Lifespan Development, Global Edition

Höfundar: Denise Boyd; Helen Bee (Útgáfa: 9)
Lifespan Development, Global Edition

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Lifespan Development provides an introduction to developmental science that’s geared around helping you apply your understanding of development to your own life. Throughout this thorough overview of the discipline, authors Denise Boyd and Helen Bee emphasize how concepts connect to research. Combined with their down-to-earth writing style, this approach helps make abstract theoretical material understandable.

The 9th Edition has been updated to reflect changing perspectives and recent research. The authors present fresh coverage of neurological milestones of adolescence, influences on interpersonal attraction and other topics. In addition, all key terms throughout the text have been assessed and replaced as necessary with relevant contemporary terminology. Revel® empowers you to actively participate in learning.

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Útgefandi
Pearson International Content
ISBN
9781292472096
Print ISBN
9781292472102
Format
ePub
Útgáfa
9
Höfundar
Denise Boyd; Helen Bee
Tungumál
English
Útgefið
2025-03-17
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover
  • Cover
  • About This Course
  • About This Course
  • About This Course
  • Copyright Page
  • Acknowledgments
  • Content Organization and Highlights
  • Why Do You Need This New Edition?
  • About the Author
  • 1: Basic Concepts and Methods
  • Introduction: Basic Concepts and Methods
  • 1.1: An Introduction to Human Development
  • 1.1: An Introduction to Human Development
  • 1.1.1: Philosophical and Scientific Roots
  • Early Scientific Studies and Theories of Development
  • 1.1.2: The Lifespan Perspective
  • 1.1.3: The Domains and Periods of Development
  • The Purpose of Dividing the Lifespan into Age Periods
  • 1.2: Key Issues in the Study of Human Development
  • 1.2: Key Issues in the Study of Human Development
  • 1.2.1: Nature Versus Nurture
  • 1.2.2: Continuity Versus Discontinuity
  • 1.2.3: Three Kinds of Change
  • Individual Differences
  • 1.2.4: Contexts of Development
  • 1.3: Research Methods
  • 1.3: Research Methods
  • 1.3.1: The Goals of Developmental Science
  • 1.3.2: Descriptive Methods
  • Correlational Methods
  • 1.3.3: The Experimental Method
  • 1.4: Research Designs
  • 1.4: Research Designs
  • 1.4.1: Cross-Sectional, Longitudinal, and Sequential Designs
  • An Example of a Cross-Sectional Design
  • Longitudinal Designs
  • Sequential Designs
  • 1.4.2: Cross-Cultural Research
  • 1.4.3: Research Ethics
  • Summary: Basic Concepts and Methods
  • Summary: Basic Concepts and Methods
  • 2: Theories of Development
  • Introduction: Theories of Development
  • 2.1: Psychoanalytic Theories
  • 2.1: Psychoanalytic Theories
  • 2.1.1: Freud’s Psychosexual Theory
  • Psychosexual Stages
  • 2.1.2: Erikson’s Psychosocial Theory
  • Adulthood Stages of Psychosocial Development
  • 2.1.3: Evaluation of Psychoanalytic Theories
  • 2.2: Learning Theories
  • 2.2: Learning Theories
  • 2.2.1: Classical Conditioning
  • John Watson and “Little Albert”
  • 2.2.2: Skinner’s Operant Conditioning
  • 2.2.3: Bandura’s Social-Cognitive Theory
  • 2.2.4: Evaluation of Learning Theories
  • 2.3: Cognitive Theories
  • 2.3: Cognitive Theories
  • 2.3.1: Piaget’s Cognitive-Developmental Theory
  • Four Stages of Cognitive Development
  • 2.3.2: Vygotsky’s Sociocultural Theory
  • 2.3.3: Information-Processing Theory
  • 2.3.4: Evaluation of Cognitive Theories
  • 2.4: Biological and Ecological Theories
  • 2.4: Biological and Ecological Theories
  • 2.4.1: Behavior Genetics
  • 2.4.2: Ecological Theories
  • 2.4.3: Bronfenbrenner’s Bioecological Theory
  • 2.5: Comparing Theories
  • 2.5: Comparing Theories
  • 2.5.1: Assumptions About Development
  • 2.5.2: Usefulness
  • 2.5.3: Eclecticism
