle Childhood: Biosocial Development

CHAPTER 12 Middle Childhood: Cognitive Development

CHAPTER 13 Middle Childhood: Psychosocial Development

PART V Adolescence CHAPTER 14 Adolescence: Biosocial Development

CHAPTER 15 Adolescence: Cognitive Development

CHAPTER 16 Adolescence: Psychosocial Development

EPILOGUE Emerging Adulthood

APPENDIX More About Research Methods

Glossary References Name Index Subject Index

CONTENTS Preface

PART I

The Beginnings

Chapter 1 The Science of Human Development Understanding How and Why

The Scientific Method A VIEW FROM SCIENCE: Overweight Children and Adult Health The Nature–Nurture Controversy

The Life-Span Perspective Development Is Multidirectional

Development Is Multicontextual INSIDE THE BRAIN: Thinking About Marijuana Development Is Multicultural Development Is Multidisciplinary Development Is Plastic

A CASE TO STUDY: David Designing Science

Observation The Experiment The Survey Studying Development over the Life Span

Cautions and Challenges from Science Correlation and Causation Quantity and Quality Ethics

Chapter 2 Theories What Theories Do