Experience Human Development and APA Goals

APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES EXPERIENCE HUMAN DEVELOPMENT CONTENT

1 Knowledge Base of Psychology

Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

1.1 Characterize the nature of psychology as a discipline. • Ch 1: Studying the Life Span, p. 5; The Study of Human Development: Basic
concepts, p. 5; Heredity, Environment, and Maturation, p. 10
1.2 Demonstrate knowledge and understanding representing appropriate
breadth and depth in selected content areas of psychology. • Ch 2: Basic Theoretical Issues, pp. 24–26

1.3 Use the concepts, language, and major theories of the discipline to • Ch 5: Cognitive Development: Six Approaches, p. 138; Six Substages of
account for psychological phenomena. Piaget’s Sensorimotor Stage of Cognitive Development, p. 145
1.4 Explain major perspectives of psychology (e. g., behavioral, biological, • Ch 6: Emotions, pp. 176–179; Studying Temperament Patterns, pp. 181–184
cognitive, evolutionary, humanistic, psychodynamic, and sociocul- • Ch 7: Piagetian Approach: The Preoperational Child p. 227
tural).
• Ch 9: Piagetian Approach: The Concrete Operational Child, p. 292; Informa-
tion Approach: Planning, Attention, and Memory, pp. 297–300; Psychomet-
ric Approach: Assessment of Intelligence, pp. 300–301
• Ch 11: Piaget’s Stage of Formal Operations, p. 372

• Ch 14: Personality Development: Four Views, pp. 456–461

• Ch 16: Change at Midlife: Theoretical Approaches, pp. 511–515

• Ch 17: Theories of Biological Aging, p. 544

• Ch 18: Theory and Research on Personality Development, pp. 574–577

2 Research Methods in Psychology

Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

2.1 Describe the basic characteristics of the science of psychology. • Ch 1: Research in Action: Is There A Critical Period for Language
Acquisition?, p. 18
2.2 Explain different research methods used by psychologists.
• Ch 2: Basic Research Designs, pp. 42–47; Window on the World: Purposes of
2.3 Evaluate the appropriateness of conclusions derived from
Cross-Cultural Research, p. 44; Ethics of Research, p. 49–50
psychological research.
• Ch 3: Research in Action: Genetic Testing, p. 66
2.4 Design and conduct basic studies to address psychological questions
using appropriate research methods. • Ch 4: Research in Action: The Autism “Epidemic” pp. 122–123

2.5 Follow the APA Codes of Ethics in the treatment of human and • Ch 5: Research in Action: Do Infants and Toddlers Watch Too Much
nonhuman participants in the design, data collection, interpretation, Television?, p. 154
and reporting of psychological research. • Ch 6: Research in Action: How Postpartum Depression Affects Early
2.6 Generate research conclusions appropriately based on the Development, p. 194
parameters of particular research methods. • Ch 7: Research in Action: Food Security, p. 222

• Ch 8: Research in Action: Does Play Have an Evolutionary Basis?, p. 265

• Ch 9: Research in Action: Do Barbie Dolls Affect Girls’ Body Image?, p. 289

• Ch 10: Research in Action: Talking to Children about Terrorism and War, p. 348

• Ch 11: Research in Action: Multitasking and Gen M, p. 383

• Ch 12: Research in Action: Consequences of the Social Network, p. 411

• Ch 13: Research in Action: Assisted Reproductive Technology, p. 434-435

• Ch 13: Research in Action: Development of Faith Across the Life Span, p. 440

• Ch 14: Research in Action: Intimate Partner Violence, p. 474

• Ch 17: Research in Action: Centenarians, p. 547

• Ch 18: Research in Action: Mistreatment of the Elderly, p. 598

• Ch 19: Research in Action: Ambiguous Loss, p. 609

xvii
 APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES EXPERIENCE HUMAN DEVELOPMENT CONTENT

3 Critical Thinking Skills in Psychology

Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solving problems
related to behavior and mental processes.

3.1 Use critical thinking effectively. • Ch 1: p. 4; p. 16

3.2 Engage in creative thinking. • Ch 2: Ethics of Research, pp. 49–50

3.3 Use reasoning to recognize, develop, defend, and criticize arguments • Ch 3: Research in Action: Genetic Testing, p. 66; p 68
and other persuasive appeals. • Ch 5: p. 158
3.4 Approach problems effectively. • Ch 7: p. 239

• Ch 8: p. 254; p. 270

• Ch 10: p. 334; Does Electronic Media Violence Stimulate Aggression?,

pp. 340–342
• Ch 11: p. 369

• Ch 13: Research in Action: Development of Faith Across the Life Span, p. 440

• Ch 17: p. 548

4 Application of Psychology
Understand and apply psychological principles to personal, social, and organizational issues.