  • Summary: Theories of Development
  • Summary: Theories of Development
  • 3: Prenatal Development and Birth
  • Introduction: Prenatal Development and Birth
  • 3.1: Conception and Genetics
  • 3.1: Conception and Genetics
  • 3.1.1: The Process of Conception
  • Determination of Sex
  • Multiple Births
  • 3.1.2: How Genes Influence Development
  • Polygenic Inheritance
  • 3.2: Genetic and Chromosomal Disorders
  • 3.2: Genetic and Chromosomal Disorders
  • 3.2.1: Genetic Disorders
  • Sex-Linked Disorders
  • 3.2.2: Chromosomal Errors
  • 3.3: Pregnancy and Prenatal Development
  • 3.3: Pregnancy and Prenatal Development
  • 3.3.1: The Experience of Pregnancy
  • Second Trimester
  • 3.3.2: Prenatal Development
  • A Closer Look at the Fetal Stage
  • 3.3.3: Sex Differences
  • 3.3.4: Prenatal Behavior
  • 3.4: Substance-Related Problems in Prenatal Development
  • 3.4: Substance-Related Problems in Prenatal Development
  • 3.4.1: How Teratogens Influence Development
  • 3.4.2: Drugs, Tobacco, and Alcohol
  • Illegal Drugs
  • 3.5: Maternal Influences and Fetal Health
  • 3.5: Maternal Influences and Fetal Health
  • 3.5.1: Maternal Diseases
  • 3.5.2: Other Maternal Influences on Prenatal Development
  • Chronic Illnesses
  • 3.5.3: Fetal Assessment and Treatment
  • 3.6: Birth and the Neonate
  • 3.6: Birth and the Neonate
  • 3.6.1: Birth Choices
  • Drugs During Labor and Delivery
  • 3.6.2: The Physical Process of Birth
  • Caesarean Deliveries
  • 3.6.3: Assessing the Neonate
  • 3.6.4: Low Birth Weight and Preterm Birth
  • Summary: Prenatal Development and Birth
  • Summary: Prenatal Development and Birth
  • 4: Physical, Sensory, and Perceptual Development in Infancy
  • Introduction: Physical, Sensory, and Perceptual Development in Infancy
  • 4.1: Neurological and Behavioral Changes in Infancy
  • 4.1: Neurological and Behavioral Changes in Infancy
  • 4.1.1: The Infant’s Brain and Nervous System
  • Implications of the Synaptogenesis—Pruning Cycle
  • Myelinization
  • 4.1.2: Reflexes and Behavioral States
  • Sleep and Wakefulness Patterns
  • 4.2: Growth, Motor Skills, and Developing Body Systems
  • 4.2: Growth, Motor Skills, and Developing Body Systems
  • 4.2.1: Growth and Motor Skills
  • 4.2.2: Explaining Motor Skills Development
  • 4.2.3: Developing Body Systems
  • 4.3: Infant Health and Wellness
  • 4.3: Infant Health and Wellness
  • 4.3.1: Nutrition
  • 4.3.2: Malnutrition
  • 4.3.3: Health Care and Immunizations
  • 4.4: Infant Mortality
  • 4.4: Infant Mortality
  • 4.4.1: Sudden Infant Death Syndrome
  • 4.4.2: Group Differences in Infant Mortality
  • Explaining Group Differences in Infant Mortality
  • 4.5: Sensory Skills
  • 4.5: Sensory Skills
  • 4.5.1: Vision
  • 4.5.2: Hearing and Other Senses
  • 4.6: Perceptual Skills
  • 4.6: Perceptual Skills
  • 4.6.1: Studying Perceptual Development
  • 4.6.2: Looking
  • Perception of Patterns
  • 4.6.3: Listening
  • 4.6.4: Combining Information from Several Senses
  • 4.6.5: Explaining Perceptual Development
  • Summary: Physical, Sensory, and Perceptual Development in Infancy
  • Summary: Physical, Sensory, and Perceptual Development in Infancy
  • 5: Cognitive Development in Infancy
  • Introduction: Cognitive Development in Infancy
  • 5.1: Cognitive Changes and Intelligence in Infancy
  • 5.1: Cognitive Changes and Intelligence in Infancy
  • 5.1.1: Piaget’s Sensorimotor Stage
  • Changes in Means-End Behavior
  • Object Permanence
  • 5.1.2: Challenges to Piaget’s Explanation of Infant Cognitive Development
  • 5.1.3: Alternative Approaches
  • Other Studies of Infants’ Understanding of Objects
  • 5.1.4: Measuring Intelligence in Infancy
  • 5.2: Learning, Categorizing, and Remembering
  • 5.2: Learning, Categorizing, and Remembering
  • 5.2.1: Conditioning and Modeling
  • 5.2.2: Schematic Learning
  • 5.2.3: Memory
  • 5.3: Theoretical Perspectives and Influences on Language Development
