Lifespan Development (6e)

For undergraduate courses in Human Development / Lifespan Development.

Provides strong applications, and integrated learning objectives and assessment. Students who want to know "What does current research say?" and "Why is this important?" will appreciate both the applied nature of this text and the clarity of the authors' presentation of current research.  MyDevelopmentLab ties the textbook to online study tools which complements the student-centered approach of the book and offers students the benefit of frequent self-assessment. 

Available with MyDevelopmentLab! www.pearsonhighered.com/newmylabs

I. FOUNDATIONS.

1. Basic Concepts and Methods.

2. Theories of Development.

3. Prenatal Development and Birth.

II. INFANCY.

4. Physical, Sensory, and Perceptual Development in Infancy.

5. Cognitive Development in Infancy.

6. Social and Personality Development in Infancy.

 

III. EARLY CHILDHOOD. 

7. Physical and Cognitive Development in Early Childhood.

8. Social and Personality Development in Early Childhood.

IV. MIDDLE CHILDHOOD.

9. Physical and Cognitive Development in Middle Childhood.

10. Social and Personality Development in Middle Childhood.

 

V. ADOLESCENCE.

11. Physical and Cognitive Development in Adolescence.

12. Social and Personality Development in Adolescence.

 

VI. EARLY ADULTHOOD.

13. Physical and Cognitive Development in Early Adulthood.

14. Social and Personality Development in Early Adulthood.

VII. MIDDLE ADULTHOOD

15. Physical and Cognitive Development in Middle Adulthood.

16. Social and Personality Development in Middle Adulthood.

VIII. LATE ADULTHOOD AND THE END OF LIFE.

17. Physical and Cognitive Development in Late Adulthood.

18. Social and Personality Development in Late Adulthood.
19. Death, Dying, and Bereavement.

Learning Objectives:  The numbered learning objective questions are now more prominent in the sixth edition. These objectives are listed in the chapter opener, called out in the margin next to their corresponding sections, and repeated in the chapter summary to facilitate student review. In addition, the Instructor’s Manual and Test Bank correspond to these learning objectives, allowing you to assess your students’ knowledge of key educational objectives.

Test Yourself: The end of each section now contains brief quizzes with multiple-choice, true/false, fill-in-the-blank, and critical thinking questions for students to test their knowledge before moving onto the next section. The answers to these questions are provided at the back of the text.

Chapter Test:  A 25-question multiple-choice practice test now appears at the end of every chapter. The answers are provided at the back of the text, allowing students to assess their knowledge and prepare for course quizzes and exams.

Integrated MyDevelopmentLab Resources:  Throughout the margins, we have placed MyDevelopmentLab icons indicating where students can go to find videos, simulations, and expanded information on particular topics.  Many more resources are available in addition to those highlighted in the text, but the icons draw attention to some of the most high interest materials available on www.mydevelopmentlab.com. The Test Bank also includes questions specifically geared toward MyDevelopmentLab for your assessment needs.

NEW MyDevelopmentLab: Includes better assessment and reporting features. New applications including Class Prep for instructors, APS Readers, MyVirtualChild.

Some examples of updated research include:

Chapter1:

Age differences in attainment of majority status around the world (Chapter 1, "Basic Concepts and Methods")

Chapter 2:

The bioecological perspective on resilience in children who live in refugee camps (Chapter 2, “Theories of Development”)

Chapter 3:

Indirect effects of coccaine on prenatal development through its direct effects on placental function and other aspects of pregnancy (Chapter 3, “Prenatal Development”)

Chapter 4:

The experiential basis of African infant precocity (Chapter 4, “Physical, Sensory, and Perceptual Development in Infancy”)

Chapter 5:

The use of pacifier-activated lullaby systems in neonatal intensive care units to reinforce sucking behavior in preterm newborns (Chapter 5, “Cognitive Development in Infancy”)

Chapter 6:

Cross-cultural differences in the variables associated with father-infant relationships that affect children's development (Chapter 6, “Social and Personality Development in Infancy”)

Chapter 7:

The contribution of group differences in low birth weight to group differences in IQ scores (Chapter 7, “Physical and Cognitive Development in Early Childhood”)

Chapter 8:

Confounding factors that make interpretation of research on custodial grandparenting difficult (Chapter 8, “Social and Personality Development in Early Childhood”)

Chapter 9:

Treatment and prevention of traumatic brain injury in school-aged children (Chapter 9, “Physical and Cognitive Development in Middle Childhood”)

Chapter 10:

The complex relationship between social status and bullying (Chapter 10, “Social and Personality Development in Middle Childhood”)

Chapter 11:

Development of the prefrontal cortex and its association with risky behavior in adolescence (Chapter 11, “Physical and Cognitive Development in Adolescence”)

Chapter 12:

Risk factors for cyberbullying (Chapter 12, “Social and Personality Development in Adolescence”)

Chapter 13:

Links between gender differences in post-secondary academic performance and male gender identity development (Chapter 13, “Physical and Cognitive Development in Early Adulthood”)

