Life Span Human Development

✍ Scribed by Carol K. Sigelman; Linda De George; Kimberley Cunial; Mark Kohler; Nadine Ballam; Elizabeth A. Rider

• Publisher: Cengage AU
• Year: 2021
• Tongue: English
• Leaves: 738
• Edition: 4
• Category: Library

✦ Synopsis

Life Span Human Development is about the development of human beings – from conception to death. It highlights similarities as well as differences in developmental stages, and it asks fundamental questions about why we humans develop as we do. Taking a unique integrated topical and chronological approach, each chapter focuses on a topic or domain of development – such as physical growth, cognition, or personality – and traces developmental trends and influences in that domain from infancy to old age. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools au.cengage.com/mindtap

✦ Table of Contents

Half Title Page
Imprint Page
Brief contents
Contents
Guide to the text
Guide to the online resources
Preface
About the authors
Acknowledgements
Chapter 1: Understanding life span human development
1.1 How should we think about development?
Defining development
Conceptualising the life span
Framing the influence of nature and nurture
1.2 What is the science of life span development?
Goals of study
Early beginnings
The modern life span perspective
1.3 How is development studied?
The scientific method
Sample selection
Data collection techniques
Case study, experimental and correlational methods
Developmental research designs
1.4 What special challenges do developmental scientists face?
Protecting the rights of research participants
Conducting culturally sensitive research
Chapter 2: Theories of human development
2.1 Developmental theories and the issues they raise
Nature and nurture
Activity and passivity
Continuity and discontinuity
Universality and context specificity
2.2 Psychoanalytic theories
Freud: Psychoanalytic theory
Erikson: Psychosocial theory
Psychoanalytic theories: Contributions and weaknesses
2.3 Learning theories
Pavlov and Watson: Classical conditioning
Skinner: Operant conditioning
Bandura: Social cognitive theory
Learning theories: Contributions and weaknesses
2.4 Humanistic theories
Maslow: Hierarchy of needs
Humanistic theories: Contributions and weaknesses
2.5 Cognitive theories
Piaget: Cognitive developmental theory
Vygotsky: Sociocultural theory
Information-processing approach
Theories of adult cognitive development
Cognitive theories: Contributions and weaknesses
2.6 Systems theories
Gottlieb: Epigenetic psychobiological systems perspective
Systems theories: Contributions and weaknesses
2.7 Theories in perspective
Chapter 3: Genes, environment and the beginnings of life
3.1 Individual heredity
Conception
The genetic code
Mechanisms of inheritance
Genetic abnormalities and disorders
3.2 The interplay of genes and environment
Studying genetic and environmental influences
How genes and environment work together
3.3 Prenatal stages
The germinal period
The embryonic period
The foetal period
3.4 The prenatal environment and foetal health
Teratogens
Parental characteristics and foetal health
3.5 The perinatal environment
Childbirth
Identifying at-risk newborns
3.6 The neonatal environment
Breast or bottle?
Peripartum depression
Chapter 4: Body brain and health
4.1 Building blocks of growth and lifelong health
The endocrine system
The brain and nervous system
Principles of growth
A life span developmental model of health
4.2 The infant
Rapid physical growth
The infant brain
Newborn capabilities
Infant motor development
Health and wellness in infancy
4.3 The child
Physical growth and motor capabilities
Brain growth and development
Health and wellness in childhood
4.4 The adolescent
The adolescent growth spurt and puberty
The adolescent brain
Teen health and wellness
4.5 The adult
The changing body
The changing brain
The changing reproductive system
Health challenges: Ageing or disease, disuse Health challenges: Ageing or disease, disuse
Chapter 5: Cognitive development
5.1 Piaget’s cognitive developmental theory
Processes of intellectual and cognitive development
Piaget: Contributions and challenges
A modern take on constructivism
5.2 Vygotsky’s sociocultural theory
Culture and thought
Social interaction and thought
Tools of thought
Evaluation of Vygotsky
5.3 Fischer’s dynamic skill framework
Comparison to Piaget and Vygotsky
5.4 The infant
Sensorimotor thinking
The development of object permanence
The emergence of symbols
5.5 The child
Preschoolers: Symbolic thinking
School-age children: Logical thinking
5.6 The adolescent
Emergence of abstract and systematic thinking
Progress towards mastery of formal operations
Implications of formal thought
5.7 The adult
Limitations in adult cognitive performance
Growth beyond formal thought
Ageing and cognitive change
Chapter 6: Sensory-perception, attention and memory
6.1 The information-processing approach to cognition
Sensation, perception and attention
Memory
Problem solving
6.2 The infant
Uncovering infants’ mental capabilities