  • 5.3: Theoretical Perspectives and Influences on Language Development
  • 5.3.1: Theoretical Perspectives
  • Alternative Views of Language Acquisition
  • 5.3.2: Influences on Language Development
  • Poverty and Language Development
  • 5.4: Language Development Milestones
  • 5.4: Language Development Milestones
  • 5.4.1: Early Milestones of Language Development
  • Gestures
  • Receptive Language
  • 5.4.2: The First Words
  • 5.4.3: The First Sentences
  • 5.4.4: Individual Differences in Language Development
  • 5.4.5: Language Development Across Cultures
  • Summary: Cognitive Development in Infancy
  • Summary: Cognitive Development in Infancy
  • 6: Social and Personality Development in Infancy
  • Introduction: Social and Personality Development in Infancy
  • 6.1: Theories of Social and Personality Development
  • 6.1: Theories of Social and Personality Development
  • 6.1.1: Psychoanalytic Perspectives
  • 6.1.2: Ethological Perspectives
  • 6.2: Attachment
  • 6.2: Attachment
  • 6.2.1: The Parents’ Attachment to the Infant
  • 6.2.2: The Infant’s Attachment to the Parents
  • Attachment Behaviors
  • 6.3: Factors Influencing Attachment
  • 6.3: Factors Influencing Attachment
  • 6.3.1: Variations in Attachment Quality
  • Stability of Attachment Classification
  • 6.3.2: Caregiver Characteristics and Attachment
  • 6.3.3: Long-Term Consequences of Attachment Quality
  • 6.3.4: Cross-Cultural Research on Attachment
  • 6.4: Personality, Temperament, and Self-Concept
  • 6.4: Personality, Temperament, and Self-Concept
  • 6.4.1: Dimensions of Temperament
  • The Key Dimensions of Temperament
  • 6.4.2: Origins and Stability of Temperament
  • Environment
  • 6.4.3: Self-Concept in Infancy
  • The Objective Self
  • The Emotional Self
  • 6.5: Effects of Nonparental Care
  • 6.5: Effects of Nonparental Care
  • 6.5.1: Difficulties in Studying Nonparental Care
  • 6.5.2: Effects on Physical, Cognitive, and Social Development
  • Social-Emotional Development
  • 6.5.3: Interpreting Research on Nonparental Care
  • Temperament Differences
  • Summary: Social and Personality Development in Infancy
  • Summary: Social and Personality Development in Infancy
  • 7: Physical and Cognitive Development in Early Childhood
  • Introduction: Physical and Cognitive Development in Early Childhood
  • 7.1: Physical Changes in Early Childhood
  • 7.1: Physical Changes in Early Childhood
  • 7.1.1: Growth and Motor Development in Early Childhood
  • 7.1.2: The Brain and Nervous System
  • 7.2: Health and Wellness in Early Childhood
  • 7.2: Health and Wellness in Early Childhood
  • 7.2.1: Young Children’s Health-Care Needs
  • Eating Patterns
  • 7.2.2: Abuse and Neglect
  • Preventing Child Maltreatment
  • 7.3: Piaget’s Preoperational Stage of Cognitive Development
  • 7.3: Piaget’s Preoperational Stage of Cognitive Development
  • 7.3.1: Piaget’s View of Early Childhood Thinking
  • Centration
  • 7.3.2: Challenges to Piaget’s View
  • 7.4: Other Cognitive Changes in Early Childhood
  • 7.4: Other Cognitive Changes in Early Childhood
  • 7.4.1: Theories of Mind
  • 7.4.2: Alternative Theories of Early Childhood Thinking
  • Vygotsky’s Sociocultural Theory
  • 7.5: Changes in Language
  • 7.5: Changes in Language
  • 7.5.1: Word Learning
  • 7.5.2: The Grammar Explosion
  • 7.5.3: Phonological Awareness
  • 7.6: Individual Differences in Intelligence
  • 7.6: Individual Differences in Intelligence
  • 7.6.1: Measuring Intelligence
  • The Predictive Value of IQ Scores
  • 7.6.2: Origins of Individual Differences in Intelligence
  • Preschool Influences on Cognitive and Non-Cognitive Development
  • Combining the Information
  • 7.6.3: Group Differences in Intelligence Test Scores
  • Summary: Physical and Cognitive Development in Early Childhood
  • Summary: Physical and Cognitive Development in Early Childhood
  • 8: Social and Personality Development in Early Childhood
