Life Span Human Development: Australian and New Zealand, 4th Edition
By Carol K. Sigelman, Linda De George, Kimberley Cunial, Mark Kohler, Nadine Ballam and Elizabeth A. Rider
Contents:
Guide to the text x
Guide to the online resources xiv
Preface xvi
About the authors xx
Acknowledgements xxii
1 UNDERSTANDING LIFE SPAN HUMAN DEVELOPMENT 1
1.1 How should we think about
development? 3
Defining development 3
Conceptualising the life span 4
Framing the influence of nature
and nurture 10
1.2 What is the science of life
span development? 15
Goals of study 15
Early beginnings 16
The modern life span perspective 18
1.3 How is development studied? 21
The scientific method 21
Sample selection 22
Data collection techniques 22
Case study, experimental and
correlational methods 25
Developmental research designs 30
1.4 What special challenges do
developmental scientists face? 37
Protecting the rights of research
participants 37
Conducting culturally sensitive
research 38
2 THEORIES OF HUMAN DEVELOPMENT 46
2.1 Developmental theories
and the issues they raise 47
Nature and nurture 49
Activity and passivity 49
Continuity and discontinuity 49
Universality and context specificity 50
2.2 Psychoanalytic theories 52
Freud: Psychoanalytic theory 53
Erikson: Psychosocial theory 56
Psychoanalytic theories:
Contributions and weaknesses 57
2.3 Learning theories 58
Pavlov and Watson: Classical
conditioning 58
Skinner: Operant conditioning 59
Bandura: Social cognitive theory 62
Learning theories: Contributions
and weaknesses 64
2.4 Humanistic theories 65
Maslow: Hierarchy of needs 66
Humanistic theories: Contributions
and weaknesses 67
2.5 Cognitive theories 68
Piaget: Cognitive developmental
theory 69
Vygotsky: Sociocultural theory 70
Information-processing approach 71
Theories of adult cognitive
development 71
Cognitive theories: Contributions
and weaknesses 73
2.6 Systems theories 74
Gottlieb: Epigenetic psychobiological
systems perspective 74
Systems theories: Contributions
and weaknesses 78
2.7 Theories in perspective 80
3 GENES, ENVIRONMENT AND THE BEGINNINGS OF LIFE 92
3.1 Individual heredity 93
Conception 93
The genetic code 95
Mechanisms of inheritance 100
Genetic abnormalities and disorders 102
3.2 The interplay of genes
and environment 106
Studying genetic and environmental
influences 106
How genes and environment work
together 109
3.3 Prenatal stages 114
The germinal period 115
The embryonic period 115
The foetal period 117
3.4 The prenatal environment
and foetal health 121
Teratogens 121
Parental characteristics and
foetal health 127
3.5 The perinatal environment 130
Childbirth 130
Identifying at-risk newborns 136
3.6 The neonatal environment 137
Breast or bottle? 137
Peripartum depression 138
4 BODY, BRAIN AND HEALTH 148
4.1 Building blocks of growth
and lifelong health 149
The endocrine system 149
The brain and nervous system 151
Principles of growth 153
A life span developmental model of
health 154
4.2 The infant 156
Rapid physical growth 156
The infant brain 157
Newborn capabilities 158
Infant motor development 160
Health and wellness in infancy 164
4.3 The child 167
Physical growth and motor
capabilities 167
Brain growth and development 169
Health and wellness in childhood 171
4.4 The adolescent 177
The adolescent growth spurt
and puberty 177
The adolescent brain 183
Teen health and wellness 184
4.5 The adult 187
The changing body 188
The changing brain 188
The changing reproductive system 190
Health challenges: Ageing or
disease, disuse or misuse? 193
5 COGNITIVE DEVELOPMENT 208
5.1 Piaget’s cognitive
developmental theory 209
Processes of intellectual and
cognitive development 210
Piaget: Contributions and challenges 212
A modern take on constructivism 214
5.2 Vygotsky’s sociocultural
theory 216
Culture and thought 216
Social interaction and thought 217
Tools of thought 218
Evaluation of Vygotsky 220
5.3 Fischer’s dynamic skill
framework 222
Comparison to Piaget and
Vygotsky 223
5.4 The infant 225
Sensorimotor thinking 225
The development of object
permanence 225
The emergence of symbols 228
5.5 The child 229
Preschoolers: Symbolic thinking 229
School-age children: Logical thinking 234
5.6 The adolescent 236
Emergence of abstract and
systematic thinking 236
Progress towards mastery of
formal operations 239
Implications of formal thought 241
5.7 The adult 242
Limitations in adult cognitive
performance 243
Growth beyond formal thought 243
Ageing and cognitive change 245
6 SENSORY-PERCEPTION, ATTENTION AND MEMORY 253
6.1 The information-processing
approach to cognition 254
Sensation, perception and attention 255
Memory 255
Problem solving 259
6.2 The infant 260
Uncovering infants’ mental
capabilities 261
Sensory-perceptual abilities 261
Early memory abilities 271
6.3 The child 272
Sensory-perceptual refinements 272
Advances in attention 273
Explaining memory development 274
Developments in problem solving 282
6.4 The adolescent 285
Attention 285
Improvements in memory and
problem solving 286
6.5 The adult 288
Sensory-perceptual changes 288
Memory, problem solving and
ageing 293
Explaining autobiographical
memory 298
7 INTELLIGENCE AND CREATIVITY 310
7.1 Defining and measuring
intelligence and creativity 311
The psychometric view of