4.1 Describe major applied areas (e.g., clinical, counseling, industrial/ • Ch 2: p. 25; Ethics of Research, pp. 49–50
organizational, school, etc.) and emerging (e.g., health, forensics, • Ch 3: What Causes Multiple Births?, pp. 55–56; The Need for Preconception
media, military, etc.) applied areas of psychology. Care, p. 90
4.2 Identify appropriate applications of psychology in solving problems.
• Ch 6: Window on the World: Are Struggles with Toddlers Necessary?, p. 198
4.3 Articulate how psychological principles can be used to explain social
• Ch 7: Preventing Obesity, pp. 220–221; Research in Action: Food Security,
issues and inform public policy. p. 222
4.4 Apply psychological concepts, theories, and research findings as
• Ch 9: Moral Reasoning, p. 296
these relate to everyday life.
• Ch 10: Research in Action: Pass the Milk: Family Mealtimes and Child
4.5 Recognize that ethically complex situations can develop in the
Well-Being, p. 327; Aggression and Bullying, pp. 339–343
application of psychological principles.
• Ch 11: Sleep Needs and Problems, p. 363; Nutrition and Eating Disorders,
pp. 363–367
• Ch 12: Is Adolescent Rebellion a Myth?, pp. 403–404

• Ch 17: Safety Checklist for Preventing Falls in the Home, p. 553; Warning
Signs of a Stroke, p. 555; Alzheimer’s Disease versus Normal Behavior, p. 559
• Ch 18: Practical and Social Issues Related to Aging, pp. 582–590; Group
Living Arrangements for Older Adults, p. 589
• Ch 19: Manifestation of Grief in Children: p. 611

xviii EXPERIENCE HUMAN DEVELOPMENT APA GOALS

APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES EXPERIENCE HUMAN DEVELOPMENT CONTENT

5 Values in Psychology
Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology
as a science.

5.1 Recognize the necessity for ethical behavior in all aspects of the sci- • Ch 1: Window on the World: Children of Immigrant Families, p. 14
ence and practice of psychology. • Ch 2: Window on the World: Purposes of Cross-Cultural Research, p. 44;
5.2 Demonstrate reasonable skepticism and intellectual curiosity by asking Ethics of Research, pp. 49–50
questions about causes of behavior. • Ch 3: Research in Action: Genetic Testing, p. 66
5.3 Seek and evaluate scientific evidence for psychological claims. • Ch 6: Gender: How Different Are Baby Boys and Girls?, pp. 186–187
5.4 Tolerate ambiguity and realize that psychological explanations are • Ch 7: Window on the World: Surviving the First Five Years of Life, pp. 224–225
often complex and tentative.
• Ch 8: Perspectives on Gender Development, pp. 257–263
5.5 Recognize and respect human diversity.
• Ch 11: Window on the World: The Globalization of Adolescence, pp. 356–357;
5.6 Assess and justify their engagement with respect to civic, social, and Dropping Out of High School, pp. 383–384
global responsibilities.
• Ch 12: Sexual Orientation and Identity, pp. 396–297
5.7 Understand the limitations of their psychological knowledge and skills.
• Ch 13: Research in Action: Development of Faith Across the Life Span, p. 440

• Ch 15: Window on the World: Cultural Differences in Women’s Experience of

Menopause, pp.488–489
• Ch 16: Window on the World: A Society without Middle Age, p. 511; Gay and
Lesbian Relationships, pp. 526–527
• Ch 18: Window on the World: Aging in Asia, p. 583

• Ch 19: Mourning a Miscarriage, pp. 615–616

6 Information and Technological Literacy

Demonstrate information competence and the ability to use computers and other technology for many purposes.

6.1 Demonstrate information competence at each stage in the • Ch 1: p. 4

following process: • Ch 12: Research in Action: The Consequences of the Social Network, p. 411
a. Formulate a researchable topic that can be supported by database
search strategies
b. Locate and choose relevant sources from appropriate media, which
may include data and perspectives outside traditional psychology
and Western boundaries
c. Use selected sources after evaluating their suitability based on
(1) Appropriateness, accuracy, quality, and value of the source
(2) Potential bias of the source
(3) The relative value of primary versus secondary sources,
empirical versus nonempirical sources, and peer-reviewed
versus non-peer-reviewed sources
d. Read and accurately summarize the general scientific literature
of psychology
6.2 Use appropriate software to produce understandable reports of the
psychological literature, methods, and statistical and qualitative
analyses in APA or other appropriate style, including graphic
representations of data.
6.3 Use information and technology ethically and responsibly.