  • Introduction: Social and Personality Development in Early Childhood
  • 8.1: Theories of Social and Personality Development
  • 8.1: Theories of Social and Personality Development
  • 8.1.1: Psychoanalytic Perspectives
  • 8.1.2: Social-Cognitive Perspectives
  • Understanding Rule Categories
  • 8.2: Personality and Self-Concept
  • 8.2: Personality and Self-Concept
  • 8.2.1: From Temperament to Personality
  • 8.2.2: Self-Concept in Early Childhood
  • Disruptive Mood Dysregulation Disorder
  • Moral Emotions
  • 8.3: Gender Development
  • 8.3: Gender Development
  • 8.3.1: Explaining Gender Development
  • Kohlberg’s Cognitive-Developmental Theory of Gender Development
  • Gender Schema Theory
  • 8.3.2: Gender Stereotypes
  • 8.3.3: Gender-Typed Behavior
  • Gender Differences in Play Preferences, Friendships, and Communication Styles
  • 8.3.4: Gender Diversity in Early Childhood
  • Cross-Gender Behavior
  • 8.4: Family Relationships and Parenting
  • 8.4: Family Relationships and Parenting
  • 8.4.1: Attachment in Early Childhood
  • 8.4.2: Parenting Styles
  • Types of Parenting Styles
  • Parenting Styles in Context
  • Power Assertion
  • 8.4.3: Factors Associated with Parenting Styles
  • 8.5: Family Structure
  • 8.5: Family Structure
  • 8.5.1: Family Diversity
  • Race, Ethnicity, and Family Structure
  • Families Headed by Gay and Lesbian Parents
  • Multigenerational Families
  • 8.5.2: Divorce
  • 8.5.3: Understanding the Effects of Family Structure and Divorce
  • 8.6: Peer Relationships in Early Childhood
  • 8.6: Peer Relationships in Early Childhood
  • 8.6.1: Relating to Peers through Play
  • 8.6.2: Aggression
  • Key Factors in Aggressive Behavior
  • Temperament and Aggression
  • 8.6.3: Prosocial Behavior and Friendships
  • Friendships in Early Childhood
  • Summary: Social and Personality Development in Early Childhood
  • Summary: Social and Personality Development in Early Childhood
  • 9: Physical and Cognitive Development in Middle Childhood
  • Introduction: Physical and Cognitive Development in Middle Childhood
  • 9.1: Physical Changes in Middle Childhood
  • 9.1: Physical Changes in Middle Childhood
  • 9.1.1: Growth and Motor Development in Middle Childhood
  • 9.1.2: The Brain and Nervous System
  • 9.1.3: Health and Wellness in Middle Childhood
  • Excessive Weight Gain
  • Causes of Childhood Obesity
  • Reducing Childhood Obesity
  • 9.2: Cognitive Changes in Middle Childhood
  • 9.2: Cognitive Changes in Middle Childhood
  • 9.2.1: Language Development in Middle Childhood
  • 9.2.2: Piaget’s Concrete Operational Stage
  • Applying Conservation Skills to New Problems
  • 9.2.3: Advances in Information-Processing Skills
  • Executive and Strategic Processes
  • Expertise
  • 9.3: Schooling in Middle Childhood
  • 9.3: Schooling in Middle Childhood
  • 9.3.1: Literacy
  • 9.3.2: English Learners
  • 9.4: Intelligence and Achievement
  • 9.4: Intelligence and Achievement
  • 9.4.1: Theories of Intelligence
  • Theories of Multiple Intelligences
  • Intelligence Testing in Schools
  • 9.4.2: Group Differences in Achievement
  • Achievement Tests
  • Gender Differences in Math Achievement
  • Racial and Ethnic Group Differences
  • Stereotype Threat
  • 9.4.3: Cross-National Differences in Math Achievement
  • Explaining Cross-National Differences in Achievement
  • 9.5: Children with Learning Differences
  • 9.5: Children with Learning Differences
  • 9.5.1: Learning Disabilities
  • Teaching Children with Learning Disabilities
  • 9.5.2: Attention-Deficit/Hyperactivity Disorder
  • Summary: Physical and Cognitive Development in Middle Childhood
  • Summary: Physical and Cognitive Development in Middle Childhood
  • 10: Social and Personality Development in Middle Childhood
  • Introduction: Social and Personality Development in Middle Childhood
  • 10.1: Theories of Social and Personality Development in Middle Childhood