Sensory-perceptual abilities
Early memory abilities
6.3 The child
Sensory-perceptual refinements
Advances in attention
Explaining memory development
Autobiographical memory
Developments in problem solving
6.4 The adolescent
Attention
Improvements in memory and problem solving
6.5 The adult
Sensory-perceptual changes
Memory, problem solving and ageing
Explaining autobiographical memory
Chapter 7: Intelligence and creativity
7.1 Defining and measuring intelligence and creativity
The psychometric view of intelligence
Gardner’s theory of multiple intelligences
Sternberg’s triarchic theory of intelligence
Measuring creativity and intelligence
7.2 Factors that influence intelligence and creativity
The Flynn effect
Genes and intelligence
Environment and intelligence
Genes, environments and creativity
7.3 The infant
Developmental quotients
Infant intelligence as a predictor of later intelligence
7.4 The child
The stability of IQ scores during childhood
The emergence of creativity
7.5 The adolescent
Intellectual change and continuity
IQ and school achievement
Fostering creativity
7.6 The adult
Changes in IQ with age
IQ, wealth and health
Potential for wisdom
Creative endeavours
7.7 The extremes of intelligence
Intellectual disability
Giftedness
7.8 Integrating cognitive perspectives
Chapter 8: Language, literacy and learning
8.1 The language system
Describing language: Basic components
Explaining language: Nature and nurture
8.2 The infant
Developing language
Mastery motivation
Early learning
8.3 The child
Expanding language skills
Learning to read
Fostering academic success
8.4 The adolescent
Academic achievement
Pathways to adulthood
8.5 The adult
Language: Continuity and change
Adult literacy
Adult education
Theoretical contributions to learning and education
Chapter 9: Self, personality, gender and sexuality
9.1 Conceptualising the self and personality
Basic concepts and theories of self and personality
Sex, gender and sexuality
9.2 The infant
The emerging self
Temperament
9.3 The child
The evolving self and personality
Acquiring gender roles
Childhood sexuality
9.4 The adolescent
Forging a sense of self and identity
Adhering to gender roles
Adolescent sexuality
9.5 The adult
Ageing and self-esteem
Continuity and discontinuity in personality
Eriksonian psychosocial personality growth
Changes in gender roles and sexuality
Vocational identity and development
Chapter 10: Social cognition and moral development
10.1 Social cognition and perspective taking
Theory of mind
Nature, nurture and theory of mind
Social cognition and perspective taking in adulthood
10.2 Perspectives on moral development
Moral emotion: Psychoanalytic theory
Moral reasoning: Cognitive developmental theory
Moral behaviour: Social cognitive theory
The functions of morality: Evolutionary theory
Indigenous perspectives on morality
10.3 The infant
Empathy and prosocial behaviour
Early antisocial behaviour
Early moral socialisation
10.4 The child
Moral understandings
Moral socialisation
10.5 The adolescent
Changes in moral reasoning
Bullying
Antisocial behaviour
10.6 The adult
Moral reasoning and ageing
Moral intuition and emotion
Predicting moral action
Chapter 11: Emotions, attachment and social relationships
11.1 Emotional development
First emotions and emotional regulation
Emotional learning in childhood
Adolescent moods
Emotions and ageing
11.2 Perspectives on relationships
Changing social systems across the life span
Attachment theory
11.3 The infant
An attachment forms
Quality of attachment
Culture and infant attachment
Implications of early attachment
First peer relations
11.4 The child
The caregiver–child relationship
Sibling relationships
Peer networks
11.5 The adolescent
Balancing autonomy and attachment to parents
Changing peer relationships
11.6 The adult
Social networks
Family relationships
Adult attachment
Chapter 12: Developmental psychopathology
12.1 What makes development atypical?
Diagnostic guidelines and criteria
Developmental psychopathology
12.2 The infant
Autism spectrum disorder (ASD)
Depression in infancy?
12.3 The child
Externalising and internalising problems
Attention deficit hyperactivity disorder (ADHD)
Childhood depression
12.4 The adolescent
Storm and stress?
Adolescent problem behaviours
Eating disorders
Substance use disorders
Depression and suicidality
12.5 The adult
Stress and disorder in adulthood
Depression in adulthood
Ageing and dementia
Chapter 13: The final challenge: Death and dying
13.1 Matters of life and death
What is death?
What kills us and when?
Theories of ageing: Why do we age and die?
13.2 The experience of death
Perspectives on dying
Perspectives on bereavement
13.3 The infant
13.4 The child
13.5 The adolescent
Advanced understandings of death
Experiences with death and dying
13.6 The adult
Death in the family context
13.7 Coping with death
Challenges to the grief work perspective
Who copes and who succumbs?
Bereavement and positive growth
Supporting the dying and bereaved
Taking our leave
Glossary
Name Index
Subject Index