6.4 Demonstrate these computer skills:

a. Use basic word processing, database, e-mail, spreadsheet, and
data analysis program
b. Search the Web for high-quality information
c. Use proper etiquette and security safeguards when communicating
through e-mail

APA GOALS EXPERIENCE HUMAN DEVELOPMENT xix

 APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES EXPERIENCE HUMAN DEVELOPMENT CONTENT

7 Communication Skills
Communicate effectively in a variety of formats.

7.1 Demonstrate effective writing skills in various formats (e.g., essays, • Ch 1: p. 13

correspondence, technical papers, note taking) and for various purposes • Ch 2: p. 26
(e.g., informing, defending, explaining, persuading, arguing, teaching).
• Ch 2: Basic Research Designs, p. 43–44.
7.2 Demonstrate effective oral communication skills in various formats (e.g.,
group discussion, debate, lecture) and for various purposes (e.g., inform- • Ch 5: Language Development, p 163
ing, defending, explaining, persuading, arguing, teaching). • Ch 16: Relationships with Maturing Children, p. 527–529
7.3 Exhibit quantitative literacy. Demonstrate interpersonal communication • Ch 18: Elderspeak, p. 577
skills.
• Ch 19: Helping Someone Who Has Lost A Loved One, p. 610
7.4 Exhibit the ability to collaborate effectively.

8 Sociocultural and International Awareness

Recognize, understand, and respect the complexity of sociocultural and international diversity.

8.1 Interact effectively and sensitively with people from diverse • Ch 2: Window on the World: Purposes of Cross-Cultural Research, p. 44
backgrounds and cultural perspectives. • Ch 3: Disparities in Prenatal Care, p. 90
8.2 Examine the sociocultural and international contexts that influence
• Ch 4: Can A Supportive Environment Overcome The Effects of Birth
individual differences. Complications?, pp. 109–110
8.3 Explain how individual differences influence beliefs, values, and
• Ch 6: Window on the World: Are Struggles with Toddlers Necessary?, p. 198
interactions with others and vice versa.
• Ch 7: Socioeconomic Status and Race/Ethnicity, pp. 223–225; Window on
8.4 Understand how privilege, power, and oppression may affect
the World, Surviving the First Five Years of Life, pp. 224–225; Homelessness,
prejudice, discrimination, and inequity. Recognize prejudicial pp. 225–226
attitudes and discriminatory behaviors that might exist in
themselves and others. • Ch 10: Research in Action: Talking to Children about Terrorism and War,
p. 348
• Ch 11: Window on the World: The Globalization of Adolescence,
pp. 356–357
• Ch 12: Ethnic Factors in Identity Formation, p. 394; Becoming a Delinquent:
Genetic and Neurological Factors, p. 412
• Ch 13: Culture and Moral Reasoning, pp. 439, 441; Research in Action:
Development of Faith Across the Life Span, p. 440
• Ch 14: Research in Action: Intimate Partner Violence, p. 474

• Ch 15: Window on the World: Cultural Differences in Women’s Experience of

Menopause, pp.488–489; Race/Ethnicity and Health, p. 491
• Ch 16: Gay and Lesbian Relationships, pp. 526–527

• Ch 18: Window on the World: Aging in Asia, p. 583

xx EXPERIENCE HUMAN DEVELOPMENT APA GOALS

APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES EXPERIENCE HUMAN DEVELOPMENT CONTENT

9 Personal Development
Develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and
self-improvement.

9.1 Reflect on their experiences and find meaning in them. • Ch 9: Research in Action: Do Barbie Dolls Affect Girls’ Body Image?, p 289

9.2 Apply psychological principles to promote personal development. • Ch 12: Outcomes of Teenage Pregnancy, pp. 401–402; Research in Action:
Consequences of the Social Network, p. 411
9.3 Enact self-management strategies that maximize health outcomes.
• Ch 13: Sexual and Reproductive Issues, pp. 430–434
9.4 Display high standards of personal integrity with others.
• Ch 14: Research in Action: Intimate Partner Violence, p. 474
9.5 Seek input from and experiences with diverse people to enhance the
quality of solutions. • Ch 15: How Stress Affects Health, pp. 497–498

• Ch 16: Psychological Well-Being and Positive Mental Health, pp. 519–522;

Dimensions of Well-Being Used in Ryff ’s Scale, p. 521
• Ch 19: Finding Meaning and Purpose in Life and Death, pp. 623–624

10 Career Planning and Development

Pursue realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a
variety of settings.

10.1 Apply knowledge of psychology (e.g., decision strategies, • Ch 1: Human Development: An Ever-Evolving Field, pp. 4–5
life span processes, psychological assessment, types of • Ch 11: Preparing for Higher Education or Vocations, pp. 384–386
psychological careers) when formulating career choices.
• Ch 13: The College Transition, pp. 443–445
10.2 Identify the types of academic experience and performance in
psychology and the liberal arts that will facilitate entry into the • Ch 15: Work and Education, pp. 504–506
workforce, post-baccalaureate education, or both. • Ch 16: Work and Cognitive Development, p. 505
10.3 Describe preferred career paths based on accurate self-
assessment of abilities, achievement, motivation, and work habits.
10.4 Identify and develop skills and experiences relevant to
achieving selected career goals.
10.5 Articulate how changing societal needs can influence career
opportunities and foster flexibility about managing
changing conditions
10.6 Demonstrate an understanding of the importance of lifelong
learning and personal flexibility to sustain personal and
professional development as the nature of work evolves.