  • 10.1: Theories of Social and Personality Development in Middle Childhood
  • 10.1.1: Psychoanalytic Perspectives
  • 10.1.2: The Trait and Social-Cognitive Perspectives
  • The Social-Cognitive Approach
  • 10.2: Self-Concept in Middle Childhood
  • 10.2: Self-Concept in Middle Childhood
  • 10.2.1: The Psychological Self
  • Self-Efficacy
  • 10.2.2: The Valued Self
  • Self-Esteem and the Ideal Self
  • Self-Esteem and Culture
  • 10.3: Advances in Social Cognition
  • 10.3: Advances in Social Cognition
  • 10.3.1: The Child as Psychologist
  • 10.3.2: Moral Reasoning
  • Piaget’s Moral Relativism Stage
  • 10.4: Family and Peer Relationships in Middle Childhood
  • 10.4: Family and Peer Relationships in Middle Childhood
  • 10.4.1: Relationships with Parents
  • 10.4.2: Friendships in Middle Childhood
  • Understanding Friendship
  • Influence of Friends on Children’s Behavior
  • 10.5: Aggression and Social Status
  • 10.5: Aggression and Social Status
  • 10.5.1: Patterns of Aggression
  • Relational Aggression
  • Bullying
  • 10.5.2: Social Status
  • 10.6: Influences Beyond Family and Peers
  • 10.6: Influences Beyond Family and Peers
  • 10.6.1: Poverty
  • Risk and Protective Factors
  • 10.6.2: Media Influences
  • Television and Video
  • Video Games
  • Summary: Social and Personality Development in Middle Childhood
  • Summary: Social and Personality Development in Middle Childhood
  • 11: Physical and Cognitive Development in Adolescence
  • Introduction: Physical and Cognitive Development in Adolescence
  • 11.1: Physical Changes in Adolescence
  • 11.1: Physical Changes in Adolescence
  • 11.1.1: Brain Development and Physical Growth
  • 11.1.2: Milestones of Puberty
  • Sexual Development in Male Adolescents
  • Precocious Puberty
  • 11.1.3: The Timing of Puberty
  • Personality and Family Influences
  • 11.2: Adolescent Sexuality
  • 11.2: Adolescent Sexuality
  • 11.2.1: Sexual Behavior
  • Factors Associated with Sexual Behavior
  • Sex Education
  • 11.2.2: Adolescent Pregnancy
  • Factors Influencing Teen Pregnancy
  • 11.2.3: Sexual and Gender Diversity in Adolescence
  • Gender Diverse Adolescents
  • 11.3: Adolescent Health
  • 11.3: Adolescent Health
  • 11.3.1: Sensation Seeking
  • 11.3.2: Drugs, Alcohol, and Tobacco
  • Trends in Illicit Drug Use
  • Peer Influence
  • 11.3.3: Eating Disorders
  • Bulimia Nervosa
  • 11.3.4: Depression and Suicide
  • Cognitive and Psychosocial Effects of Depression
  • Suicide
  • 11.4: Changes in Thinking and Memory
  • 11.4: Changes in Thinking and Memory
  • 11.4.1: Piaget’s Formal Operational Stage
  • Logic
  • 11.4.2: Direct Tests of Piaget’s View
  • 11.4.3: Emergent Cognitive Abilities and the Dual Process Model
  • The Dual Process Model
  • 11.5: Adolescent Schooling
  • 11.5: Adolescent Schooling
  • 11.5.1: Transition to Secondary School
  • School Climate
  • 11.5.2: Sex, Race, Ethnicity, and Achievement in Science and Math
  • Racial and Ethnic Group Differences
  • 11.5.3: Dropping Out of High School
  • Summary: Physical and Cognitive Development in Adolescence
  • Summary: Physical and Cognitive Development in Adolescence
  • 12: Social and Personality Development in Adolescence
  • Introduction: Social and Personality Development in Adolescence
  • 12.1: Theories of Social and Personality Development in Adolescence
  • 12.1: Theories of Social and Personality Development in Adolescence
  • 12.1.1: Psychoanalytic Perspectives
  • 12.1.2: Marcia’s Theory of Identity Achievement
  • Research on Identity Development
  • 12.2: Self-Concept in Adolescence
  • 12.2: Self-Concept in Adolescence
  • 12.2.1: Self-Understanding
  • Differentiated Self-Concepts
  • 12.2.2: Gender Role Identity
  • 12.2.3: Ethnic-Racial Identity (ERI)
  • Intersectionality and Ethnic-Racial Identity Development
  • 12.3: Kohlberg’s Approach to Moral Development
  • 12.3: Kohlberg’s Approach to Moral Development
