Lifespan Development: NZ Perspectives (2e)

This fully updated and expanded edition of Lifespan Development: New Zealand Perspectives provides a broad and complementary coverage of topics encompassing research on psychological development from infancy to senescence. The text targets the current landscape of research and teaching interests of developmental psychology, human development, and allied disciplines in New Zealand and introduces students to a range of methodological approaches and theoretical frameworks, and to diverse research on cognitive, linguistic and social foundations of development.

Part I Methodology

Chapter 1 Research strategies for studying development
Bob Hancox, Joanne Baxter and Richie Poulton (University of Otago)

Chapter 2 What do they think? Qualitative research with children and young people
Sue Jackson (Victoria University of Wellington)

Part II Early development

Chapter 3 Learning and memory during infancy
Harlene Hayne (University of Otago)

Chapter 4 Understanding the development of the child born premature
Lianne J. Woodward (University of Canterbury) and Verena E. Pritchard (Van der Veer Institute for Parkinson’s and Brain Research)

Part III Language and cognitive development

Chapter 5 Language and autobiographical memory
Fiona Jack (University of Otago)

Chapter 6 Connections between language and literacy development
Elizabeth Schaughency and Elaine Reese (University of Otago)

Chapter 7 Learning to read: Teaching approaches and theories of word recognition
Claire Fletcher-Flinn (University of Otago) and G. Brian Thompson (Victoria University of Wellington)

Chapter 8 How language evolved from hand to mouth
Michael Corballis (University of Auckland)

Chapter 9 Cognitive developmental basis of imaginative thinking
Jason Low (Victoria University of Wellington) and Joseph Melser (Child and Adolescent Mental Health Service)

Part IV Social development

Chapter 10 Patterns of cognitive and personality development: Evidence from thelongitudinal competent children/learners study
Cathy Wylie, Edith Hodgen and Hilary Feral (New Zealand Council for Educational Research)

Chapter 11 Attachment and emotion knowledge: Implications for development
Penny Van Bergen (Macquarie University) and Karen Salmon (Victoria University of Wellington)

Chapter 12 Gender development
Tamar Murachver (University of Otago)

Chapter 13 Youth offending in New Zealand
Rachael M. Collie (Victoria University of Wellington)

Chapter 14 Positive youth development in Aotearoa/New Zealand
Susan P. Farruggia and Pat Bullen (University of Auckland)

Chapter 15 Adolescent stress, coping, and adjustment
Paul Jose (Victoria University of Wellington)

Part V Contexts of development

Chapter 16 Behavioural flexibility in children with autism
Nadia Ollington (University of Tasmania), Vanessa A. Green and Jeff Sigafoos (Victoria University of Wellington)

Chapter 17 Preschool hyperactivity and parent-child relationships
Louise Keown (University of Auckland)

Chapter 18 New Zealand families: Diversity and change
Jan Pryor (Victoria University of Wellington)

Chapter 19 Does adopted mean different? The developmental impact of adoption on children
Rhoda Scherman (Auckland University of Technology)

Chapter 20 Media in the lives of New Zealand children and adolescents
Geoff Lealand and Gareth Schott (University of Waikato)

Part VI Late adulthood

Chapter 21 Do we get wiser as we get older? Age-related changes in social understanding
Ted Ruffman (University of Otago)

Chapter 22 Memory and healthy aging: Implications for remembering the past and imagining the future
Donna Rose Addis (University of Auckland)

Chapter 23 Recognising diversity among older New Zealanders
Susan Gee and Judith Davey (Victoria University of Wellington)

For this second edition, new chapters have been added and chapters from the first edition have been updated or revised to reflect new thinking and research. New topics include: the evolution of language; attachment and emotion knowledge; language, memory and reading; developmental aging in relation to memory and social understanding; youth offending; behavioural variability in autism; hyperactivity in preschoolers; adolescents’ technology use; and the lifespan experience of adoption.

Jason Low received his PhD in Psychology from the University of Western Australia, Perth in 1988. From 1998 to 1999 he was a Research Scholar at the University of Florida. In 1999 he was appointed Lecturer in Psychology at Victoria University of Wellington where he is currently Senior Lecturer in Psychology.

Paul Jose received his PhD in Developmental Psychology from Yale University in 1980, and following a post-doctoral fellowship at the University of Illinois at Champaign-Urbana took a position at Loyola University Chicago. After fifteen years at that institution he took a position at Victoria University of Wellington where he is currently an Associate Professor of Psychology.