APA GOALS EXPERIENCE HUMAN DEVELOPMENT xxi

 experience
Human Development
a program that connects
experience students to the real world!

• Milestones—real life, real development

McGraw Hill’s Milestones is a powerful tool that allows students to
experience life as it unfolds, from infancy to late adulthood.
Milestones consists of two essential components that work together to
capture key changes throughout the lifespan—Milestones of Child
Development and Milestones: Transitions.
In Milestones of Child Development, students track the early stages of
physical, social, and emotional development. By watching one child
over time or comparing various children, Milestones provides a unique,
experiential learning environment that can only be achieved by
opment as it happens
watching real human development all in pretransitional
happens—all
and postmilestone segments. ts.
In Milestones:
Transitions, students
meet a series of people,
from teenagers to
individuals in late
adulthood, to hear their
perspective on changes
that occur throughout the
rest of the life span.
Through a series of
interviews, students are
given the opportunity to
g
think critically while exploring
the differences in attitudes
on everything from body
image to changes in emotion, n,
sexuality, cognitive processes,s,
and death and dying.
In addition, McGraw-Hill’s
rful,
Milestones includes a powerful,
customizable assessment tool
t
to help students and instructors
track progress and gauge understanding of
key course concepts. To ensure that students are mastering
key concepts, assessments are linked to core learning outcomes.

xxii
 Students receive feedback on their level of mastery,
and their scores are automatically graded and
recorded in the Connect grade book. Milestones
may be experienced with or without the
assessment tool.

• Research in Action
Experience the impact of current developments
in the field with Research in Action features.
Connecting research to everyday life
demonstrates both the relevancy and
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ever-changing nature of the field.

research in action
LESSONS FROM NEUROSCIENCE
While we have known for some time that early experi- organs that work as an integrated whole. There is no
ences can have a profound effect on who we are and who “left brain” and “right brain”; there is only one brain. All
we become, neuroscience and behavioral research is areas of our development are likewise related. For ex-
beginning to illuminate the specific ways in which our ample, without feeling safe and loved, babies are less
brain development itself is shaped by such processes. On likely to explore their environment, limiting their abil-
the basis of decades of scientific inquiry, the National ity to learn about the world.
Symposium on Early Childhood Science and Policy issued 5. Toxic stress damages developing brain architecture,
a series of brief summaries encapsulating basic concepts which can lead to lifelong problems in learning, be-
in early brain development. They specify five basic con- havior, and physical and mental health. Our bodies
cepts about early brain development: are well adapted to dealing with time-limited stress-
1. Brains are built over time, from the bottom up. Brains do
ors, but we are not made to handle chronic stress 4.1
effectively. Long-term stress is very damaging to
not emerge full formed in adulthood. Rather, their
our bodies as a whole and can have especially
construction begins in the fetal period and continues
strong effects on a young brain. Unfortunately,
at an incredibly rapid pace through early childhood.
many children are exposed to toxic levels of stress
Our brains are constructed out of the millions of influ-
through such factors as poverty, abuse or neglect,
ences and interactions all of us go through in our lives.
and parental mental illness.
And our abilities come online in a prescribed and or-
ganized fashion: first sensation and perception, then How do findings such as these translate into action in the
language and cognitive functions. real world? The National Symposium on Early Childhood
2. The interactive influence of genes and experience Science and Policy has used these basic concepts to
shape the developing brain. Although the nature- develop a series of recommendations for interventions in
nurture debate certainly predates the existence of early childhood. First, the work on plasticity suggests that
the field of psychology, research in early brain de- the earlier the intervention, the more effective it will be.

experience
diversity and the impact of culture
on human development.
• Window on the World
Window on the World features include cross-cultural research and
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explore the way an issue is treated or experienced in one or more
cultures, in the Unites States, and
around the world.