intelligence 311
Gardner’s theory of multiple
intelligences 316
Sternberg’s triarchic theory
of intelligence 318
Measuring creativity and intelligence 321
7.2 Factors that influence
intelligence and creativity 323
The Flynn effect 324
Genes and intelligence 324
Environment and intelligence 325
Genes, environments and creativity 328
7.3 The infant 328
Developmental quotients 329
Infant intelligence as a predictor
of later intelligence 329
7.4 The child 332
The stability of IQ scores during
childhood 332
The emergence of creativity 333
7.5 The adolescent 334
Intellectual change and continuity 335
IQ and school achievement 335
Fostering creativity 335
7.6 The adult 337
Changes in IQ with age 337
IQ, wealth and health 341
Potential for wisdom 342
Creative endeavours 344
7.7 The extremes of intelligence 345
Intellectual disability 345
Giftedness 347
7.8 Integrating cognitive
perspectives 350
8 LANGUAGE, LITERACY AND LEARNING 360
8.1 The language system 361
Describing language:
Basic components 361
Explaining language:
Nature and nurture 362
8.2 The infant 367
Developing language 367
Mastery motivation 373
Early learning 374
8.3 The child 377
Expanding language skills 378
Learning to read 378
Fostering academic success 381
8.4 The adolescent 389
Academic achievement 389
Pathways to adulthood 393
8.5 The adult 394
Language: Continuity and change 394
Adult literacy 394
Adult education 395
Theoretical contributions to
learning and education 396
9 SELF, PERSONALITY, GENDER AND SEXUALITY 405
9.1 Conceptualising the self
and personality 406
Basic concepts and theories of self and
personality 406
Sex, gender and sexuality 411
9.2 The infant 415
The emerging self 415
Temperament 417
9.3 The child 420
The evolving self and personality 420
Acquiring gender roles 423
Childhood sexuality 427
9.4 The adolescent 429
Forging a sense of self and identity 429
Adhering to gender roles 434
Adolescent sexuality 435
9.5 The adult 437
Ageing and self-esteem 437
Continuity and discontinuity
in personality 439
Eriksonian psychosocial
personality growth 442
Changes in gender roles
and sexuality 443
Vocational identity and development 446
10 SOCIAL COGNITION AND MORAL DEVELOPMENT 460
10.1 Social cognition and
perspective taking 461
Theory of mind 461
Nature, nurture and theory of mind 464
Social cognition and perspective
taking in adulthood 467
10.2 Perspectives on moral
development 468
Moral emotion:
Psychoanalytic theory 469
Moral reasoning: Cognitive
developmental theory 470
Moral behaviour:
Social cognitive theory 475
The functions of morality:
Evolutionary theory 476
Indigenous perspectives on morality 476
10.3 The infant 478
Empathy and prosocial behaviour 479
Early antisocial behaviour 480
Early moral socialisation 481
10.4 The child 482
Moral understandings 483
Moral socialisation 485
10.5 The adolescent 487
Changes in moral reasoning 487
Bullying 489
Antisocial behaviour 491
10.6 The adult 498
Moral reasoning and ageing 498
Moral intuition and emotion 498
Predicting moral action 500
11.1 Emotional development 510
11 EMOTIONS, ATTACHMENT AND SOCIAL RELATIONSHIPS 509
First emotions and emotional
regulation 510
Emotional learning in childhood 513
Adolescent moods 514
Emotions and ageing 515
11.2 Perspectives on relationships 517
Changing social systems across
the life span 517
Attachment theory 517
11.3 The infant 520
An attachment forms 520
Quality of attachment 522
Culture and infant attachment 524
Implications of early attachment 527
First peer relations 530
11.4 The child 531
The caregiver–child relationship 531
Sibling relationships 535
Peer networks 535
11.5 The adolescent 540
Balancing autonomy and attachment
to parents 540
Changing peer relationships 541
11.6 The adult 544
Social networks 545
Family relationships 547
Adult attachment 549
12 DEVELOPMENTAL PSYCHOPATHOLOGY 565
12.1 What makes development
atypical? 566
Diagnostic guidelines and criteria 566
Developmental psychopathology 567
12.2 The infant 572
Autism spectrum disorder (ASD) 572
Depression in infancy? 578
12.3 The child 579
Externalising and internalising
problems 579
Attention deficit hyperactivity
disorder (ADHD) 581
Childhood depression 586
12.4 The adolescent 589
Storm and stress? 589
Adolescent problem behaviours 589
Eating disorders 590
Substance use disorders 593
Depression and suicidality 597
12.5 The adult 601
Stress and disorder in adulthood 601
Depression in adulthood 602
Ageing and dementia 603
13 THE FINAL CHALLENGE: DEATH AND DYING 618
13.1 Matters of life and death 619
What is death? 619
What kills us and when? 623
Theories of ageing: Why do we
age and die? 626
13.2 The experience of death 630
Perspectives on dying 630
Perspectives on bereavement 632
13.3 The infant 636
13.4 The child 637
Grasping the concept of death 638
Experiences with death and dying 640
13.5 The adolescent 643
Advanced understandings of death 643
Experiences with death and dying 643
13.6 The adult 645
Death in the family context 645
13.7 Coping with death 651
Challenges to the grief work
perspective 651
Who copes and who succumbs? 653
Bereavement and positive growth 655
Supporting the dying and bereaved 655
Taking our leave 658
Glossary 668
Name Index 681
Subject Index 699