  • 12.3.1: Kohlberg’s Theory of Moral Reasoning
  • Level I: Preconventional Morality
  • Level II: Conventional Morality
  • Level III: Postconventional Morality
  • Influences on Moral Development
  • 12.3.2: Criticisms of Kohlberg’s Theory
  • 12.3.3: Moral Development and Antisocial Behavior
  • 12.4: Social Relationships
  • 12.4: Social Relationships
  • 12.4.1: Relationships with Parents
  • Attachment to Parents
  • 12.4.2: Friendships in Adolescence
  • Popularity
  • 12.4.3: Peer Groups
  • Cliques and Crowds
  • 12.4.4: Romantic Relationships
  • Sexually Diverse Teens
  • Summary: Social and Personality Development in Adolescence
  • Summary: Social and Personality Development in Adolescence
  • 13: Physical and Cognitive Development in Early Adulthood
  • Introduction: Physical and Cognitive Development in Early Adulthood
  • 13.1: Physical Functioning
  • 13.1: Physical Functioning
  • 13.1.1: Primary and Secondary Aging
  • 13.1.2: The Brain and Nervous System in Early Adulthood
  • 13.1.3: Other Body Systems
  • Heart and Lungs
  • Reproductive Capacity
  • Immune System Functioning
  • 13.2: Health and Wellness in Early Adulthood
  • 13.2: Health and Wellness in Early Adulthood
  • 13.2.1: Health Habits and Personal Factors
  • Safe Sex
  • Social Support and Personal Beliefs
  • 13.2.2: Intimate Partner Violence
  • Causes of Intimate Partner Abuse
  • 13.2.3: Mental Health in Early Adulthood
  • Anxiety Disorders
  • Depressive Disorders
  • Personality Disorders
  • 13.2.4: Substance Use Disorder
  • Physical Dependence
  • 13.3: Cognitive Changes in Early Adulthood
  • 13.3: Cognitive Changes in Early Adulthood
  • 13.3.1: Postformal Thought
  • Reflective Judgment
  • 13.3.2: Intelligence
  • The Seattle Longitudinal Study
  • 13.4: Postsecondary Education
  • 13.4: Postsecondary Education
  • 13.4.1: Developmental Impact
  • 13.4.2: Diversity and the College Experience
  • Gender Differences
  • Ethnicity and Race
  • Students with Disabilities
  • Summary: Physical and Cognitive Development in Early Adulthood
  • Summary: Physical and Cognitive Development in Early Adulthood
  • 14: Social and Personality Development in Early Adulthood
  • Introduction: Social and Personality Development in Early Adulthood
  • 14.1: Theories of Social and Personality Development
  • 14.1: Theories of Social and Personality Development
  • 14.1.1: Stage Theories of Early Adulthood
  • Levinson’s Life Structures
  • 14.1.2: Emerging Adulthood
  • Research Examining Emerging Adulthood
  • 14.2: Attraction, Mate Selection, and Romantic Love
  • 14.2: Attraction, Mate Selection, and Romantic Love
  • 14.2.1: Interpersonal Attraction
  • 14.2.2: Mate Selection
  • Cross-Cultural Research
  • Social Role Theories of Mate Selection
  • 14.2.3: Romantic Love
  • Sternberg’s Triangular Theory of Love
  • 14.3: Couple Relationships in Early Adulthood
  • 14.3: Couple Relationships in Early Adulthood
  • 14.3.1: Cohabitation
  • 14.3.2: Marriage
  • Relationship Quality
  • Conflict Management
  • 14.3.3: Divorce
  • 14.3.4: Singlehood
  • 14.4: Young Adults in Family Systems
  • 14.4: Young Adults in Family Systems
  • 14.4.1: Parenthood
  • The Transition Experience
  • Postpartum Depression
  • Childlessness
  • 14.4.2: Social Networks
  • Friends in Early Adulthood
  • 14.5: Career Development
  • 14.5: Career Development
  • 14.5.1: Choosing a Career
  • Personality
  • Social Influences
  • Gender
  • 14.5.2: Career Stages and Satisfaction
  • Job Satisfaction
  • 14.5.3: Gender Differences in Work Patterns
  • Work–Family Conflict
  • 14.5.4: Work–Life Balance
  • Summary: Social and Personality Development in Early Adulthood
  • Summary: Social and Personality Development in Early Adulthood
  • 15: Physical and Cognitive Development in Middle Adulthood
  • Introduction: Physical and Cognitive Development in Middle Adulthood