THE GLOBALIZATION OF ADOLESCENCE

Young people today live in a global neighborhood, a web parents’ footsteps and to be guided by their advice. If
of interconnections and interdependencies. Goods, in- they work, they are more likely to work in factories than
formation, electronic images, songs, entertainment, and on the family farm.
fads sweep almost instantaneously around the planet. This does not mean that adolescence is the same the
Western youth dance to Latin rhythms, and Arabic girls world over. The strong hand of culture shapes its mean-
draw their images of romance from Indian cinema. Maori ing differently in different societies. In the United States,
youth in New Zealand listen to African American rap adolescents are spending less time with their parents
music to symbolize their separation from adult society. and confiding in them less. In India, adolescents may
Adolescence is no longer solely a Western phenome- wear Western clothing and use computers, but they
11.1 non. Globalization and modernization have set in motion maintain strong family ties, and their life decisions often
societal changes the world over. Among these changes are influenced by traditional Hindu values. In Western
are urbanization, longer and healthier lives, reduced birth- countries, teenage girls strive to be as thin as possible. In
rates, and smaller families. Earlier puberty and later mar- Niger and other African countries, obesity is considered
riage are increasingly common. More women and fewer beautiful.
children work outside the home. The rapid spread of ad- In many non-Western countries, adolescent boys and
vanced technologies has made knowledge a prized re- girls seem to live in two separate worlds. In parts of the
source. Young people need more schooling and skills to Middle East, Latin America, Africa, and Asia, puberty brings
enter the labor force. Together these changes result in an more restrictions on girls, whose virginity must be pro-
extended transitional phase between childhood and tected to uphold family status and ensure girls’ marriage-
adulthood. ability. Boys, on the other hand, gain more freedom and
GOLDPOST
Puberty in less-developed0 countries
Last traditionally
First Level was Head
mobility, and their sexual
E X P Eexploits
RIENC areE tolerated
H U M A by
N parents
DEVELOPMENT xxiii
experience
a program that helps students navigate the vast
amount of material covered in the course.
• LearnSmart
Connect Psychology with LearnSmart, our adaptive learning system, is designed
to help students learn faster, study more efficiently, and retain more knowledge for
greater success. It allows faculty to spend more time teaching and less time grading.
In classrooms and via online courses around the country, faculty are reporting an
increase in performance by a letter grade or more and improved understanding of
the material. LearnSmart is the premier learning system designed to effectively
assess a student’s knowledge of course content through a series of adaptive
questions, intelligently pinpointing concepts the student does not understand and
mapping out a personalized study plan for success. LearnSmart prepares students,
allowing instructors to focus valuable class time on higher-level concepts.

Students come to class with a

range of preparedness. With
a focus on course-crucial
concepts, LearnSmart is like
a personal tutor guiding
students to spend less time
on what they already know,
and more on what they don’t.

• Guideposts
Guideposts are a comprehensive learning system with a coordinated set of
guidep st

elements that work together to foster active learning in the text. Learning goals are
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1 How does the self- clearly highlighted throughout chapters and summarized for quick review.
concept develop during
summary
and

early childhood, and

how do children show key terms
guidep st

self-esteem, emotional • The main gender difference in early childhood is

1 The Developing Self boys’ greater aggressiveness. Girls tend to be more
growth, and initiative? How does the self-concept develop during empathic and prosocial and less prone to problem
early childhood, and how do children behavior. Some cognitive differences appear early,
show self-esteem, emotional growth, others not until preadolescence or later.
and initiative?
• Children learn gender roles at an early age through
• The self-concept undergoes major change in early gender-typing. Gender stereotypes peak during the
childhood. According to a neo-Piagetian model, preschool years.
self-definition shifts from single representations to
• Five major perspectives on gender development are
representational mappings. Young children do not
biological, evolutionary, psychoanalytic, cognitive,
see the difference between the real self and the
and social learning.
ideal self.
• Evidence suggests that some gender differences may
• Self-esteem in early childhood tends to be global
be biologically based.
and unrealistic, reflecting adult approval.
• Evolutionary theory sees children’s gender roles as
• Understanding of emotions directed toward the
preparation for adult mating behavior.
self and of simultaneous emotions develops
gradually. • In Freudian theory, a child identifies with the same-
sex parent after giving up the wish to possess the
• According to Erikson, the developmental conflict of
other parent.
early childhood is initiative versus guilt. Successful
resolution of this conflict results in the virtue of • Cognitive-developmental theory maintains that
purpose. gender identity develops from thinking about one’s
gender. According to Kohlberg, gender constancy
self-concept (252)
leads to acquisition of gender roles. Gender-schema
self-definition (252) theory holds that children categorize gender-related
single representations (253) information by observing what males and females
real self (253) do in their culture.
• According to social cognitive theory, children
xxiv ideal self (253)
representational mappings (253) learn gender roles through socialization. Parents,
experience
a program that helps instructors administer
courses more efficiently.
• Streamlined Course Management
Easy-to-use course management allows instructors to spend less time
administering and more time teaching.

• Measurable Learning Outcomes

Whether a class is face-to-face, hybrid, or entirely online, Experience Human Development
provides the tools to reduce the amount of time and energy that instructors have to
invest in administering their course. Experience Human Development is designed to
provide consistent outcomes no matter the course format.