Chapter 14:

Monogamy in heterosexual and homosexual relationships (Chapter 14, “Social and Personality Development in Early Adulthood”)

Chapter 15:

The roles of laboratory tests, low-dose aspirin, and statin drugs in the prevention and treatment of cardiovascular disease (Chapter 15, “Physical and Cognitive Development in Middle Adulthood”)

Chapter 16:

Multigenerational caregiving and caregiver burden (Chapter 16, “Social and Personality Development in Middle Adulthood”)

Chapter 17:

Depression, Alzheimer’s disease, and dementia (Chapter 17, “Physical and Cognitive Development in Late Adulthood”)

Chapter 18:

Instructional design considerations in the development of job-training programs for older workers (Chapter 18, “Social and Personality Development in Late Adulthood”)

Chapter 19:

Online communities and media that may encourage teens and young adults to end their own lives (Chapter 19, “Death, Dying, and Bereavement”)

Create a Custom Text: Do you have trouble getting through the entire lifespan in one semester? Are there particular chatpers that  you do not cover?  For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks in the sequence you want.  To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text–publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started.

1. Frequent opportunities for self-assessment:

• Test Yourself  and Critical Thinking questions appear at the end of each major section of the chapter to encourage students to stop and process information before continuing to the next part of the chapter. See pg 189
• Chapter Tests.  A 25 question multiple choice practice test now appears at the end of every chapter. The answers are provided at the back of the text, allowing students to assess their knowledge and prepare for course quizzes and exams. See pg. 212
• MyDevelopmentLab
  • Study Plan provides individualized feedback based on students' performance on chapter pre-tests and post-tests.  Feedback includes links to specific resources within MyDevelopmentLab to help students focus on the specific topics where they need the most support.
  • Media Assignments tied to each chapter include videos with assignable questions tied to the vidoes. Student's answers to these assignments feed to the instructor gradebook in MyDevelopmentLab.

2. Student-centered pedagogy:

• Learning Objectives in question format are tied to each major section of the chapter.  These objectives are listed in the chapter opener, called out in the margin next to their corresponding sections, and repeated in the chapter summary to facilitate student review. In addition, the Instructor’s Manual and Test Bank correspond to these learning objectives. See pg. 182, 183, 210
• Chapter Summaries tied to Learning Objectives help students focus their study of development. Page numbers are listed within the chapter summary so that students can easily find where the material being summarized is covered in more detail within the chapter.

• Integrated media icons: Icons integrated in the text lead to web-based expansions on topics, allowing instructors and students access to extra information, videos, and simulations. These icons do draw attention to some of the most high interest materials available at www.mydevelopmentlab.com, however they do not reflect the totality of resources available there.  See pg. 188   Students using the eText can link directly to these media resources.

• Marginal Glossary in the margins that define boldfaced terms in the text. 
• Key Terms list at the end of the chapter.

3. Strong emphasis on applications balanced with to-the-point coverage of theory and research:  

• No Easy Answers  discuss the pros and cons of various practical problems for which psychology does not have simple, formulaic answers, such as how to curb youth violence. The authors’ hope is that, by reading these discussions, students will become more sensitive to the complexity of human development and more tolerant of the ambiguities inherent in the behavioral and social sciences.  See pg. 204
• Real World essays explore practical applications of developmental theory and research, in such areas as parenting, teaching, care giving, aging, and working.  Ex: Developmental Science at Home (In the Classroom, etc)   See pg. 198
• Research Report provides detailed accounts of specific research studies, while "Critical Analysis” questions appear at the end of the feature to help students assess the research and make connections between the research study and their daily lives.  See pg. 185
• Policy Questions at the end of each Part illustrate how the findings of developmental research may be used to influence policy changes in the real world. This feature also offers students and instructors an excellent starting point for group discussions or research projects. See pg. 214
• MyDevelopmentLab includes MyVirtualLife — Raise your child. Live your life. MyVirtualLife is two simulations in one. The first simulation allows students to raise a child from birth to age 18 and monitor the effects of their parenting decisions over time. In the second simulation students make first person decisions and see the impact of those decisions on their simulated future self over time. Available in MyDevelopmentLab or as a standalone product.

4. Instructor Resources: 

Instructor's Manual

Test Bank with MyTest: Pearson MyTest is a powerful assessment generation program which helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere. 

Class Prep makes lecture preparation easier and less time-consuming! Included for instructors within MyDevelopmentLab. Click here for a brief walkthrough: http://media.pearsoncmg.com/searchtooltutorials/

Videos on DVD for Instructors: 

• Lecture Launcher Videos--Clips from Films for Humanities and Sciences; available on DVD (ISBN: 0131935127)  
• Pearson Teaching Films Lifespan Development Video, DVD:  (ISBN: 0205656021) This DVD contains videos for all stages of lifespan development, including: Infancy, Preschool, Middle Childhood, Adolescence, Early Adulthood, Middle Adulthood, and Late Adulthood