  • 15.1: Reproductive Changes in Middle Adulthood
  • 15.1: Reproductive Changes in Middle Adulthood
  • 15.1.1: Male Climacteric
  • 15.1.2: Menopause
  • The Timing and Emotions of Menopause
  • 15.1.3: Sexual Activity in Middle Adulthood
  • 15.2: Neurological, Skeletal, and Sensory System Changes in Middle Adulthood
  • 15.2: Neurological, Skeletal, and Sensory System Changes in Middle Adulthood
  • 15.2.1: The Brain and Nervous System in Middle Adulthood
  • Functional Changes in the Brain
  • 15.2.2: The Skeletal System
  • 15.2.3: Vision and Hearing
  • 15.3: Health and Wellness in Middle Adulthood
  • 15.3: Health and Wellness in Middle Adulthood
  • 15.3.1: Cardiovascular Disease Risks
  • Modifiable Risk Factors for CVD
  • Personality and Health
  • 15.3.2: Cancer
  • Infectious Diseases and Cancer
  • 15.3.3: Alcohol Use Disorder
  • 15.4: Health Disparities
  • 15.4: Health Disparities
  • 15.4.1: Gender and Health
  • 15.4.2: Socioeconomic Status, Ethnicity, Race, and Health
  • Ethnicity, Race, and Health
  • Diabetes
  • 15.5: Cognitive Functioning in Middle Adulthood
  • 15.5: Cognitive Functioning in Middle Adulthood
  • 15.5.1: Models of Physical and Cognitive Aging
  • Selective Optimization with Compensation
  • 15.5.2: Health and Cognitive Functioning
  • 15.5.3: Changes in Memory and Cognition
  • Expertise and Memory Function
  • 15.5.4: Creativity
  • Summary: Physical and Cognitive Development in Middle Adulthood
  • Summary: Physical and Cognitive Development in Middle Adulthood
  • 16: Social and Personality Development in Middle Adulthood
  • Introduction: Social and Personality Development in Middle Adulthood
  • 16.1: Theories of Social and Personality Development in Middle Adulthood
  • 16.1: Theories of Social and Personality Development in Middle Adulthood
  • 16.1.1: Erikson’s Generativity-Versus-Stagnation Stage
  • Vaillant’s Revision of Erikson’s Theory
  • 16.1.2: Midlife Crisis—Fact or Fiction?
  • 16.1.3: Socioemotional Selectivity Theory
  • 16.2: Changes in Relationships, Roles, and Personality
  • 16.2: Changes in Relationships, Roles, and Personality
  • 16.2.1: Intimate Partnerships
  • Divorce
  • 16.2.2: Changes in Social Roles
  • The Empty Nest and the Revolving Door
  • Caregiver Burden
  • Grandparenting
  • Friendships
  • 16.2.3: Continuity and Change in Personality
  • 16.3: Midlife Career Issues
  • 16.3: Midlife Career Issues
  • 16.3.1: Work Satisfaction
  • 16.3.2: Job Performance
  • The Demands–Resources Model
  • 16.3.3: Unemployment and Career Transitions
  • Voluntary Career Changers
  • Preparing for Retirement
  • Summary: Social and Personality Development in Middle Adulthood
  • Summary: Social and Personality Development in Middle Adulthood
  • 17: Physical and Cognitive Development in Late Adulthood
  • Introduction: Physical and Cognitive Development in Late Adulthood
  • 17.1: Variability in Late Adulthood
  • 17.1: Variability in Late Adulthood
  • 17.1.1: Life Expectancy and Longevity
  • Subgroups
  • 17.1.2: Health
  • Self-Rated Health
  • Chronic Health Conditions
  • Group Differences in Health
  • Heredity
  • 17.2: Physical Changes in Late Adulthood
  • 17.2: Physical Changes in Late Adulthood
  • 17.2.1: The Brain and Nervous System in Late Adulthood
  • 17.2.2: The Senses
  • Changes in Taste, Smell, and Touch
  • 17.3: Causes and Effects of Biological Aging
  • 17.3: Causes and Effects of Biological Aging
  • 17.3.1: Theories of Biological Aging
  • Genetically Programmed Senescence
  • Free Radicals
  • 17.3.2: Behavioral Effects of Biological Aging
  • Sleeping and Eating Patterns
  • Motor and Balance Functions
  • Sexual Activity
  • 17.4: Mental Health in Late Adulthood
  • 17.4: Mental Health in Late Adulthood
  • 17.4.1: Alzheimer’s Disease and Other Dementias
  • Diagnosing and Treating Alzheimer’s Disease
  • Explaining and Treating Alzheimer’s Disease
  • 17.4.2: Depression
  • Suicide