Easily monitor
students’ progress and
identify when
students are
struggling.

xxv
chapter-by-chapter changes
Below is a chapter-by-chapter list of topics that are new to this edition or have been substantially revised and/or updated.

1 The Study of Human 4 Birth and Physical Development

Development during the First Three Years
• New coverage on children of • New coverage of neuroscience
immigrant families • Updated statistics and information
• Updated information on family structure on maternal mortality
• Updated poverty statistics and • Updated statistics and information
strengths of poor families on home births
• Revised discussion of plasticity • Updated statistics and
• New coverage of race and ethnicity information on C-sections
• Updated statistics and information on
VBACs, low birthweight, stillbirth, infant
mortality, and growth patterns
• New coverage of maternal and
2 Theory and Research infant mortality rates

• Revised coverage of Piaget • New coverage of birth complications

• Revised coverage of evolutionary perspective • New coverage of world

neonatal mortality rates
• Revised coverage of research methods
• New coverage of infant mortality
rates by maternal race/ethnicity

3 Forming a New Life

• Updated coverage on multiple births
5 Cognitive Development
• Revised discussion of epigenesis during the First Three Years
• Updated coverage on factors affecting obesity • Updated coverage of infants,
• Updated coverage of fetal death toddlers, and television
• Updated coverage of fetal abilities • Updated coverage of effectiveness
of early intervention programs
• Updated coverage of maternal weight,
nutrition, drug use, physical activity, • Updated coverage of language and literacy
age, and prenatal development
• Updated coverage of maternal stress, anxiety,
depression, and prenatal development
• Updated coverage of prenatal care 6 Psychosocial Development
• Updated coverage of gene therapy
during the First Three Years
• Updated coverage of crying,
• New coverage of birth rates by age of mother
smiling, and laughing
• Updated coverage of altruistic behavior
• Updated coverage of mutual regulation
• Updated coverage of early child care
• Updated statistics on child maltreatment
• New coverage on mothers in the workforce
• New coverage on child maltreatment

xxvi
7 Physical and Cognitive 11 Physical and Cognitive
Development in Early Childhood Development in Adolescence
• New coverage of food security • New coverage on multitasking and generation M
• Updated coverage on surviving the first 5 years of life • Updated coverage on puberty and pubertal timing
• New section on food allergies • Updated statistics on obesity and depression
• Updated coverage on CHIP • Updated statistics and trends for
• Updated coverage on homelessness drug and alcohol use or abuse

• Updated coverage on theory of mind • Updated information on death in adolescence

with emphasis on motor vehicle accidents
• Updated coverage on executive function
• Updated information on educational issues such
• New sections on Montessori and Reggio
as achievement and dropping out of high school
Emilia preschool approaches
• New section on how technology affects learning
• Updated coverage on evaluating Head Start
• New coverage on the onset of puberty
• New coverage on child mortality
rates and causes of death • New coverage on depression rates
• New coverage on causes of death among adolescents
• New coverage on eating disorders

9 Physical and Cognitive Development

in Middle Childhood 12 Psychosocial Development
• Revised material on growth norms and sleep needs in Adolescence
• Updated coverage of obesity • New coverage on consequences of social networking
• New section on diabetes • Updated statistics in box on youth violence
• Updated material on moral development • Updated information on ethnic
differences in identity formation
• Updated material on the importance
of working memory • Updated information on teen sexual
activity, sex education, and STIs
• Updated material on how culture
affects cognitive development • Updated information on teen pregnancy trends
• Revised critique of Gardner’s theory • Updated information on relationships with parents
of multiple intelligences • New section on dating violence
• Updated information on the relationship • Updated information on antisocial behavior
between parenting practices, child • New section on sexual activity among adolescents
temperament, and child outcomes
• New section on STIs
• Updated information on learning
• New coverage on pregnancy, birth, and
disabilities and ADHD
abortion rates among adolescents
• New coverage on accidental deaths among children
• New coverage on distribution of teen births

10 Psychosocial Development
in Middle Childhood 13 Physical and Cognitive Devleopment
in Emerging and Young Adulthood
• New coverage of family mealtimes
and child well-being
• Updated coverage on emerging adulthood

• Updated coverage on empathy

• Updated coverage on health, obesity, nutrition,
the importance of physical activity/exercise,
• Updated coverage on parenting smoking, drug, and alcohol use/abuse
practices and outcomes
• New sections on eating disorders and stress
• Updated statistics on poverty and
on different family structures
• Updated coverage on the importance of SES,
ethnicity, and social relationships vis-a-vis health
• Updated information on popularity, bullying/
victimization, and childhood mental health
• Updated coverage on mental health

• New coverage on family living arrangements

• Updated coverage on sexual attitudes/
behaviors, STIs, PMS, and infertility
• New coverage on the effect of media violence
• Updated coverage on moral development
• Updated coverage on the college
experience and the world of work
• New coverage on nonmedical use of drugs xxvii
 14 Psychosocial Development in 17 Physical and Cognitive
Emerging and Young Adulthood Development in Late Adulthood
• New coverage on the millenials • Updated statistics on graying of the population—
• Updated statistics on intimate partner violence in the United States and worldwide

• Updated coverage on emerging adulthood • Updated statistics on life expectancy in

the United States and in other countries—
• Updated coverage on identity development,
including gender and race/ethnicity trends
including ethnic/racial identity
• Updated information on theories of why people
• Updated coverage on relationships with parents
age and how far the life span can be extended
• Updated coverage on friendships,
• Updated information on systemic and organ
including the Facebook effect
changes, especially the aging brain
• Updated information on the single life, gay/
• Updated information on sensory
lesbian relationships, and cohabitation
and psychomotor changes
• Updated information on marriage
• Updated information on physical and
and marital relationships
mental health, including disability
• Updated information on parenthood and on
• Updated information on dementia, especially
how parenthood affects marital relationships
Alzheimer’s—causes, risk factors, and treatment
• Updated information on divorce
• Updated information on intelligence
• New coverage on marriage rates by country and processing abilities
• New coverage on cohabitation rates by country • Updated information on memory changes

15 Physical and Cognitive Development 18 Psychosocial Development

in Middle Adulthood in Late Adulthood
• Updated information on sensory functioning • Updated information on personality stability/change
• New section on the brain at midlife • Updated information on coping and mental health,
• Updated information on health trends and including well-being
influences on health such as weight, SES, and so on • Updated information on theories of successful aging
• Updated information on practical and social issues—
work, retirement, finances, and living arrangements
• Updated information on interpersonal
relations during later adulthood
16 Psychosocial Development
in Middle Adulthood
• Updated information on trait models
of personality development
• Updated information on the
importance of generativity
19 Dealing with Death and Bereavement
• Updated information on life satisfaction • Updated information on near death experiences

• Updated information on marriage and health • Updated information on suicide

• Updated information on parenting—including the • Updated information on active/passive

“empty nest,” and the “revolving door syndrome” euthanasia and assisted suicide

• Updated information on grandparenting • New coverage on suicidal thoughts

xxviii
experience other resources
Experience Human Development is accompanied by a complete learning and teaching pack-
age. Each component of this package has been thoroughly revised and expanded to in-
clude important new course material.

FOR THE STUDENT

Connect LifeSpan Development—McGraw-Hill’s response to today’s student
The groundbreaking adaptive diagnostic tool helps students “know what they know” while
helping them learn what they don’t know through engaging interactivities, exercises, videos,
and readings. Instructors using Connect are reporting that their students’ performance is
improving by a letter grade or more. Through this unique tool, Experience instructors are
able to identify struggling students quickly and easily, before the first exam. Connect LifeSpan
Development also features the Milestones series:
• In Milestones of Child Development, students track the early stages of physical, social,
and emotional development. By watching one child over time or comparing various
children, Milestones provides a unique, experiential learning environment that
can only be achieved by watching real human development as it happens—all in
pretransitional and postmilestone segments.
• In Milestones: Transitions, students encounter adolescents and adults reflecting
on critical points in their lives. Students hear and see, firsthand, about changing
perspectives on key issues, such as body image, cognitive changes, and death and
dying. Milestones: Transitions also provides students with a series of critical thinking
exercises, allowing them to examine the differences in attitudes that arise throughout
the life span.

Online Learning Center for Students The official Web site for the text (www.mhhe
.com/papaliahd12e) provides students with access to a variety of learning tools, including
chapter outlines, key terms flashcards, student self-quizzes, Web links to relevant psy-
chology sites, and video segments available through McGraw-Hill’s exclusive Discovery
Channel licensing arrangement, chosen to illustrate key concepts in human development.

Student Study Guide Peggy Skinner, South Plains College

This comprehensive study guide is organized by chapter and integrates the Guideposts for
Study found in the main text. It is designed to help students make the most of their time
when reviewing the material in the text and when studying for exams. The study guide
includes a variety of self-tests, including true/false, multiple-choice, and essay questions.

FOR THE INSTRUCTOR

Online Learning Center for Instructors The password-protected instructor side
of the Online Learning Center (www.mhhe.com/papaliahd12e) contains the Instructor’s
Manual, Test Bank, PowerPoint slides, Image Gallery, and other valuable material to help
you design and enhance your course. See more information about specific assets below.
Ask your local McGraw-Hill representative for password information.