  • Therapy, Medication, and Prevention
  • 17.5: Cognitive Changes in Late Adulthood
  • 17.5: Cognitive Changes in Late Adulthood
  • 17.5.1: Memory in Late Adulthood
  • Short-Term Memory Function
  • Strategy Learning
  • Everyday Memory
  • Preliminary Explanations
  • 17.5.2: Wisdom and Creativity
  • Creativity in Late Adulthood
  • Summary: Physical and Cognitive Development in Late Adulthood
  • Summary: Physical and Cognitive Development in Late Adulthood
  • 18: Social and Personality Development in Late Adulthood
  • Introduction: Social and Personality Development in Late Adulthood
  • 18.1: Theories of Social and Personality Development in Late Adulthood
  • 18.1: Theories of Social and Personality Development in Late Adulthood
  • 18.1.1: Erikson’s Stage of Ego Integrity Versus Despair
  • 18.1.2: Other Theories of Late-Life Psychosocial Functioning
  • Disengagement Theory
  • Continuity Theory
  • 18.2: Individual Differences
  • 18.2: Individual Differences
  • 18.2.1: The Successful Aging Approach
  • Staying Healthy and Able
  • Productivity
  • 18.2.2: Religious Coping
  • Religious Beliefs
  • 18.3: Changes in Living Arrangements Associated with Aging
  • 18.3: Changes in Living Arrangements Associated with Aging
  • 18.3.1: Aging in Place
  • Living in Their Own Homes
  • Living with Relatives
  • 18.3.2: Residential Options for Older Adults
  • 18.4: Social Relationships in Late Adulthood
  • 18.4: Social Relationships in Late Adulthood
  • 18.4.1: Partnerships in Late Adulthood
  • Marital Relationships in Late Adulthood
  • Benefits of Partnership
  • 18.4.2: Family Relationships and Friendships
  • Grandchildren and Siblings
  • Friendships in Late Adulthood
  • 18.4.3: Gender, Ethnic, and Racial Differences in Social Networks
  • 18.5: Career Issues in Late Life
  • 18.5: Career Issues in Late Life
  • 18.5.1: Timing of and Reasons for Retirement
  • Older Workers
  • Early Retirement
  • 18.5.2: Effects of Retirement
  • Health, Attitudes, and Emotions
  • Mobility in Retirement
  • Summary: Social and Personality Development in Late Adulthood
  • Summary: Social and Personality Development in Late Adulthood
  • 19: Death, Dying, and Bereavement
  • Introduction: Death, Dying, and Bereavement
  • 19.1: The Experience of Death
  • 19.1: The Experience of Death
  • 19.1.1: Death Itself
  • 19.1.2: Where Death Occurs
  • Benefits and Concerns Regarding Hospice Care
  • 19.2: The Meaning of Death Across the Lifespan
  • 19.2: The Meaning of Death Across the Lifespan
  • 19.2.1: Children’s and Adolescents’ Understanding of Death
  • Adolescents
  • 19.2.2: The Meaning of Death for Adults
  • 19.3: Fear of Death and Preparation for Death
  • 19.3: Fear of Death and Preparation for Death
  • 19.3.1: Fear of Death
  • Factors Contributing to Fear of Death Among Adults
  • 19.3.2: Preparation for Death
  • Psychological Changes at the End of Life
  • 19.4: The Process of Dying
  • 19.4: The Process of Dying
  • 19.4.1: Kübler-Ross’s Stages of Dying
  • 19.4.2: Criticisms and Alternative Views
  • 19.4.3: Responses to Impending Death
  • The Role of Social Support
  • 19.5: Theoretical Perspectives on Grieving
  • 19.5: Theoretical Perspectives on Grieving
  • 19.5.1: Freud’s Psychoanalytic Theory
  • 19.5.2: Bowlby’s Attachment Theory
  • 19.5.3: Alternative Perspectives
  • Absent Grieving
  • 19.6: The Experience of Grieving
  • 19.6: The Experience of Grieving
  • 19.6.1: Grief as a Psychological Disorder
  • 19.6.2: The Process of Grieving
  • The Grieving Process in Children and Teens
  • Mode of Death: Illness
  • Mode of Death: Violence and Natural Disasters
  • Death Rituals
  • 19.6.3: Loss of Attachment Relationships
  • Parent–Child Relationships
  • Summary: Death, Dying, and Bereavement
  • Summary: Death, Dying, and Bereavement
  • References
  • References
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  • Footnotes
  • Glossary