Instructor’s Manual, revised by Peggy Skinner, South Plains College Designed spe-
cifically for the twelfth edition, this manual contains valuable resources for both new
and experienced teachers. Organized around the Guideposts for Study in the textbook,
the Instructor’s Manual offers Total Teaching Package outlines, suggested lecture openers,

EXPERIENCE OTHER RESOURCES EXPERIENCE HUMAN DEVELOPMENT xxix

 critical-thinking exercises, essay questions, ideas for independent study, video and multi-
media resources, suggested readings, and Web resources for each chapter.

Test Bank, revised by Peggy Skinner, South Plains College This comprehensive test
bank offers more than 2,000 multiple-choice and essay questions. Organized by chap-
ter, the questions are designed to test factual, applied, and conceptual understanding.
Consistent with the integrative nature of our supplements package, all test bank ques-
tions are keyed to the Guideposts for Study in the text, and are compatible with EZ Test,
McGraw-Hill’s computerized test bank program.
McGraw-Hill’s EZ Test is a flexible and easy-to-use electronic testing program that al-
lows instructors to create tests from book-specific items. It accommodates a wide range of
question types, and allows instructors to edit existing questions or create new ones. Mul-
tiple versions of the test can be created, and any test can be exported for use with course
management systems such as WebCT or Blackboard. EZ Test Online is a new service that
gives you a place to easily administer your EZ Test–created exams and quizzes online. The
program is available for Windows and Macintosh environments.

PowerPoint Slides, revised by Sidney Hardyway, Volunteer State Community College

These presentations cover the key points of each chapter and include charts and graphs
from the text. They can be used as is, or you may modify them to meet your specific needs.

McGraw-Hill Contemporary Learning Series

Annual Editions: Human Development This reader is a collection of articles on
topics related to the latest research and thinking in human development. Annual Editions
are updated regularly and include useful features such as a topic guide, an annotated table
of contents, unit overviews, and a topical index.

Taking Sides: Clashing Views on Controversial Issues in Life-Span Development

Current controversial issues are presented in a debate-style format designed to stimulate
student interest and develop critical thinking skills. Each issue is thoughtfully framed with
an issue summary, an issue introduction, and a postscript.

Notable Selections in Human Development This book is a collection of articles,

book excerpts, and research studies that have shaped the study of human development
and our contemporary understanding of it. The selections are organized topically around
major areas of study within human development. Each selection is preceded by a headnote
that established the relevance of the article or study and provides biographical information
on the author.

xxx
acknowledgments
We would like to express our gratitude to the many friends and colleagues who, through
their work and their interest, helped us clarify our thinking about child development. We
are especially grateful to Gabriela A. Martorell, of Virginia Wesleyan College, who worked
closely with us throughout the revision process.
In addition, the following reviewers, who are affiliated with both two-year and four-
year institutions, provided a number of excellent recommendations:

MANUSCRIPT REVIEWERS
Ted A. Barker, Northwest Sidney E. Hardyway, Volunteer Jessica Siebenbruner, Winona
Florida State College State Community College State University
Holly Beard, Midlands Technical College Irv Lichtman, Houston Community College Peggy Skinner, South Plains College
Ivy Cobbins, Olive Harvey College Geraldine M. Lotze, Virginia Steven M. Sloan, Gateway Technical College
Deborah F. Deckner, Clayton Commonwealth University Jose Velarde, Tarrant County College
State University James A. Markusic, Missouri State John F. Wakefield, University
Catherine Deering, Clayton State University University, Ozarks Technical of North Alabama
Community College
Elizabeth Ann Dose, Daytona State College Bridget A. Walsh, University
Marylou Robins, San Jacinto of Nevada, Reno
Jennifer Gadberry, Southeast Missouri College South
State University at Sikeston Sandy K. Wurtele, University of
David Shepard, South Texas College Colorado at Colorado Springs
Jerry Green, Tarrant County College

DESIGN REVIEWERS

Wanda Clark, South Plains College Debra L. Hollister, Valencia College Eleanor McClelland, University
Katheryn Fernandez, Columbus James Jordan, Lorain County of Iowa College of Nursing
State Community College Community College Ann K. Mullis, Florida State University
Nicole Hamilton, St. Philips College

We appreciate the strong support we have had from our publisher. We would like to
express our special thanks to Krista Bettino, who helped guide the early stages of this new
edition; Allison McNamara, sponsoring editor; Dawn Groundwater, director of develop-
ment; Joanne Butler, freelance developmental editor, whose dedicated oversight benefited
this project in innumerable ways; Carol Mulligan, who took great care in preparing the
bibliography; Holly Paulsen, production editor; and Cassandra Chu, design manager.
As always, we welcome and appreciate comments from readers, which help us con-
tinue to improve Experience Human Development.

Diane E. Papalia
Ruth Duskin Feldman

ACKNOWLEDGMENTS EXPERIENCE HUMAN DEVELOPMENT xxxi